As more emphasis is placed on groupwork in business environments, management
students need to be aware of the psychological underpinnings of communication.
They also benefit from understanding how people learn because they are likely to
have to incorporate such understanding when, as managers, they implement orga
nizational change. Moreover, they have to become life-long learners themselves as
they adapt to new business environments. Business communication classes can
perform an important role in preparing students to meet these challenges by intro
ducing them to the Myers-Briggs Type Indicator and Kolb's experiential learning
cycle.
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3.
Goby, V. (1997). Arguments against providing model answers in the writing skills classroom: The Singaporean case. TESL Reporter ,30(2),28-33.
4.
Kirby, L. (1998). Uses of type in organizations. In I. Briggs, M. McCauley, N. Quenk, & A. Hammer (Eds). MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator® (3rd ed.) (pp. 325-366). Califomia: Consulting Psychologists Press.
5.
Kolb, D. ( 1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
6.
Kolb, D. (1985). Learning style inventory: Self-scoring learning and interpretation booklet. Boston: McBer.
7.
McCarthy, B. (1987). The 4MAT system: Teaching and learning styles with right/left mode techniques. EXCEL, Inc.
8.
McPherson, B. (1999). Correlating students' personality types with their rating of topics covered in business communication classes. Business Communication Quarterly, 62(3),46-53.
9.
Rodenburg, D. (1998). Shifting perspectives in educational technology . Vision, http://horizon.unc.edu/TS/vision .
10.
Saunders, P. (1997). Experiential learning, cases, and simulations in business communication. Business Communication Quarterly ,60( 1 ),97-113.
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Sharp, J. (1997). Applying Kolb learning style theory in the communication classroom. Business Communication Quarterly,60(2),129-134.
