Doing What We Do Best: Advancing Business Communication Instruction into the Future with an Agenda for Training and Development
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| Title: | Doing What We Do Best: Advancing Business Communication Instruction into the Future with an Agenda for Training and Development |
|---|---|
| Language: | English |
| Authors: | Frei, Seth S., Stephens, Keri K., Beebe, Steven A. |
| Source: | Business and Professional Communication Quarterly. 2023 86(4):530-549. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Business Communication, Communication Skills, Business Education, Behavioral Objectives, Training, Interpersonal Communication, Intercultural Communication, Group Dynamics, Higher Education, Futures (of Society) |
| DOI: | 10.1177/23294906231202831 |
| ISSN: | 2329-4922 2329-4906 |
| Abstract: | Instruction about teaching business communication skills has been a long-established tradition in the communication discipline. Recent trends in teaching communication training and development extend a long-held emphasis on business communication skill instruction. Given the classical roots of the communication discipline and the current focus on communication skill instruction, this article suggests that future communication theory and research should focus greater attention on behavioral learning outcomes--specifically communication training. This review identifies relevant communication theory that informs a renewed research agenda focused on enhancing behavioral learning outcomes. In proposing this research agenda, we discuss opportunities to apply our current knowledge of intrapersonal, interpersonal, group, public, organizational, mediated, and intercultural communication to advance the discipline through theoretically driven research about business communication skills. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1400225 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwExNOFjzQsek7iFKmSaxbK0AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJzbDEAzwaDHzGHGKwIBEICBm4pYR4O2RuU9dRjiCsqF8zPFMdudu_PCxUMwG2Vwo7aK_QQ7X0XNXfQ-bM59iMkMccfvB_7S7W21Fu7mCJngVxrTx8NGNfIze3yKBGl2QJULWOkVp5zA3-2MMwAkRpydo2TEzD_V6Gf0n2EGzFLSGpdHVJBS2A19y1lEKnOFCPkSVHMXlagWB8Lw5jdFa8xJy4zB7R5EHCCaW5ka Text: Availability: 1 Value: <anid>AN0173550395;[h95b]01dec.23;2023Nov14.04:01;v2.2.500</anid> <title id="AN0173550395-1">Doing What We Do Best: Advancing Business Communication Instruction Into the Future With an Agenda for Training and Development </title> <p>Instruction about teaching business communication skills has been a long-established tradition in the communication discipline. Recent trends in teaching communication training and development extend a long-held emphasis on business communication skill instruction. Given the classical roots of the communication discipline and the current focus on communication skill instruction, this article suggests that future communication theory and research should focus greater attention on behavioral learning outcomes—specifically communication training. This review identifies relevant communication theory that informs a renewed research agenda focused on enhancing behavioral learning outcomes. In proposing this research agenda, we discuss opportunities to apply our current knowledge of intrapersonal, interpersonal, group, public, organizational, mediated, and intercultural communication to advance the discipline through theoretically driven research about business communication skills.</p> <p>Keywords: Training; business communication; communication skills; research agenda</p> <p>Training is big business. According to Training Magazine ("[<reflink idref="bib99" id="ref1">99</reflink>]), U.S. companies spend more than $92 billion each year on corporate training. Training is the process of developing skills in order to perform a specific job or task more effectively ([<reflink idref="bib9" id="ref2">9</reflink>]). Business communication skills, a frequent inclusion in "soft" skills training, are among the most coveted skills on the planet ([<reflink idref="bib19" id="ref3">19</reflink>]; [<reflink idref="bib37" id="ref4">37</reflink>]; [<reflink idref="bib34" id="ref5">34</reflink>]; [<reflink idref="bib77" id="ref6">77</reflink>]; [<reflink idref="bib78" id="ref7">78</reflink>]; [<reflink idref="bib103" id="ref8">103</reflink>]).</p> <p>From Aristotle's classic treatise <emph>The Art of Rhetoric</emph>, written in 333 B.C.E., to contemporary business communication textbooks, the communication discipline has a long history of training people to enhance corporate communication skills. The earliest communication journal, <emph>Quarterly Journal of Public Speaking</emph>, first published in 1915 by the National Association of Academic Teachers of Public Speaking (now the National Communication Association), originally focused almost exclusively on the principles and practices of enhancing public speaking skills. There is also rich literature that identifies and prescribes communication competence behaviors ([<reflink idref="bib36" id="ref9">36</reflink>]; [<reflink idref="bib65" id="ref10">65</reflink>]; [<reflink idref="bib84" id="ref11">84</reflink>], [<reflink idref="bib85" id="ref12">85</reflink>], [<reflink idref="bib86" id="ref13">86</reflink>]) that form the basis of communication skill instruction. Although the contemporary discipline of communication includes instruction about a wide variety of communication theories and contexts, considerable effort continues to be expended on teaching communication skills ([<reflink idref="bib65" id="ref14">65</reflink>], [<reflink idref="bib66" id="ref15">66</reflink>]; [<reflink idref="bib82" id="ref16">82</reflink>]; [<reflink idref="bib96" id="ref17">96</reflink>]; [<reflink idref="bib104" id="ref18">104</reflink>]). In addition, communication skill development is the primary focus of the basic communication studies and business communication courses that are required by general education and business education courses at many U.S. colleges and universities ([<reflink idref="bib57" id="ref19">57</reflink>]; [<reflink idref="bib66" id="ref20">66</reflink>]; [<reflink idref="bib68" id="ref21">68</reflink>]). Communication skill development remains an important objective of both contemporary business communication courses and corporate training contexts.