Pub Date : 2024-02-09DOI: 10.1177/23294906231226211
G. Smith, Gabriella Licata, Ishita Rustagi
As social media use proliferates, so does hateful language on such platforms among users. How might product teams be empowered to tackle hateful speech and promote inclusive language proactively among users? We developed an intervention that targets the organizational culture of tech companies and their product teams as a driver for change. More specifically, the intervention aimed to advance inclusive language practices within product teams, while introducing product development frameworks for advancing inclusive language and mitigating hateful language among social media product users. For this study, we partnered with a large U.S.-headquartered tech firm that owns several social media products to develop and pilot the intervention. The intervention was implemented with 238 participants—representing employees of the firm across several global locations, with particular representation from the United States—in seven workshops. Forty participants were tracked semilongitudinally across three surveys—prior to the intervention, immediately after, and 4 months after. Two participants participated in in-depth interviews 6 months after the intervention. Survey data were submitted to ordinal regression models that examined difference in workshop attendees’ confidence levels across the three time periods. Findings reveal positive impacts over time among product teams in regard to enhanced agency in advancing inclusive language and mitigating hateful speech among users. More specifically, confidence levels to guide one’s team in preventing or mitigating harmful language among product users significantly increased by 13.6% ( p < .0001) from before the intervention to both postworkshop surveys. Confidence levels to guide one’s team in enhancing inclusive language among users significantly increased by 18.1% ( p < .0001) pre- to postworkshop. Positive correlations are present between the measures. Lastly, qualitative responses in the surveys and interviews express appreciation of learning gained in the workshops, but also the need to continue such interventions as an effort to maintain critical understandings of inclusive language practices.
随着社交媒体使用的激增，用户在这些平台上的仇恨语言也在激增。如何让产品团队有能力应对仇恨言论，并在用户中积极推广包容性语言？我们针对科技公司及其产品团队的组织文化制定了一项干预措施，以推动变革。更具体地说，该干预措施旨在促进产品团队内部的包容性语言实践，同时引入产品开发框架，在社交媒体产品用户中推广包容性语言并减少仇恨性语言。在这项研究中，我们与一家总部位于美国、拥有多个社交媒体产品的大型科技公司合作，开发并试行了干预措施。238 名参与者代表了该公司在全球多个地区的员工，特别是来自美国的员工，他们在七个研讨会上参与了干预措施的实施。对 40 名参与者进行了半纵向跟踪，包括干预前、干预后和干预后 4 个月的三次调查。两名参与者在干预 6 个月后参加了深度访谈。调查数据被提交到序数回归模型中，该模型考察了讲习班参加者在三个时间段内信心水平的差异。研究结果表明，随着时间的推移，产品团队在促进包容性语言和减少用户中的仇恨言论方面产生了积极影响。更具体地说，从干预前到工作坊后的两次调查，指导自己的团队防止或减少产品用户中有害语言的信心水平显著提高了 13.6% ( p < .0001)。从干预前到工作坊结束后的两次调查中，对指导自己的团队在用户中加强包容性语言的信心水平大幅提高了 18.1% ( p < .0001) 。这些指标之间存在正相关关系。最后，调查和访谈中的定性回答对在研讨会上所学到的知识表示赞赏，同时也表示有必要继续开展此类干预活动，以保持对全纳语言实践的重要理解。
{"title":"Empowering Product Teams to Advance Inclusive Language and Mitigate Hateful Speech on Social Media Products","authors":"G. Smith, Gabriella Licata, Ishita Rustagi","doi":"10.1177/23294906231226211","DOIUrl":"https://doi.org/10.1177/23294906231226211","url":null,"abstract":"As social media use proliferates, so does hateful language on such platforms among users. How might product teams be empowered to tackle hateful speech and promote inclusive language proactively among users? We developed an intervention that targets the organizational culture of tech companies and their product teams as a driver for change. More specifically, the intervention aimed to advance inclusive language practices within product teams, while introducing product development frameworks for advancing inclusive language and mitigating hateful language among social media product users. For this study, we partnered with a large U.S.-headquartered tech firm that owns several social media products to develop and pilot the intervention. The intervention was implemented with 238 participants—representing employees of the firm across several global locations, with particular representation from the United States—in seven workshops. Forty participants were tracked semilongitudinally across three surveys—prior to the intervention, immediately after, and 4 months after. Two participants participated in in-depth interviews 6 months after the intervention. Survey data were submitted to ordinal regression models that examined difference in workshop attendees’ confidence levels across the three time periods. Findings reveal positive impacts over time among product teams in regard to enhanced agency in advancing inclusive language and mitigating hateful speech among users. More specifically, confidence levels to guide one’s team in preventing or mitigating harmful language among product users significantly increased by 13.6% ( p < .0001) from before the intervention to both postworkshop surveys. Confidence levels to guide one’s team in enhancing inclusive language among users significantly increased by 18.1% ( p < .0001) pre- to postworkshop. Positive correlations are present between the measures. Lastly, qualitative responses in the surveys and interviews express appreciation of learning gained in the workshops, but also the need to continue such interventions as an effort to maintain critical understandings of inclusive language practices.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139789390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1177/23294906231226212
