Increasing demands for international solution selling call for a better understanding of the interpersonal communication competence required of sales professionals. Accordingly, this study ...investigates discipline-specific needs regarding the interpersonal communication competence required by business-to-business (B2B) salespeople. Empirical data was collected via 39 in-depth interviews from international B2B salespeople, sales managers, CEOs and sales communication educators. As a result, we have formed a new conceptualization of sales communication competence in international B2B solution selling comprising four components: (1) a behavioral communication component, (2) an affective communication component, (3) a cognitive communication component and (4) sales acumen. Managerial implications are presented with recommendations for future research.
•The research provides a new theoretical conceptualization of sales communication competence in B2B solution selling.•Data consists of 39 in-depth interviews from international B2B solution salespeople and sales communication educators.•Sales communication competence consists of sales acumen and behavioral, affective and cognitive communication components.•Sales acumen forms the core of communication competence in international B2B solution selling.•Results help to determine the necessary content for sales training.
The purpose of this research was to create the new method applied by Barombong Merchant Marine Polytechnic in achieving the academy's vision to produce professional and highly competitive sailors. ...The way to achieve this was by using a new method. The method used in this study was coaching game party by using "Punctum". This method was expected to be a breakthrough in conventional English teaching that seemed monotonous and boring. Generally, the steps conducted to gain the data from the cadets at Barombong Merchant Marine Polytechnic were : 1. Giving Pre-test on the first meeting. 2. Treatment: the cadets were treated by using punctum for 10 meetings. 3.Post Test on the 10th meeting. 4. Distributing the Questionnaire. and 5. Interviewing the cadets to support the result of post-test. The result of paired samples test with t-test indicated that the mean score was -2,86000, the standard deviation was 1,51052 and Standard Error Mean was 0,30210. It explained that the mean score gained by the cadets before getting the treatment was lower than after getting the treatment. The upper score was (-) 2,23649 and the lower score was (-) 3,48351 while the result of t-test was (-) 9,467. Therefore, the significance level = 0.05 was less than t-test (-) 9,467. The value of significance was 0.000 (divided by 2), it showed that: 0.000<0,025, so the null hypothesis (Ho) was rejected. According to the statistics theory if t-count > t-table, then Ho was rejected. In this case, the t-count was (-) 9,467 and the t-table was t = df, α/2 (24, 0025), t-table = 2,064 < t-count (-)9,467. So, the hypothesis (Ho) was rejected. It could be concluded that there was a significant difference between the test scores before and after applying coaching game party by using "punctum"as the treatment in the class.
This study explored the role of learning climate on self-efficacy beliefs and self-perceived communication competences of EFL learners in higher education. The learning climate perceptions, ...self-efficacy beliefs, and self-perceived communication competence levels of EFL students were found to be moderate. There was not a significant difference among students' learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st Grade and 2nd Grade students for learning climate, and there was not a significant difference among students' self-efficacy and self-perceived communication points in terms of their grade. A significant relationship among students' learning climate and self-efficacy and self-perceived communication competence in a positive way was found. While learning climate was found to be a lower predictor of self-efficacy and self-perceived communication competence, self-efficacy, and self-perceived communication competence were found to be stronger predictors of each other.
Primary objective: Communication impairments associated with acquired brain injury (ABI) are devastating in their impact on family, community, social, academic, and vocational participation. Despite ...international evidence-based guidelines for communication interventions, evidence practice gaps include under identification of communication deficits, infrequent referrals, and inadequate treatment to realize functional communication outcomes. Evidence-informed communication intervention requires synthesis of abundant interdisciplinary research. This study describes the development of the model of cognitive-communication competence, a new model that summarizes a complex array of influences on communication to provide a holistic view of communication competence after ABI.
Research design: A knowledge synthesis approach was employed to integrate interdisciplinary evidence relevant to communication competence.
Methods and procedures: Development of the model included review of the incidence of communication impairments, practice guidelines, and factors relevant to communication competence guided by three key questions. This was followed by expert consultation with researchers, clinicians, and individuals with ABI.
Main outcomes and results: The resulting model comprises 7 domains, 7 competencies, and 47 factors related to communication functioning and intervention.
Conclusion: This model could bridge evidence to practice by promoting a comprehensive and consistent view of communication competence for evidence synthesis, clinical decision-making, outcome measurement, and interprofessional collaboration.
Introduction/Main Objectives: Kampus Mengajar (Teaching Campus) is a program that provides opportunities for university students to learn outside the classroom for 1 (one) semester by becoming ...teaching partners to make innovation in the development of creative and innovative learning models and strategies in targeted education units. This program focuses on increasing school students' literacy and numeracy skills in targeted schools. Background Problems: This research tries to elaborate further on how university students play a role in efforts to increase students' learning motivation in the target schools. Novelty: The research that examined leadership and communication competencies associated with increasing students' learning motivation has never been described in the Kampus Mengajar Program evaluation. Research Methods: Qualitative approach is used to collect the data. The data used in this study were primary and secondary. Primary data was obtained from non-participant observations, interviews, and focus group discussions with students and teachers. Secondary data were obtained from students' report documents and other relevant literature. Finding/Results: Based on the results of the research, it was found that participants' leadership and communication competencies play an essential role in increasing students' learning motivation, which has a positive effect on increasing their literacy and numeracy skills. Conclusion: it could be concluded that university students, as the program participants were able to build their leadership attitudes successfully.
