This study compared the effects of three treatment approaches to training married couples in communication skills on the dependent variables of marital communication, marital adjustment, and the personality characteristics of extraversion/introversion and stability/instability. The initial focus of the study was to determine whether any of the treatment programs--a highly structured (T3), a partially structured (T1 ) or a non-structured (T 2) program -- were superior to any other or to the control group in affecting change in the participants level of communication or in their marital or personal adjustment. The structured programs were derived from the human relations training programs of Carkhuff as well as Rappaport and Harrell's Behavior Exchange Model of conjoint marriage counseling, and adapted for use in a short-term group training procedure. The unstructured training utilized the client-centered approach to couple counseling as developed by Rogers. The number of activities and amount of time spent on each exercise was more rigidly set in the highly structured training than in the partially structured approach. The twenty-four training programs were conducted by two doctoral students in counseling over a seven-week period. A pretest/ post-test, control group experimental design was employed in the research; the data were analyzed using the analysis of covariance statistic, with pre-test scores as the covariate. It was concluded that, although the present study did not produce evidence for the efficacy of one treatment modality over another, some support for the efficacy of the newly designed treatment T2 was provided with suggestions for further research. Recommendations include the matching of couples on age, level of education, and length of marriage when treatments are being compared. Other suggestions include the consideration, in short-term marriage counseling, of pre-therapy selection variables such as level of motivation for change, preparation for the group experience, level of maladjustment, and length of marriage.

The diploma thesis concerns the internal communication in the company which I have selected. The theoretical part of the thesis describes generally the findings about communication and internal communication. The body focuses on an analysis of the internal communication within the selected company, using the questionnaire. The analysis includes recommendations based on the results of the survey, which could enhance the effectiveness of internal communication within the company structure.

Bank leaders who fail to implement effective leadership strategies experience low employee morale and high employee turnover. The estimated failure rate of bank industry leadership to attain some organizational targets such as desired levels of employee morale, employee retention, and profitability is as high as 60%. The purpose of this single case study was to explore strategies bank leaders implemented to improve employee morale and mitigate employee turnover. The population for this study included 4 bank leaders in the United States who successfully applied effective leadership to improve morale and mitigate employee turnover for more than 5 years. Data were collected from semistructured interviews with bank leaders and from artifacts such as the company website. The transformational leadership theory guided this research as the conceptual framework. Data triangulation was employed. Data were analyzed using Yin’s 5 steps of data analysis. Three themes emerged from analysis of the data: adopting motivational leadership techniques, applying open and transparent communication skills, and applying recognition or rewards. The application of findings from this study could contribute to positive social change because society may benefit from an improved banking intermediation system to support employment retention and the improvement of citizens’ livelihoods.

Title: Diagnostics of didactic competencies of students of UK FTVS. Objectives: The goal of the dissertation was to verify whether the chosen combination of quantitative and qualitative methods is suitable for the diagnostics of the didactic competencies of the students of the UK FTVS in swimming didactics. Methods: The research was supported by a combination of quantitative and qualitative research methods. Participating observation was used in direct participation in the didactic outputs of students. Data collection was done by acquiring audio and video recordings of students' didactic outputs within the subject of Theory and Basics of Swimming Didactics at the UK FTVS, by a questionnaire and group interviews with students who were in the role of "pupils" during didactic outputs. Through an uninvolved observation, the analysis of video recordings of students' didactic outputs was made. Coding of individual didactic outputs of students was done through modified analysis of didactic interaction (MADI). Descriptive statistics was used to encode and process data from questionnaires. Then the transcript of group conversations from electronic form to written was done by transcription. From the partial results of the MADI method, questionnaires and group interviews, case studies of five selected...

This   thesis was carried out with data collected from a school in the south of India and written by two students becoming teachers of English. The aim of   this thesis is to find out how a teacher can foster and develop student’s   oral communication skills so that they have the ability, willingness and   confidence to speak English. The thesis is based upon the following research   questions: What   factors, according to the students and teachers, are important for developing   and fostering oral communication skills? What speaking activities did the students   and teacher find important for developing and fostering oral communication skills? The main findings of this study showed that the teachers found a comfortable environment,   expansion of vocabulary, letting students choose their own topics and importance of good communication skills important when fostering students’ oral communication skills. The students in this study expressed that choosing topics and feeling comfortable in natural communicative situations was important for the development of their oral communication skills: This study, as well as previous studies, found that a teacher can in fact help students increase both their motivation and confidence by planning lessons revolving around topics that are of interest to students, as well as give them the scope to choose their own topics when practicing oral communication activities. Furthermore, the result for the second research question showed that there were several speaking activities that the teachers and students found important for developing and fostering oral communication skills. Some of these were everyday activities which increased their vocabulary, carrying out speeches that allowed the students to choose topics and role-play, such as debates.