M. O’Brien, Thao-Nguyen Nina Le, A-NICOLETA Bodea, P. Trofimovich, Masako Shimada
Accent bias, a type of linguistic bias that is based on a speaker’s pronunciation, is a source of partiality in hiring and retention decisions. This study sought to understand perspectives on linguistic diversity and accent bias among university instructors and students in undergraduate human resource management programs. Results point to a lack of coverage alongside stereotypical views about accents and accent bias among instructors and a desire for accent bias training among all participants. The discussion addresses misconceptions that arose, argues for greater focus on accent bias in business communication, and provides guidance for the development of accent bias training.
{"title":"Accent Bias Training in Undergraduate Human Resource Management Education","authors":"M. O’Brien, Thao-Nguyen Nina Le, A-NICOLETA Bodea, P. Trofimovich, Masako Shimada","doi":"10.1177/23294906231226212","DOIUrl":"https://doi.org/10.1177/23294906231226212","url":null,"abstract":"Accent bias, a type of linguistic bias that is based on a speaker’s pronunciation, is a source of partiality in hiring and retention decisions. This study sought to understand perspectives on linguistic diversity and accent bias among university instructors and students in undergraduate human resource management programs. Results point to a lack of coverage alongside stereotypical views about accents and accent bias among instructors and a desire for accent bias training among all participants. The discussion addresses misconceptions that arose, argues for greater focus on accent bias in business communication, and provides guidance for the development of accent bias training.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139787925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1177/23294906231226212
M. O’Brien, Thao-Nguyen Nina Le, A-NICOLETA Bodea, P. Trofimovich, Masako Shimada
Accent bias, a type of linguistic bias that is based on a speaker’s pronunciation, is a source of partiality in hiring and retention decisions. This study sought to understand perspectives on linguistic diversity and accent bias among university instructors and students in undergraduate human resource management programs. Results point to a lack of coverage alongside stereotypical views about accents and accent bias among instructors and a desire for accent bias training among all participants. The discussion addresses misconceptions that arose, argues for greater focus on accent bias in business communication, and provides guidance for the development of accent bias training.
{"title":"Accent Bias Training in Undergraduate Human Resource Management Education","authors":"M. O’Brien, Thao-Nguyen Nina Le, A-NICOLETA Bodea, P. Trofimovich, Masako Shimada","doi":"10.1177/23294906231226212","DOIUrl":"https://doi.org/10.1177/23294906231226212","url":null,"abstract":"Accent bias, a type of linguistic bias that is based on a speaker’s pronunciation, is a source of partiality in hiring and retention decisions. This study sought to understand perspectives on linguistic diversity and accent bias among university instructors and students in undergraduate human resource management programs. Results point to a lack of coverage alongside stereotypical views about accents and accent bias among instructors and a desire for accent bias training among all participants. The discussion addresses misconceptions that arose, argues for greater focus on accent bias in business communication, and provides guidance for the development of accent bias training.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":"412 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139847748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1177/23294906231225136
Seep Sethi, Shalini Srivastava
The present study attempts to understand and establish the interplay between workplace romance and workplace gossip through the lens o McClelland’s theory of need in the context of the Indian hospitality industry. The data were collected from 216 hotel employees using a time-lagged design. PLS-SEM was used to test the hypothesized associations. The results indicated a positive association between workplace romance and workplace gossip. The study discusses several motives for people to engage in romance, resulting in increased gossip. Workplace romance emerged as a significant mediator between the antecedents (love, loneliness, career growth, organizational politics) and the consequence (workplace gossip). There is a dearth of studies empirically studying the linkages and antecedents of workplace gossip and workplace romance, especially in the context of the Indian hospitality sector. The present study attempts to address this gap by understanding the hypothesized associations.
