Rhetorical Types and "Training."

Autor/in	Palmerton, Patricia R.
Titel	Rhetorical Types and "Training."
Quelle	(1986), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Consultants; Corporate Education; Improvement Programs; Individual Development; Inservice Education; Interpersonal Communication; Language Arts; Management Development; Persuasive Discourse; Professional Development; Professional Services; Public Speaking; Rhetorical Invention; Seminars; Skill Development; Speech Communication; Speech Evaluation; Training; Training Methods; Workshops + Suchen Sie Ihr Suchwort? Consultant; Berater; Effizienzsteigerung; Individuelle Entwicklung; Berufsbegleitende Ausbildung; Interpersonale Kommunikation; Sprachkultur; Persuasion; Persuasive Kommunikation; Berufsbegleitender Dienst; Vortrag; Seminar; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Didaktik; Trainingsmaßnahme; Lernwerkstatt; Schulung
Abstract	The speech communications professionals who are involved in training and consulting need to conceptualize and talk about their activities as communication educators--not as trainers. Clients should be taught to make interpretive choices appropriate to their rhetorical environment, in addition to learning basic skills. As educators in the corporate setting, speech professionals deal with the needs of two audiences--corporate representatives who want "competent communicators" as new hires, and employees in the business setting who want to know how to "communicate well," and how to accomplish personal and professional goals. A workshop can be used to focus on the function of rhetorical choices in the organizational setting. Participants should be involved not just in analyzing their own situations but also those brought to the workshop by others from the same organization. It is the speech professional's task to create a situation where clients are taught how to discover the questions to ask that will enable them to find the alternative communication behaviors available to them. By focusing on participants' rhetorical needs and rhetorical environments, the educator helps them apply performance skills in more flexible ways and in ways that are transferable to other situations. A highly participatory workshop prepares those in the corporate world to respond to the organization as a dynamic environment. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC