moody 44 yachts for sale

MOODY 44 similar search results:

WAUQUIEZ CENTURION 47

BENETEAU OCEANIS 42 CC

JEANNEAU SUN ODYSSEY 43 DS

The moody 44 shown below has been sold:.

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• De Valk Hindeloopen The Netherlands
• +31 514 52 40 00
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Broker's comments.

Yet faster passage times are only part of how Marine Projects defines performance at Moody. Performance means being able to sail into challenging seas with unshakable confidence in the seaworthiness and stability of Your boat. On 'High Flight' you will find all that plus features you like to have on a cruising yacht. She offers style and comfort, her shallow draft makes her ideal for cruising and anchoring shallow waters.

General - MOODY 44

GRP sailing yacht Moody 44 "High Flight", built in 1992, buildingnumber 6016, dim.: 13.10 (10.97) x 4.17 x 1.50 m, headway approx. 19.50 m, designed by Bill Dixon, built by Marine Projects Moody UK, GRP superstructure with integrally moulded non-slip surface in two-tone colour, anodised aluminium toe rail, teak in cockpit seats and sole, round-bilged hull, teak rubbing with stainless steel strip, 4 mooring cleats and fairlleads, 2 spring cleats and fairleads, twin aft lazarettes for sail and equipment stowage, shalowdraft keel, displacement approx. 11,000 kg, ballast approx. 4.250 kg, fuel capacity approx. 318 ltr. in stainless steel tank, water capacity approx. 454 ltr. in two stainless steel tanks, sump tank, Whitlock wheelsteering with leather grip, emergency tiller.

Accommodation

Classic / teak interior, forecabin with V-berths with infill to convert to a double, starboard guest cabin with twin berths, mastersuite with a large central double berth with new matrasses, extra built in lockerspace in ownerscabin, two in-suite shower/toilet compartments, saloon with C-shaped curved settee with folding leaf dining table, 2 built in easy chairs, headroom approx. 1.95 m, navigation area with large charttable, bookshelves and bulkhead with additional instrumentation/electronics, galley with double sink, hot and cold pressured water mix tap, electric water pressure system, hot water system via boiler, 3-burner stove with oven, gas detector, compressor-driven refrigerator and insulated food store, microwave, crockery, Eberspächer heating.

Perkins M50 4 cylinder 50 hp, building year 1992, intercooling system, Hurth reduction gearbox, stainless steel propellershaft, 3-bladed fixed propeller, manual and electric bilge pump, electric circuit 12 Volt and 220 Volt, 1x start battery(2007) and 2x light battery (2007), shore power, invertor, Mastervolt battery charger. Maxpower electric bow thruster 2005

Compass on steering pedestal, Autohelm echosounder, log and windset, Shipmate RS 8110 VHF dual station with extra speaker in cockpit, Raytheon R20 XX radar, Autohelm 7000 autopilot, Autohelm GPS, Autohelm navcenter 600, Kenwood radio and cd-player.

Sprayhood, cockpit cover, stainless steel davits, CQR anchor with 60 m chain, electric anchor winch, bathing ladder, transom with integral steps, recessed to provide bathing/boarding platform, deck shower (warm), deck wash installation, fenders, bathing ladder on bow, cockpit table. 1x Rettungsinsel, 1x Main Segel (Roll) alt, 1 Genua Segel alt, 1 Fok Segel (Roll) alt, 1x Steuerrad Leder 2x Gasflaschen und Manometer alt.

Sloop-rigged, deck-stepped grey anodised aluminium Kemp furling mast, 2 sets of spreaders, furling headsail system, Quantum furling main dacron 2007, Quantum laminated furling Genoa 2007, halfwinder with chute (Heineke 1997), Kemp boomvang, 2x backstayadjuster, spinnaker boom (stored to the mast), 2x Lewmar ST52 two speed sheetwinches, 2x Lewmar winch for mainsheet, manual backstay adjuster.

NAUTICAT 39

BENETEAU OCEANIS CLIPPER 42 CC

JEANNEAU SUN ODYSSEY 40.3

HALLBERG RASSY 382

DEHLER 41 DS

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• Sailboat Guide

1972 Moody 44 Carbineer

• Description

Seller's Description

If the Pacific Northwest is calling you, then you have found an ideal cruiser in this 1972 Moody 44 Carbineer. The current owners have lived aboard for over 20 years and have made continuous upgrades making this boat perfectly outfitted for your next high latitude adventure.

Her low engine hours and newer 5 KW Northern Lights generator provide exceptional security along with the ability to explore any and all remote harbors or even to undertake the Northwest Passage.

This beautiful boat sleeps six and has two upgraded heads with newer cabinets and Corian countertops along with extensive upgrades in the galley including a full size fridge along with a top loading fridge freezer.

She has a newer 100# stainless steel anchor and 200’ of 3/8” anchor chain along with a new Maxwell electric windlass that can be controlled from the dual helm stations.

There is a complete list of upgrades available upon request.

Don’t wait too long to arrange a showing or make an offer prior to traveling to see it. This unit in this condition will sell fast!

Rig and Sails

Auxilary power, accomodations, calculations.

The theoretical maximum speed that a displacement hull can move efficiently through the water is determined by it's waterline length and displacement. It may be unable to reach this speed if the boat is underpowered or heavily loaded, though it may exceed this speed given enough power. Read more.

Classic hull speed formula:

Hull Speed = 1.34 x √LWL

Max Speed/Length ratio = 8.26 ÷ Displacement/Length ratio .311 Hull Speed = Max Speed/Length ratio x √LWL

Sail Area / Displacement Ratio

A measure of the power of the sails relative to the weight of the boat. The higher the number, the higher the performance, but the harder the boat will be to handle. This ratio is a "non-dimensional" value that facilitates comparisons between boats of different types and sizes. Read more.

SA/D = SA ÷ (D ÷ 64) 2/3

• SA : Sail area in square feet, derived by adding the mainsail area to 100% of the foretriangle area (the lateral area above the deck between the mast and the forestay).
• D : Displacement in pounds.

Ballast / Displacement Ratio

A measure of the stability of a boat's hull that suggests how well a monohull will stand up to its sails. The ballast displacement ratio indicates how much of the weight of a boat is placed for maximum stability against capsizing and is an indicator of stiffness and resistance to capsize.

Ballast / Displacement * 100

Displacement / Length Ratio

A measure of the weight of the boat relative to it's length at the waterline. The higher a boat’s D/L ratio, the more easily it will carry a load and the more comfortable its motion will be. The lower a boat's ratio is, the less power it takes to drive the boat to its nominal hull speed or beyond. Read more.

D/L = (D ÷ 2240) ÷ (0.01 x LWL)³

• D: Displacement of the boat in pounds.
• LWL: Waterline length in feet

Comfort Ratio

This ratio assess how quickly and abruptly a boat’s hull reacts to waves in a significant seaway, these being the elements of a boat’s motion most likely to cause seasickness. Read more.

Comfort ratio = D ÷ (.65 x (.7 LWL + .3 LOA) x Beam 1.33 )

• D: Displacement of the boat in pounds
• LOA: Length overall in feet
• Beam: Width of boat at the widest point in feet

Capsize Screening Formula

This formula attempts to indicate whether a given boat might be too wide and light to readily right itself after being overturned in extreme conditions. Read more.

CSV = Beam ÷ ³√(D / 64)

Shown here is the later deck salon version. The original design had more of a standard doghouse. An extended version was called the CARBINEER 46. Another similar boat, the CARBERNEER 46, was built in Australia.(1979-1989 - 16 built.) The name was changed slightly in order to escape paying extra royalties.

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History of Moody

Moody Yachts, a prestigious name in the sailing community, traces its origins back to 1827. Founded by John Moody in Swanwick, Hampshire, the company initially focused on the construction of small wooden dinghies. Over time, Moody's expertise and commitment to quality craftsmanship led to their expansion into larger sailing yachts. The brand became synonymous with seaworthiness and luxurious designs, capturing the attention of sailing enthusiasts worldwide.Throughout the 20th century, Moody continued to innovate, embracing new materials and technologies, such as fibreglass construction in the 1960s. The firm transitioned through family generations, each contributing to the rich legacy of the brand. In the 1980s and 1990s, Moody Yachts collaborated with renowned designer Bill Dixon, leading to the creation of some of the most iconic models in the company's history, including the Moody 33, 37, and 44. These developments solidified Moody as a leader in blue-water cruising yachts.Today, Moody Yachts operates under the umbrella of HanseYachts AG, one of the largest yacht manufacturers in Germany. The acquisition by HanseYachts in 2007 brought new investment, expanding Moody's capabilities while retaining their hallmark of quality. The production now takes place in Greifswald, Germany, where Moody continues to craft sophisticated, cutting-edge yachts. With a blend of traditional craftsmanship and modern innovation, Moody Yachts maintains its esteemed position in the global sailing community.

Which models do Moody produce?

Moody produce a range of boats including the Moody 31 , Moody 54 DS , Moody 38 , Moody 336 and Moody 36 . For the full list of Moody models currently listed on TheYachtMarket.com, see the model list in the search options on this page.

What types of boats do Moody build?

Moody manufactures a range of different types of boats. The ones listed on TheYachtMarket include Sloop , Cruiser , Offshore cruiser , Aft cabin and Coastal cruiser .

How much does a boat from Moody cost?

Used boats from Moody on TheYachtMarket.com range in price from £9,750 GBP to £873,000 GBP with an average price of £139,000 GBP . A wide range of factors can affect the price of used boats from Moody, for example the model, age and condition.

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Moody 44 For Sale | 1972

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• LOA 44ft/13m
• Class Sailing Cruiser
• Hull Glass Reinforced Plastic
• Engine Single Diesel
• Drive Shaft Drive
• Layout Centre Cockpit
• Ancasta Ref 43981
• Name Joy of Hamble

Accommodation

Broker comments.

Beautiful Classic Yacht. Just had a full back to hull antifoul in May 2025. Pictures on request. So below the waterline is immaculate. Got to be seen to be believed in this amazing yacht for £65,000

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Purchase information.

Ancasta are acting as brokers for the vendor who is not selling in the course of business unless otherwise stated. These details are prepared from information provided by the vendor and are intended only as a guide to give a fair description of the vessel but their accuracy cannot be guaranteed and they do not constitute part of any contract.

A prospective buyer is strongly advised to check the particulars and to have the vessel fully surveyed by a qualified marine surveyor. Details are supplied on the understanding that all negotiations shall be through Ancasta brokerages. This vessel is offered subject to prior sale, price change or withdrawal without notice. Please Note: where the vessel’s status shows as “Preliminary”, details of the vessel have not yet been confirmed by the Vendor.

For further information or to arrange a viewing appointment please don't hesitate to contact our Ancasta Cowes Office

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research paper on effective communication

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Communication Studies: Effective Communication Leads to Effective Leadership

Affiliation.

