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Descriptors:
Business Education; Communication Skills; Speech Communication; Writing Processes; Business Communication; Writing Strategies; Teaching Models; Planning; Audience Awareness; Writing (Composition); Creative Thinking; Content Analysis; Writing Evaluation; Revision (Written Composition)

Abstract:
Most business communication classes teach students to use a writing process to compose effective documents. Students practice the process by applying it to various types of writing with various purposes-reports, presentations, bad news letters, persuasive memos, etc. However, unless students practice that process in other contexts outside of the business communication class, students may quickly forget the writing strategies they have learned, and their writing suffers. In an effort to create a learning tool that students will continue to embrace long after they complete their business communication class, the authors of Business Communication: Polishing Your Professional Presence (Shwom & Snyder, 2012) developed the ACE communication process. The ACE acronym represents the concepts of analyzing, composing, and evaluating, which combine to create an effective process that can be used for both written and oral communication. To help business education instructors use the ACE model in their classes, this paper introduces the concepts of the ACE model and provides advice for instructors who want to guide students in the process and reinforce students' good writing- and good communication-habits. The article also provides useful checklists for using ACE in various communication contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Group Instruction; Teamwork; Learning Experience; Team Training; Cooperative Learning; Teaching Methods; Teaching Models; Educational Practices; Business Skills; Skill Development; Instructional Design; Business Education

Abstract:
The emphasis on the importance of collaborative skill is evident at nearly all levels of education. In higher education, teamwork and group skills are critical elements in a business student's training. To be successful in the business world, students must be able to work well in teams. Group work can be a successful learning experience if students are given the tools they need to become effective team members. To that end, this paper suggests techniques for teaching effective teamwork skills. First, an analysis of current research on student perceptions of group work is provided. Then suggestions for teaching teamwork skills are outlined. Finally, procedures for assessing individual performance are described. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Class Activities; Teamwork; Group Dynamics; Cooperation; Coaching (Performance)

Abstract:
Focusing on preparation, practice, and performance review to teach teams about teamwork provides a well-supported and effective methodology that both enhances students' collaborative skills and contributes to an effective team project experience. Preparation includes aspects of coaching to introduce and explain effective group processes. After students have a foundational understanding of the collaborative skills, they practice these skills in a collaborative, yet supportive, environment. Practice involves applying the skills to in-class activities that are monitored and discussed. Finally, when students are given the opportunity to review their collaborative performance and revise their strategies prior to an actual graded activity, they are more likely to be effective team members. Preparation, practice, and performance review can help teach teams about teamwork. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Problem Solving; Educational Strategies; Learning Activities; Questioning Techniques; Critical Thinking; Learning Processes; Business Education; Thinking Skills; Teaching Methods; Learner Engagement

Abstract:
Critical thinking is a learned skill that requires instruction and practice. Business education instructors at both the secondary and post-secondary levels can enhance students' critical thinking skills by (1) using instructional strategies that actively engage students in the learning process rather than relying on lecture and rote memorization, (2) focusing instruction on the process of learning rather than solely on the content, and (3) using assessment techniques that provide students with an intellectual challenge rather than memory recall. Several barriers can impede critical thinking instruction. Lack of training, limited resources, biased preconceptions, and time constraints conspire to negate learning environments that promote critical thinking. However, actively engaging students in project-based or collaborative activities can encourage students' critical thinking development if instructors model the thinking process, use effective questioning techniques, and guide students' critical thinking processes. The examples provided challenge instructors to think of students as users of information rather than receivers of information. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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