</p> <hd id="AN0173550395-2">Teaching Skills... or Not</hd> <p>Although enhancing business communication skills has been a central focus of communication instruction both in the past and present, the communication discipline has sometimes debated its role in focusing on teaching communication skills. For some, the focus on skill development and training has pejorative implications for the communication discipline. [<reflink idref="bib15" id="ref22">15</reflink>] provoked a lively debate ([<reflink idref="bib95" id="ref23">95</reflink>]) when he suggested that if the communication discipline is to ultimately flourish, it should divorce itself from the pedestrian task of teaching skills; only by focusing on theory and research will the discipline escape from the shackles of skill instruction and free it from its perception as a mere service discipline with no theoretical core. [<reflink idref="bib62" id="ref24">62</reflink>] argues that the communication discipline has evolved from "teaching the body" (communication skills) to "teaching the mind" by investigating more theoretical explanations underpinning human communication. Sophists and elocutionists emphasize skills while philosophers and more contemporary communication researchers focus on theory. Despite periodic questions about the importance of communication skill instruction, teaching communication skills continues to occupy a critical place in communication pedagogy ([<reflink idref="bib82" id="ref25">82</reflink>]; [<reflink idref="bib105" id="ref26">105</reflink>]) and is consistently rated as a top skill needed in the workplace ([<reflink idref="bib19" id="ref27">19</reflink>]).</p> <p>How the communication discipline approaches the study of communication pedagogy research mirrors the varying perceptive value of teaching skills. Courses providing instruction on how to teach communication skills and principles, called speech methods courses, were a mainstay of U.S. university speech and communication department curricula in the 1950s, 1960s, and 1970s ([<reflink idref="bib87" id="ref28">87</reflink>]). However, few departments now offer courses on teaching communication principles and skills ([<reflink idref="bib82" id="ref29">82</reflink>]; [<reflink idref="bib87" id="ref30">87</reflink>]; [<reflink idref="bib104" id="ref31">104</reflink>]). Yet teaching public speaking, interpersonal communication, and team communication skills remains an integral curricular element in most communication departments ([<reflink idref="bib57" id="ref32">57</reflink>]; [<reflink idref="bib65" id="ref33">65</reflink>]; [<reflink idref="bib82" id="ref34">82</reflink>]; [<reflink idref="bib104" id="ref35">104</reflink>]). Because contemporary communication instructors educate (emphasize cognitive outcomes) as well as train (focus on behavioral skill development), there is a continuing need for both instruction and research about enhancing communication skills despite the diminished pedagogical emphasis on how to teach communication skills. Teaching communication skills remains essential.</p> <p>Even though teaching communication skills occupies a significant part of the communication curricula, a review of the past three decades of communication journals emphasizing teaching and learning has focused on instructional communication research rather than how to teach communication skills. As [<reflink idref="bib87" id="ref36">87</reflink>] noted, "The new sub-area [instructional communication] was well launched by 1976 when <emph>Speech Teacher</emph> changed its name to <emph>Communication Education</emph>" (p. 107). Instructional communication research focuses on the process that teachers and students use to stimulate meanings using verbal and nonverbal messages with an emphasis on how communication messages enhance learning ([<reflink idref="bib69" id="ref37">69</reflink>]). Yet, despite the well-documented importance of improving communication skills, the overwhelming majority of instructional communication research has measured cognitive and affective learning outcomes ([<reflink idref="bib40" id="ref38">40</reflink>]; [<reflink idref="bib71" id="ref39">71</reflink>]) rather than behavioral (skill) outcomes ([<reflink idref="bib11" id="ref40">11</reflink>]; [<reflink idref="bib55" id="ref41">55</reflink>]; [<reflink idref="bib69" id="ref42">69</reflink>]; [<reflink idref="bib87" id="ref43">87</reflink>]). Although <emph>The Journal of Communication Pedagogy</emph> and <emph>Communication Teacher</emph> publish research about communication pedagogy, research about how to teach communication skills has diminished in the past four decades.</p> <hd id="AN0173550395-3">Returning to the Behavioral Domain of Learning</hd> <p>Given that the classical roots of the communication discipline emphasized the behavioral domain of learning (enhanced communication skill) and that communication skill attainment remains an important curricular goal for both educators and trainers ([<reflink idref="bib37" id="ref44">37</reflink>]; [<reflink idref="bib34" id="ref45">34</reflink>]; [<reflink idref="bib78" id="ref46">78</reflink>]; [<reflink idref="bib82" id="ref47">82</reflink>]; [<reflink idref="bib104" id="ref48">104</reflink>]), we suggest that there is a need for future instructional communication theory and research to focus greater attention on behavioral learning outcomes—specifically communication training. Developing a robust research agenda in communication training and development—an instructional focus that emphasizes skill development—can address the gap between the lack of extant research and the prevalence of communication skill instruction. The research resulting from this agenda will be of value not only to business communication educators who teach communication skills in several contexts as well as a growing number of instructors who teach training courses ([<reflink idref="bib7" id="ref49">7</reflink>]) but also to the many professional trainers who regularly teach communication skills.</p> <p>We propose a research agenda that can strengthen the long-held disciplinary goals of enhancing communication skills. Given the importance and value of communication skill development, the business communication discipline should be the leader not only in teaching communication skills in educational contexts but also in conducting research that enhances training in communication skill instruction.</p> <hd id="AN0173550395-4">Communication Training Contexts</hd> <p>Communication skills have been a central focus within the foundations of communication teaching and research. However, because of the interdisciplinary nature of training, empirical research is found across a variety of disciplines, including organizational development, management, instructional development, and psychology. Each of these areas contributes greatly to the field of training, and while they are all unique, communication is often the common foundation between these vastly different areas. This puts instructional communication scholars of training and development at an ideal vantage point to contribute to this growing body of research. To propose a robust research agenda about communication skills and training, we must consider the various communication contexts where research has been conducted thus far.