• 1 University of Kansas.
• PMID: 32187871
• DOI: 10.1002/yd.20371

This chapter explores how communication studies focuses on human communication among people in groups, teams, and organizations. While persuasive communication has long been at the heart of leadership development, the discipline's contributions to effective leadership also range from advancing our understanding of organizational communicative systems to the development of skills for deliberative democracy and civic engagement.

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• Interfaith Leadership as a Civic Priority: Higher Education's Role in Developing Bridge-Builders. Giess ME, Correia-Harker BP, Patel E, Silverman N. Giess ME, et al. New Dir Stud Leadersh. 2020 Jun;2020(166):83-96. doi: 10.1002/yd.20384. New Dir Stud Leadersh. 2020. PMID: 32543038
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Role of Communication Strategies in Organizational Commitment, Mediating Role of Faculty Engagement: Evidence From English Language Teachers

Associated data.

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s.

Employees are critical stakeholders for an organization because they directly deal with the end-users and represent the entire firm. To recognize the strategic importance of the employees, organizations create communication programs to keep employees apprised of organizational issues. In this regard, this study examined the role of communication strategies (i.e., information flow, information adequacy, and information feedback) on organizational commitment. The study also investigated the mediating effect of faculty engagement between communication strategies and organizational commitment. Self-administered survey aided in acquiring data from 276 English language teachers in China. The analysis of the data was conducted using SmartPLS through the Structured Equation Modeling technique. The outcome of the study demonstrated that information flow and information feedback significantly impact organizational commitment and faculty engagement. The analysis also revealed that information adequacy significantly impacts organizational commitment but has no relationship with faculty engagement. The mediation analysis demonstrated that faculty engagement mediated the relationship between information flow and organizational commitment and between information feedback and organization commitment. However, faculty engagement did not mediate the relationship between information adequacy and organizational commitment among English language teachers in China. In theoretical terms, the study contributed in terms of incorporating different communication strategies and examining their effect on organizational commitment and faculty engagement. In practical terms, this study would be beneficial for the management of the educational institutes to develop different ways of enhancing communication strategies within the institute. This study also provided directions for the future, for example, conducting the study on other subject teachers, increasing the sample, carrying out the research in a different context, and adding different mediators and moderators in the existing model.

Introduction

Faculty members have several important obligations toward their organizations. They are important stakeholders of organizations due to their professional positions and capacity to impact outsiders (Kim and Rhee, 2011 ). Further, they noticed that educational institutions now realize the strategic importance of teachers for enhancing the performance of the institution. Therefore, these organizations develop systematic communication programs to keep them informed about the organizational issues. These communication programs consist of managers, supervisors, administrators, and internal communication teams (Rhee and Moon, 2009 ). The importance of faculty members is quite similar to employees of any organization. So, when organizations provide effective internal communication to employees about the organizational goals, they are more likely to work hard. Such employees advocate for the organization to everyone else and establish a strong relationship with the organization (Mishra et al., 2014 ).

Faculty members are the most valuable asset of an institution because they have an important role in maintaining sustainability. Their functionality is varied across different institutions. Therefore, it becomes difficult to manage their roles appropriately. Some faculty members are more devoted, and they try to deliver more than what is required by their employer organizations. This devotion of faculty members enhances their work engagement which defines the significance of their roles in academic performance. So, why do some faculty members get more involved in the institution's operations? In the literature on organizational behavior and management, “organizational commitment” seems widely used. According to a research, faculty opinions toward their institution significantly impact their commitment (Jing and Zhang, 2014 ). Organizational commitment is a behavioral disposition that refers to an individual's willingness to remain employed. It motivates the employees to become high performers. It also leads to put up maximum effort in the company's best interests (Lovakov, 2016 ). According to studies, one of the most important determinants of the additional activities of faculty members is organizational commitment (Lovakov, 2016 ). Professionals who are prominently committed to the organization consider the work in a more favorable dimension. They desire to stay employed in the company, and are much more satisfied with their work. It is assumed that a committed employee is a good fighter for the organization (Lawrence et al., 2012 ). There are many factors which help in strengthening the commitment of employees with organization. Effective communication is one of these factors at organizational level.

Professional communication is acknowledged as a subset of organizational communication. It is vital for shaping employee-organization ties (in this case, faculty–organization interactions). It is also important for boosting workplace productivity (Men, 2014 ). The relationship development initiatives at organizational level such as communication efforts may result in two critical outcomes. These include job engagement and organizational commitment (Mishra et al., 2014 ). Employee engagement (faculty engagement in this study) is better described as a pleasant and rewarding state of mind which relates to commitment, vitality, and immersion at work (Schaufeli et al., 2006 ). Such engagement is all about getting involved in work at hand and feeling energized by it. Based on trust and fulfillment criteria, commitment is one of the most commonly cited factors of faculty–organization relationship quality in public relations (Men, 2014 ). A research implies that engagement's role in faculty–organization relationships is understudied (Saks, 2019 ). This is a shortcoming, because job engagement has been shown to be a determinant of long-term organizational commitment in studies (Saks, 2019 ). It is also critical to study faculty engagement to comprehend that what may drive organizational commitment in educational institutions (Harrison et al., 2017 ).

Human capital having lots of energy, effectiveness, and commitment are required to achieve competitive edge in the modern world. Several organizations are well aware that engagement and commitment are crucial to their competitiveness. Faculty members also have the responsibility to keep their organizations competitive. So, they are anticipated to have high levels of professional motivation, dedication, and job engagement. Disengaged teachers are upset and unsatisfied with their employment. Therefore, they underperform and have an adverse influence on their coworkers' efforts in the organizations. On the contrary, engaged faculty members are wholly devoted, committed, and determined to their work. An engaged staff can boost an organization's competitive advantage (Harrison et al., 2017 ). Effective communication is one of the important tasks of all academic, profit, and non-profit organizations. A growing body of research on higher education institutions have found that communication is critical for molding work attitudes and organizational productivity. It strengthens an organization's vision, activities, and procedures. It also helps in accelerating organizational improvements (Keyton, 2017 ). Communication is dependent on the possibilities of interaction and relationship development. It provides stimulation for professional and personal relationships through a variety of organizational communication methods (Murphy, 2015 ). During the recent years, it is observed that much attention has been paid to the enthusiasm and prestige of teachers in educational institutions. On the other hand, communication attribute has been neglected. Therefore, consideration to communication is critical for higher education, both in terms of success and efficacy (Avotra et al., 2021 ; Yingfei et al., 2021 ).

Communication at the organizational level is the process by which people share information relevant to the organization strategy, activities, and processes (Samson, 2018 ). Lateral communication refers to communication of data at the same level. Vertical communication refers to distribution of information either upward or downward between different positions in the organization. Both types of communications are accomplished through official or unstructured communication channels. It is important to provide a platform of communication to employees and supervisors for maintaining organizational activities. It may help in effective communication between the workers operating in different departments at various levels (Hee et al., 2019 ). According to a researcher, communication has two components at organizational level. The first is the content or the information which is communicated. The flow of information or “how information is shared inside an organization” is the other factor to consider. The flow of communication is a facet of the broader notion of psychological climate. It refers to an employee's interpretations of communication at work (Smidts et al., 2001 , p. 1059). To measure communication content in organizational communication, the categories such as access to information, information adequacy, company information, and feedback are developed (Downs and Hazen, 1977 ; Goldhaber and Krivonos, 1977 ).

The demand for interaction, confidence in seniors, and communication linkages described by Roberts and O'Reilly ( 1974 ) are concerned with how information is shared in organizations. According to Hargie ( 2009 ), the function of internal communications is shifting through one to two-way communications. One-way communication is largely concerned with regulating employee conduct to assure adherence to work. It is also associated with dissemination of the previously decided choices without participation of workers. Two-way conversation at organizational level is defined as workers' participation and involvement in decision making practice. According to Hargie ( 2009 ), one-way communication indicates an asymmetrical point of view, while two-way communication reflects a harmonious viewpoint. To summarize different levels of communication strategies, several people place a strong emphasis on the informational side of organizational communication. Some place an emphasis on the environment when it comes to workplace communication. Internal communication tactics may reflect different organizational viewpoints. In terms of communication strategies for teaching English language by the faculty, authors divided these in three elements. These strategies include information flow, information adequacy, and information feedback. Previously, role of information flow and information adequacy have been explored in general perspective of organizational commitment (Walden et al., 2017 ). Researchers did not explore the impact of these communication strategies along with the feedback of information on faculty engagement and organizational commitment.

To fill this gap, authors tried to explore the impact of information flow, information adequacy, and information feedback suggested by Walden et al. ( 2017 ) on faculty engagement leading to the organizational commitment in educational institutions of English teaching. This study is based on certain questions such as what are the possible relationships between information flow, adequacy, and feedback with organizational commitment of faculty members. This study also tries to find out the mediating role of faculty engagement between these relationships instead of job or work engagement of the employees of the organizations as suggested by Walden et al. ( 2017 ). The results of this study give directions regarding internal communication strategies and their role in achieving organizational commitment of faculty members.

Theoretical Underpinning

This study is inspired by relationship management theory by Ledingham ( 2003 ) and the public relations literature on faculty–organizational relationships. Cultural and societal roots, relationship development tactics, communications, and outcomes of interactions make up the relationships (Men, 2014 ). The relationships, hence developed, are the changeable outcomes of interactions between an organization and the various organizational and the outside groups (Ledingham, 2003 ). This seems to be true for different users and faculty–organization relationships administration, in which the organization increasingly builds and strives to keep connections with the faculty throughout the times. The conventional notion of integration of employees within organizations is related to this relationship viewpoint (Zerfass et al., 2018 ). The faculty relationships are more likely to be open, trusting, and credible when educational institutions implement faculty-centered communication tactics and develop an internal climate based on collaboration with instructors and staff (Zerfass et al., 2018 ). According to research, the quality of the faculty–organization relationship is related to the efforts of organizations to create ties with teachers and employees. The faculty perspectives on the quality of the faculty–organization connection are favorably predicted by the integration of faculty members in the organization. Furthermore, the faculty perceptions of the faculty–organization interaction are favorably associated with transformational leadership style (Men, 2014 ).

Information flow, interaction cooperativeness, and information adequacy are investigated as the components of internal communication and predictor variables of relationship management effects in this study. Interaction cooperativeness considers faculty getting about the content of communication on individual and organizational issues, while information adequacy considers faculty views about the content of communication on individual and organizational issues. Investigating faculty engagement as a prospective relationship result is one strategy to enhance relationship management theory in the context of faculty–organization connections (Walden et al., 2017 ). Faculty engagement ought to be a logical byproduct of strategic communication, according to Ruck and Welch's ( 2012 ) evaluations of the literature. Although the current empirical studies on the engagement framework consider that engagement has yet to be incorporated into the faculty–organization relationship paradigm (Mishra et al., 2014 ). Authors introduce faculty engagement as a particular type of engagement in the current framework to progress this theory. The relationship management theory has also previously provided basis for the relationships among employees through communication strategies Walden et al. ( 2017 ) which suggested that it could also be utilized as a foundational stone in our research. This study tries to find possible impact of communication strategies among faculty members to achieve organizational commitment.

