{"id":1044,"date":"2025-04-30T19:34:33","date_gmt":"2025-04-30T19:34:33","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/?post_type=chapter&#038;p=1044"},"modified":"2025-07-16T21:11:47","modified_gmt":"2025-07-16T21:11:47","slug":"communication-competence","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/chapter\/communication-competence\/","title":{"raw":"Communication Competence","rendered":"Communication Competence"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBy the end of this section, you should be able to:\r\n<ul>\r\n \t<li>Define communication competence.<\/li>\r\n \t<li>Understand levels of communication competency.<\/li>\r\n \t<li>Understand cognitive knowledge and become a mindful communicator.<\/li>\r\n \t<li>Define ethical communication and identify the ethical principles that apply in organizational settings.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<p class=\"\" data-start=\"172\" data-end=\"428\">You\u2019ve probably had a moment when a conversation went sideways and thought, \u201cThat didn\u2019t go well.\u201d Maybe the words were right, but the tone was off. Or perhaps you didn\u2019t say anything at all and wished you had. That\u2019s where communication competence comes in. This chapter examines the principles of effective and responsible communication in a professional setting. You'll learn that competence goes beyond just saying the right thing; it involves being self-aware, culturally sensitive, ethical, and adaptable. We\u2019ll also explore how to intentionally develop these skills by acquiring knowledge, practicing mindfulness, and reflecting on your choices. Whether you're sending an email, giving feedback, or participating in a meeting, your ability to communicate competently will directly impact your credibility, relationships, and success at work.<\/p>\r\n\r\n<h2><strong>Defining Competence<\/strong><\/h2>\r\nWe have already defined\u00a0<em class=\"emphasis\">communication<\/em>, and you probably know that being competent at something means knowing what you\u2019re doing. When we combine these terms, we\u00a0<span style=\"margin: 0px; padding: 0px;\">obtain the following definition:\u00a0<strong>[pb_glossary id=\"2503\"]communication competence\u00a0[\/pb_glossary]<\/strong>refers to the knowledge of adequate and appropriate communication patterns, as well as<\/span>\u00a0the ability to use and adapt that knowledge in various contexts (Cooley &amp; Roach, 1984). To better understand this definition, let\u2019s break apart its components.\r\n\r\nThe first part of the definition we will unpack deals with\u00a0<strong>[pb_glossary id=\"2676\"]knowledge[\/pb_glossary]<\/strong>. The cognitive elements of competence encompass both knowing how to do something and understanding why things are done in a particular way (Hargie, 2011). People can develop cognitive competence by observing and evaluating the actions of others. Cognitive competence can also be developed through instruction. Since you are currently taking a communication class, we encourage you to observe the communication concepts you are learning in the communication practices of others and yourself. This will help bring the ideas to life and also help you evaluate how communication in the real world matches up with communication concepts. As you build a repertoire of communication knowledge based on your experiential and classroom knowledge, you will also develop behavioral competence.\r\n<p id=\"jones_1.0-ch01_s04_s01_p03\" class=\"para editable block\">The second part of the definition of communication competence we will unpack is the\u00a0<strong>[pb_glossary id=\"2677\"]ability to use[\/pb_glossary]<\/strong>. Individual factors affect our ability to do anything. Not everyone has the same athletic, musical, or intellectual ability. At the personal level, a person\u2019s physiological and psychological characteristics affect competence. Regarding physiology, age, maturity, and ability to communicate affect competence. In terms of psychology, a person\u2019s mood, stress level, personality, and level of communication apprehension (i.e., level of communication anxiety) all affect their competence (Cooley &amp; Roach, 1984). All these factors will either help or hinder you when you try to apply the knowledge you have learned to actual communication behaviors. For example, you might know strategies for being an effective speaker. Still, public speaking anxiety that kicks in when you get in front of the audience may prevent you from entirely putting that knowledge into practice.<\/p>\r\nThe third part of the definition we will unpack is the ability to<strong>\u00a0[pb_glossary id=\"2678\"]adapt\u00a0to\u00a0various contexts[\/pb_glossary]<\/strong>. What is competent or not varies based on social and cultural context, making it impossible to have only one standard for communication competence (Cooley &amp; Roach, 1984). Social variables such as status and power affect competence. In a social situation where one person\u2014say, a supervisor\u2014has more power than another\u2014for example, their employee\u2014the supervisor typically sets the standard for competence. Although we clearly define communication competence, there are no universally accepted definitions for competence in any given situation, as competence varies at the individual, social, and cultural levels.