Suitable for seasoned pros as well as absolute beginners, you will learn how to create a modern, polished presentation which will make you and your organization proud. In the first part of this half-day pre-conference, we will plan content, addressing best practices such as ADA compliance and image permissions and credits. For the second part, we will draft a brief professional presentation. Presentation volunteers will receive constructive feedback regarding content and delivery. Attendees will leave with guidelines and a resource list, and a working knowledge of presentation software and a presentation rubric.

Successful educational systems are established, maintained, and cultivated on a foundation of trust. Effective communication among colleagues is widely accepted as a characteristic of groups who establish and maintain high levels of trust. Despite the importance of the relationships between interpersonal communication skills and levels of organizational trust in postsecondary educational settings, there is very little published on this topic. Further, no published research was located that examined relationships between measures of mindfulness in communication with levels of organizational trust in postsecondary educational settings. This study examined relationships between measures of competent and mindful communication with levels of organizational trust among coworkers, with supervisors, and with the organization in a postsecondary academic library. Study participants included 116 out of 150 non-student library employees of a postsecondary academic library on a large suburban private university campus. The research survey was comprised of four different instruments: the SocioCommunicative Orientation Scale (SCO; Richmond & McCroskey, 1990); the Cognitive Flexibility Scale (CFS; Martin & Rubin, 1995); the Mindfulness in Communication Scale (MCS; Arendt et al., 2019); and the Workplace Trust Survey (WTS; Ferres & Travaglione, 2003). The functioning of each instrument was examined by confirmatory factor analysis. Satisfactory model fit for each instrument was obtained. Structural equation modeling revealed that self-reported levels of communication responsiveness predicted levels of trust in coworkers (p = .02). Perceived levels of mindfulness in communication of coworkers predicted levels of trust in coworkers (p < .001), and perceived levels of mindfulness in communication of supervisors (p < .001) predicted levels of trust in supervisors. This research suggests that perceptions of mindfulness in communication among coworkers and with supervisors are associated with levels of organizational trust within postsecondary academic settings in important ways. Further research is necessary to increase understanding of the relationships between mindfulness in communication and organizational trust in educational environments.

Communication Skills of Novice Psychiatric Nurses with Aggressive Psychiatric Patients by Rose L. Moss MS, University of Hartford, 1996 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University March 2015 The transition from novice nurse to a competent psychiatric staff nurse is often associated with major communication challenges, primarily when caring for aggressive patients. Guided by Peplau's theory, this quantitative study assessed the communication skills of novice psychiatric nurses (N = 25) who worked 24 months or less in the state psychiatric hospital with aggressive psychiatric patients. Additionally, certain demographic data such as gender, age range, level of education, and length of time working were analyzed to determine their impact on communication skills. The survey consisted of 20 questions which assessed demographic data, communications skills, and hospital-based orientation. Based on ANOVA, novice nurses did not differ on hospital-based orientation based on gender, age, level of education, or length of time working. Novice nurses' communication skills did not differ by gender, age or level of education; however, novice psychiatric nurses who had worked 19-24 months had stronger communication skills than those working less time with aggressive patients (F = 6.9, p < 0.005). A communication skills class during hospital orientation to prepare novice nurses to communicate effectively with aggressive patient was recommended to nursing leadership and staff. A communication skills class held during hospital orientation could enhance the nurse-patient relationship, cultivate a safer and secure milieu, and improve patient outcomes. The findings have implications for positive social change for staff development to improve the hospital orientation for novice psychiatric nurses to become better equipped as effective communicators with aggressive psychiatric patients.

(in English): The diploma thesis pursue the use of communication skills of social workers in reception centers for families with children. The main objective is to identify communication skills and consequent development in the field of communication of social workers in reception centers in order to increase the effectiveness of work with the target group. The thesis is divided into three parts. The first theoretical part describes in more detail the terms related to the use of communication skills of social workers. For the second empirical part of the work, a qualitative method is used, which is performed by semi- structured interviews with social workers in reception centers. The research focuses on communication skills, barrier options, skills development and psychohygiene. The last third part of the thesis contains the interpretation of the results, discussion and conclusion. Klíčová slova (anglicky): communication skills, social worker, barriers, development, client

Video modeling interventions have been mostly effective for individuals with autism spectrum disorder (ASD) in teaching social communication skills. However, differences in the effectiveness of these interventions have been noted. Participant motivation was suggested as one of the factors that can influence the effectiveness of video modeling. The purpose of this study was to investigate the effects of participant motivation on video modeling for teaching social communication skills to individuals with ASD. A combined multiple probe across participants and adapted alternating treatments design was used to examine the differential effects of two video modeling conditions (i.e., motivated and non-motivated) on social communication skills of four adults with ASD. Of the four participants, three participants responded to the intervention and performed more of target behavior during the motivated video modeling condition than the non-motivated video modeling condition, while one did not respond to the intervention. In addition, the three participants engaged in a higher percentage of the target behavior during motivated generalization sessions than non-motivated generalization sessions. The results demonstrated that participant motivation influenced the effectiveness of video modeling.