This study also got a support from the theories of organizational commitment including behavioral commitment theory, transactional commitment theory, obligatory commitment theory, and attitudinal commitment theory (Becker, 1960 ). Theories that use an attitudinal concept of commitment emphasize on an individual's desire to stay in an organization. According to this hypothesis, an individual's commitment to an organization was likely influenced by emotions of cohesion or connection with that group (Meyer, 1984 ). With the help of this theory, it is assumed that faculty engagement is a behavioral aspect which may lead to their commitment with the organization. Therefore, this theory provides a foundational basis of organizational commitment by the faculty members.

Communication Strategies and Faculty Engagement

According to the analysis of the literature, the level of employee engagement (faculty engagement in this case) first gained traction as a topic of substantial scientific investigation with Kahn's ( 1990 ) research. Kahn's ( 1990 ) research characterized engagement as the presentation of someone's identity via job behaviors which encourage commitment to work. Work engagement, on the other hand, has been the topic of discussion since Kahn ( 1990 ) stated this definition as to what it genuinely comprises. The argument includes whether work engagement differs from other ideas such as organizational satisfaction and commitment, and what exactly employees are involved with at work. “Being dedicated to an organization is different than being engaged to the activities done within it”, it is also wise to note (Vecina et al., 2013 , p. 293). According to studies, there is a difference between work engagement (the subject of this study) with organizational engagement, that is, a type of organizational commitment. To distinguish the concept of job engagement from that of organizational commitment, authors employ the label job engagement of faculty in this study. Job engagement entails a task orientation as well as one's work position. Job engagement is a psychological condition which workers perceive (similar to flow and also being taken away for work), so it describes whether people engage with their employment or not (Saks, 2019 ). Organizational commitment, on the other hand, is an emotional tie to the organization that includes cost concerns and a social obligation to the organization (Meyer, 1984 ).

A prospective study has demonstrated that more engaged and determined people with their occupations have the probability to keep ties with their employers for long. It demonstrates strong organizational commitment (Lesener et al., 2019 ). However, there are some similarities between work engagement and organizational commitment, they are not the same. Faculty members' job engagement is defined as their engagement with activities, passion for jobs, and ability to work effectively. Engagement is made up of some of the following elements: Vigor, commitment, and assimilation. At job, vigor entails a high degree of energy and mental fortitude, a determination to put effort into one's task, and perseverance in the face of adversity (Schaufeli et al., 2006 ). The feeling of importance, passion, motivation, dignity, and struggle are all characteristics of commitment. When somebody is entirely attentive and pleasantly immersed in their task, assimilation happens, and time passes swiftly (Schaufeli et al., 2006 ). Engagement is a psychological condition which lasts longer and therefore is separate from many other conceptions such as organizational commitment (Saks, 2019 ). Work engagement is defined in this study as a condition of absorption in working in which faculty members show passion for accomplishing a specialized job while retaining a strong emotional attachment to their job position.

When faculty members obtain resources and support from their organization, some of them feel obligated to reciprocate it by immersing themselves deeper wholeheartedly in their roles (Saks, 2019 ). Faculty members can absorb themselves into the day-to-day activities and experience a sense of belongingness with this support. When faculty members believe their organization and supervisors support them, they experience work and job-related engagement (Schaufeli et al., 2006 ). According to Ruck and Welch ( 2012 ), organizations must meet the following six requirements to engender the behaviors associated with engagement: simply stating the employee's role in an organization, assisting the employee in identifying with the organization, making sure workers feel that they have organizational support, providing information that assists employees in understanding corporate goals and strategy.

Educational organizations should evaluate information flow, adequacy of the information, feedback of the information, and interactive support as characters of communication which are likely to lead to work engagement when interacting with staff and faculty members. Such factors measure how faculty members perceive the access of work and relevant information about the organization, and they handle the common layers of communication inside organizations (organization to faculty and manager to faculty) (Rhee and Moon, 2009 ). The open interchange of ideas, topics, and views through an organization's vertical and horizontal networks is referred to as information flow. Employees' perceptions of information adequacy are defined as their belief that they are obtaining the quantity of knowledge needed to execute their tasks in the short term and make long-term decisions regarding their employment (Robertson, 2005 ; Rawlins, 2008 ). The organizational environment and mechanism of relaying information to employees are the focus of information flow and information adequacy, whereas the content of communication in organizations is the focus of information feedback (Robertson, 2005 ; Rhee and Moon, 2009 ). Faculty members and students in educational institutions frequently seek feedback from colleagues and mentorship. Having these points considered, it appears that faculty members may agree with Robertson's ( 2005 ) and Rawlins's ( 2008 ) notions about information flow within organizations, assuming that organizations should allow the open interchange of information and ideas at work. When faculty encounters high-quality information flow at work, it is expected that they will show evidence of engagement. So, this study proposed the hypothesis about this kind of possible relationship:

H 1 : Information flow plays a role in faculty engagement .

Furthermore, informational adequacy involves giving faculty members with an appropriate amount of communication on important issues so that they would perform successfully at workplace. Smidts et al. ( 2001 ) shared similar viewpoint, claiming that organizational communication among employees consisted of delivering information well about organization and the employee individually. Performing one's everyday work as a faculty member necessitates frequent updates from bosses on personal and individual difficulties (Hartman and McCambridge, 2011 ). As a result, faculty members' inclination for effective communication shows a need to obtain constant updates on the organization's achievements, objectives, as well as how their specific function is evaluated by the organization. It appears like faculty members who work for organizations that have a lot of knowledge should be more engaged. Similarly, feedback of information would also keep the faculty members engaged to their tasks so the following hypotheses were proposed:

H 3 : information adequacy plays a role in faculty engagement .

H 5 : information feedback plays a role in student engagement .

In conclusion, flow of information, adequacy of the information, and information feedback are the three levels of communication that are often discussed inside organizations, because they represent the substance and organizational strategy of employee communication. Authors expect faculty members to be involved with the work if they believe that their organization is backing them and engaging with them. Therefore, this communication must be very pertinent to them.

Communication Strategies, Engagement, and Organizational Commitment

Faculty engagement, as previously said, is a psychological condition in which faculty members are fully immersed in their work responsibilities and role performance at the workplace. Organizational commitment contrasts with work engagement in that it refers to a person's mindset and attachment to their company, whereas employee engagement focuses on work absorption. Organizations must encourage as well as provide knowledge assets to employees regarding job engagement. It helps them to emerge above the other faculty members (Saks, 2019 ). In this setting, faculty engagement is the result of an organization's efforts to foster beneficial relationships with its employees.

Furthermore, studies on faculty–organization interactions indicates that providing particular information about faculty status within the organization as well as specific task feedback might improve connections (Karanges et al., 2015 ; Wang et al., 2019 ). Organizations' relationship development efforts, in particular, produce a significant amount of commitment. The amount to which other party thinks the interaction is worth investing time and effort to preserve and promote, could be characterized as organizational commitment (Kim et al., 2019 ). Commitment, in the viewpoint of the faculty, is a long-term desire to stay connected to the company as well as a pleasant feelings disposition toward their workplace. Staff employees receiving assistance from their employer are obliged to put everything into their employment, which causes them to feel more devoted to the company. An urge to continue one's affiliation with an organization is influenced by his work experiences. So, commitment emerges as a result of workplace experiences that are aligned with staff values and meet staff's needs (Albdour and Ikhlas, 2014 ). Scholars should pay attention to the link between workplace contact with faculty members and organizational commitment. Faculty members frequently request assistance from their superiors and desire unrestricted accessibility to information about their organization's future. According to industry research, educational institution teachers have become less burdened and more likely to desire career security than other professions (Singh and Maini, 2021 ).

Employees' commitment to their organization is strengthened by open communication, which reduces the possibility that they may explore for other employment prospects beyond their organization (Sadia et al., 2016 ). This is especially essential for young faculty members. Organizations are significant contributors in improving how individuals of this faculty view their connection with their employers by satisfying the communication demands of young faculty. Work- and job-centered faculty engagement promotes organizational commitment between both academics and staff, according to research (Xie and Derakhshan, 2021 ). Tomietto et al. ( 2019 ) model of job engagement also said that communications and assistance have an impact on employee engagement. Given their workplace communication choices, these challenges of job engagement appear to be particularly pertinent to young faculty. All these arguments suggested the following hypothesis.

H 2 : Information flow plays a role in organizational commitment .

H 4 : Information adequacy plays a role in organizational commitment .

H 6 : Information feedback plays a role in organizational commitment .

H 7 : Faculty engagement plays a role in organizational commitment .

Mediating Role of Faculty Engagement

Humanistic approach emphasizes a person's quantifiable, dynamic working, predictable qualities, and emotional capability, rather than workplace negatives such as exhaustion, disagreement, and job discontent. As a result, educational institutions are now looking for faculty who are energetic, dedicated, and focused, i.e., persons who are enthusiastic and engaged with their profession because such faculty members are more efficient and imaginative when they devote their skills and experience to the organization (Minghui et al., 2018 ). The term “faculty engagement” refers to a pleasant and rewarding emotional state regarding work that is characterized by enthusiasm, determination, and absorption. According to a previous study, the most important aspects of faculty engagement are commitment and vigor (Taris et al., 2017 ).

Faculty members in educational institutions with greater levels of vigor and passion discover a variety of approaches to address working requirements and barriers while maintaining health and wellbeing. Furthermore, the immersion component, that relates to entire focus on a task, is commonly described by the progression of time or even the trouble of disconnecting himself from someone's activity (Ojo et al., 2021 ). According to Burić and Macuka ( 2018 ), vigor relates to the tangible strength of the mind or body while working; dedication refers to the doer's emotional state, in which he or she is enthusiastic about work; and absorption refers to a cognitive situation in which the individual is completely absorbed in a task.

The pleasant and fascinating inspiration which teachers demonstrate in accomplishing their performance targets while feeling totally engaged and committed in performing their job obligations are crucial qualities to clarify job engagement (Wood et al., 2020 ). Since a prior study demonstrated statistically meaningful and favorable correlations between teacher work engagement and student achievement, teachers' job engagement can be considered crucial in terms of overall school success. Teacher engagement, according to scholars, is one of the indicators of student engagement (Keay, 2018 ; Butakor et al., 2021 ). Teachers that are engaged go above and beyond their formal tasks and duties to support their students intellectually using a variety of ways and strategies, resulting in improved academic achievement (Sugianingrat et al., 2019 ). Hence, the significant role of faculty engagement and the literature discussed in the previous sections, suggested the following role of faculty engagement. Figure 1 shows the bonding of the previous literature and the study module of hypothesis framework.

