EVALUATING THE EFFECTIVENESS OF A PROFESSIONAL COMMUNICATION SKILLS WORKSHOP: A REFLECTIVE AND PEDAGOGICAL ANALYSIS

Abstract

Communication competence is widely recognized as a core graduate attribute in higher education, yet instructional approaches often remain predominantly theoretical and provide limited opportunities for practical skill development. This study evaluates the pedagogical effectiveness of a one-day experiential professional communication workshop through a qualitative reflective case study approach. Drawing on experiential learning theory, social constructivism, and communication competence frameworks, the study examines the workshop’s instructional design, participant engagement, and observable indicators of skill development. Data were collected through observational field notes, reflective analysis, and participant-generated artifacts produced during collaborative activities. The findings suggest that structured experiential tasks, including group brainstorming, peer questioning, and storytelling demonstrations, promoted active participation, reduced communication apprehension, and enhanced participants' communicative self-efficacy. Observable improvements were noted in clarity of expression, audience awareness, and confidence during presentations. However, the analysis also indicates that while short-term workshops can produce immediate improvements in communication performance, the development of sustained communication competence requires continued practice and integration within broader curricular structures. The study, therefore, highlights the importance of embedding experiential communication training within higher education curricula rather than treating workshops as isolated enrichment activities. By situating the evaluation within established educational theory, the study contributes to ongoing discussions on experiential pedagogy and the development of graduate employability skills in higher education.