</p> <p>As proposed by [<reflink idref="bib67" id="ref50">67</reflink>], scholars use various inquiry methods to examine contexts we deem important or intriguing. Using the U.S. Department of Education's definition of the field of communication and [<reflink idref="bib67" id="ref51">67</reflink>] recommendations for communication curricula, we highlight seven unique communication contexts to build our research agenda: intrapersonal, interpersonal, group/team, public, organizational, mediated, and intercultural. It is through each of these contextual lenses that we frame a discussion of existing theoretical research in communication skills and training. Subsequently, we suggest future directions and applications to research on enhancing communication skills and how they build on and expand upon instructional communication.</p> <hd id="AN0173550395-5">Intrapersonal Context</hd> <p>Theories developed within social psychology are often familiar to those who study communication, likely because it is considered a field that conducts research similar to the type of research done by many communication scholars. Goal-setting theory ([<reflink idref="bib60" id="ref52">60</reflink>]) states that our goals dictate our conscious behavior and we make choices with these goals in mind. Training researchers have used this theoretical base to observe the transfer of training ([<reflink idref="bib14" id="ref53">14</reflink>]; [<reflink idref="bib45" id="ref54">45</reflink>]), training outcomes ([<reflink idref="bib53" id="ref55">53</reflink>]), motivation for learning skills ([<reflink idref="bib13" id="ref56">13</reflink>]), and effectiveness in remote workplace learning ([<reflink idref="bib44" id="ref57">44</reflink>]). In addition to the goals an individual has for a training session, a variety of other factors impact a trainee's experience. Factors like the environment, people, and observed behaviors influence how people acquire and maintain behavior patterns according to social cognitive theory ([<reflink idref="bib4" id="ref58">4</reflink>]). Social cognitive theory is useful for predicting individual behaviors and identifying how behavior or skill can be changed. In his review of Bandura's theory, [<reflink idref="bib59" id="ref59">59</reflink>] states, "While the book is not written explicitly for organizational researchers, it has potential applications to training, selection, acculturation, motivation and incentives, performance appraisal, [and] group dynamics" (p. 171). While neither Bandura nor Locke are considered training scholars, the fact that training is [<reflink idref="bib59" id="ref60">59</reflink>] first suggestion for applying social cognitive theory is of great interest.</p> <p>In addition to [<reflink idref="bib4" id="ref61">4</reflink>] theory to predict behavior, social psychologists often rely on other behavioral theories. [<reflink idref="bib83" id="ref62">83</reflink>] theory of self-monitoring predicts how low self-monitors base their behaviors on internal ideologies, values, and beliefs and high self-monitors base their behaviors on external social cues. Through self-monitoring behaviors, individuals decide whether or not to enact skills that may be learned through communication training. Similarly, external norms are the basis for [<reflink idref="bib27" id="ref63">27</reflink>] theory of reasoned action. This theory recognizes the importance of norms or pressures, in addition to attitudes, to behave in a certain way based on the expectations of others. Many studies and theories have developed the notion of attitudes shaping behaviors (e.g., [<reflink idref="bib26" id="ref64">26</reflink>]; [<reflink idref="bib47" id="ref65">47</reflink>]; [<reflink idref="bib61" id="ref66">61</reflink>]). It is through these attitudes toward behaviors that individuals decide to use or not use their skills.</p> <hd id="AN0173550395-6">Agenda</hd> <p>By using intrapersonal theories, researchers in training and development can expand upon familiar training topics. As business communication researchers interested in researching topics related to teaching skills, we may need to focus on the internal psychological processes that lead to learned communication skills. By applying [<reflink idref="bib83" id="ref67">83</reflink>] theory of self-monitoring, for example, research on how social cues lead to behavioral modification may provide useful insights into the causes of training outcomes. Researchers interested in skill development can use this theory to draw connections between self-monitoring behaviors and communication skill development. Perhaps communication researchers can take [<reflink idref="bib59" id="ref68">59</reflink>] suggestion to apply social cognitive theory to research on skill development. By examining individuals' social influences, we may better understand the subsequent changes in their behavior patterns as suggested by the theory. Social cognitive theory may also be used to help illuminate the observational nature of communication skill development. Because many of our communication skills are learned through observation of modeled behavior ([<reflink idref="bib56" id="ref69">56</reflink>]), we propose further research using this theoretical basis to improve our understanding of the relationship between social observations and skill development. For example, does an individual who observes a communicative action have a greater chance of demonstrating that action when compared to an individual who only hears about the action? Using any of the aforementioned theories or several others focused on the internal thoughts and cognitions of an individual will help lead researchers to a greater understanding of the basis for skill development.