\r\n<h2>Developing Competence<\/h2>\r\nKnowing the dimensions of competence is a crucial first step toward developing it. Everyone reading this book already has some experience with and knowledge about communication. After all, you\u2019ve spent many years explicitly and implicitly learning to communicate. For example, we are expressly taught the verbal codes we use to communicate. On the other hand, although numerous rules and norms are associated with nonverbal communication, we rarely receive explicit instructions on how to do it. Instead, we learn by observing others and through trial and error with our nonverbal communication. Competence encompasses both verbal and nonverbal elements, and it applies to various situations and contexts. Communication competence is essential for understanding communication ethics, developing cultural awareness, utilizing electronic communication, and thinking critically. Competence involves knowledge, motivation, and skills. It\u2019s not enough to know what good communication consists of; you must also be motivated to reflect on and improve your communication skills.\r\n\r\nRegarding competence, we all have areas where we excel and areas where we have room for improvement. In most cases, we can consciously choose to work on our weaknesses, which may require considerable effort. There are multiple stages of competence that we challenge you to assess as you communicate in your daily life: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence (Hargie, 2011). Before you have built up a rich cognitive knowledge base of communication concepts and practiced and reflected on skills in a particular area, you may exhibit unconscious incompetence, which means you are not even aware that you are communicating in an incompetent manner. You may exhibit conscious incompetence once you learn more about communication and have a vocabulary to identify concepts. This is where you know what you should be doing and realize you\u2019re not doing it as well as you could. However, as your skills increase, you may advance to conscious competence, meaning you are aware that you are communicating effectively. This will add to your bank of experiences to draw from in future interactions. When you reach the stage of unconscious competence, you communicate successfully without straining to be competent. Just because you reach the stage of unconscious competence in one area or with one person does not mean you will always stay there. We encounter new forms of communication regularly. Although we may be able to draw on the communication skills we have learned about and developed, it may take a few instances of conscious incompetence before we can advance to the later stages.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Mindful Communication<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nOne way to enhance communication competence is to cultivate a more mindful approach to communication. Take a break from reading to watch the short video. As you watch, think about situations where you wish you were a more mindful communicator.\r\n\r\nA <strong>[pb_glossary id=\"2679\"]mindful communicator<\/strong> <strong>[\/pb_glossary]<\/strong>actively and fluidly processes information, is sensitive to communication contexts and multiple perspectives, and can adapt to novel communication situations (Burgoon et al., 2000).\r\n\r\n[embed]https:\/\/youtu.be\/wCRgiYN-bgQ?si=2OQx-Mv77rJVM0AY[\/embed]\r\n\r\nBecoming a more mindful communicator has many benefits, including:\r\n<ul>\r\n \t<li>achieving communication goals<\/li>\r\n \t<li>detecting deception<\/li>\r\n \t<li>avoiding stereotypes<\/li>\r\n \t<li>reducing conflict<\/li>\r\n<\/ul>\r\n<\/div>\r\nWhether we achieve our daily communication goals depends on our communication competence. Various communication behaviors can signal that we are communicating mindfully. For example, asking an employee to paraphrase their understanding of the instructions you just gave them shows that you are aware that verbal messages are not always clear, that people do not always listen actively, and that people often do not speak up when they are unsure of instructions for fear of appearing incompetent or embarrassing themselves. Some communication behaviors indicate that we are not communicating mindfully, such as withdrawing from a romantic partner or engaging in passive-aggressive behavior during interpersonal conflict. Most of us know that such behaviors lead to predictable and avoidable conflict cycles, yet we are all guilty. Our tendency to assume that people are telling us the truth can also lead to negative results. Therefore, a certain amount of tentativeness and mindful monitoring of a person\u2019s nonverbal and verbal communication can help us detect deception. However, this is not the same as chronic suspicion, which would not indicate communication competence.\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul id=\"jones_1.0-ch01_s04_s02_s01_l02\" class=\"itemizedlist\">\r\n \t<li><strong>Communication competence refers to the knowledge of adequate and appropriate communication patterns<\/strong>\u00a0and the ability to use and adapt that knowledge in various contexts.<\/li>\r\n \t<li><strong>Levels of communication competence include<\/strong>\u00a0unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence.<\/li>\r\n \t<li><strong>To be a competent communicator, you should have cognitive knowledge about communication based on<\/strong> observation and instruction; understand that individual, social, and cultural contexts affect competence; and adapt to those various contexts.<\/li>\r\n \t<li><strong>To develop communication competence<\/strong>, you must become a more mindful communicator and a better self-monitor.