Specific training to improve communication competences in dispatching center: DJCOM study

В статті розкрито результати теоретичного та емпіричного дослідження комунікативної медіакомпетентності майбутнього психолога. Уточнено зміст понять «комунікативна компетентність психолога» і «комунікативна медіакомпетентність» психолога та визначено структурні компоненти комунікативної медіакомпетентності майбутнього психолога (когнітивний, емоційний, поведінковий, медіакомпетентність, що містить технічні (цифрові), психологічні та маркетингові ЗУН). Емпіричне дослідження було проведено в період з 2019 по 2020 рік. У ньому взяли участь дві вибірки: психологи-практики (n=62) та студенти-психологи 3-6 курсів навчання (n=277). Нами був підібраний банк методик, який дозволив оцінити й порівняти рівень розвитку комунікативної медіакомпетентності психологів-практиків і студентів-психологів: «Методика оцінки комунікативних та організаторських здібностей (КОЗ-2)» і авторська анкета для дослідження професійної медіакомпетентності психолога «Професійна медіакомпетентність психолога». Встановлено, що лише 7% психологів-практиків і третина студентів-психологів мають низький рівень комунікативної компетентності особистості; третя частина практикуючих психологів і майже половина майбутніх практичних психологів продемонстрували середній рівень комунікативної компетентності особистості; 66% психологів і п’ята частина студентів показали високий рівень комунікативної компетентності особистості. 3% психологів та третя частина студентів мають низький рівень організаторських здібностей; більша половина фахівців і 43% майбутніх психологів-практиків виявили середній рівень розвитку організаторських здібностей; третина психологів і п’ята частина студентів-психологів виявили високий рівень розвитку організаторських здібностей. Більшість (81%) психологів і третина студентів (34%) показали високий і середній рівні розвитку професійної медіакомпетентності. Також розроблено психолого-педагогічні рекомендації щодо розвитку професійної комунікативної медіакомпетентності майбутніх психологів. Перспективи подальшої роботи вбачаємо в дослідженні психологічних чинників розвитку комунікативної медіакомпетентності практичних психологів. Література Андрієвська, В.В. (Ред). (2014). Методологічні проблеми трансформації комунікативної компетентності психолога в інформаційному суспільстві. (Монографія). Київ-Кіровоград : Імекс-ЛТД. Войтенко, Л.М. (2011). Коммуникативная компетентность как детерминанта профессионального становления будущего психолога. (Автореф. дисc. канд. психол. наук). Сочи. Низовець, О. А. (2010). Комунікативна компетентність студентів-психологів як умова успішності професійної діяльності. Науковий часопис НПУ імені М.П. Драгоманова. Серія № 12. Психологічні науки, 30(54), 129–134. Федоров, А.В. (2010). Словарь терминов по медиаобразованию, медиапедагогике, медиаграмотности, медиакомпетентности. Таганрог : Изд-во Таганрог. гос. пед. ин-та. Шариков, А. В. (1990). Медиа образование: мировой и отечественный опыт. Москва : НИИ СО и УК АПН СССР. McCroskey, J.C. (1982). Communication Competence and Performance: A Research and Pedagogical Perspective. Communication Education, 31, 42–54. Rickheit, G. (2008). Handbook of Communicative Competence. Gottingen : Hubert & Co. Zelenin, V., & Ponomarenko, T. (2020). Media competence of a future psychologist as a condition of successful professional fulfilment. Modern researches in psychology and pedagogy: Collective monograph. Riga : Izdevnieciba “Baltija Publishing”. doi.org/10.30525/978-9934-588-36-5/9

Objectives: It is known that communication and social competence are related, but it is not known specifically which detailed items are involved in this relationship. Therefore, this study analyzed the relationship of the evaluation results of social communication competence by grade level (high school, middle school, elementary school) presented in the longitudinal data of the Analysis on the Actual Status and the Quality of School Education in Korea (AASQSEK) school panel of Korean Educational Development Institute (KEDI).Methods: The mean comparison, correlation measurement, and multi-group structural equation modeling analysis (multi-group SEM) of observed variables (communication, social cooperation, social responsibility competence) were conducted for each multi-age group (6th grade in elementary school, 3rd grade in middle school, and 2nd grade in high school).Results: 1) 6th graders rated all communication and social competence questions the highest. 2) It was found that the third-year middle school students’ communication competence and social cooperation were the lowest among the three grade levels. 3) Social responsibility was significantly lower in the 3rd grade of middle school and 2nd grade of high school compared to the 6th grade of elementary school. 4) In addition, the relationship between communication and social competence showed a significantly lower effect as the grade level increased.Conclusion: Social communication competence scores can be influenced by grade level factors, so clinicians should consider grade level factors in the interpretation of the results of the Social Communication Competence (SCC) assessment.