</p> <hd id="AN0173550395-7">Interpersonal Context</hd> <p>A set of important concepts related to training that holds promise for additional research focuses on relationships. Whether between the trainer and trainee or between individual trainees, each relationship in the learning process is important. [<reflink idref="bib10" id="ref70">10</reflink>] uncertainty reduction theory identifies the degree of relational uncertainty as an initiator of interpersonal relationships. Individuals in a relationship may choose to reduce uncertainty to better predict how the individual will act in future encounters or as a means of establishing a potentially rewarding relationship ([<reflink idref="bib58" id="ref71">58</reflink>]). When applied to the training context, training often aims to familiarize employees with techniques and skills to reduce uncertainty about various aspects of their job ([<reflink idref="bib35" id="ref72">35</reflink>]). Similarly, coordinated management of meaning (CMM) asserts that individuals ascribe meaning and act in every encounter ([<reflink idref="bib74" id="ref73">74</reflink>]). In any situation, individuals are required to manage both their own meanings and actions, while also responding to the meanings and actions of others. Managing and responding to meanings' relationships may occur by going through various stages, as proposed by [<reflink idref="bib1" id="ref74">1</reflink>] classic theory of social penetration. Their general theory includes all types of interpersonal relationships, including those experienced in the workplace. Training and development practices might use both CMM and social penetration to explain and guide training practices because much of the training today helps individuals develop people skills and reduce interpersonal conflict.</p> <hd id="AN0173550395-8">Agenda</hd> <p>To advance research focused on enhancing behavioral learning outcomes, interpersonal theory offers robust potential. One avenue for future research could focus on the relational uncertainty experienced when an individual enters a skill development (training) scenario. Using uncertainty reduction theory ([<reflink idref="bib10" id="ref75">10</reflink>]) as a framework, we propose further research on the relationship between uncertainty and the ability to perform various communication skills at the end of a training session. The theory can be used to suggest that a change in uncertainty level regarding a specific communication skill will lead to a difference in the enactment of that skill. Further, by focusing on the uncertainty in the relationship between the instructor and student, we can gain a greater understanding of the conditions leading to behavior change. In addition, by using social penetration theory ([<reflink idref="bib1" id="ref76">1</reflink>]), a meaningful perspective on the various stages of relationships between instructors and students may be applied to skill development in communication studies.</p> <p>With a growing emphasis on e-training, there are numerous opportunities for research on the importance of relationships in communication skill development, including the implications of instructor immediacy and teaching skills ([<reflink idref="bib40" id="ref77">40</reflink>]; [<reflink idref="bib48" id="ref78">48</reflink>]), especially with today's classroom often containing learners who all have a mobile phone to distract them from the training content ([<reflink idref="bib92" id="ref79">92</reflink>]). In addition to immediacy, because research related to disclosure online has been inconclusive ([<reflink idref="bib73" id="ref80">73</reflink>]), communication researchers could observe students to see if they have a greater desire to disclose information regarding communication skills when presented with the material electronically or in person. To push the research forward in skill development research, a focus on the interpersonal relationship between instructors and students using existing communication theories holds promise to uncover important findings.</p> <hd id="AN0173550395-9">Group and Team Context</hd> <p>Group communication provides an additional context for generating and applying theory and research to the training context, especially given that training typically occurs in groups and teams. Specifically, group communication research areas that have the potential for enhancing communication training include developmental group theory, group composition theory, structuration theory, and group problem-solving paradigms.</p> <p>Research that describes the development or overarching framework of group deliberations may help trainers identify consistent and recurring communication patterns that occur in training sessions ([<reflink idref="bib6" id="ref81">6</reflink>]; [<reflink idref="bib17" id="ref82">17</reflink>]; [<reflink idref="bib28" id="ref83">28</reflink>]; [<reflink idref="bib31" id="ref84">31</reflink>]; [<reflink idref="bib75" id="ref85">75</reflink>]; [<reflink idref="bib98" id="ref86">98</reflink>]). Training groups evolve in various phases ([<reflink idref="bib28" id="ref87">28</reflink>]; [<reflink idref="bib98" id="ref88">98</reflink>]) with periods of what [<reflink idref="bib31" id="ref89">31</reflink>] calls "punctuated equilibrium," where learning occurs in bursts. Training can also consist of various activity tracks ([<reflink idref="bib75" id="ref90">75</reflink>]) that give a group coherent structure, resulting in the development of an architecture of a group training session.</p> <hd id="AN0173550395-10">Agenda</hd> <p>Identifying whether learning communication skills occurs in phases or specific sequences may help trainers better organize and structure learning. Are there times or sequences when learning communication skills may be best assimilated? There has been little research that applies the theory of group development to instructional contexts and specifically to communication training. Looking for learning phases in the development of a training group's history may provide insights as to how individuals learn best in groups and teams.</p> <p>An additional area of research applying group principles to the training context is investigating how the specific constituency of group members, including the cultural background of a training group, may best facilitate learning. As [<reflink idref="bib5" id="ref91">5</reflink>] has noted, group members bring a distinctive cultural background to a small group or team. Understanding the dynamic of group roles and norms as influenced by both larger cultural forces, as well as situational factors, may help trainers develop more productive learning environments. In addition, the status of group members, as well as the variable power and influence of learners in a training context, may influence communication skill acquisition. These untapped areas of research and application to the training context may help trainers, as well as educators, understand how the <emph>composition</emph> of a learning group enhances or detracts from learning.