Business Communication Courses in Management Institution
Discuss about the Impact of Business Communication Simulation.
The Theatre skills can be effectively used in the studies of business management. It links the use of theatre techniques as a business management tool for the managers and examines the use of corporate theatre as a change management tool for the business administrators. In the research paper, a case study is conducted in the Grenoble Graduate School of Business where corporate theatre is taught to the business students and the training managers. The paper elaborates that several theatre pedagogical methods which trains the actors regarding body language, emotions and voice and can be used by the management institutions to physically train the students regarding expressiveness, imagination and creativity (Lesavre, 2012). The theatre tools can be used to develop the verbal communication, negotiation, and the public speaking capabilities (Wankel and Wankel, 2016). Moreover, they can be used to develop imagination and creativity of the business managers which will be beneficial in the strategic planning of the organization. It can provide the educational institution a pedagogical approach which can increase the understanding of the people and increase the intellectual and emotional capabilities of the students. It also increases the awareness of the managers regarding themselves and others which can be beneficial in team building and enhance the implementation of human resource and marketing strategies. The theatre pedagogical techniques can increase the self-awareness of the managers which can reduce their inhibitions and self-consciousness and increase their elf-confidence. It can increase the emotional intelligence of the managers and also increases the awareness of the other people. The theatre exercises also acknowledge the importance of body language in communication and increases their focus (Lesavre, 2012).
There is limited focus on business communication is management institutions. It examines the communication course requirements, sequences and programs in the courses offered at best undergraduate schools across the globe. In the research article, it was identified that more than 15% of the business schools do not have business communication course in their curriculum (Sharp & Brumberger, 2013). These business institutions offer communication programs as core curriculum; however, it does not encompass business communication. It is significant outcome of the study as business communication differs in several ways from the general communication specifically at the freshman level. In business communication, the focus on written courses is more than oral communication. In the curriculum audit conducted in the study, the trends, program outcomes and the required changes are identified (Sharp & Brumberger, 2013). The study posits that there is significant improvement in the business communication course offering to the students; however, it is not as per the expectations. Recently, several advanced and special topics are integrated into the business course offerings which is a strong indicator of emphasis provided on business communication theory and practice (Guffey & Loewy, 2014).
Impact of a Business Communication Simulation on Students’ Self-Perception
There is still high scope for the improvement in the business course offerings as only a limited number of management educational institutions have made the business communication mandatory in the management program. Moreover, the inclusion of the business development course does not mean that it is implemented through a series of related courses rather in most for the education institutions business communication course is implemented as a standalone course in higher grades. The course content has also not changed over the years (Krizan, Merrier, Logan, Williams, 2010). Business communication is central to the business management efforts; therefore, the course curriculum should be designed accordingly (Sharp & Brumberger, 2013).
The business communication simulation has a positive impact on the perception of students regarding the business communication. The simulation is considered a part of the experiential learning wherein the participants learn from a series of experiences. It yields a series of cognitive, affective and kinaesthetic results which maximizes the students’ engagement with learning. The study highlights the benefits for the students when they participate in interactive assessment environment (Arbaugh, 2010). When learning simulation is provided to the students, it enhances the message delivery, message construction, critical analysis and collaboration with the colleagues. It can also provide real-time assessment of the actual communication behaviour of the students in the business organizations (Russ and Drury-Grogan, 2013).
With simulation, the students attain a positive forum so that they can communicate with their peers and other professionals in business communication field. The study has implemented pre and post evaluation techniques to evaluate the impact of simulation on message construction, message delivery, critical analysis and student’s participation which states that simulation is positivey correlated with each of these factors. The research study also posits that participation in the business simulation impacts positively on the student’s perception of the business communication skills. It is also beneficial to enhance the communication capabilities of the future managers in the international and the cross-cultural communication (Russ and Drury-Grogan, 2013). It was concluded in the study that simulation is an integral part of the business communication curriculum as the student are confronted with difficult and realistic business problems and analyze them with diverse perspectives (Russ and Drury-Grogan, 2013).
In the present section, the event of the analysis and learning from the different journal articles related to business communication is reflected from the DIEP (Describe, Interpret, Evaluate and Plan) method. It can be used to think and learn from an experience (Boud, Keogh and Walker, 2013).