The study briefly investigated the communicative language competence and English language usage of Junior High School learners (JHS) of San Pablo Colleges. The study is considered essential to help language teachers cultivate and enhance students’ communicative competence in order to ensure maximum participation and use of the target language despite the current situation in which students may approach speaking as a means of settling social disputes and forging relationships with others in the near future. Communicative language competence focused on areas such as grammar competence, discourse competence, sociolinguistic competence and strategic competence while English language usage focused on the extent of usage at home, in different platforms, and in the community. A descriptive quantitative research design was employed in the study which was participated by all JHS learners of San Pablo Colleges through complete enumeration. The JHS learners exhibits a positive result in the Communicative Language Competence. They were found to be advanced in grammar and sociolinguistic competence. While in language usage, the students were found to often use the English language in areas such as: at home, in the different platforms, and in the community. Therefore, it was found that there is a moderate positive competence between the Communicative Language Competence and English Language Usage. It implies that learners are able to speak fluently and accurately and are able to exhibit an advanced foundation of the Prosodic features of speech, and vocabulary

The essence and core pursuit of English learning is to communicate in English. Role-play activity is an important means of English learning. In role-play activities, students communicate and interact under specific learning topics to achieve the purpose of applying what they have learned. This paper expounds on the importance of role-play activity in English teaching to cultivate English learners’ communicative skills and competence. Role-playing activities help stimulate students’ communicative intention, enhance students’ communicative creativity, and create a harmonious communication atmosphere to improve students’ communicative competence. This paper also discusses the methods and suggestions for using role-play activities to improve English learners’ communicative skills and competence. Teachers should create a suitable communication situation, develop students’ communicative competence according to the role-playing Stage, and use communicative strategies and conversational skills to realize communicative intention.

Objectives: Increasingly, communicative competencies are becoming a permanent feature of training and assessment in German-speaking medical schools (n=43; Germany, Austria, Switzerland – ”D-A-CH”). In support of further curricular development of communicative competencies, the survey by the “Communicative and Social Competencies” (KusK) committee of the German Society for Medical Education (GMA) systematically appraises the scope of and form in which teaching and assessment take place.Methods: The iterative online questionnaire, developed in cooperation with KusK, comprises 70 questions regarding instruction (n=14), assessment (n=48), local conditions (n=5), with three fields for further remarks. Per location, two to three individuals who were familiar with the respective institute’s curriculum were invited to take part in the survey.Results: Thirty-nine medical schools (40 degree programmes) took part in the survey. Communicative competencies are taught in all of the programmes. Ten degree programmes have a longitudinal curriculum for communicative competencies; 25 programmes offer this in part. Sixteen of the 40 programmes use the Basler Consensus Statement for orientation. In over 80% of the degree programmes, communicative competencies are taught in the second and third year of studies. Almost all of the programmes work with simulated patients (n=38) and feedback (n=37). Exams are exclusively summative (n=11), exclusively formative (n=3), or both summative and formative (n=16) and usually take place in the fifth or sixth year of studies (n=22 and n=20). Apart from written examinations (n=15) and presentations (n=9), practical examinations are primarily administered (OSCE, n=31); WPA (n=8), usually with self-developed scales (OSCE, n=19). With regards to the examiners’ training and the manner of results-reporting to the students, there is a high variance.Conclusions: Instruction in communicative competencies has been implemented at all 39 of the participating medical schools. For the most part, communicative competencies instruction in the D-A-C-H region takes place in small groups and is tested using the OSCE. The challenges for further curricular development lie in the expansion of feedback, the critical evaluation of appropriate assessment strategies, and in the quality assurance of exams.

Background: Professionally oriented training implies involvement of professional knowledge and job-related skills. However, non-linguistics majors at the primary stage of tertiary education have no experience in specialism-related areas and situations. As a result, they fail to communicate effectively in the professional environment. To solve the problem, E. Miroshnichenko has introduced ‘implicit specialization’, i.e. integrated development of socio-cultural and professionally oriented communicative FL competence in non-professional communication spheres. The researcher implements her teaching strategy based on printed materials, whereas the author of this paper advocates a somewhat different approach: communicative competence in English can be acquired through audiovisual implicit specializing. Purpose. The assessment system is an integral and essential part of teaching and learning. It should provide valid and reliable measures for evaluating communicative FL competence. The purpose of our research is to develop assessment criteria for measuring the development of communicative FL competence in monologue production in the process of audiovisual implicit specializing of would-be economists. Results. Given non-linguistics specialization of students, their FL proficiency level and primary stage of tertiary education, we offer the following criteria to assess communicative FL competence: 1) relevance of a monologue to the communicative situation; 2) accuracy and appropriateness of vocabulary; 3) pronunciation accuracy; 4) grammar accuracy and range of grammatical structures; 5) speech tempo; 6) number of simple and compound sentences in the utterance. In the context of communicative approach, when assessing accuracy and appropriateness of language use, it is essential to take notice only of those lexical, grammatical and phonetic mistakes that distort the meaning and interfere with students’ ability to produce comprehensible utterances. To illustrate the assessment procedure, the article provides some assignments and samples of students’ answers. Discussion. Application of the above-mentioned criteria to assess socio-cultural and professionally oriented communicative FL competence in monologue production of Economics majors verifies practicability of communicative FL competence development based on audiovisual implicit specializistion. Situational models of communication incorporating lexical units of economic register in non-professional communication presented in videos are of primary importance for successful development of lexical competence both at the primary and follow-up stages of tertiary education. Pronunciation standards provided by video facilitate the qualitative upgrading of pronunciation skills

