ERIC Number: EJ888787
Record Type: Journal
Publication Date: 2008-Apr
Reference Count: 0
Student as Communication Skills Trainer: From Research to "Concept Keys"
Bodie, Graham D.
Communication Teacher, v22 n2 p51-55 Apr 2008
Although textbooks are filled with practical communication advice, many students overlook the importance of basing practical advice about communication on quality research. This oversight is important for two reasons. First, given the explosion of self-help remedies focused on communication, students should learn to distinguish between communication myths and best practices. Second, some students are likely to implement communication training programs in their future organizations. For programs to be successful, future practitioners should have experience translating scholarly research into language appropriate for non-expert audiences. This article presents an activity that teaches students how to find scholarly research that addresses a communication concept and translate this research into "keys for success." Students have the chance to become communication skills trainers and trainees, and evaluate the success of communication skills programs. The objectives of this activity are: (1) students will become familiar with academic research; and (2) students will understand that communication training should be based on sound research. The author has developed this activity for use in Interpersonal Communication, Public Speaking Fundamentals, Business and Professional Communication (or any Skills-Based Course). [A list of references and suggested readings is included.] (Contains 1 figure.)
Descriptors: Communication Skills, Learning Activities, Communication Research, Training, Group Activities, Peer Teaching, Instructional Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A