Theoretical framework.

H 8 : Faculty engagement mediates the relationship of information flow and organizational commitment .

H 9 : Faculty engagement mediates the relationship of information adequacy and organizational commitment .

H 10 : Faculty engagement mediates the relationship of information feedback and organizational commitment .

Methodology

The hypotheses of the study were developed to analyze the impact of information flow, information adequacy, and information feedback on organizational commitment with the mediation of faculty engagement. The study used a deductive approach and a quantitative research design to test the hypotheses of the study (Nawaz et al., 2022 ). The hypotheses helped the researcher to investigate the impact of independent variables on dependent variables. The reliability of the study was ensured using a quantitative research design because this design helps to reduce the biases in the study. The questionnaire survey was clear and precise to ensure data rationality. The target population of this study was English language teachers in China. The sample from the entire population was chalked out using the non-probability purposive sampling method. This method saves the resources as the data is collected from readily available respondents (Xiaolong et al., 2021 ). This particular sector (English language faculty) has been chosen purposefully because it better complements the conceptual model of the study adhering communication strategies with faculty engagement and organizational commitment (Kim and Rhee, 2011 ). The questionnaires were in English language; therefore, the English language faculty easily and properly understood the questionnaire. A careful estimation of the sample was made based on the study conducted by Wolf et al. ( 2013 ) who has investigated the parameter estimate biases in detail along with the scenarios where the parameters affect the statistical power, with a thorough statistical analysis. Wolf et al. ( 2013 ) found that a sample size between 30 and 460 cases is found to produce meaningful trends and patterns among the parameters using structural equation modeling. Self-administered survey aided in the data collection process. A total of 350 questionnaires were disbursed among the participants. The respondents were given enough time to fill out the questionnaire. The respondents were told to be natural while filling out the questionnaire and there are no right or wrong responses. A total of 300 questionnaires were collected from the participants over a period of 2 weeks. A total of 24 responses were discarded during the data screening process as they were incomplete or not properly filled by the respondents. A total of 276 responses were found usable after the initial screening for the survey. The usable response rate was 78%. Statistical software was then used for analyzing the data that was obtained from the study participants. The unit of analysis is individuals as the data has been taken from the English language faculty of China.

Statistical Tool

SmartPLS 3.3.3 software was used as it aids in examine the Structured Equation Modeling (SEM) technique. It is considered as a suitable statistical technique for the analyses based on perceptions (i.e., hypotheses testing). The SEM is an equally helpful technique for all research models irrespective of their nature, i.e., univariate, bivariate, or multivariate. According to Hair et al. ( 2017 ), it can be used for both theory exploration and theory confirmation. The partial least square structural equation modeling offers two major advanced regarding data. First of all, traditional multivariate technique requires normal distribution of data, while PLS–SEM is very robust for model estimations and shows flexibility regarding normal distribution, kurtosis and skewness. Second, this technique is also helpful regarding the analysis of ordinal scales along with interval ad ratio scales. This software helps in analyzing the data in a short time with the help of path models such as measurement model and structural model (Nawaz et al., 2020 ). The recent study has used SmartPLS software for analyzing the data since it is very user friendly and generates detailed results. These models help to determine data reliability, data validity, and significance of the relationships between the constructs. On the basis of t -values and p -values, the hypotheses are either rejected or accepted.

Measurement

The data from the study participants were acquired using a 5-point Likert scale. The measurement scales for every construct have been described in detail. The full questionnaire is given in Appendix A.

Information Flow

There were four items in the measurement scale of information flow and it was adopted from Rhee and Moon ( 2009 ). The sample items are such as “Information in our organization flows openly from the top of the organization downwards.” The Cronbach alpha obtained for this scale is 0.884.

Information Adequacy

The measurement scale of information adequacy was adopted from Rhee and Moon ( 2009 ) and it consisted of nine items. The sample items are such as “Employees like me receive adequate information how we are being judged from the organization.” The Cronbach alpha obtained for this scale is 0.941.

Information Feedback

There were five items on the scale of information feedback and it was adopted from Rosen et al. ( 2006 ). The sample items are such as “My supervisor is usually available when I want performance information.” The Cronbach alpha obtained for this scale is 0.922.

Faculty Engagement

The measurement scale of faculty engagement was adopted from Schaufeli et al. ( 2006 ) and it consisted of nine items. The sample items are such as “At my work, I feel bursting with energy.” The Cronbach alpha obtained for this scale is 0.906.

Organizational Commitment

There were five items on the scale of organizational commitment and it was adopted from Gallicano et al. ( 2012 ). The sample items are such as “I have a long-lasting bond with the organization I work for.” The Cronbach alpha obtained for this scale is 0.917.

Demographic Profile

Table 1 below shows the demographic characteristics of the study participants. The table depicts that 57.97% of males and 42.0% of females participated in the study. Moreover, 19.57% of the respondents had an age between 20 and 30 years, 55.47% of the respondents had an age between 31 and 40 years, 16.30% of the respondents had an age between 41 and 50 years, and 14.49% of the respondents had an age above 50 years. The participants had either a bachelor's degree, a master's degree, or a Ph.D., or other degree. A total of 15.58% of the faculty members had a bachelor's degree, 52.27% of the English faculty teacher had a master's degree, while 32.48% had a Ph.D. or other degree. The English faculty teachers who had an experience of <1 year were 18.25%, the English faculty teachers who had an experience of between 1 and 3 years were 43.48%, the English faculty teachers who had an experience of between 4 and 6 years were 27.90%, whereas the English faculty teachers who had an experience of more than 6 years were 10.51%.

Demographics analysis ( N = 276).

Data Analysis and Results

Measurement model.

Figure 2 depicts the outer measurement model. The output of the measurement model assists in explaining the contribution of independent variables to outcome variables.

Output of measurement model. IFlow, Information flow; IAdeq, Information adequacy; IFeedback, Information feedback; FE, Faculty engagement; OC, Organizational commitment.

Table 2 demonstrates the model assessment of the direct model. The value of factor loading of more than 0.60 is considered acceptable (Bollen, 2019 ). The result of the factor loadings for this study shows that the values are above the threshold level; thus, the values are acceptable. The VIF indicator helps in addressing the issue of collinearity. The value of variance inflation factors should be below 5 (Salmerón et al., 2018 ), and the results revealed that all the values are between 1.657 and 4.938; therefore, the issue of multicollinearity was not detected from the data.

Model assessment (direct model).

IF, Information flow; IA, Information adequacy; IFB, Information feedback; FE, Faculty engagement; OC, Organizational commitment; VIF, Variance inflation factor; α, Cronbach alpha; AVE, Average variance extracted .

Table 2 also shows the results for construct reliability and validity. According to Taber ( 2018 ), for determining the internal consistency the value of Cronbach alpha (α) has to be above 0.70. The table shows that the values are above 0.70. For information flow, the value is (α = 0.884); for information adequacy, the value is (α = 0.941); for information feedback, the value is (α = 0.922); for faculty engagement, the value is (α = 0.906 ); and for organizational commitment the value is (α = 0.917); thus, internal consistency exists. Moreover (Benitez et al., 2020 ), explained that the value of composite reliability must be >0.70 for the data to be reliable. The value obtained for the composite reliability is between 0.920 and 0.950 which indicates that the data came out to be reliable. Furthermore, the average variance extracted (AVE) highlights the presence of convergent validity in the data set. This value must be more than 0.50 (Shrestha, 2021 ). The value obtained for AVE is between 0.566 and 0.762 which indicates the existence of convergent validity.

The results for Fornell–Larker Criterion and Heterotrait–Monotrait (HTMT) ratio have been shown in Table 3 . These tests explain the discriminant validity of the data. As for the Fornell–Larkar criterion, the value at the top column should be higher than the following values on the same column (Nawaz et al., 2019 ). For example, for faculty engagement, the first value in the column is 0.752, while the following values are 0.476, 0.533, 0.564, and 0.588, which are < 0.752. For the HTMT ratio, the threshold is below 0.90 (Benitez et al., 2020 ). The results for both these tests are under acceptable ranges; thus, it shows that discriminant validity exists.

Discriminant validity.

N = 276, IF, Information flow; IA, Information adequacy; IFB, Information feedback; FE, Faculty engagement; OC, Organizational commitment .

The R 2 -value explains the sustainability of the model and its value should be near 0.50 (Akossou and Palm, 2013 ). The values of R 2 obtained for faculty engagement and organizational commitment are 0.360 and 0.495, respectively. The values are close to 0.50; therefore, the model shows sustainability. The model with values below 5 is said to be free from collinearity (Legate et al., 2021 ). The table demonstrates that the values are between 1.580 and 3.050; thus, there was no issue of collinearity.

Structural Model

Figure 3 presents the output of structural model bootstrapping. This shows the values of t -statistics. The PLS–SEM bootstrapping technique used a 95% confidence interval to accept or reject the proposed hypotheses of this study.

Structural model bootstrapping. IFlow, Information flow; IAdeq, Information adequacy; IFeedback, Information feedback; FE, Faculty engagement; OC, Organizational commitment.

Tables 4 , ​ ,5 5 reveal the direct effect and indirect effects of the study. The hypotheses were accepted or rejected on the basis of p -values and t -statistics. According to Winship and Zhuo ( 2020 ), the t -statistics have to be more than 1.96. Likewise, the threshold for p -value is < 0.50 (95% confidence interval) (Ioannidis, 2018 ). These tables also present the f -values (effect size) that explain the strength of the model. The f -values that are close to 1 indicate a strong effect while the values near to 0 signify a weak effect (Funder and Ozer, 2019 ).

Direct effects of the variable.

N = 276, *** p < 0.001, ** p < 0.005, * p < 0.05 .

H, Hypothesis; O, Original sample; M, Sample mean; SD, Standard deviation; SRMR = 0.092, NFI = 0.688, IF, Information flow; IA, Information adequacy; IFB, Information feedback; FE, Faculty engagement; OC, Organizational commitment .

Indirect effects of the variable.

N = 276, ** p < 0.005, * p < 0.05 .

H, Hypothesis; O, Original sample; M, Sample mean; SD, Standard deviation; SRMR = 0.092; NFI = 0.688; IF, Information flow; IA, Information adequacy; IFB, Information feedback; FE, Faculty engagement; OC, Organizational commitment .

