Mapping communication management competencies for European practitioners ECOPSI an EU study

This paper and its findings suggest there is little organised life-long learning in public relations and communication management in Europe. Consequently senior communication practitioners believe there are major failings in the capabilities related to our profession which if not addressed will serve as significant challenges for European organisations over the next 10 years. Longitudinal research further suggests the role of practitioners is changing and they require many more competencies to be successful in their communication roles (Zerfass et al., 2007- 2013). These are some of the observations and conclusions drawn from and supported by an extensive review of theory and practice emerging from the ECOPSI Programme (European Communication Professional Skills and Innovation), which is the largest European Union funded project of its kind to report into strategic communication until now (Tench et al 2012, 2013a, 2013b). There are on-going gaps and deficiencies in the development of the individuals as well as broad variation in how practitioners identify needs and access appropriate interventions. This presents numerous opportunities for deeper and on-going professional training and development to build consistency and support good practice in moving away from a hands-on, learning on-the-job approach to more focused knowledge acquisition and development. The ECOPSI programme is a two-year research project exploring the competencies required by communication professionals in Europe. This innovative programme is a partnership of six leading European universities in communication research and education located in Germany, Netherlands, Slovenia, Spain, Turkey and the UK as well as the European Association of Communication Directors (EACD). The two-year programme is led by Leeds Metropolitan University and is the first and largest to be funded by the European Union. The study provides in-depth insights into the competencies needed for four communication roles through the Communication Role Matrix: internal communication, crisis communication, social media and chief communication officer (CCO). The Communication Role Matrix captures what it is a communication professional does and the requirement necessary to perform the role successfully by identifying the knowledge, skills (hard and soft) and personal attributes for each role (Tench et al 2013a). This paper: (1) analyses the construction and perceptions about the Communication Role Matrix; (2) highlights current contemporary issues faced by the industry; and (3) presents the transference of knowledge from ECOPSI to the professional field through the Portal (for) Advancing Communication Expertise (p4ace) along with a self-diagnostic tool aimed to engage practitioners in continued professional development

Technology in Practice (Section 2.31 of the Comprehensive Clinical Psychology: Vol. 2. Professional Issues)

The contemporary practice of psychology requires a prudent balance of traditional and emerging communication methods. Interpersonal interactions in the context of human relationship (e.g., speech, emotional expressions, and nonverbal gestures) have been a vital part of emotional healing throughout many centuries, and research findings in the 1990s underscore the importance of relational factors in effective psychological interventions (Whiston & Sexton, 1993). In addition to the time honored interpersonal communication methods of professional psychology, rapid technological advances have propelled psychologists into another sphere of communication. Today\u27s professional psychologist is increasingly expected to attain mastery in both of these communication methods-the very old and the very new

The Effects of an Auditor\u27s Communication Mode and Professional Tone on Client Responses to Audit Inquiries

In this study, we investigate whether receiving an auditor inquiry via e-mail differentially affects client responses as compared to more traditional modes of inquiry, and whether those responses are affected by the auditor\u27s professional tone. In an experiment, experienced business professionals respond to an auditor\u27s information request regarding a potential accounting adjustment. We varied the communication mode of the request (e-mail, audio, or visual) and the professional tone of the communication (more versus less professional) and then measured the extent to which participants revealed information that either supported or did not support the client\u27s accounting position. We find that if an auditor asks for information via e-mail, client responses are more biased towards information that supports the client\u27s position as compared to audio or visual inquiries. In addition, we find that clients respond in a more biased manner when the inquiry is worded in a less professional tone as compared to a more professional tone. Further underscoring the implications of these findings for audit outcomes, our results suggest that if an auditor\u27s request leads clients to provide a response that is biased towards client-supporting information, clients may be less likely to agree with an auditor\u27s proposed income-decreasing adjustment

Використання хмарних обчислень для розвитку інформаційно-комунікаційної компетентності вчителів

The article deals with the problem for development of techers’ information and communication competence and use of cloud computing for it. The analysis of the modern approaches to the use of cloud technologies and projects for professional development of teachers and development of teachers’ information and communication competence have been presented.There are the main characteristics of software as a service on the Internet for education leading companies Google, Microsoft, IBM. There are described some actions of these companies, which are conducted to help teachers to master cloud technology for improving the professional activities and development of teachers’ information and communication competence. The examples of ways of development of teachers’ information and communication competence and training teachers to use modern ICT in the professional activity are given in the paper. The Cloud based model for development of teachers’ information and communication competence has been proposed.Стаття присвячена проблемі розвитку інформаційно-комунікаційної компетентності вчителів за допомогою використання хмарних обчислень. Здійснюється аналіз сучасних підходів до використання хмарних технологій та проектів для професійного розвитку вчителів та розвитку інформаційно-комунікаційної компетентності вчителів. Пропонуються основні характеристики хмарних обчислень провідних компаній Google, Microsoft, IBM, з точки зори їх необхідності для здійснення навчального процесу в мережі Інтернет. Описуються дії цих компаній та інші навчальні проекти, метою яких є розвиток інформаційно-комунікаційної компетентності вчителів за допомогою хмарних обчислень. Наводяться приклади шляхів рішення проблеми розвитку інформаційно-комунікаційної компетентності вчителів за допомогою використання сучасних інформаційно-комунікаційних технологій. Запропонована модель розвитку інформаційно-комунікаційної компетентності вчителів на базі хмарних обчислень, виділені основні вимоги та елементи цієї моделі