</p> <p>Structuration theory ([<reflink idref="bib32" id="ref92">32</reflink>])—a theory that has implications for both organizational and group contexts—may provide an additional theoretical framework for studying how to enhance the development of specific communication skills. When applied to learning groups, structuration theory suggests that a group is constantly evolving and is influenced by its past as well as the current context and member constituency. [<reflink idref="bib76" id="ref93">76</reflink>] has played a key role in applying structuration theory to a group context. Based on structuration theory, trainers may identify that there are better "teachable moments" for communication skills to be learned. Investigating the influence of the history as well as the current learning context in training situations may assist trainers in refining training methods. These refined methods can enhance learning as well as expand our understanding of how learned communication skills can transfer to specific work contexts.</p> <p>Andragogical learning perspectives suggest that adult learners learn best when the instruction focuses on solving specific learner problems ([<reflink idref="bib52" id="ref94">52</reflink>]). The group communication literature has a rich tradition of investigating the nature and function of group problem-solving. Applying various descriptive and prescriptive problem-solving models to the training context may help trainers enhance the development of communication skills. Both functional group communication theory, as investigated by [<reflink idref="bib38" id="ref95">38</reflink>] and his colleagues ([<reflink idref="bib33" id="ref96">33</reflink>]; [<reflink idref="bib39" id="ref97">39</reflink>]; [<reflink idref="bib101" id="ref98">101</reflink>]), and the plethora of prescriptive approaches to structuring group problem solving ([<reflink idref="bib3" id="ref99">3</reflink>]; [<reflink idref="bib12" id="ref100">12</reflink>]; [<reflink idref="bib43" id="ref101">43</reflink>]; [<reflink idref="bib94" id="ref102">94</reflink>]; [<reflink idref="bib102" id="ref103">102</reflink>]) may help trainers develop teaching and learning strategies to enhance communication skill development. These virtually untapped theoretical and research streams that occur within the group communication context hold promise in helping communication trainers refine their training skills and practice.</p> <hd id="AN0173550395-11">Public Context</hd> <p>With the roots of communication in rhetorical studies and public address, the importance of the public context cannot be overlooked as a context for researching communication skills. Based on the interactions between students and instructors, rhetorical/relational goals theory was developed ([<reflink idref="bib69" id="ref104">69</reflink>]; [<reflink idref="bib71" id="ref105">71</reflink>]). This theory argues for the importance of a student's rhetorical (task) and relational (social) goals that instructors attempt to meet. Although this theory has been less thoroughly tested than many others, it holds significant potential in helping to illuminate how training enhances communication skills. Trainees bring different needs to the training session; these differing needs may be addressed by either or both rhetorical and relational goal achievement. [<reflink idref="bib91" id="ref106">91</reflink>] use the rhetorical/relational goals theory to connect trainee needs and goals with the technology used by organizations in training programs.</p> <p>The study by [<reflink idref="bib91" id="ref107">91</reflink>] demonstrates the broad applications of the rhetorical/relational goals framework to study the public instruction of communication skills. From the trainees' perspectives, future research could focus on their goals when entering a course where communication skills will be taught. As [<reflink idref="bib69" id="ref108">69</reflink>] mention, students in the classroom seek to influence teachers to help them learn and achieve their desired grade. Further research can differentiate different types of learning (affective, cognitive, and behavioral) to determine differences in the goals sought. Because effective trainers should demonstrate effective communication skills, further research can be conducted on the rhetorical and relational goals they bring to the training session and the resulting behavioral skill changes of trainees ([<reflink idref="bib29" id="ref109">29</reflink>]).</p> <p>Other public communication theories can be applied to skill instruction, such as communication apprehension ([<reflink idref="bib23" id="ref110">23</reflink>]) and instructor nonverbal immediacy ([<reflink idref="bib2" id="ref111">2</reflink>]), which are often studied in the instructional context, though these variables have been plucked from non-instructional contexts ([<reflink idref="bib70" id="ref112">70</reflink>]). In fact, one of the calls of [<reflink idref="bib70" id="ref113">70</reflink>] in the <emph>Handbook of Instructional Communication</emph> is for greater theory development within the field of instructional communication. An interesting direction proposed by [<reflink idref="bib70" id="ref114">70</reflink>] is for a theory of relational power and instructional influence. This theory, based on the research of [<reflink idref="bib30" id="ref115">30</reflink>] and [<reflink idref="bib49" id="ref116">49</reflink>], [<reflink idref="bib50" id="ref117">50</reflink>]), "explains and predicts how teachers and students influence each other through relational power" ([<reflink idref="bib70" id="ref118">70</reflink>], p. 271). The concept of this theory relies on the idea that the teacher-student relationship is mutually influential and established through power. The theory also proposes that the quality of the relationship between the student and instructor is based on the verbal and nonverbal messages they exchange.</p> <hd id="AN0173550395-12">Agenda</hd> <p>Although a theory of relational power and instructional influence is still in development, there are numerous application opportunities for the trainer-trainee relationship. For example, if trainers follow the needs-based approach ([<reflink idref="bib8" id="ref119">8</reflink>]; [<reflink idref="bib9" id="ref120">9</reflink>]), how is the mutual influence between the group of trainees and the trainer established and how does power play a role? Using this theoretical basis, we also propose research on the verbal and nonverbal messages used while training on communication skills and the resulting quality of the relationship that may impact the attainment of particular skills. Because of the connections between various instructor behaviors and affective learning ([<reflink idref="bib25" id="ref121">25</reflink>]), we believe relationships might be found with behavioral learning as well.