Refine your search
Collections
Co-Authors
Journals
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Raina, Reeta
- Exploring the Correlation between the Efficacy of Intra-Level Communication and Organizational Effectiveness in Relation to Indian Automotive Sector
Abstract Views :309 |
PDF Views:0
Authors
Affiliations
1 FORE School of Management, New Delhi, IN
1 FORE School of Management, New Delhi, IN
Source
Abhigyan, Vol 34, No 1 (2016), Pagination: 1-16Abstract
Effective communication is key for value creation in global economy. The hallmarks of effective communication are to help in creating a positive and inclusive work environment and in developing and promoting harmonious working relationships, keeping workforce motivated, reaching decisions collaboratively, and tactfully resolving conflict. New managerial responsibilities need communication and collaboration capabilities across functions, divisions, and companies to inspire people for their best performance. The present study aims at exploring the correlation between role of communication with respect to its three dimensions namely downward, upward and horizontal communication in relation to organizational effectiveness. The results indicate that higher the effective downward, upward or horizontal communication, higher will be the effectiveness of an organization.Keywords
Downward Communication, Upward Communication, Horizontal Communication, Organizational Effectiveness, Automotive Industry.
- Exploring the Efficacy of Using Theatre Techniques in Teaching Business Communication
Abstract Views :260 |
PDF Views:0
Authors
Affiliations
1 FORE School of Management, New-Delhi, IN
1 FORE School of Management, New-Delhi, IN
Source
Abhigyan, Vol 35, No 4 (2018), Pagination: 22-30Abstract
In recent times, more and more teachers in their reinvention of the course, drop the lecture model and are finding alternatives to help students draw a connect between the knowledge acquired in the classroom to their day-to-day life's problems and challenges. The present paper reports about the students' experiences in learning various aspects of communication through theatre techniques. The analysis of the content revealed that the learning through theatre medium was a liberating experience for them that helped them to overcome their negative consciousness and experience the sense of freedom from those archaic irrational biases and prejudices that prevent them from achieving their best. The students reported that this participatory art form helped them in heightening their self-awareness and in developing confidence.Keywords
Communication, Theatre, Pedagogy, Efficacy, Role-Play.References
- Aldajm, T. (2012). Teachers, reclaim higher education. Retrieved from http://www.scienceguide.nl/201206 /teachers,-reclaim-higher-education.aspx., accessed on March 8, 2017.
- Aronson, E., & Carlsmith, J. M. (1968). Experimentation in social psychology. The handbook of Social Psychology, 2(2), 1-79.
- Brierley, Gary; Devonshire, Liz., & Hillman, Mick (2002). Learning to participate: Responding to changes in Australian land and water management policy and practice. Australian Journal of Environmental Education,18, 7.
- Cojocariua, V. M., & Botnaru, T. (2013). Drama techniques as communication techniques involved in building multiple intelligences at lower-elementary students. Procedia-Social and Behavioral Sciences,128, 152 – 1.
- Edmiston, Brian., & Jeffrey D. Wilhelm. (1998). Imagining to learn: Inquiry, ethics, and integration through drama. Portsmouth, NH: Heinemann.
- Ewing, Robyn.(2010). The arts and Australian education: Realising potential, Australian Council for Educational Research, ACER Press.
- Florian Evers, M.A. (2015). Assessment centres as a theatrical device, published in European Council for Research. Retrieved from http://www.geisteswissenschaften.fu-berlin.de/en/v/applied-theatre/teilprojekte/Corporate_Theatre/Corporate_Theatre_Evers/index.html, accessed on March 6, 2017.
- Fogg, P. (2001). A history professor engages students by giving them a role in the action. Chronicle of Higher Education, 48 (12), A12-13.
- Giardella, D ., & Wren Ross. (2006). The changing patterns: Discovering the fabric of your creativity. USA: Hay House.
- Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill.
- Joyce, B., & Weil, M. (Eds.). (2000). Models of teaching. Boston: Allyn & Baco.
- Lambert, Craig. (2012). Twilight of the lecture. Harvard Magazine, 114 (4), 23-27), Retrieved from http://harvardmagazine.com/2012/03/twilight-of-the-lecture.
- Loveless, T. (2002). A tale of two math reforms: The politics of the new math and NCTM standards. In T. Loveless (Ed.), The great curriculum debate (pp. 184–209). Washington, DC: Brookings.
- Mazur, E. (1997). Peer instruction – A user's manual. USA: Prentice Hall.
- Moore, Mandie M. (2004). Using Drama as an Effective Method to Teach Elementary Students. Senior Honors Theses. 113. Retrieved from http://commons.emich.edu/honors/113, accessed on October 4, 2017.
- Nadeem, M ., & Mohsin, M. N. (2012).Use of theatrical techniques in enhancing communication skills: An experience. Elixir International Journal, 53, 11699-11703.
- National Institute of Child Health and Human Development Early Child Care Research Network (2005, January). A day in third grade: A large‐scale study of classroom quality and teacher and student behavior. The Elementary School Journal, 105 (3), 305-323, https://doi.org/10.1086/42874 6.
- Poorman, P. B. (2002). Biography and role-playing: Fostering empathy in abnormal psychology. Teaching of Psychology, 29 (1), 32-36.
- Scott, Peter. (2000). Globalization and higher education: Challenges for the 21st century. Journal of Studies in International Education, 4(13).