{"title":"Something to Talk About! Testing the Antecedents and Consequences of Workplace Romance in Indian Hotel industry","authors":"Seep Sethi, Shalini Srivastava","doi":"10.1177/23294906231225136","DOIUrl":"https://doi.org/10.1177/23294906231225136","url":null,"abstract":"The present study attempts to understand and establish the interplay between workplace romance and workplace gossip through the lens o McClelland’s theory of need in the context of the Indian hospitality industry. The data were collected from 216 hotel employees using a time-lagged design. PLS-SEM was used to test the hypothesized associations. The results indicated a positive association between workplace romance and workplace gossip. The study discusses several motives for people to engage in romance, resulting in increased gossip. Workplace romance emerged as a significant mediator between the antecedents (love, loneliness, career growth, organizational politics) and the consequence (workplace gossip). There is a dearth of studies empirically studying the linkages and antecedents of workplace gossip and workplace romance, especially in the context of the Indian hospitality sector. The present study attempts to address this gap by understanding the hypothesized associations.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":"343 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/23294906241229178
Roxana D. Maiorescu
This study contributes to the literature on corporate diversity and crisis management by analyzing stakeholder perceptions in the aftermath of Google’s and Microsoft’s sexual harassment scandals. The results reveal that both scandals were construed from the perspective of activism, an inherent feature of social media communication. While users made demands for additional corrective action from both companies, Google’s scandal was predominantly defined from the frames of controllability and perceived injustice, possibly eroding corporate reputation. By contrast, the frame of severity prevailed in the online discourse around Microsoft and showed a delineation between perceptions of senior leadership and HR. The findings have implications for the practice of communication management with respect to scandals.
{"title":"An Analysis of Online Perceptions in Response to Microsoft’s and Google’s Sexual Harassment Scandals","authors":"Roxana D. Maiorescu","doi":"10.1177/23294906241229178","DOIUrl":"https://doi.org/10.1177/23294906241229178","url":null,"abstract":"This study contributes to the literature on corporate diversity and crisis management by analyzing stakeholder perceptions in the aftermath of Google’s and Microsoft’s sexual harassment scandals. The results reveal that both scandals were construed from the perspective of activism, an inherent feature of social media communication. While users made demands for additional corrective action from both companies, Google’s scandal was predominantly defined from the frames of controllability and perceived injustice, possibly eroding corporate reputation. By contrast, the frame of severity prevailed in the online discourse around Microsoft and showed a delineation between perceptions of senior leadership and HR. The findings have implications for the practice of communication management with respect to scandals.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":"24 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing has been identified as an important skill. Business writing refers to the form of writing that is used to communicate in formal settings in various corporations and organizations. A number of research studies have identified writing as a crucial skill that needs to be developed by students. The purpose of the study is therefore to understand how an experiential learning module on business writing can improve the email-writing and report-writing skills of management postgraduates. The study uses an experimental research methodology based on experiential learning pedagogy to obtain the results of the intervention on the business writing skills of the management postgraduate students. The module was developed by the researcher and then was taught to the students through the online platform Zoom. Pretest, posttest, and delayed posttest analysis was conducted to find the impact of the intervention. The students were evaluated by an industry expert to avoid bias as they were trained by the researcher. The results of the study indicated that the intervention had a significant impact on the business writing skills of the participants. The results of the component analysis also indicated a large effect on the content, persuasive abilities, lateral thinking abilities, and the interpersonal skills of the participants in written communication. The analysis of the test scores revealed that an initial training based on the experiential learning methods can have a long-term impact on the improvement of the skills of the students, as the delayed posttest results were more than the posttest results. The study will be beneficial to educators, trainers, as well as students in understanding how experiential learning can impact the business writing skills of the students.