</p> <hd id="AN0173550395-13">Organizational Context</hd> <p>Organizational communication theories and empirical research can also inform the study of communication skills and behavioral outcomes. Organizations are the most frequent group where training and development occur, and organizations often fund these training efforts ([<reflink idref="bib63" id="ref122">63</reflink>]). One prominent area where training and development happens in organizations is new employee orientation. While much of the organizational communication research in this area has focused on socialization practices and linking those to desirable organizational outcomes, like identification and job satisfaction (e.g., [<reflink idref="bib72" id="ref123">72</reflink>]; [<reflink idref="bib89" id="ref124">89</reflink>]), orientation has long been viewed as a vital time for people to learn skills for their jobs ([<reflink idref="bib42" id="ref125">42</reflink>]; [<reflink idref="bib54" id="ref126">54</reflink>]; [<reflink idref="bib72" id="ref127">72</reflink>]; [<reflink idref="bib100" id="ref128">100</reflink>]). As people become a part of a new organization, they must develop new skills and learn how to use the skills they bring with them in new ways. A future research agenda should include an investigation into the types of communication skills that enhance socialization and, in turn, enhance identification and job satisfaction.</p> <p>In addition to socialization, another important area for skill development concerns organizational meetings. Several scholars have studied the pivotal role meetings play in job satisfaction ([<reflink idref="bib79" id="ref129">79</reflink>]) and the issues resulting from the prolific use of technologies in meetings ([<reflink idref="bib88" id="ref130">88</reflink>]). Studies are beginning to articulate the role played by human resources development in creating policies and training members on new meeting behaviors ([<reflink idref="bib18" id="ref131">18</reflink>]). In their study of Intel meeting practices, groups are actively trained on how to use meeting agendas and minutes to make meetings more productive ([<reflink idref="bib18" id="ref132">18</reflink>]). These are current examples of how people are being trained on new skills needed for the contemporary workforce.</p> <hd id="AN0173550395-14">Agenda</hd> <p>Communication scholarship can be used as a solid theoretical and empirical guide for designing and delivering new employee orientation training that applies communication research to explain how trainers approach the socialization process. For example, research on new employee orientation and organizational identification suggests that employees today are not blank slates with respect to their knowledge of the hiring organization, and organizations should acknowledge this ([<reflink idref="bib89" id="ref133">89</reflink>]). In their study, [<reflink idref="bib89" id="ref134">89</reflink>] found that hiring organizations should focus on providing new hires information before they join because those with prior exposure can have a higher level of identification when they enter the organization. Many organizations also use online training to socialize their newcomers, especially to provide mandatory ethics training ([<reflink idref="bib81" id="ref135">81</reflink>]). In her study of eight organizations in Silicon Valley, [<reflink idref="bib81" id="ref136">81</reflink>] found that these firms used online ethics training to elevate employee awareness of what principled action means at work. Unfortunately, she found that most employees and managers believed that they needed reflection, practice, and dialog to truly understand ethical actions, a type of in-person training reserved for higher-level managers and people in direct sales positions. Except for these few studies on new member socialization, we have almost no empirical data on how these practices affect the skills that new members display, offering an important area for future research.</p> <hd id="AN0173550395-15">Mediated Context</hd> <p>Organizations have also begun shifting much of their training to e-learning and blended learning—a combination of face-to-face (FtF) and online. This shift is an important trend that many types of communication scholars should understand because, as of 2021, 34% of training was delivered via online or computer-based technologies ("[<reflink idref="bib99" id="ref137">99</reflink>]), and there is a trend continuing away from instructor-led courses ("[<reflink idref="bib99" id="ref138">99</reflink>]). [<reflink idref="bib93" id="ref139">93</reflink>] suggest, "The twenty-first-century training environment necessitates a widespread technology proficiency for both communication trainers and trainees" (p. 109). Further, the interconnectedness of trainees via mobile technology requires trainers to consider how they can be most effective in a technology-rich environment ([<reflink idref="bib92" id="ref140">92</reflink>]). Online training, especially for skills development, is still relatively new and there are opportunities to merge our knowledge of organizational and instructional communication to develop theoretically robust approaches to developing skills in these changing technology-infused organizations.</p> <p>One body of research that informs this online learning trend considers the implications that the change from traditional in-person delivery has on learning. The first set of empirical research addressing this broader question focuses specifically on the effectiveness of e-training compared to in-classroom learning. Studies show mixed results concerning effectiveness. The effectiveness of e-training seems to be highly dependent on the organizational culture, individual motivation, individual learning preferences, and the setting where the learning happens ([<reflink idref="bib64" id="ref141">64</reflink>]; [<reflink idref="bib97" id="ref142">97</reflink>]). While there is no conclusive evidence predicting the most effective approach, one recent study examined employees trained via video conference and found that they preferred this method when compared to those attending training in a group ([<reflink idref="bib24" id="ref143">24</reflink>]). This finding contradicts theories like media richness theory ([<reflink idref="bib21" id="ref144">21</reflink>]) that suggest individuals value a richer format that provides more verbal and nonverbal interaction.