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Power point 2

  1. 1. Teaching Communication Students How to Consult Aaron Cannistraci Gonzaga University September 21, 2010
  2. 2. Introduction <ul><li>Being a teacher, the aspect of consulting and training I find most interesting is teaching the subject. </li></ul>
  3. 3. The Problem <ul><li>Hines & Basso (2008) posit that young professionals have been graduating without the skills to be effective and entering the workforce only to disappoint their superiors. </li></ul>
  4. 4. The Solution <ul><li>The communication professor must work to instill specific skills into their student in order to prepare them for the workforce. </li></ul>
  5. 5. Skills for teachers to emphasize <ul><li>Be concise </li></ul><ul><li>Listen </li></ul><ul><li>Consider their audience </li></ul>
  6. 6. Be Concise <ul><li>“ All three academics/consultants I interviewed emphasized the importance of conciseness (specifically, using bulleted lists) in business writing” </li></ul><ul><li>(Dave, 2009, pg 2) </li></ul>
  7. 7. Listen <ul><li>“Two of the academics/consultants I interviewed gleaned important insights by simply listening to their clients” </li></ul>(Dave, 2009, pg 3)
  8. 8. Consider Their Audience <ul><li>Communication graduates need to think about how to craft their message to fit their business audience </li></ul>
  9. 9. Case Studies <ul><li>MATRF </li></ul><ul><ul><li>For-fee academic consultancy service </li></ul></ul><ul><li>UNT </li></ul><ul><ul><li>Classroom project model </li></ul></ul>
  10. 10. MATRF <ul><li>“ Clemson University’s Multimedia Authoring, Teaching, and Research Facility (MATRF), which operates as an academic consultancy service that matches students with industry projects on a for-fee basis” </li></ul><ul><ul><li>Gives students the ability to put something other than their degree on their resume. </li></ul></ul><ul><ul><li>Potentially a chance to develop a relationship with a future employer. </li></ul></ul>
  11. 11. UNT’S classroom project model <ul><li>Brings client’s projects into the classroom to be worked on throughout the semester </li></ul><ul><ul><li>Offers a realistic workplace experience </li></ul></ul><ul><ul><li>Safer environment because all of the problem solving takes place in the classroom </li></ul></ul>
  12. 12. Service Learning <ul><li>“ Both [business communication] teaching and research may gain from a greater engagement with business academics/consultants” </li></ul>(Dave, 2009, pg 4).
  13. 13. Consulting as Teaching <ul><li>“The consultant is not only researcher and communicator, but also, and perhaps more important, teacher” </li></ul>(Dallimore, 2002, pg 8)
  14. 14. References <ul><li>Cooke, L., & Williams, S. (2004). TWO APPROACHES TO USING CLIENT PROJECTS IN THE COLLEGE CLASSROOM. Business Communication Quarterly , 67 (2), 139- 152. </li></ul><ul><li>Curtis, D., & Cox, E. (1989). MARKETING THE COMMUNICATION TRAINING COURSE ON AND OFF CAMPUS. Association for Communication Administration Bulletin , (69), 39-55. </li></ul><ul><li>Dallimore, E., & Souza, T. (2002). Consulting Course Design: Theoretical Frameworks and Pedagogical Strategies. Business Communication Quarterly , 65 (4), 86-113. </li></ul><ul><li>Dave, A. (2009). CONSULTING BY BUSINESS COLLEGE ACADEMICS: LESSONS FOR BUSINESS COMMUNICATION COURSES. Business Communication Quarterly , 72 (3), 329-333. </li></ul><ul><li>Hines, R., & Basso, J. (2008). Do Communication Students Have the &quot;Write Stuff&quot;?: Practitioners Evaluate Writing Skills of Entry-Level Workers. Journal of Promotion Management , 14 (3/4), 293-307. </li></ul><ul><li>Lattimore, D., Baskin, O., Heiman, S. T., & Toth, E. L. (2007). Public relations: The profession and the practice . New York: McGraw-Hill. </li></ul><ul><li>McEachern, R.W. (2001). Problems in service learning and technical/professional writing: Incorporating the perspective on nonprofit management. Technical Communication Quarterly, 10 (2), 211-225. </li></ul>

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