A major purpose of management or occupational safety is a significant decrease in safety accidents. With this view, the establishment of occupational safety culture and the building of occupational communication network stand out as being more important than the past. This study has analysed the positive effects of occupational safety communication on safety consciousness and action of the employees in workplace. And it is confirmed that the occupational safety communication in workplace is the essential mechanism, through which the workers internalize safety consciousness and act safely. The safety consciousness and action of the employees are formed in safety culture, which is not only legal regulations, but a daily communication network in workplace. In these sense, the building of the occupational safety communication network is decisive for the establishment of safety culture. For these reasons, this study makes the proposition that a firm promotion of occupational communication network is necessary, which connects the safety culture and a effective safety management in workplace.

The current study proposes the directions of oral communication education for adult learners. It reports the preliminary results of a survey into the workplace oral communication uses of business employees. A questionnaire was developed and administered to 121 employees working at 6 different companies. The questionnaire was constructed based on the oral communication forms, adapted and modified from the oral communication forms categorized by Crosling & Ward (2002). The oral communication forms within the organization were categorized into communication (1) with similar status staff, (2) with supervisors, (3) with lesser status staff, (4) in team works, and (5) in meetings. The most frequently occurring form of oral communication at work was 'communicating for networking' for similar status staff; 'following instructions and responding orally' for supervisors; 'informal conversation' for lesser status staff; 'participating in discussions' for teamwork'; and 'communicating for networking' for meetings. On the other hand, the most difficult form of oral communication at work was 'persuading' for similar status staff, for supervisors, for lesser status staff, and for meetings; and 'chairing and leading discussions' for teamwork. Implications for oral communication education are discussed in light of these findings.

The purpose of this study is to explore communicative tasks carried out in global financial organizations in Korea. In particular, we attempt to find out some of the communicative tasks that employees are required to perform in their daily work settings. Interviews were conducted with twenty nine employees at the global financial firms such as Citibank, Goldman Sach, ABN AMBRO, and Credit Sussise. Interviewees were asked about (1) daily communicative tasks they carry out in English and in Korean at work, (2) the difficulty they encounter communicating in English and in Korean for tasks at work, and (3) the perceived needs to improve communication skills for tasks at work. The responses of the interviewees were categorized, coded, and analyzed qualitatively. Based on the findings, several preliminary conclusions are made along with suggestions on communication education for employees in financial sectors.