</p> <hd id="AN0173550395-16">Agenda</hd> <p>Despite the mixed results related to e-training, many organizations will continue to use mediated communication methods, especially since it has been used so frequently during the COVID-19 global pandemic ([<reflink idref="bib90" id="ref145">90</reflink>]). Recognizing this trend, [<reflink idref="bib16" id="ref146">16</reflink>] utilize instructional design methods to both acknowledge the challenges with e-training and still develop a model that can guide instructionally robust e-learning research. Their study provides benchmarks for evaluating e-training success. Empirical research and models like [<reflink idref="bib16" id="ref147">16</reflink>] will be necessary to further legitimize and expand e-training research. Future research is needed that identifies which communication skills can be taught effectively using e-learning methods. Translating instructional communication research variables (such as immediacy, power, affinity-seeking, and instructor clarity) to e-learning contexts holds promise in helping e-trainers maximize e-learning instructional methods.</p> <hd id="AN0173550395-17">Intercultural Context</hd> <p>Training in an intercultural context offers two areas for research: examining the processes occurring in different countries and training workers who relocate to other countries to communicate in a new culture. Research on training that includes an intercultural perspective found that blended learning is quite popular in countries such as China, South Korea, Taiwan, the United Kingdom, and the United States ([<reflink idref="bib51" id="ref148">51</reflink>]). The biggest challenge we face in an intercultural understanding of training practices is the limited research, in any cultural context, on what makes blended learning translate into skill development ([<reflink idref="bib51" id="ref149">51</reflink>]). Other work from South Africa has found that e-learning is rising in that country because trainers feel they can individualize learning, use various modes of delivery, facilitate interaction, and incorporate good instructional design ([<reflink idref="bib22" id="ref150">22</reflink>]).</p> <hd id="AN0173550395-18">Agenda</hd> <p>Intercultural communication skills and techniques are becoming ever more important as workers relocate overseas and international travel increases for business ([<reflink idref="bib46" id="ref151">46</reflink>]; [<reflink idref="bib80" id="ref152">80</reflink>]). The body of literature on intercultural communication theory provides excellent opportunities for empirical research and collaboration. One theory that is particularly interesting for skill development is [<reflink idref="bib20" id="ref153">20</reflink>] identity management theory. This theory explains how the development of interpersonal relationships creates cultural identities ([<reflink idref="bib20" id="ref154">20</reflink>]). Competent cultural identity management happens across all the stages one goes through in relational development. [<reflink idref="bib41" id="ref155">41</reflink>] note that theory applies to a variety of cultures, including cultures of a nation, region, socioeconomic class, and sexuality. Using this theory as a framework, research can be used to investigate the way communication skills are taught through intercultural relationships. If an instructor enters a situation where the students are all of a different culture, what identity management techniques can be used to teach skills effectively? How do intercultural differences provide challenges and opportunities for learning skills compared to cognitive information? These are just a few examples of ways that identity management theory can guide intercultural research in skills-based research.</p> <hd id="AN0173550395-19">An Agenda to Propel Us Forward</hd> <p>As business communication scholars interested in training and development, we believe communication educators and scholars must expand our thinking and research agenda. We suggest that there is a need for additional theory, applications of theory, and research that focuses on teaching and learning communication skills. A skills-focused research agenda has important implications for both educators and trainers who emphasize communication skill development. Viewed from the perspective of a global economy, education is being rethought, and communication skills are consistently listed as employers' most desired traits for new hires ([<reflink idref="bib37" id="ref156">37</reflink>]; [<reflink idref="bib34" id="ref157">34</reflink>]; [<reflink idref="bib78" id="ref158">78</reflink>]). Given the communication discipline's tradition and expertise in teaching communication skills, coupled with a contemporary interest in communication training, communication researchers are poised to make important contributions to help enhance communication performance. This review of literature and suggested agenda for training and development research is not intended to suggest that all communication scholars should become trainers or that all instructional research should focus on behavioral learning outcomes. Rather, this agenda is designed to help scholars and educators (a) expand the theoretical and empirical work on communication with applications beyond the communication discipline, (b) infuse the belief that theory is the most important foundation for the application of skill development work, and (c) build new theory focused on a broader view of instructional communication that renews an emphasis on the behavioral domain of learning.</p> <p>The opportunities to conduct research, with an instructional perspective, on training and development are vast. In our proposed agenda, we identified select opportunities for business communication scholars and educators to apply current knowledge of intrapersonal, interpersonal, group, public, organizational, mediated, and intercultural communication to future research on training for communication skills. We demonstrated that there are theoretically grounded ways to examine several core practices associated with skill development. We provided research directions in each of these competency areas that suggest a focus on goal setting for skill development, self-monitoring, uncertainty, skill learning in groups, the impact of new hire training, e-learning, and skill shifting in expatriates.</p> <p>To make these suggestions more tangible, we offer three areas where communication scholars might come together to make instructional contributions to the behavioral domain of learning. First, we can focus on the growing global trend of online and blended training, especially related to communication skill development. A quick search on Google reveals that many colleges are teaching public speaking and business communication in online and blended formats, yet we have very little data and limited theory applications to help explain and predict how much skill improvement is present using these formats or which parts of the curriculum can best be taught online. We also have limited knowledge linking online (or in-person) instructor behaviors to demonstrated skill improvement.