In contrast to the predominant business and organizational communication research on supervisor influence, this article examined communication competence, communication satisfaction, and job satisfaction differences within and between groups in the supervisor-subordinate relationship. The study also examined the relationship among the three communication and satisfaction phenomena. Two survey questionnaires were completed by 152 subordinates and 20 supervisors/managers at a public utility in the first phase. A third survey questionnaire was completed by 32 supervisors/managers in the second phase. The results indicated no support for hypothesized differences in ratings of communication competence, and job and communication satisfaction within and between subordinate and supervisor groups, but positive and significant relationships among the variables. The significance of the results is discussed in terms of the implications for the dyadic and interactive nature of supervisor-subordinate communication and directions for future research in this field. Keywords management communication, organizational communication, quantitative, workplace interaction, supervisor-subordinate communication, Trinidad and TobagoSupervisor-subordinate communication has received much attention in the organizational communication literature. This attention has focused on the influence of the supervisor on the subordinate with an emphasis on achieving organizational goals and objectives. This attention has been widely explored in the United States (see Teven,

In December 2013, local media reported an oil spill off the southwestern coast of Trinidad. Subsequent media reports generated local and international interest, statements, and commentary from company and government interests and members of the La Brea community (fisherfolk and residents directly affected by the oil spill), the national community, trade unionists, politicians, oil spill experts, and environmentalists. As the news coverage developed, various narrative themes emerged. Within these themes, various conflict issues, mainly pertaining to the nature and focus of communication, and differences over the prevention, mitigation and management of environmental disasters were manifested in the media coverage and corporate communications management of crisis and reputation. Using crisis communication theory, and content analysis of media and company texts, this study examined the extent of media coverage and organizational and corporate communications framing of the creation, escalation, and management of a significant environmental conflict situation.

The modified CEQ30 is a reliable instrument with which to evaluate a course in medical communication skills, and encourage reflection on teaching and course design. Its use is applicable to medical courses during overall curriculum change and innovation in a medical school.

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A two-year study designed to integrate the medical communication skills and library skills curricula at the University of the West Indies, St. Augustine is reported. Given that an integrated approach to curriculum development offers benefits to learners and staff. The objective of this study was to explore the feasibility of implementing this approach among Year 1 pre-clinical students in 1997 and 1998. Student performance on an essay question that integrated the application of students' knowledge of written communication and library skills in a final examination performance was assessed. Pre- and post-test results of students' library skills were compared within each year. anova analysis indicated that there was a significant increase in mean scores from pre-test to post-test which suggests that students performed better on a test of their knowledge and application of library skills after instruction, but the unavailability of a control group made this finding inconclusive. The findings are discussed in relation to practical and intellectual issues in curriculum integration. It is concluded that this type of curriculum integration is feasible, creates linkages in the curriculum and does not increase demand on student time.