Conscious management of the transfer of knowledge in the firm is vital for the firm’s situation and development of competitiveness. In this paper, we examine the knowledge transfer process within a ...traditional firm, to see how the transfer process depend on contextual factors such as characteristics of senders and receivers. Empirical analysis are based on survey data, containing variables on communication, competence, innovation and culture. The survey data were collected from group leaders responsible for different production function over a five-year period, with respondents answering the same questionnaire repeatedly at approximately 12-month intervals. Survey respondents were organized in two groups based on their position in the firms production, either assembly line functions or support functions. The analysis is based on a total of 266 questionnaires. A t-test for equality of means where done in order to test for any differences in knowledge transfer within the different groups. The results show significant differences in the knowledge transfer process between workers in different functions in the firm. Level of formal education and structural configuration can explain some of the differences. Keywords: Knowledge transfer, communication, competence, innovation, culture Resumo: A gestão consciente da transferência de conhecimento na empresa é vital para o seu desempenho e o desenvolvimento da competitividade. Neste artigo, se examina o processo de transferência de conhecimento dentro de uma empresa tradicional, para analisar como o processo de transferência depende de fatores contextuais, como características de emissores e receptores. A análise empírica foi baseada em dados de pesquisa, contendo variáveis sobre comunicação, competência, inovação e cultura. Os dados foram coletados de líderes de grupo ao longo de um período de cinco anos. Os respondentes da pesquisa foram organizados em dois grupos com base em sua posição na produção da empresa, sejam funções de linha de montagem ou funções de suporte. Os entrevistados responderam ao mesmo questionário repetidamente em intervalos de aproximadamente 12 meses. A análise foi baseada em um total de 266 questionários. Um teste t para igualdade de médias foi feito a fim de testar quaisquer diferenças na transferência de conhecimento dentro dos diferentes grupos. Os resultados mostram diferenças significativas no processo de transferência de conhecimento entre trabalhadores em diferentes funções na firma. O nível de educação formal e a configuração estrutural podem explicar algumas das diferenças. Palavras-chave: Transferência de conhecimento, comunicação, competência, inovação, cultura.
Imagined interactions (IIs) are conversational daydreams communicators can use to envision how interactions might unfold prospectively or how they might have unfolded differently in retrospect. In ...this study, imagined interactions with the boss (IIB) were investigated alongside employees’ upward dissent and silence. Analyses of survey responses from U.S. working adults ( N = 322) revealed that three functions (rehearsal, relationship management, and compensation) and three characteristics (frequency, proactivity, and specificity) of IIB were associated with various upward dissent or defensive silence strategies. The general pattern of findings indicated that when employees reported rehearsal or relationship management IIB, they tended to select communicatively-competent dissent strategies (e.g., prosocial dissent). The study is the first of its kind to associate IIB with upward dissent selection. Implications for theory and practice conclude the paper.
The problem of the effectiveness of the correctional work of students with children who have speech impairments before school education is investigated. Theoretical analysis of the problem has shown ...that speech and communication are the most important factors of personality formation, because in the process of communicating with the community the child experiences the world, gains experience, and learns knowledge. The basic component of preschool education requires the child to have a certain level of verbal proficiency, i.e. competence, The objective is to teach children different types of verbal competence from an early age so that by the end of preschool age the child has acquired the appropriate knowledge, skills and abilities needed to communicate. It was found that verbal competence is a system of practical knowledge about the sound, lexical, and grammatical sides of speech, which an individual must master in order to take part in acts of verbal communication. It was stated that the solution of the problem will be the implementation by the students of a correctional and developmental program aimed at the formation of speech and language competence as a component of readiness of children with speech impairments to school education. The students of Dnipro National University named after Oles Gonchar under our supervision conducted the research. The study of the level of formation of communicative competence of children with language disorders before school education was implemented. The research involved 32 preschool children: 16 children in the Experimental Group (EG), 16 children in the Control Group (CG). The results of the study allowed the students to conclude that the formation of communicative competence of children with verbal impairments to school education can be successful under the conditions of specially organized, systematized and regular lessons for the correctional and developmental program “Home to school”. The results obtained show the effectiveness of the students’ correctional work with children who have mental impairments before school.
This study examined the relationship between intercultural communication competence (ICC) and job burnout, as well as the mediating effects of job stress, using data collected from employees (
= ...1,064) from a Chinese multinational corporation in Brunei. Through regression analysis and mediation effect tests, we found that ICC was negatively associated with job burnout (β = -0.19,
< 0.001) and job stress (β = -0.08,
< 0.001). Job stress was positively associated with job burnout (β = 0.65,
< 0.001). Job stress played a partial mediating role between ICC and job burnout. The total effect of ICC on job burnout was -0.19, the direct effect was -0.14, and the indirect effect of ICC via job stress was -0.05. The findings call for ICC training for employees in multinational corporations.
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