</p> <p>Second, we can pool our theoretical knowledge to better understand the impact that learning in groups and teams has on skill improvement. Research that investigates how people learn skills in collaborative settings can also push our theories forward and, as organizations emphasize the need for people to work in teams, result in research opportunities and applications that are both expansive and high impact.</p> <p>Third, we should look for cross-disciplinary collaboration opportunities, such as our health communication or nursing colleagues. Bringing other disciplines into the instructional communication realm and applying our research to topics surrounding health and communication skills can be beneficial. Journals, such as <emph>Patient Education and Counseling</emph>, discuss such topics as patient interviewing, nursing team communication, and health literacy; our communication competencies can certainly influence this growing, much-needed area of research that is focused on behavioral outcomes.</p> <p>Researchers are poised to make major contributions to the ways we teach business communication skills in the college classroom, and we must maintain a forward-looking perspective. Building on the research missions of the past and our traditional strengths of providing communication skill instruction, the proposed agenda, which focuses on behavioral skill outcomes, provides a research roadmap for the future that links the applied roots of the discipline to a contemporary theoretical base.</p> <ref id="AN0173550395-20"> <title> References </title> <blist> <bibl id="bib1" idref="ref74" type="bt">1</bibl> <bibtext> Altman I., Taylor D. A. (1973). 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Frei, Ph.D., is the Assistant Dean for Program Assessment and Global Engagement in the McCoy College of Business at Texas State University. Dr. Frei is an award-winning instructor of business communication with various recognitions for his classroom innovation. His research focuses on job transitions and communication practices as people move into new positions.</p> <p>Keri K. Stephens, Ph.D., is a Professor in Organizational Communication &amp; Technology in the Moody College of Communication at UT Austin, and she is also a UT Distinguished Teaching Professor. She studies organizational practices and organizing processes, especially in contexts of work, crisis, disaster, and health. She has over 100 peer-reviewed publications, 2 national-level award-winning books, and her work is often externally funded by groups like the National Science Foundation.</p> <p>Steven A. Beebe, Ph.D., is a Regents' and University Distinguished Professor Emeritus at Texas State University. Dr. Beebe is the author of 14 books about communication published in numerous editions and more than 75 articles and chapters with an emphasis on communication skill development. 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| Items | – Name: Title Label: Title Group: Ti Data: Doing What We Do Best: Advancing Business Communication Instruction into the Future with an Agenda for Training and Development – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Frei%2C+Seth+S%2E%22">Frei, Seth S.</searchLink><br /><searchLink fieldCode="AR" term="%22Stephens%2C+Keri+K%2E%22">Stephens, Keri K.</searchLink><br /><searchLink fieldCode="AR" term="%22Beebe%2C+Steven+A%2E%22">Beebe, Steven A.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Business+and+Professional+Communication+Quarterly%22"><i>Business and Professional Communication Quarterly</i></searchLink>. 2023 86(4):530-549. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Business+Communication%22">Business Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Behavioral+Objectives%22">Behavioral Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Futures+%28of+Society%29%22">Futures (of Society)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/23294906231202831 – Name: ISSN Label: ISSN Group: ISSN Data: 2329-4922<br />2329-4906 – Name: Abstract Label: Abstract Group: Ab Data: Instruction about teaching business communication skills has been a long-established tradition in the communication discipline. Recent trends in teaching communication training and development extend a long-held emphasis on business communication skill instruction. Given the classical roots of the communication discipline and the current focus on communication skill instruction, this article suggests that future communication theory and research should focus greater attention on behavioral learning outcomes--specifically communication training. This review identifies relevant communication theory that informs a renewed research agenda focused on enhancing behavioral learning outcomes. In proposing this research agenda, we discuss opportunities to apply our current knowledge of intrapersonal, interpersonal, group, public, organizational, mediated, and intercultural communication to advance the discipline through theoretically driven research about business communication skills. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1400225 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/23294906231202831 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 530 Subjects: – SubjectFull: Business Communication Type: general – SubjectFull: Communication Skills Type: general – SubjectFull: Business Education Type: general – SubjectFull: Behavioral Objectives Type: general – SubjectFull: Training Type: general – SubjectFull: Interpersonal Communication Type: general – SubjectFull: Intercultural Communication Type: general – SubjectFull: Group Dynamics Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Futures (of Society) Type: general Titles: – TitleFull: Doing What We Do Best: Advancing Business Communication Instruction into the Future with an Agenda for Training and Development Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Frei, Seth S. – PersonEntity: Name: NameFull: Stephens, Keri K. – PersonEntity: Name: NameFull: Beebe, Steven A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 2329-4922 – Type: issn-electronic Value: 2329-4906 Numbering: – Type: volume Value: 86 – Type: issue Value: 4 Titles: – TitleFull: Business and Professional Communication Quarterly Type: main |
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