The research is devoted to the problem of speech training of preschool children before they begin studying at school. The terms “speech training for school”, “general speech training”, “special speech training” have been clarified. The essence and structure of the phenomenon of “communication and speech competence” are revealed, the criteria, indicators and levels of communication and speech competence are described. The experimental method of speech training for school by using activity and personality approach is researched. The speech readiness for learning is highlighted as a main condition for entry into the learning environment and a further successful learning start. The analysis of researches of modern scientists devoted to the phenomenon of “children’s speech training for school” (A. Bohush, M. Vashulenko, L. Kalmykova, N. Shylina) is conducted. It is revealed that the result of speech training is the formation of speech and communication competence of preschool age children. The criteria of speech and communication competence were phonetic, lexical, grammatical, diamonological competence with relevant indicators. Formation of speech and communication competence in the process of speech training by means of activity and personality approach involves the introduction of a specially developed program of speech training of older preschoolers before they get into studying at school: communication and speech situations, play-based speech exercises, variative dialogues. The results of the research confirmed the effectiveness of the proposed program for the formation of communication and speech competence in the process of speech training of older preschoolers before their studying at school.

This article discusses the features of communicative competence, which is an integral part of modern leadership, ensuring successful interaction in a diverse and rapidly changing environment. Leaders with high communication skills can adapt to the challenges of the time, maintain a high level of team motivation, and achieve their goals. The authors explore the key aspects and characteristics of leaders' communicative competence. It is crucial for successful team management in a globalized and culturally diverse environment. In addition, the paper presents the main components of communicative leadership competence, analyses the works of domestic and foreign scholars on leadership competence, studies modern views of communicative leadership competence, and considers the leadership competence of future teachers of English. It is known that communicative leadership competence is an integral part of the professional training of future teachers of English. High communicative skills allow teachers to interact effectively with students and colleagues, create a positive and productive learning environment, and contribute to their personal and professional growth.

In the competence framework of the EU's educational policy, entrepreneurial and communication competences have a special place in the development of modern and functional citizenship, and they overlap to a great extent. The paper approaches entrepreneurial competences as transversal competences applicable in all areas of life – a system of competences transferred to different areas of activity. Communication competence is an expected outcome at all levels of education, and the paper highlights key communication competences that are relevant for entrepreneurial behavior as well. In addition to openness, flexibility, and other traits and competences shared by both systems of competences, the paper also underlines the common aspect of communication and entrepreneurial competence – situational awareness that represents the first step in improving communication, whereas entrepreneurial awareness guides adequate decision-making in entrepreneurship. This connection between communication and entrepreneurial competence directs teachers to implement teaching procedures to develop communication competences that, at the same time, contribute to the development of entrepreneurial competence.

The article considers the problem of professional socialization of student youth in the context of digital transformation. Based on the review of theoretical materials, primarily sociological theories, the author conceptualises the concepts of “communicative competence”, “communicative digital competence”, and “professional socialization”. Digital technologies create new opportunities and challenges for the professional socialization of young people. It is emphasized that in modern realities, communicative digital competence becomes the keystone in the competitiveness of a young specialist. The work reveals the role of communicative digital competence in the professional development, which is primarily laid in educational institutions. Transformational processes in education determine new tasks of universities, which are aimed at improving the professional level of students. Relevance is determined in connection with the integration of practice-oriented teaching methods into the modern educational process, which are inevitably associated with the formation of communicative digital competence.

