Michael W. Cronin

Oral communication across the curriculum in higher education: The state of the art

This article reviews published assessments of oral communication across the curriculum programs in higher education and reports activities and results from a faculty and student development program at a mid‐sized comprehensive state university. Preliminary results from both self‐report and quasi‐experimental studies suggest that this approach holds significant promise for curricular development and improvement of student communication skills. Potential problems associated with oral communication across the curriculum programs and implications of such programs for the Speech Communication discipline are discussed.

A comparative analysis of training models versus consulting/training models for implementing oral communication across the curriculum

The development of oral communication across‐the‐curriculum programs requires that non‐speech students receive oral communication instruction to facilitate the oral communication activities used to enhance learning in their classes. Many non‐speech faculty lack adequate instruction in oral communication theory and practice, thus creating a major obstacle to developing programs of oral communication across the curriculum (OCXC). This article examines the advantages, disadvantages, and preliminary assessments of the training model and the consulting/training model approaches to providing oral communication instruction in OCXC programs. A recommended position for the Speech Communication discipline with respect to these models is discussed.

Recent Empirical Studies of the Pedagogical Effects of Interactive Video Instruction in "Soft Skill" Areas

THE USE OF INTERACTIVE VIDEO INSTRUCTION (IVI) is expanding rapidly in educational institutions and in military and corporate training. Recent empirical research has identified significant advantages for IVI over traditional teaching methods in selected areas of instruction. This critical synthesis of research focuses on pedagogical applications in “soft skill” areas and identifies significant advantages for IVI over traditional teaching methods in soft skill instruction.

The effects of interactive video instruction in coping with speech fright

This article describes the nature and assessment of the first interactive videotape instruction (IVI) program for coping with speech fright. Formative evaluations indicate that students enjoyed the IVI program. One‐way analyses of variance indicate that the IVI program was as effective on speech fright and recall measures as lecture/linear videotape instruction by two outstanding public speaking instructors. Furthermore, students in the IVI condition achieved significantly higher immediate and delayed cognitive test scores and significantly greater reduction in speech fright over a four‐week period than did students in the control group. Implications for cost‐effective application of IVI in public speaking classes to help students cope with speech fright and suggestions for future research on IVI in oral communication are discussed.

The Effects of Visuals versus No Visuals on Learning Outcomes from Interactive Multimedia Instruction.

THIS PAPER DESCRIBES an experimental investigation of the pedagogical effects of visuals versus no visuals in interactive multimedia instruction (IMI). Two versions of the IMI program “Mission Possible: Listening Skills for Better Communication” (selected as one of the five award winners in higher education in the 1993T.H.E. Journal/Sony “Innovations in Multimedia” contest) were presented to 140 students randomly assigned to two treatment groups. Results of a dummy variable regression analysis indicated no significant difference on cognitive test scores or listening test gain scores for students using IMI with visuals versus IMI with no visuals. Recommendations for refinement of theoretic perspectives toward the use of visuals in IMI are discussed and suggestions for future research on the cost-effective use of visuals in IMI based on task, learner, and visual characteristics are presented.

The Pedagogical Effects of Interactive Multimedia Instruction in Listening

Abstract This paper describes the nature and assessment of an interactive videodisc instructional program on listening. The program is available to other educational institutions seeking to expand cost-effective listening instruction to students. Formative evaluations indicate that students enjoyed the Level III interactive multimedia instruction (IMI). Results of a dummy variable regression analysis indicate that students receiving IMI in listening achieved significantly higher immediate cognitive test scores and listening gain scores than did students in the control group. Regression analysis indicated no significant effect of reported GPA, year in school, previous listening instruction, or time-on-task on listening test gain scores of the IMI treatment group. However, significant effects on cognitive test scores were found for reported GPA, previous listening instruction, time-on-task, and senior versus non-senior standing.

Teaching Marketing Research as an Oral Communication-Intensive Course.

Speech communication skills are becoming more widely recognized as essential to success in many careers as we move into the information age. Surveys of business executives provide strong support for training in corporate and professionals communication. Respondents to a survey conducted by Rader and Wunsch (1980) indicated that both written and oral communication are very important on the job: 62 percent indicated that effective writing was important, and 90 percent reported that effective oral communication was important. In a survey of executives of companies in California, 66% reported that communication skills played a major role in their advancement, and 94% reported making extensive use of communication skills in their present position (Berko, Wolvin, & Curtis, 1983). In addition to such self-reported data, investigators have surveyed experts regarding the importance of effective communication in business and industry. Eighty-five percent of personnel officers surveyed indicated that an employee’s success on the job was dependent upon the ability to communicate effectively (Belohlov, Popp, & Porte, 1974). This conclusion was reinforced by the Heisler study (1978) which reported that promotions are based primarily upon communication skills, self-direction, cooperativeness, problem-solving skills, and record of accomplishments. A recent survey of a random sample of 1,000 personnel managers in the United States indicated that the skills

Business Education: Communication Techniques for Coping with Job Burnout.

A recent survey of 9,000 workers from 21 organizations reports that 15 percent were moderately burned out and that 45 percent felt high levels of emotional exhaustion (Golembiewski, Munzenrider, & Stevenson, 1986). The most common symptoms of job burnout (Cronin, 1985) include: (1) A loss of feeling and concern for one’s co-workers, poor peer and group relationships, and withdrawal j from or irritability with co-workers. (2) Detachment with clients, failure to initiate contact with clients, labeling clients as objects or offering short or rude answers to clients. (3) Diminished frustration tolerance in carrying out job responsibilities. (4) Increasing rigidity on the job. (5) Negative job attitudes including constant complaining, cynicism, irritability, moodiness and paranoia. (6) Lack of energy on the job, and less effectiveness at work due to apathy, carelessness, emotional exhaustion, clockwatching, tardiness and absenteeism.

The role of language in preventing or ameliorating job burnout

The author advocates developing language awareness as an essential communication skill for preventing or ameliorating occupational burnout. He describes language problems that he terms allness statements, polarization, blindering, bypassing, abstraction problems, frozen evaluation, and fact-interference confusion, and links them to the prevention or remediation of job burnout.