Challenges to Developing Professional Skills in Undergraduate Chemical Engineers at a Minority Serving University

Undergraduate engineering students at a minority serving institution present unique challenges for professional skill development. Students in the Chemical Process Design II and III course sequence in chemical engineering at Texas A&M University-Kingsville are introduced repeatedly to the importance of communication skills, and the topics of professional engineering licensure and life-long learning. A fraction of these students have English as their second language, and development of oral and written communication skills to the level of fluency expected of engineers in the United States is challenging. The students are tested in their oral communication skills through delivery of six group-format project presentations in the two course sequence. The course sequence also requires significant written communication exercises, particularly in the second course which is a writing intensive course. The overall performance of those students with English as a second language is reasonably strong once the instructor’s grading expectations are realized and the students avail themselves of outside assistance, such as provided by the University Writing Center. The undergraduate student’s development of a sense of the importance of life-long learning is also challenging for the instructor to instill. An open-ended technical problem requiring solution as part of a senior design project is an opportunity for the instructor to use coaching methods to guide students to their own independent solution, thus reinforcing self-learning outside of the instructor-led paradigm. Instilling an interest for professional registration is also difficult to accomplish, in particular because the fraction of chemical engineers that become registered in their career is far less than in other engineering disciplines such as civil engineering. The approaches used to accomplish instruction of these important professional skills at a minority-serving institution are presented.Cockrell School of Engineerin

A Qualitative Examination of Graduate Advising Relationships: The Advisor Perspective

Nineteen counseling psychology faculty members were interviewed regarding their advising relationships with doctoral students. Advisors informally learned to advise from their experiences with their advisor and their advisees and defined their role as supporting and advocating for advisees as they navigated their doctoral program. Advisors identified personal satisfaction as a benefit and time demands as a cost of advising. Good advising relationships were facilitated by advisees’ positive personal or professional characteristics, mutual respect, open communication, similarity in career path between advisor and advisee, and lack of conflict. Difficult relationships were affected by advisees’ negative personal or professional characteristics, lack of respect, research struggles, communication problems, advisors feeling ineffective working with advisees, disruption or rupture of the relationship, and conflict avoidance. Implications for research and training are discussed

Internet: turning science communication inside-out?

In the four decades since two university computers were first linked to each other over the prototype internet, scientific researchers have been innovators, early adopters and prolific adapters of internet technologies. Electronic mail, file transfer protocol, telnet, Gopher and the World Wide Web were all developed and applied first in research communities. The Web's development for sharing of information in the high-energy physics community unexpectedly heralded the internet's extension into many aspects of commerce, community, entertainment and governance. But despite the rapid proliferation and diversification of both over the past 15 years, the internet in its various forms has scientific communication indelibly inscribed into its fabric, and internet communication is thoroughly integrated into the practice of science. This chapter reviews some effects of the internet's emergence as a principal means of professional scientific communication, and of public communication of science and technology. It notes several paradoxes that characterise these developments, for example the contradictory trends towards easier collaboration across continents, and towards greater fragmentation. It notes the very significant disturbances caused by electronic publishing in the all-important field of scientific journals. It suggests that these and other developments have made more completely porous than before the boundaries between professional and public communication, facilitating public access to previously private spaces, and thus 'turning science communication inside-out'

Active textile antennas in professional garments for sensing, localisation and communication

New wireless wearable monitoring systems integrated in professional garments require a high degree of reliability and autonomy. Active textile antenna systems may serve as platforms for body-centric sensing, localisation, and wireless communication systems, in the meanwhile being comfortable and invisible to the wearer. We present a new dedicated comprehensive design paradigm and combine this with adapted signal-processing techniques that greatly enhance the robustness and the autonomy of these systems. On the one hand, the large amount of real estate available in professional rescue worker garments may be exploited to deploy multiple textile antennas. On the other hand, the size of each radiator may be designed large enough to ensure high radiation efficiency when deployed on the body. This antenna area is then reused by placing active electronics directly underneath and energy harvesters directly on top of the antenna patch. We illustrate this design paradigm by means of recent textile antenna prototypes integrated in professional garments, providing sensing, positioning, and communication capabilities. In particular, a novel wearable active Galileo E1-band antenna is presented and fully characterized, including noise figure, and linearity performance