{"title":"Role of Experiential Learning Program on Business Writing Skills of Management Students","authors":"Shruti Srinivasan, Ravikumar Thangaraj, Jain Mathew","doi":"10.1177/23294906241228244","DOIUrl":"https://doi.org/10.1177/23294906241228244","url":null,"abstract":"Writing has been identified as an important skill. Business writing refers to the form of writing that is used to communicate in formal settings in various corporations and organizations. A number of research studies have identified writing as a crucial skill that needs to be developed by students. The purpose of the study is therefore to understand how an experiential learning module on business writing can improve the email-writing and report-writing skills of management postgraduates. The study uses an experimental research methodology based on experiential learning pedagogy to obtain the results of the intervention on the business writing skills of the management postgraduate students. The module was developed by the researcher and then was taught to the students through the online platform Zoom. Pretest, posttest, and delayed posttest analysis was conducted to find the impact of the intervention. The students were evaluated by an industry expert to avoid bias as they were trained by the researcher. The results of the study indicated that the intervention had a significant impact on the business writing skills of the participants. The results of the component analysis also indicated a large effect on the content, persuasive abilities, lateral thinking abilities, and the interpersonal skills of the participants in written communication. The analysis of the test scores revealed that an initial training based on the experiential learning methods can have a long-term impact on the improvement of the skills of the students, as the delayed posttest results were more than the posttest results. The study will be beneficial to educators, trainers, as well as students in understanding how experiential learning can impact the business writing skills of the students.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":"35 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing has been identified as an important skill. Business writing refers to the form of writing that is used to communicate in formal settings in various corporations and organizations. A number of research studies have identified writing as a crucial skill that needs to be developed by students. The purpose of the study is therefore to understand how an experiential learning module on business writing can improve the email-writing and report-writing skills of management postgraduates. The study uses an experimental research methodology based on experiential learning pedagogy to obtain the results of the intervention on the business writing skills of the management postgraduate students. The module was developed by the researcher and then was taught to the students through the online platform Zoom. Pretest, posttest, and delayed posttest analysis was conducted to find the impact of the intervention. The students were evaluated by an industry expert to avoid bias as they were trained by the researcher. The results of the study indicated that the intervention had a significant impact on the business writing skills of the participants. The results of the component analysis also indicated a large effect on the content, persuasive abilities, lateral thinking abilities, and the interpersonal skills of the participants in written communication. The analysis of the test scores revealed that an initial training based on the experiential learning methods can have a long-term impact on the improvement of the skills of the students, as the delayed posttest results were more than the posttest results. The study will be beneficial to educators, trainers, as well as students in understanding how experiential learning can impact the business writing skills of the students.