Table 4 demonstrates the results for Hypotheses H1–H7, i.e., direct effects of the variables. Hypothesis H1 proposed that information flow plays a role in faculty engagement. The results showed that the acceptance of Hypothesis H1 as ( t = 3.276; p = 0.000). The value of effect size ( f 2 = 0.057) indicates the model is weak. Hypothesis H2 proposed that information flow plays a role in organizational commitment. The results showed that the acceptance of Hypothesis H2 as ( t = 6.091; p = 0.001). The value of effect size ( f 2 = 0.103) indicates the model is weak. Hypothesis H3 proposed that information adequacy plays a role in faculty engagement. The results showed that the rejection of Hypothesis H3 as ( t = 1.128; p = 0.260). The value of effect size ( f 2 = 0.004) indicates the model is very weak. Hypothesis H4 proposed that information adequacy plays a role in organizational commitment. The results showed that the acceptance of H4 as ( t = 2.492; p = 0.000). The value of effect size ( f 2 = 0.020) indicates the model is weak. Hypothesis H5 proposed that information feedback plays a role in faculty engagement. The results showed that the acceptance of H5 as ( t = 4.056; p = 0.000). The value of effect size ( f 2 = 0.069) indicates the model is weak. Hypothesis H6 proposed that information feedback plays a role in organizational commitment. The results showed that the acceptance of H6 as ( t = 3.426; p = 0.001). The value of effect size ( f 2 = 0.064) indicates the model is weak. Hypothesis H7 proposed that faculty engagement plays a role in organizational commitment. The results showed that the acceptance of H7 as ( t = 4.263; p = 0.000). The value of effect size ( f 2 = 0.119) indicates the model is weak.

Table 5 presents the results for Hypotheses H8–H10, i.e., the indirect effects of the variables. H8 proposed that faculty engagement mediates the relationship between information flow and organizational commitment. The results showed that the acceptance of Hypothesis H8 as ( t = 2.490; p = 0.013). Hypothesis H9 proposed that faculty engagement mediates the relationship between information adequacy and organizational commitment. The results showed that the rejection of Hypothesis H9 as ( t = 1.058; p = 0.291). Hypothesis H10 proposed that faculty engagement mediates the relationship between information feedback and organizational commitment. The results showed that the acceptance of Hypothesis H10 as ( t = 3.012; p = 0.003).

The purpose of this study was to progress supposition in the field of faculty–organization relationships through analyzing the effect of faculty engagement in these relationships and by gaining a better understanding of how organizations instill committed relationships to faulty members through communication. For this purpose, we created and tested a framework wherein faculty engagement mediated the association between communication strategies and organizational commitment among educational organization's faculty members. The communication strategies included information flow, adequacy of information, and information feedback. The three employee communication variables studied in this study were all drivers of faculty engagement, which was linked to organizational commitment.

This study tried to find out the possible associations between information flow, information adequacy, information feedback, and faculty engagement. This kind of relationships suggested that the teachers, who were communicated properly through the organizational management, were more engaged to their duties. The better the things communicated to the faculty members, better should have been the level of engagement to their jobs. This kind of associations were suggested by some of the scholars of recent past in which the associations of these communication strategies were assessed in terms of job engagement of young generation (Walden et al., 2017 ). The results showed mixed indications in this study.

The first direct association of information flow with faculty engagement indicated strong association indicating that if information is properly passed on from the administration to the teachers, then it could lead to enhanced dedicated engagement with working by the teachers. The possible reason lies in the flow of information indicating that if information is present but not passed on to the faculty members then it would be difficult for them to do the things on their own. The association of information adequacy with faculty engagement indicated that it was not necessary for the information to be adequate while working of teachers, as there was no significant indication of relationship between both of these. The reason could be drawn from the supposition that the required information for work engagement of teachers does not have any set amount. This information could be of any amount and length as also indicated by Suh et al. ( 2018 ).

It was indicated through the results that feedback is very important factor in any communication approach across the organizations (Wang et al., 2020 ). The results of the association between information feedback and faculty engagement proved that if feedbacks are given properly through communication, then it could lead to more engaged working by the faculty members in educational organizations. The results of all these hypotheses are in accordance with (Walden et al., 2017 ). They also got the similar results in regard to the millennial generation communication approaches. This study also tried to find out the possible associations of information flow, information adequacy, and information feedback for assessing the organizational commitment of the faculty members. The results indicated a strong positive association between all these three associations.

Similar kind of results were also obtained by Walden et al. ( 2017 ) who also found significant associations between communication strategies and the organizational commitment of the employees. The reason behind such results are also alike the reasons for the associations with job engagement of faculty members. The flow of information is necessary, information quantity should be in adequate levels and feedback is also necessary for attaining organizational commitment as were required for the engagement to job. These associations were also indicated by some of the previous researchers in the field of organizational management such as Albdour and Ikhlas ( 2014 ) and Sadia et al. ( 2016 ). The last direct association was assessed between faculty engagement and organizational commitment.

Previously, a lot of research has been carried out in finding the associations between job engagement, work engagement, student engagement, teachers' engagement, and organizational commitment (Xie and Derakhshan, 2021 ). These associations were also suggested by Tomietto et al. ( 2019 ). The results of this study also indicated that more engaged faculty proves more commitment with their organizations. The mediating or indirect associations were also tested in this study indicating that faculty engagement positively mediated between information flow, information feedback, and organizational commitment. While it could not mediate the relationship between information adequacy and organizational commitment as again the amount of information was not considered necessary component in communication strategies for developing commitment with the organizations. Similar kind of mixed results were also shown by Walden et al. ( 2017 ).

Theoretical Implications

This study has some significant theoretical implications. First, the study examined the role of internal strategies of communication (i.e., information flow, information adequacy, and information feedback) on organizational commitment. Such a model has not been investigated and explored before; therefore this study thoroughly added to the existing public relation and education literature. This study also found that among these three communication strategies, two strategies, i.e., information flow and information feedback significantly impacted the faculty engagement. This study has enriched the literature by examining faculty engagement as a mediator. The reader can understand how significant is faculty engagement in facilitating the relationship between information flow and organizational commitment and between information feedback and organizational commitment. This study would enhance the current knowledge of the readers with regard to communication strategies, organizational commitment, and faculty engagement.

Practical Implications

This study provides some practical implications that are significant for the management of educational institutes. Based on the results of the result, communication strategies such as information flow, information adequacy, and information feedback are important factors for inducing organizational commitment among the faculty members. Therefore, the management of the institutes should enhance communication strategies by encouraging the employees to collaborate effectively. Hiring supportive leaders who can facilitate the smooth flow of information within the organization. Another way through which communication strategies can be improved is by having a decentralized system within the organization. Moreover, information flow and information feedback are important indicators that help to maximize faculty engagement. Engagement of the faculty can be measured using performance appraisals; hence, the performance appraisals must be conducted quarterly to examine how engaged the faculty members are. Therefore, the role of communication strategies is crucial for improving organizational commitment and faculty engagement.

Limitations and Recommendations

Although this study was designed to study English language teachers, in the future studies, other subject teachers can also be considered. Western regions and other Asian countries (apart from China) might show different results as the context of the study would be changed in the future studies. Moreover, increasing the sample size would be beneficial in generalizing the data. In the future studies, a mixed approach can be deployed to have an in-depth understanding of the relationship between study variables. This study examined the role of three different communication strategies, i.e., information flow, information adequacy, and information feedback on organizational commitment with the mediation of faculty engagement. The future studies can examine the role of faculty motivation as a mediator and organizational support as a moderator in the relationship between communication strategies and organizational commitment.

Fostering organizational commitment for the employees is necessary for the organization to deliver high-quality service to the end-user. In this regard, organizations are seeking ways to enhance organizational commitment through communication strategies. Therefore, this study investigated the role of communication strategies (i.e., information flow, information adequacy, and information feedback) on organizational commitment with the mediation of faculty engagement among English language teachers in China. The outcome of the study demonstrated that information flow and information feedback significantly impact organizational commitment and faculty engagement. The analysis also revealed that information adequacy significantly impacts organizational commitment but has no relationship with faculty engagement. The mediation analysis demonstrated that faculty engagement mediated the relationship between information flow and organizational commitment; and between information feedback and organization commitment. However, faculty engagement did not mediate the relationship between information adequacy and organizational commitment among English language teachers in China.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by Lanzhou City University, China. The participants provided their written informed consent to participate in this study. The study was conducted in accordance with the Declaration of Helsinki.

Author Contributions

YM conceived, designed the concept, collected the data, wrote the article, read, and agreed to the published version of the manuscript.

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Appendix A (Questionnaire)

Information flow

• Information in our organization flows openly from the top of the organization downward.
• Information in our organization flows openly to the top of the organization.
• Information in our organization flows openly between workgroups/departments.
• Information in our organization flows openly throughout the overall organization.

Information adequacy

• Employees like me receive adequate information how we are being judged from the organization.
• Employees like me receive adequate job performance information from the organization.
• Employees like me receive adequate information about employee welfare from our organization.
• Employees like me receive adequate information about our progress in our job from the organization.
• Employees like me receive adequate information about the goals of the organization.
• Employees like me receive adequate information about changes within our organization.
• Employees like me receive adequate information about policy within the organization.
• Employees like me receive adequate information about accomplishments of the organization.
• Employees like me receive adequate information how organization profits and standing.

Faculty engagement

• At my work, I feel bursting with energy.
• At my job, I feel strong and vigorous.
• I am enthusiastic about my job.
• My job inspires me.
• When I get up in the morning, I feel like going to work.
• I feel happy when I am working intensely.
• I am proud of the work that I do.
• I am immersed in my work.
• I get carried away when I am working.

Organizational commitment

• I have a long-lasting bond with the organization I work for.
• Compared to other potential employers, I value my relationship with the organization I work for more.
• I would rather work together with this organization than not.
• I feel that the organization I work for is trying to maintain a long-term commitment to me.
• I can see that the organization I work for wants to maintain a relationship with me.

Information feedback

• My supervisor is usually available when I want performance information.
• My supervisor is too busy to give me feedback.
• I have little contact with my supervisor.
• I interact with my supervisor on a daily basis.
• The only time I receive performance feedback from my supervisor is during my performance review.
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The Importance of Effective Communication: Some Food for Thought

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Nikola A Baumann, The Importance of Effective Communication: Some Food for Thought, The Journal of Applied Laboratory Medicine , Volume 1, Issue 4, 1 January 2017, Pages 460–461, https://doi.org/10.1373/jalm.2016.021865

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Having been active in the Society for Young Clinical Laboratorians (SYCL) 2 for several years, the opportunity to give something back as a speaker at the SYLC Workshop preceding the 2016 AACC Annual Meeting was an honor. The SYCL workshop centered around the theme of communication and leadership, and I was asked to provide insight into effective communication with staff and trainees—a rare chance to reflect on the soft skills that we all use every day. These are the skills that some believe can't be taught. This may be true, but time spent on thoughtful contemplation of what we do and how we do it is usually time well spent. Researching and reflecting on this topic has raised my awareness of the importance of communication, including communication challenges such as providing constructive feedback and listening. Below, I attempt to share my findings and my experience.