Self-Reflection using DIEP Method
Describe: In the business school, we were provided the task of presenting a PowerPoint presentation related to business communication. We have to coordinate with the other team members and create a PowerPoint presentation. The team members were determined by the professor and we have to collaborate with each other. In this task, I learnt how to communicate confidently in public setting.
Interpret: I was afraid to speak in public platforms or in front of large audience. However, with this experience, I realized that with practice a person can learn anything. I also realized that I can communicate effectively in social settings and publically (Guffey and Loewy, 2014).
Evaluate: It can evaluated from the above experience that with proper guidance and efforts, I can learn to improve my business communication skills. I also examined that in comparison to my peers, my public speaking qualities were little weak.
Plan: In regard to my public speaking qualities, I realized that I can learn a lot from my peers and teachers. I plan to participate more in the public speaking activities to increase my business communication skills.
Describe: The business communication course has assisted me in overcoming my fear of working in the real business world. Although I have been a good student in my past years; I did not have the practical knowledge of working in the corporate world. While studying in the business school I realized that I need to dress up according to the business environment. I also realized the importance of dressing professionally and politely. My teachers taught me how to dress up like a real employee, wear trousers. They also taught the classes how the shirts are needed to be bottomed up and no open toed shoes or sandals are allowed in the classes. We practices to dress appropriately and formally in the class.
Interpret: During these training sessions, I realized the importance of formal wear in the organization. Before these training sessions, I went in casual wears to conduct mock interviews for my juniors. During the exercise, I realized that nobody is taking me seriously and I was required to dress up for the occasion. I also understood the difference between the casual and the formal wear. I realized that there are number of formal shirts and trousers which are used in the formal dressing; however, the selection of appropriate dress is important for the organization.
Evaluate: I evaluated that dressing up for the occasion is really important for the occasion. I realized that the first impression is the last impression and I need to wear proper dresses every time in professional meeting.
Plan: During these classes, I realized the importance of formal dressing in organization setting. I plan to practice wearing the formal clothes so that I can carry them comfortably later in life. I also realized that cleanliness is also important along with wearing formal clothes. During all the mock exercises and interviews, I will make sure to wear proper clothes and follow cleanliness regime.
Describe: In the business communication course the prime focus was on email writing and the written communication. In the business organizations, it is important to learn how to write clear and detailed emails to peers and colleagues. I learnt how to formulate accurate and structured emails for the business communication. I realized that earlier I used to use casual language in business communication which is not acceptable in the organization settings.
Interpret: I interpreted the importance of sing the formal yet friendly tone in business communication. I also understood that I am really nervous while communicating with strange people and need to enhance my communication skills to become successful in professional life.
Evaluate: It can be evaluated from the personal experience that email writing is essential component of the business communication. It is important to communicate accurately, systematically and clearly with peers to increase the transparency in the communication.
Plan: In this activity, I learnt how to write business emails to colleagues as well as client. I understood that I have to avoid certain casual words and language and use different tones while speaking to my colleagues and clients. I will practice writing business emails and try to communicate all the official information with the medium of business emails only.
Guffey, ME & Loewy, D 2014, Business Communication: Process and Product. Cengage Learning.
Lesavre, L 2012, ‘Are theatre and business links relevant? A conceptual paper and a case study’, Journal of Management Development, vol. 31, no. 3, pp. 243-252.
Russ, T, Drury-Grogan, ML 2013, ‘Assessing the Impact of a Business Communication Simulation on Students’ Self-Perception’, Communication Quarterly, vol. 61, no. 5, pp. 584-595.
Sharp, MR & Brumberger, ER 2013, ‘Business Communication Curricula Today: Revisiting the Top 50 Undergraduate Business Schools’, Business Communication Quarterly, vol. 76, no. 1, pp. 5-27.
Krizan, ACB, Merrier, P, Logan, JP, Williams, KS 2010, ‘Business Communication’ Cengage Learning
Arbaugh, JB 2010, ‘Online and Blended Business Education for the 21st Century: Current Research and Future Directions’ Elsevier
Wankel, C and Wankel, LA 2016‘Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes’ Emerald Group Publishing
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