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Patricia Riley, Chair

ABSTRACT:
Developing Business Communication Skills: Leveraging Stage Versus Global Processes of Changein Skills Improvement Approaches

This study examines the Transtheoretical Model forwarded by James Prochaska with a particular application to the enhancement of communication skills in a business context. Specifically, individual Processes of Change were sought, generally and within individual Stages of Change, which account for the greatest overall variance in targeted communication skill development. Five processes were examined (consciousness raising, self-reevaluation, commitment, social liberation and helping relationships).

The current study incorporates a diverse sample of 67 managers and professionals, representing more than 50 corporations. Individuals were enrolled in an program that integrated individual processes of change into its communication curriculum. Longitudinal data, covering a 10 month period, was collected from participants, including the completion of multi-rater assessments using the Professional Communication Inventory (PCI).

The present study suggests that up to 69 percent of the variance in communication skill development can be accounted for by usage levels of individual processes of change. The findings also suggest that targeted, individual processes of behavioral change, used in stage-based applications, are up to eight times more effective than traditional, global, non-stage based approaches to communication skill development. Overall, four processes of change were supported in this business communication context (consciousness raising, self-reevaluation, commitment and helping relationships).

Three additional findings related to supervisory assessments and training transfer were also found. First, the present study found the processes of change leading to self- and supervisor-identified skill enhancement are different. Next, when compared to traditional conceptualizations of the stage placement of processes, the processes of change in this business context were accelerated for self-identified change and delayed for supervisor-identified change. Finally, a strong training transfer gap was identified suggesting that supervisor recognition of improvements serves as a trailing indicator of change activity.

In the business context, and with an eye to training and development, the present study provides an initial roadmap for enhancing training effectiveness and gaining greater returns from MBA and employee-sponsored training programs. Based on these findings, far more attention is warranted to understanding these processes of change and their role as an accelerator in the skill-building process in communication and business applications.