Mind the say-do gap.

Make the complex simple.

Find your own voice.

Be visible.

Listen with your eyes as well as your ears.

Notice that these 5 habits have little to do with what one says but rather how one says it. Keeping your message simple and genuine will go a long way. In addition, more than half of communication is nonverbal including body language, gestures, and eye contact. It is important to be aware of what you are saying nonverbally. Even a brief moment of checking your email during someone's presentation conveys a nonverbal message. Styles of communication vary. An excellent article by Mark Murphy distills communication into 4 styles: analytical, intuitive, functional, and personal ( 2 ). Although no style is superior, effective communicators know how to recognize and match their communication style with their audience whether it be their boss, peers, direct reports, or trainees.

As leaders and educators, some of our most valuable and formative communication will be in the form of feedback. Statements such as “great job” and “well done” are easy to give and are certainly well received. However, the receiver may be left wondering what specifically they did that was great and wondering if there are areas that could be improved. When giving feedback, it is important to be positive (if it is genuine), be specific, be immediate (or at least timely), and be tough if needed, but not mean (or rob the recipients of their dignity) ( 3 ). In many cases, the person receiving the feedback recognizes what is going well and what is not, so start by asking for his or her perspective. Ask them how they feel they performed or if there are areas they want to improve upon. This step opens the door for constructive feedback without a defensive atmosphere. Formative feedback should be given in private and not in the hallway or in front of peers. And although it is often a delicate process, honest assessment of a person's progress can lead to substantial growth and improvement.

In my experience, the most underused and least perfected communication skill is listening. In professional settings, individuals with authority should listen more (i.e., talk less). I have a favorite quote: “Most people do not listen with the intent to understand; they listen with the intent to reply” (Stephen Covey). To illustrate the truth of this statement, I asked the SYCL workshop attendees to pair up and do an exercise in listening. Each pair chose one person to be a speaker and one to be a listener. The speaker was asked to talk about any topic they wanted to for 2 minutes. The listener's job was to listen and not say a word. Just listen. As I watched this exercise unfold, I observed listeners who were struggling not to speak, desperately wanting to share their own story, offer their advice, and provide their feedback. On discussing the activity, attendees felt that “just listening” was difficult and far more challenging than speaking. This is more food-for-thought in our daily interactions.

Finally, it was indeed a rare (and somewhat terrifying) opportunity to stand in front of the next generation of leaders and be asked to provide them with a few personal golden nuggets of professional advice. Initially, it was overwhelming, but once I really thought about what I have found to be important in my professional interactions, the following came to light: ( a ) Say what you mean and mean what you say (even when it's easier to say what you think people want to hear). ( b ) In leadership and management relations, a “unified front” will make your job easier and your team more confident. Conversely, a “divided front” will do the opposite—create division in the work unit and drain positive energy from the team. ( c ) Don't tip-toe around the hard stuff, it won't go away. ( d ) Be real. And perhaps most importantly, ( e ) wrap it all up in a package of kindness.

Society for Young Clinical Laboratorians.

Author Contributions:   All authors confirmed they have contributed to the intellectual content of this paper and have met the following 4 requirements: (a) significant contributions to the conception and design, acquisition of data, or analysis and interpretation of data; (b) drafting or revising the article for intellectual content; (c) final approval of the published article; and (d) agreement to be accountable for all aspects of the article thus ensuring that questions related to the accuracy or integrity of any part of the article are appropriately investigated and resolved.

Authors' Disclosures or Potential Conflicts of Interest:   Upon manuscript submission, all authors completed the author disclosure form.   Employment or Leadership: None declared. Consultant or Advisory Role: None declared. Stock Ownership: None declared. Honoraria: N.A. Baumann, AACC. Research Funding: None declared. Expert Testimony: None declared. Patents: None declared.

Forbes /Leadership, Susan Tardanico. 5 habits of highly effective communicators [internet] . http://www.forbes.com/sites/susantardanico/2012/11/29/5-habits-of-highly-effective-communicators/#428f682225fc (Accessed July 2016).

Forbes /Leadership, Mark Murphy. Which of these 4 communication styles are you?   http://www.forbes.com/sites/markmurphy/2015/08/06/which-of-these-4-communication-styles-are-you/#6dd000f11ecb (Accessed July 2016).

Entrepreneur. www.entrepreneur.com (Accessed July 2016).

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Dr. S H I N E David

Manju Singh

Benson James Lyimo

The main objective of this study was to assess the effective communication in attaining organizational goals; this study has been conducted for three main specific objectives. The first one was to investigate the influence of effective communication on employee performance objective in attaining organizational goals. The second objective was assess the effectiveness of staff objectives on attaining organization goals and lastly was to find out relation between change management objective and attainment of organizational goal, in Iringa regional commissioner office, Tanzania The study adopted both research methods, qualitative and quantitative approaches. Both were used so as to help the researcher to complement the weakness of each, therefore provide an extended room for triangulation of both instruments for data collection and approaches. Respondents were obtained by using Non-probability sampling. The sample comprised of 50 respondents. Data was collected through questionnaires, both open ended questionnaires and open ended questionnaires. The quantitative data was analyzed with the help of Microsoft Excel 2010 and Statistical Package for Social Science (SPSS) software program version 22 and were summarized in tables of frequencies, percentages, correlations, regression and charts. Study findings unveiled that effective communication creates mutual understanding between management and workers which helps in attainment of organization’s goals also management need to communicate with employees regularly to get feedback and offer suggestions in other to prevent confusion about future job assignments; this will help improve workers performance and organizational productivity. Thus the study recommends organization to embraces timely feedback and proper, immediate communication. Staff appraisal should also be improved so as to inform on areas of improvement and identify training needs/gaps. Communication and feedback should include elements of reward, commendation, recognition and praise. These elements reinforce behavior which in turn motivates staff to greater individual and organizational performance.

antony waihenya

The study was based on the role of communication in enhancing organizational growth. The objectives of the study was to determine the most preferred communication means used at equity bank, to determine the importance of communication at equity bank, to find out factors affecting communication channels at equity bank and to determine challenges faced by equity bank in facilitating efficient communication mode. The study was limited to Equity Bank Eldoret branch only. The study adopted a case study as a research design. The researcher used questionnaires to collect data from a sample size of 40 respondents out of targeted population of 80 respondents. The researcher used a stratified sampling technique then followed by a simple random sampling to come up with the sample size. Data was then analyzed and presented using descriptive statistics including frequency tables, and percentages. From the findings the study established that communication has a greater importance in enhancing organizational growth it lead to better understanding in the bank, it improves efficiency, it also leads to effective coordination and avoid loses. However, the company’s greater challenges such as financial resources being insufficient, competition from other companies and poor management. To overcome all these challenges the company has to train its employees on communication skills and training of personnel should be put in place as part of the recommendation of the study. Finally the study suggested that further research should be conducted on the effects of multi directional communication on organizational development. Also study should be carried on the best communication type an organization can adopt to gain competitive advantage.

shewayirga assalf

Euro Asia International Journals

There are varying views about Organizational Communication. Contingency approach assumes that organizational communication effects can be explained only in the context of the constraints of different contingencies But most thinkers opine that through communication, everyone knows his /her role place, and task within the organization and the different parts of that organization are adequately coordinated. When communication stops, organized activity ceases to exist, individual, uncoordinated activity returns. Communication is effective when members of an organization share information with each other and all parties involved are relatively clear about what this information means. Communication is not an end in itself but a means to an end. Proper communication lays the foundation of a sound organizational culture, builds high employee morale to the extent that in some cases listening the actual problem of the employees itself can give them the impression that proper action will be taken. Management has to ensure that it leaves the impression that communication efforts guarantee results.

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Strategies to Improve Medical Communication

• 1 Penn Medical Communication Research Institute, Perelman School of Medicine at the University of Pennsylvania, Philadelphia
• 2 Division of Endocrinology, Diabetes, and Metabolism, Department of Medicine, Perelman School of Medicine at the University of Pennsylvania, Philadelphia
• 3 Associate Editor, JAMA
• Editorial Communicating Medicine—A New JAMA Series Anne R. Cappola, MD, ScM; Kirsten Bibbins-Domingo, PhD, MD, MAS JAMA
• JAMA Insights Delivering Effective Messages in the Patient-Clinician Encounter Joseph N. Cappella, PhD; Richard L. Street Jr, PhD JAMA
• Comment & Response Improving Medical Communication—Reply Anne R. Cappola, MD, ScM; Karthika S. Cohen, MS, MA JAMA
• Comment & Response Improving Medical Communication LaKesha N. Anderson, PhD, CPD; Christy J. W. Ledford, PhD JAMA
• JAMA Insights “Inoculation” to Resist Misinformation Sander van der Linden, PhD; Jon Roozenbeek, PhD JAMA

Accurate and clear medical information helps patients better manage their health, improves treatment adherence, and reduces health care costs, all of which help improve quality of life. 1 Medical communication is the provision of information about disease prevention, diagnosis, and management, including the risks and benefits of treatment and nontreatment. While medical communication has historically referred to verbal or written communication between a clinician and patient, communication through other sources, such as social media channels and video sharing, have expanded the message format and the audience. This article proposes effective medical communication strategies for clinicians and focuses on 3 aspects: the message, messenger, and social context ( Figure ).

• Editorial Communicating Medicine—A New JAMA Series JAMA

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Cappola AR , Cohen KS. Strategies to Improve Medical Communication. JAMA. 2024;331(1):70–71. doi:10.1001/jama.2023.23430

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What is effective communication?

Tips for improving your communication skills.

• Tip 1: Understand the barriers to effective communication

Tip 2: Become an engaged listener

Tip 3: pay attention to nonverbal signals, tip 4: keep stress in check, tip 5: assert yourself, effective communication improving your interpersonal skills.

Want better communication skills? These tips will help you avoid misunderstandings, grasp the real meaning of what’s being communicated, and greatly improve your work and personal relationships.

Effective communication is about more than just exchanging information. It’s about understanding the emotion and intentions behind the information. As well as being able to clearly convey a message, you need to also listen in a way that gains the full meaning of what’s being said and makes the other person feel heard and understood.

Effective communication sounds like it should be instinctive. But all too often, when we try to communicate with others something goes astray. We say one thing, the other person hears something else, and misunderstandings, frustration, and conflicts ensue. This can cause problems in your home, school, and work relationships.

But by learning effective communication skills, you can deepen your connections to others, build greater trust and respect, and improve teamwork, problem solving, and your overall social and emotional health

Whether you’re trying to improve communication with your romantic partner, kids, boss, or coworkers, learning the following communication skills can help strengthen your interpersonal relationships.