{"title":"Role of Experiential Learning Program on Business Writing Skills of Management Students","authors":"Shruti Srinivasan, Ravikumar Thangaraj, Jain Mathew","doi":"10.1177/23294906241228244","DOIUrl":"https://doi.org/10.1177/23294906241228244","url":null,"abstract":"Writing has been identified as an important skill. Business writing refers to the form of writing that is used to communicate in formal settings in various corporations and organizations. A number of research studies have identified writing as a crucial skill that needs to be developed by students. The purpose of the study is therefore to understand how an experiential learning module on business writing can improve the email-writing and report-writing skills of management postgraduates. The study uses an experimental research methodology based on experiential learning pedagogy to obtain the results of the intervention on the business writing skills of the management postgraduate students. The module was developed by the researcher and then was taught to the students through the online platform Zoom. Pretest, posttest, and delayed posttest analysis was conducted to find the impact of the intervention. The students were evaluated by an industry expert to avoid bias as they were trained by the researcher. The results of the study indicated that the intervention had a significant impact on the business writing skills of the participants. The results of the component analysis also indicated a large effect on the content, persuasive abilities, lateral thinking abilities, and the interpersonal skills of the participants in written communication. The analysis of the test scores revealed that an initial training based on the experiential learning methods can have a long-term impact on the improvement of the skills of the students, as the delayed posttest results were more than the posttest results. The study will be beneficial to educators, trainers, as well as students in understanding how experiential learning can impact the business writing skills of the students.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":"325 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/23294906241229178
Roxana D. Maiorescu
This study contributes to the literature on corporate diversity and crisis management by analyzing stakeholder perceptions in the aftermath of Google’s and Microsoft’s sexual harassment scandals. The results reveal that both scandals were construed from the perspective of activism, an inherent feature of social media communication. While users made demands for additional corrective action from both companies, Google’s scandal was predominantly defined from the frames of controllability and perceived injustice, possibly eroding corporate reputation. By contrast, the frame of severity prevailed in the online discourse around Microsoft and showed a delineation between perceptions of senior leadership and HR. The findings have implications for the practice of communication management with respect to scandals.
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Pub Date : 2024-02-05DOI: 10.1177/23294906231223602
Payal Mehra, Gaurav Lavanya, Rishab Chauhan
Communication scholars have done an excellent work in creating business simulations to engage the students in learning communication concepts. However, more can be done to foster interactive business and professional communication pedagogy. Instructors must continue to devise new ways to enable the students to apply business communication concepts. In response to these calls, this article presents an example of a simulation based within the Harry Potter universe that emphasizes the ways team communication and proposal presentation manifest themselves in business speaking practices. This simulation enables students to engage with team communication issues by understanding persuasion and influence as an essential part of business and professional communication.
{"title":"Harry Potter and the Artificially Intelligent Wand: Learning Team Communication in a Simulation Environment","authors":"Payal Mehra, Gaurav Lavanya, Rishab Chauhan","doi":"10.1177/23294906231223602","DOIUrl":"https://doi.org/10.1177/23294906231223602","url":null,"abstract":"Communication scholars have done an excellent work in creating business simulations to engage the students in learning communication concepts. However, more can be done to foster interactive business and professional communication pedagogy. Instructors must continue to devise new ways to enable the students to apply business communication concepts. In response to these calls, this article presents an example of a simulation based within the Harry Potter universe that emphasizes the ways team communication and proposal presentation manifest themselves in business speaking practices. This simulation enables students to engage with team communication issues by understanding persuasion and influence as an essential part of business and professional communication.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":"33 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139802463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-05DOI: 10.1177/23294906231223602
Payal Mehra, Gaurav Lavanya, Rishab Chauhan
Communication scholars have done an excellent work in creating business simulations to engage the students in learning communication concepts. However, more can be done to foster interactive business and professional communication pedagogy. Instructors must continue to devise new ways to enable the students to apply business communication concepts. In response to these calls, this article presents an example of a simulation based within the Harry Potter universe that emphasizes the ways team communication and proposal presentation manifest themselves in business speaking practices. This simulation enables students to engage with team communication issues by understanding persuasion and influence as an essential part of business and professional communication.
{"title":"Harry Potter and the Artificially Intelligent Wand: Learning Team Communication in a Simulation Environment","authors":"Payal Mehra, Gaurav Lavanya, Rishab Chauhan","doi":"10.1177/23294906231223602","DOIUrl":"https://doi.org/10.1177/23294906231223602","url":null,"abstract":"Communication scholars have done an excellent work in creating business simulations to engage the students in learning communication concepts. However, more can be done to foster interactive business and professional communication pedagogy. Instructors must continue to devise new ways to enable the students to apply business communication concepts. In response to these calls, this article presents an example of a simulation based within the Harry Potter universe that emphasizes the ways team communication and proposal presentation manifest themselves in business speaking practices. This simulation enables students to engage with team communication issues by understanding persuasion and influence as an essential part of business and professional communication.","PeriodicalId":504019,"journal":{"name":"Business and Professional Communication Quarterly","volume":"244 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139862257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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