- Shapson, S. M., Wright, E. N., Eason, G., & Fitzgerald, J. (1980). An experimental study of the effects of class size. American Educational Research Journal, 17, 141–152.
- Silva, E.(2008). Measuring Skills for the 21st Century. Washington, DC: Education Sector. Retrieved from www.educationsector.org/usr_doc/Measuringskills.pdf., accessed on March 20, 2017.
- Wagner, Betty Jane. Dorothy Heathcote (1998). Drama as a learning medium. Washington, D.C.: National Education Association, 1976. Educational Drama and Language Arts: What Research Shows. Portsmouth, NH: Heinemann.
- Assessing Students' Perception of the Importance and Relevance of Feedback in Written Communication by the Written Analysis of Communication (WAC) Reader
Abstract Views :379 |
PDF Views:0
Authors
Affiliations
1 FORE School of Management, New Delhi, IN
1 FORE School of Management, New Delhi, IN
Source
Abhigyan, Vol 37, No 4 (2020), Pagination: 30-38Abstract
It has been observed that constructive feedback for learning can transform a student's learning outcome. Providing feedback means giving students an explanation of what they are doing correctly and incorrectly . Hence, the concept of hiring the services of the teaching assistance / Written Analysis of Communication (WAC) reader is tried to assist the teachers in conducting their classes effectively besides helping them in providing timely and constructive feedback. This study aims at finding out from the student's perspective the role and effectiveness of the WAC reader who was engaged to provide feedback to MBA students on their writing skills and problem solving skills. It is evident from the interpretation of these results that the majority of students found the academic intervention of WAC reader beneficial to them. They believe that the timely and appropriate feedback as provided by the WAC reader helped them how to create carefully planned and confidently delivered reports, proposals and other forms of business communication.Keywords
Feedback, Written Communication, Analytical Skills, WAC Reader, Problem Solving Skills, Reports And Proposals.References
- Bashir , Md M., Kabir, R., & Rahman,I. (2016). The value and effectiveness of feedback in improving students'learning and professionalizing teaching in higher education. Journal of Education and Practice, 7(16), 38-41.
- Bailey , R., & Garner , M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education, 15(2), 187-198, DOI: 10.1080/13562511003620019.
- Brunton, A. (2009). Designing research into the effects of grammar correction in L2 writing: Not so straightforward. Journal of Second Language Writing, 18,136-140.
- Byrne, D. (1988). Teaching writing skills.London: Longman Press
- Burn, M.(2016). Distance education for teacher training: Modes, models and methods. London: EDC Publisher .
- Dewey , J. (1938/1997). Experience and education.New York, NY : Simon & Schuster
- Dinham, Stephen. (2007). Authoritative Leadership, Action Learning And Student Accomplishment", retrieved on 10th Feb 2019 https://research.acer.edu.au/research_conference_2007/3
- Dinham,S., & Rowe, K.( 2007). T eaching and learning in middle schooling: A review of the literature. A report submitted to Australian Council for Educational Research-Ministry of Education, New Zealand.
- Ferries, D. (1995). Student reactions to teacher response multiple draft composition classrooms. TESOL Quarterly , 29 (1).
- Grab, W ., & Kaplan, R.(1996). Theory and practice of writing.London: Addison Wesley Longman.
- Halcomb, E., & Peters, K. (2009). Nursing student feedback on undergraduate research education: Implications for teaching and learning. Contemporary Nurse, 33 (1), 59-68, DOI: 10.5172/conu.33.1.59.
- Hattie, J., & Timperly , H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
- Keengwe, J., & Onchwari, G.(2009).T echnology and student Learning: Towards a learner-centered teaching model. AACE Journal, 17(1), 11-22.
- Lipp, E., & Davis-Ockey , D. (1997). Praise-question-encourage: Guidelines for writing teacher-comments between essay drafts. Forum, 35(1), 1-38.
- Mazur , J.E. (2015). Learning and behaviour , VII Edition, Psychology Press.
- Nicol, D. J., & D. Macfarlane-Dick. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, (2), 199–218.
- Norrish, J. (1983). Language learners and their errors.London: Mac Millan.
- Nunan, D. (1989). Designing communicative tasks and activities.Oxford: Oxford University Press.
- Reynolds, L. (2015). T wenty W ays to Provide Effective Feedback for Learning. Retreived on 9th April 2019, https://www.coursehero.com/file/p3c5c9i/When-feedback-is-given-immediately-after-showing-proof-of-learning-the-student/
- Rhodes, T .L. ( 2010). Assessing outcomes and improving achievement: Tips and tools for using rubrics.Washington, DC: Association of American Colleges and Universities. Google Scholar .
- Saris, N.(2016). Effective feedback for deeper learning. Retrieved from https://www .activelylearn.com / post/effective-feedback-for-deeper-learning , accessed on April 18, 2019.
- Saito, H. (1994). T eachers' practices and students' preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11 (2), 46-70 . https://doi.org/10.18806/tesl.v11i2.633.
- Sparks,J.R., Song,Y ., Brantley ., & W .Liu,O.L. (2014). Assessing written communication in higher studies: Review and recommendation for next generation assessment. ETS Research Report Series.
- Yi, Jyi-yeon (2009). Defining writing ability for classroom writing assessment in high school. Pan-Pacific Association of Applied Linguistic,13(1).
- Zamel, V . (1985). Responding to student writing. TESOL Quarterly , 19,79-101.