Tip 1: Understand what’s stopping you from communicating well

Common barriers to effective communication include:

Stress and out-of-control emotion.  When you’re stressed or emotionally overwhelmed, you’re more likely to misread other people, send confusing or off-putting nonverbal signals, and lapse into unhealthy knee-jerk patterns of behavior. To avoid conflict and misunderstandings, you can learn how to quickly calm down before continuing a conversation.

Lack of focus.  You can’t communicate effectively when you’re multitasking. If you’re checking your phone , planning what you’re going to say next, or daydreaming, you’re almost certain to miss nonverbal cues in the conversation. To communicate effectively, you need to avoid distractions and stay focused.

Inconsistent body language.  Nonverbal communication should reinforce what is being said, not contradict it. If you say one thing, but your body language says something else, your listener will likely feel that you’re being dishonest. For example, you can’t say “yes” while shaking your head no.

[Read: Nonverbal Communication and Body Language]

Negative body language.  If you disagree with or dislike what’s being said, you might use negative body language to rebuff the other person’s message, such as crossing your arms, avoiding eye contact, or tapping your feet. You don’t have to agree with, or even like what’s being said, but to communicate effectively and not put the other person on the defensive, it’s important to avoid sending negative signals.

When communicating with others, we often focus on what we should say. However, effective communication is less about talking and more about listening. Listening well means not just understanding the words or the information being communicated, but also understanding the emotions the speaker is trying to convey.

There’s a big difference between engaged listening and simply hearing. When you really listen—when you’re engaged with what’s being said—you’ll hear the subtle intonations in someone’s voice that tell you how that person is feeling and the emotions they’re trying to communicate. When you’re an engaged listener, not only will you better understand the other person, you’ll also make that person feel heard and understood, which can help build a stronger, deeper connection between you.

By communicating in this way, you’ll also experience a process that  lowers stress and supports physical and emotional well-being. If the person you’re talking to is calm, for example, listening in an engaged way will help to calm you, too. Similarly, if the person is agitated, you can help calm them by listening in an attentive way and making the person feel understood.

If your goal is to fully understand and connect with the other person, listening in an engaged way will often come naturally. If it doesn’t, try the following tips. The more you practice them, the more satisfying and rewarding your interactions with others will become.

Tips for becoming an engaged listener

Focus fully on the speaker.  You can’t listen in an engaged way if you’re  constantly checking your phone or thinking about something else. You need to stay focused on the moment-to-moment experience in order to pick up the subtle nuances and important nonverbal cues in a conversation. If you find it hard to concentrate on some speakers, try repeating their words over in your head—it’ll reinforce their message and help you stay focused.

Favor your right ear.  As strange as it sounds, the left side of the brain contains the primary processing centers for both speech comprehension and emotions. Since the left side of the brain is connected to the right side of the body, favoring your right ear can help you better detect the emotional nuances of what someone is saying.

Avoid interrupting or trying to redirect the conversation to your concerns.  By saying something like, “If you think that’s bad, let me tell you what happened to me.” Listening is not the same as waiting for your turn to talk. You can’t concentrate on what someone’s saying if you’re forming what you’re going to say next. Often, the speaker can read your facial expressions and know that your mind’s elsewhere.

Show your interest in what’s being said.  Nod occasionally, smile at the person, and make sure your posture is open and inviting. Encourage the speaker to continue with small verbal comments like “yes” or “uh huh.”

Try to set aside judgment.  In order to communicate effectively with someone, you don’t have to like them or agree with their ideas, values, or opinions. However, you do need to set aside your judgment and withhold blame and criticism in order to fully understand them. The most difficult communication, when successfully executed, can often lead to an unlikely connection with someone.

[Read: Improving Emotional Intelligence (EQ)]

Provide feedback. If there seems to be a disconnect, reflect what has been said by paraphrasing. “What I’m hearing is,” or “Sounds like you are saying,” are great ways to reflect back. Don’t simply repeat what the speaker has said verbatim, though—you’ll sound insincere or unintelligent. Instead, express what the speaker’s words mean to you. Ask questions to clarify certain points: “What do you mean when you say…” or “Is this what you mean?”

Hear the emotion behind the words . It’s the higher frequencies of human speech that impart emotion. You can become more attuned to these frequencies—and thus better able to understand what others are really saying—by exercising the tiny muscles of your middle ear (the smallest in the body). You can do this by singing, playing a wind instrument, or listening to certain types of high-frequency music (a Mozart symphony or violin concerto, for example, rather than low-frequency rock, pop, or hip-hop).

The way you look, listen, move, and react to another person tells them more about how you’re feeling than words alone ever can. Nonverbal communication, or body language, includes facial expressions, body movement and gestures, eye contact, posture, the tone of your voice, and even your muscle tension and breathing.

Developing the ability to understand and use nonverbal communication can help you connect with others, express what you really mean, navigate challenging situations, and build better relationships at home and work.

• You can enhance effective communication by using open body language—arms uncrossed, standing with an open stance or sitting on the edge of your seat, and maintaining eye contact with the person you’re talking to.
• You can also use body language to emphasize or enhance your verbal message—patting a friend on the back while complimenting him on his success, for example, or pounding your fists to underline your message.

Improve how you  read nonverbal communication

Be aware of individual differences. People from different countries and cultures tend to use different nonverbal communication gestures, so it’s important to take age, culture, religion, gender, and emotional state into account when reading body language signals. An American teen, a grieving widow, and an Asian businessman, for example, are likely to use nonverbal signals differently.

Look at nonverbal communication signals as a group. Don’t read too much into a single gesture or nonverbal cue. Consider all of the nonverbal signals you receive, from eye contact to tone of voice to body language. Anyone can slip up occasionally and let eye contact go, for example, or briefly cross their arms without meaning to. Consider the signals as a whole to get a better “read” on a person.

Improve how you  deliver nonverbal communication

Use nonverbal signals that match up with your words rather than contradict them. If you say one thing, but your body language says something else, your listener will feel confused or suspect that you’re being dishonest. For example, sitting with your arms crossed and shaking your head doesn’t match words telling the other person that you agree with what they’re saying.

Adjust your nonverbal signals according to the context. The tone of your voice, for example, should be different when you’re addressing a child than when you’re addressing a group of adults. Similarly, take into account the emotional state and cultural background of the person you’re interacting with.

Avoid negative body language. Instead, use body language to convey positive feelings, even when you’re not actually experiencing them. If you’re nervous about a situation—a job interview, important presentation, or first date, for example—you can use positive body language to signal confidence, even though you’re not feeling it. Instead of tentatively entering a room with your head down, eyes averted, and sliding into a chair, try standing tall with your shoulders back, smiling and maintaining eye contact, and delivering a firm handshake. It will make you feel more self-confident and help to put the other person at ease.

How many times have you felt stressed during a disagreement with your spouse, kids, boss, friends, or coworkers and then said or done something you later regretted? If you can quickly relieve stress and return to a calm state, you’ll not only avoid such regrets, but in many cases you’ll also help to calm the other person as well. It’s only when you’re in a calm, relaxed state that you’ll be able to know whether the situation requires a response, or whether the other person’s signals indicate it would be better to remain silent.

In situations such as a job interview, business presentation, high-pressure meeting, or introduction to a loved one’s family, for example, it’s important to manage your emotions, think on your feet, and effectively communicate under pressure.

Communicate effectively by staying calm under pressure

Use stalling tactics to give yourself time to think. Ask for a question to be repeated or for clarification of a statement before you respond.

Pause to collect your thoughts. Silence isn’t necessarily a bad thing—pausing can make you seem more in control than rushing your response.

Make one point and provide an example or supporting piece of information. If your response is too long or you waffle about a number of points, you risk losing the listener’s interest. Follow one point with an example and then gauge the listener’s reaction to tell if you should make a second point.

Deliver your words clearly. In many cases, how you say something can be as important as what you say. Speak clearly, maintain an even tone, and make eye contact. Keep your body language relaxed and open.

Wrap up with a summary and then stop. Summarize your response and then stop talking, even if it leaves a silence in the room. You don’t have to fill the silence by continuing to talk.

Quick stress relief for effective communication

When a conversation starts to get heated, you need something quick and immediate to bring down the emotional intensity. By learning to quickly reduce stress in the moment, you can safely take stock of any strong emotions you’re experiencing, regulate your feelings, and behave appropriately.

Recognize when you’re becoming stressed. Your body will let you know if you’re stressed as you communicate. Are your muscles or stomach tight? Are your hands clenched? Is your breath shallow? Are you “forgetting” to breathe?

Take a moment to calm down before deciding to continue a conversation or postpone it.

Bring your senses to the rescue. The best way to rapidly and reliably relieve stress is through the senses—sight, sound, touch, taste, smell—or movement. For example, you could pop a peppermint in your mouth, squeeze a stress ball in your pocket, take a few deep breaths, clench and relax your muscles, or simply recall a soothing, sensory-rich image. Each person responds differently to sensory input, so you need to find a coping mechanism that is soothing to you.

[Read: Quick Stress Relief]

Look for humor in the situation. When used appropriately, humor is a great way to relieve stress when communicating . When you or those around you start taking things too seriously, find a way to lighten the mood by sharing a joke or an amusing story.

Be willing to compromise. Sometimes, if you can both bend a little, you’ll be able to find a happy middle ground that reduces the stress levels for everyone concerned. If you realize that the other person cares much more about an issue than you do, compromise may be easier for you and a good investment for the future of the relationship.

Agree to disagree, if necessary, and take time away from the situation so everyone can calm down. Go for a stroll outside if possible, or spend a few minutes meditating. Physical movement or finding a quiet place to regain your balance can quickly reduce stress.

Find your space for healing and growth

Regain is an online couples counseling service. Whether you’re facing problems with communication, intimacy, or trust, Regain’s licensed, accredited therapists can help you improve your relationship.

Direct, assertive expression makes for clear communication and can help boost your self-esteem and decision-making skills. Being assertive means expressing your thoughts, feelings, and needs in an open and honest way, while standing up for yourself and respecting others. It does NOT mean being hostile, aggressive, or demanding. Effective communication is always about understanding the other person, not about winning an argument or forcing your opinions on others.

To improve your assertiveness

Value yourself and your options. They are as important as anyone else’s.

Know your needs and wants. Learn to express them without infringing on the rights of others.

Express negative thoughts in a positive way. It’s  okay to be angry , but you must remain respectful as well.

Receive feedback positively. Accept compliments graciously, learn from your mistakes, ask for help when needed.

Learn to say “no.” Know your limits and don’t let others take advantage of you. Look for alternatives so everyone feels good about the outcome.

Developing assertive communication techniques

Empathetic assertion conveys sensitivity to the other person. First, recognize the other person’s situation or feelings, then state your needs or opinion. “I know you’ve been very busy at work, but I want you to make time for us as well.”

