An Examination of Relationship Between Communicational Skills and Job Performance of the University's Faculty Members

摘要

In these days, faculty members and educators are available at educational organizations especially universities as most important resource. Therefore, in order to achieve more productivity, examination of the faculty members' performance has special role and importance in these organizations. In such a situation", faculty members will not able to do their serious duties and responsibilities at no time without awareness of management knowledge and styles of effective relationship and teaching techniques. Accordingly, with the scientific and analytical investigation of faculty members' performance and investigation relation of this performance to their communicational skills have been attempted to consider various dimensions of investigated matter in this study. In this study, faculty members' communicational skills include verbal, auditory and feedback skills and faculty members' job performance such as skills of teaching and control on subject, order and discipline, flexibility and adaptation to environment. The results indicate: There is meaningful positive relation between faculty members' communicational skills and their job performance from bachelors' students point of view (P=0.0001, r=0.33) and there is a meaningful positive relation between faculty members' verbal skills and their job performance (P=0.0001, r=0.42). But there is not a meaningful positive relation between faculty members' auditory skills and their job performance (P=0.651, r=0.04) and also meaningful positive relation between faculty members' feedback skills and their job performance was observed (P=0.0001, r=0.40). The results of regression analysis with reenter method, multivariate variable correlation coefficients for the leaner combination of faculty members' communicational skills (verbal, auditory, and feedback) to their job performance is equal to MR=0.54 and RS=0.30 from students' point of view that is meaningful at the level of significance p=0.0001. Also, the results show that there is a meaningful difference between the students in different faculties at least from point of view of one of the dependent variables such as verbal skill, auditory, feedback, performance of teaching and control on subject, order and discipline, and flexibility and adaptation.