The growth of distance education, in its many forms, has had consequences for both online universities as well as more traditional universities. This study examines instructional behaviors and communication strategies used in face-to-face and online educational settings. The purpose of this study is to explore student perceptions of instructor immediacy, motivation, and communicator competence in addition to their own motivation and intrapersonal communication use in higher education settings. This dissertation follows a social scientific organizational pattern: introduction, literature review, methods, results, and discussion. The first two chapters examine the purpose of the study and the appropriate research on distance education, teacher immediacy, communication and communicator competence, student motivation, and imagined interactions. The third chapter describes the participants, instruments, and methods utilized in both the pilot and current study. The fourth chapter presents the results of the 6 hypotheses and 5 research questions posited for this current study. Finally, the discussion considers how the results clarify the potential and pitfalls associated with online education. Conclusions about the roles of immediacy, motivation, communicator competence and imagined interactions in online education are posited. The role of sample demographics and different methodological approaches are examined and implications for future research are considered.

This study, analyzed the students’ communication performance and competence in the speaking class. This study also measured the students’ communication apprehension level and its correlation with communication performance and competence. 30 students of second year students of SMK Pariwisata Kosgoro Cirebon took part in this study. The data were gathered through questionnaire, presentation test to get the score of communication performance and interview test to get the score of communication competence. The correlation study was used to investigate the relation of each variable. The result from the students’ performance showed that 66,7% of the students scored below the school standard score (75) and 70% of the students scored below standard score in the interview test. The participants showed the highest apprehension to public speaking and the lowest apprehension to group discussion. Their level of apprehension showed that 43.3% students were in moderate level and 56,7% students were in high level of apprehension. It was also found that communication apprehension was negatively correlated with communication performance. While the result from the correlation between communication apprehension and competence showed that there was a very low positive correlation but, there was a high positive correlation between communication competence and performance.

The purpose of this study is to present the effect of the book club experience of college students reading community on the core competencies of college students. In order to examine the correlation between the book club experience and core competencies of the undergraduate reading community, the team participating in the non-curricular program 'Symbius Book Club' of the Communication Education Center of Hallym University analyzed the book club operation report and conducted in-depth interviews through discussions. did As a result of deriving the subject's book club experience through narrative analysis for qualitative research, educational effects were found in 'communication and cooperation competency', 'self-reflection competency', and 'communication competency', which are the core of college competency education and university students. It can help in formulating capacity plans.

This article discusses psychological characteristics of communicative and speech competence of the agriculture faculty students. The authors pay attention to the study of students communication skills in the process of interaction, their ability to translate meaning, skills of information interpretation and effective meaning transfer. The study involved 120 students aged 17 to 23 years (M=20.75, SD=2.25 (37% men). Methods were used: a survey – “Communicative competence” of L. Michelson in the modification of Yu.Z. Gilbukh; testing – subtest No. 6 of the Wechsler test; analytic tasks – a method of supplementing / completing / restoring a speech utterance, a classification method; statistical methods (descriptive statistics , Mann Whitney U test, Kruskal-Wallis test). The study found that first-year students differ from senior students in communicative competence. The speech competence of graduate students in a qualitative aspect is better developed, however, it is distorted by the influence of personal characteristics and the situation. The research prospects are aimed at studying the differences in speech and communicative competence of students who completed training courses on the development of these abilities. It is also promising to study the characteristics of the process of meaning, as variables in the formation of speech and communicative competence.

The communicative competence of youth is considered from the standpoint of phenomenology, social reality, when the intersubjective interactions of actors determine the subjective picture of ideas about communication that is emerging in the mind. The key role of the processes of meaning formation in social communication and communicative competence is noted. The formation of personal and socio-cultural meanings of communication involves knowledge and values of communication, communication norms, communication skills and behaviors that determine the structure of communicative competence aimed at maintaining sociality and social ties. Since the formation of social reality is differentiated, and young people themselves as a social group are differentiated, the purpose of the article was to identify the links between the main differentiating features and manifestations of the communicative competence of young people. Differentiating demographic indicators are considered: gender, type of settlement, level of education, region of residence. Gender is considered as a leading differentiating feature. Measured indicators of communicative competence: meanings of communication, norms of communication, communication skills. The analysis showed the existence of links between differentiating features and manifestations of communicative competence: against the backdrop of the dominance of terminal values and their corresponding skills, combined with a focus on changing the norm of communication as the main characteristics in the structure of the communicative competence of the young people surveyed, it was revealed that rural boys and girls are more than urban, committed to stability in the norm of interaction; respondents with a complete general secondary education, as well as girls from federal centers, are the most pronounced carriers of the terminal values of communication. Young men and women of the Vologda region lead among other regions in their orientation towards the instrumental values of communication, the men of this region are the smallest in terms of the manifestation of a number of communication skills, including instrumental ones. These connections reflect both the expansion of the social reality and communicative competence of the surveyed youth due to its sociocultural differentiation, and indicate the presence of certain problems, both sociocultural and broader, which require discussion.