Escalating assertion can be employed when your first attempts are not successful. You become increasingly firm as time progresses, which may include outlining consequences if your needs are not met. For example, “If you don’t abide by the contract, I’ll be forced to pursue legal action.”

Practice assertiveness in lower risk situations to help build up your confidence. Or ask friends or family if you can practice assertiveness techniques on them first.

More Information

• Effective Communication: Improving Your Social Skills - Communicate more effectively, improve your conversation skills, and become more assertive. (AnxietyCanada)
• Core Listening Skills - How to be a better listener. (SucceedSocially.com)
• Effective Communication - How to communicate in groups using nonverbal communication and active listening techniques. (University of Maine)
• Some Common Communication Mistakes - And how to avoid them. (SucceedSocially.com)
• 3aPPa3 – When cognitive demand increases, does the right ear have an advantage? – Danielle Sacchinell | Acoustics.org . (n.d.). Retrieved May 22, 2022, from Link
• How to Behave More Assertively . (n.d.). 10. Weger, H., Castle Bell, G., Minei, E. M., & Robinson, M. C. (2014). The Relative Effectiveness of Active Listening in Initial Interactions.  International Journal of Listening , 28(1), 13–31. Link

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Donald P Bellisario College of Communications

New research discovers a ‘dire need’ for supportive cultures among communication professionals

August 20, 2024

By Nicholas Eng, Ruoyu Sun, Juan Meng, University of Georgia, Athens and Marlene Neill, Baylor University

It’s 11:30 p.m. and your phone has not stopped buzzing since you got into the office at 7 a.m. that morning. As you are in bed incessantly checking the news and social media to make sure your client’s crisis does not blow up, you start dreading the endless stream of emails that will find their way into your inbox the next morning. If this sounds familiar to you, you probably understand the immense stress that communication professionals face on a daily basis.

In the fast-paced world of the media and communication industry, communication professionals often are expected to be available 24/7 and to work under tight deadlines to meet the challenging demands of their various stakeholders. It is an understatement to say that communication professionals are under tremendous pressure and stress.

Communication professionals are still trying to adapt to the changes in work brought about by the COVID-19 pandemic. Specifically, the boundaries between their professional and personal lives continue to be blurred. Despite the unique and demanding challenges faced by communication professionals, little is known about how organizations protect the well-being of their communication workforce.

In our study, published in the Journal of Communication Management , we sought to not only examine the well-being initiatives and programs offered to full-time communication employees, but also to identify factors that predict employees’ well-being and commitment in the workplace.

In our survey of 262 full-time communication professionals in the U.S., we found that organizations tend to offer some kind of well-being initiative or program such as mental health assistance programs or flexible working hours. However, participation rates remain low, with only 40.5 percent of respondents reporting taking part in such programs over the past year. This highlights a troubling disconnect between the availability of support provided by employers and the culture within the organization to make use of these resources.

So, why are communication professionals not taking time off for their mental well-being? The top three reasons cited by employees include: 1. Having too much work to do 2. Feeling their mental health concerns aren't "bad enough" to warrant time off 3. Not wanting to ask for time off

This points to the dire need for organizational leaders to create a supportive culture among communication professionals and encourage them to take advantage of the well-being initiatives and resources offered by their organizations.

In our research, it is clear that when organizations prioritize employees’ well-being, there are tangible benefits for both parties. We found that communication professionals who perceive that their organization not only pays attention to mental health in the workplace, but also have a positive attitude toward mental health, reported greater perceived organizational support, which led to higher levels of subjective well-being and organizational commitment.

As communication professionals continue to navigate the competitive media and communication landscape, it is clear that industry-wide change is needed to ensure that employees do not burnout and turnover rates are low. By creating a supportive culture around the prioritization of one’s mental health, we can create a more sustainable and ethical communication industry.

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Abstract. Effective communication is critical for leaders to influence and create an impact within and outside organizations. Despite this, questions are raised regarding the efficacy & effectiveness of organizational leaders in conducting meaningful communication & conversations with their teams. Often, organizations are unsure of the specific ...

Communication Research (CR), peer-reviewed and published bi-monthly, has provided researchers and practitioners with the most up-to-date, comprehensive and important research on communication and its related fields.It publishes articles that explore the processes, antecedents, and consequences of communication in a broad range of societal systems.

Effective communication is one of the important tasks of all academic, profit, and non-profit organizations. A growing body of research on higher education institutions have found that communication is critical for molding work attitudes and organizational productivity. It strengthens an organization's vision, activities, and procedures.

Social exchange theory claims that a set of three dimensions lead to employee satisfaction: the organization, the leader and peers (Wang et al., 2018, 2020).Employees' relationships with leaders, peers and the organization allow them to exchange intangible resources through communication (Cropanzano & Mitchell, 2005).Communication is a process of mutual influence and reciprocity that leads ...

Explore the latest full-text research PDFs, articles, conference papers, preprints and more on EFFECTIVE COMMUNICATION. Find methods information, sources, references or conduct a literature review ...

Styles of communication vary. An excellent article by Mark Murphy distills communication into 4 styles: analytical, intuitive, functional, and personal . Although no style is superior, effective communicators know how to recognize and match their communication style with their audience whether it be their boss, peers, direct reports, or trainees.

People who seem like they're paying attention often aren't—even when they're smiling and nodding toward the speaker. Research by Alison Wood Brooks, Hanne Collins, and colleagues reveals just how prone the mind is to wandering, and sheds light on ways to stay tuned in to the conversation. 31 Oct 2023. HBS Case.

Whatever is being shared could be associated with knowledge, experience, thought, ideas, suggestions, opinions, feelings etc. DOI: 10.18535/ijsshi/v3i3.1 Cite as: The Impact Of Effective Communication On Organizational Performance.;Vol.3|Issue 03|Pg:1904-1914 For the purpose of this paper, communication is defined as the process of exchanging ...

Much of the recent research in this area has focused on whether empathic and positive communication are beneficial, 6,7 and whether empathic communication can be taught (it seems that it can). 8 A 2001 systematic review found that empathy and positive communication might also improve patient outcomes. 9 However, the evidence has moved on significantly, with numerous randomised trials having ...

Effective management communication. includes the process of observation, analysis, strategy, development, organization, and the. implementation and evaluation of communication processes (Reyes, 2012). A manager's communication style is part of an organizational learning process that can.

Communication Management Plan and Effective Communication Steps into our research. Effective communication is the lifeblood of the success of project, so we included project progress measurement metrics, tracking and reporting project performance in the paper. We also discussed useful communication tools that are used in projects.

1 Penn Medical Communication Research Institute, Perelman School of Medicine at the University of Pennsylvania, Philadelphia. 2 Division of ... have expanded the message format and the audience. This article proposes effective medical communication strategies for clinicians and focuses on 3 aspects: the message, messenger, and social context ...

Research Paper IJRAR- International Journal of Research and Analytical Reviews 29 EFFECTIVE COMMUNICATION SKILLS Ms. Poojaba Rana I/c Principal, G.L. Kakadia College of Commerce & Management, Bhavnagar. Received Feb. 16, 2015 Accepted March. 01, 2015 ABSTRACT Effective communication is the key to successful outcomes. Technical

EFFECTIVE COMMUNICATION. Ass.prof.Ph.D. Cornelia TOMESCU-DUMITRESCU. University "Constantin Brâncuși" form Târgu Jiu. [email protected] . Abstract: The communica tion term was imp osed in ...

Organization Development (OD) competencies are the distinctive parameters that characterize and identify successful performance for an OD professional. This research is an attempt to identify the critical competencies that OD professionals should possess to understand and manage change and perform complex work in complicated situations. Using empirical evidence this study intends to establish ...

Abstract. This article introduces the special issue on crisis communication, whose aim is to bring together diverse approaches and methods of analysis in the field. The article overviews the field by discussing two main frameworks, dealing with postcrisis (reputation management) and precrisis (issue management) communication, respectively.

Whether you're trying to improve communication with your romantic partner, kids, boss, or coworkers, learning the following communication skills can help strengthen your interpersonal relationships. Tip 1: Understand what's stopping you from communicating well. Common barriers to effective communication include: Stress and out-of-control ...

Communication occurs in every setting of our daily lives, and we need to adopt the right skills, attitudes and traits for effective communication (Kapur 2018). In Kenya and around the world, road ...

About The Arthur W. Page Center for Integrity in Public Communication is a research center dedicated to the study and advancement of ethics and responsibility in corporate communication and other forms of public communication. More. Contact The Arthur W. Page Center 2 Carnegie Building • University Park, PA 16802 [email protected] / 814-863-3065

Som e of these qualities of good. communication are discussed below -. Qualities of good communication: 1. Clarity: The first quality of good communication is clarity. Clarity m eans the quality ...

Buying a yacht in Russia

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Before putting each offer to public access, we carefully check the legal cleanliness of the vessel and study the history of its operation. The managers of the company engaged in this market for a long time and possessing practical knowledge on the operation of yachts in different regions can help you with its purchase and sale.

You can choose a yacht for purchase in Russia , and we will draw up a formal contract, ensure the legal purity of the transaction and consultations on any aspects of owning a ship. At the same time, the confidentiality of your personal information is guaranteed.

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Factors Affecting Cost

Buying a yacht in Russia is a rather time-consuming and lengthy process that requires the participation of professional yacht brokers. Depending on the condition of the vessel, the year of manufacture, the quality of its equipment, class and size, the acquisition cost can vary greatly. There are several indicators on which the cost of buying a yacht will depend :

• Manufacturer, or shipyard - the most famous manufacturers with expensive products are concentrated mainly in European countries, and the most budget yachts are assembled in shipyards of the countries of Asia and the Middle East;
• Equipment - sometimes the internal filling is made to order, and in some cases it is standard equipment with less power, comfort, speed, etc. In this regard, the cost of ships even from one manufacturer can vary greatly;
• Ship design;
• The age of the yacht.

Also, sailing yachts for sale in Russia cost the buyer less than similar motor lengths, but yachts with a history do not always cost less than recently launched ones. Often, the previous owners are engaged in the modernization of the vessel, installing expensive additional equipment on it or customizing the yacht - in this case, the price for it increases significantly. And sailing yachts often participate in regattas, where they can take prizes and eventually acquire a name - this also leads to a rise in the cost of the vessel.

Note that the cost of a yacht in Russia will be significantly different depending on the length of the vessel. You can always check the final cost of the vessel with a yacht broker, and since this market is very lively, the price can change even during the time during which you pick up a yacht.

You can find out the price of the selected vessel and its technical parameters in our catalog, and you can leave a request for purchase directly on the website, online. To choose a yacht for purchase , you can use the help of our broker for the sale of yachts - our specialists are in collaboration with their colleagues around the world to be able to cover the entire market. Ask our manager your questions to get detailed information on the yacht you are interested in.

We wish you success in conducting transactions on the yacht market!

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