<\/li>\r\n \t<li><strong>Ethical communication<\/strong> involves more than just telling the truth; it requires <strong>intentional choices<\/strong> about respecting others, representing information, and taking responsibility for our messages in both personal and professional contexts.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">References<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThis section is adapted from:\r\n\r\n<a href=\"https:\/\/open.lib.umn.edu\/communication\" rel=\"cc:attributionURL\">Communication in the Real World<\/a>\u00a0by\u00a0University of Minnesota\u00a0is licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\" rel=\"license\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>, except where otherwise noted.\r\n\r\nAllen, M., Hunter, J. E., &amp; Donohue, W. A. (1989). Meta-analysis of self-report data on the effectiveness of public speaking anxiety treatment techniques.\u00a0<em class=\"emphasis\">Communication Education,<\/em>\u00a0<em>38<\/em>(1), 54\u201376.\r\n\r\nBodie, G. D. (2010). A racing heart, rattling knees, and ruminative thoughts: Defining, explaining, and treating public speaking anxiety,\u00a0<em class=\"emphasis\">Communication Education, 59<\/em>(1),72.\r\n\r\nBurgoon, J. K., Berger, C. R., &amp; Waldron, V. R. (2000). Mindfulness and interpersonal communication.\u00a0<em class=\"emphasis\">Journal of Social Issues,<\/em>\u00a0<em>56<\/em>(1), 105.\r\n\r\nCheney, G., May, S., &amp; Munshi, D. (2011). <em data-start=\"2030\" data-end=\"2068\">The handbook of communication ethics<\/em>. Routledge.\r\n\r\nCooley, R. E., &amp; Roach, D. A. (1984). A conceptual framework. In R. N. Bostrom (Ed),\u00a0<em class=\"emphasis\">Competence in communication: A multidisciplinary approach\u00a0<\/em>(p. 25). Sage.\r\n\r\nHargie, O. (2011).\u00a0<em class=\"emphasis\">Skilled interpersonal interaction: Research, theory, and practice.\u00a0<\/em>Routledge.\r\n\r\nNational Communication Association. (1999). <em data-start=\"2126\" data-end=\"2163\">NCA credo for ethical communication<\/em>. <a class=\"cursor-pointer\" target=\"_new\" rel=\"noopener\" data-start=\"2165\" data-end=\"2253\">https:\/\/www.natcom.org\/sites\/default\/files\/pages\/NCA_Credo_for_Ethical_Communication.pdf<\/a>\r\n\r\nPriem, J. S., &amp; Solomon, D. H. (2009). Comforting apprehensive communicators: The effects of reappraisal and distraction on cortisol levels among students in a public speaking class.\u00a0<em class=\"emphasis\">Communication Quarterly,<\/em>\u00a0<em>57<\/em>(3), 260.\r\n\r\nShockley-Zalabak, P. S. (2014). <em data-start=\"2287\" data-end=\"2373\">Fundamentals of organizational communication: Knowledge, sensitivity, skills, values<\/em> (8th ed.). Pearson.\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Attribution<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/ecampusontario.pressbooks.pub\/communicationpsychology\" rel=\"cc:attributionURL\">Psychology, Communication, and the Canadian Workplace<\/a>\u00a0Copyright \u00a9 2022 by\u00a0Laura Westmaas, BA, MSc\u00a0is licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\" rel=\"license\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>, except where otherwise noted.\r\n\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>By the end of this section, you should be able to:<\/p>\n<ul>\n<li>Define communication competence.<\/li>\n<li>Understand levels of communication competency.<\/li>\n<li>Understand cognitive knowledge and become a mindful communicator.<\/li>\n<li>Define ethical communication and identify the ethical principles that apply in organizational settings.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p class=\"\" data-start=\"172\" data-end=\"428\">You\u2019ve probably had a moment when a conversation went sideways and thought, \u201cThat didn\u2019t go well.\u201d Maybe the words were right, but the tone was off. Or perhaps you didn\u2019t say anything at all and wished you had. That\u2019s where communication competence comes in. This chapter examines the principles of effective and responsible communication in a professional setting. You&#8217;ll learn that competence goes beyond just saying the right thing; it involves being self-aware, culturally sensitive, ethical, and adaptable. We\u2019ll also explore how to intentionally develop these skills by acquiring knowledge, practicing mindfulness, and reflecting on your choices. Whether you&#8217;re sending an email, giving feedback, or participating in a meeting, your ability to communicate competently will directly impact your credibility, relationships, and success at work.<\/p>\n<h2><strong>Defining Competence<\/strong><\/h2>\n<p>We have already defined\u00a0<em class=\"emphasis\">communication<\/em>, and you probably know that being competent at something means knowing what you\u2019re doing. When we combine these terms, we\u00a0<span style=\"margin: 0px; padding: 0px;\">obtain the following definition:\u00a0<strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1044_2503\">communication competence\u00a0<\/a><\/strong>refers to the knowledge of adequate and appropriate communication patterns, as well as<\/span>\u00a0the ability to use and adapt that knowledge in various contexts (Cooley &amp; Roach, 1984). To better understand this definition, let\u2019s break apart its components.<\/p>\n<p>The first part of the definition we will unpack deals with\u00a0<strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1044_2676\">knowledge<\/a><\/strong>. The cognitive elements of competence encompass both knowing how to do something and understanding why things are done in a particular way (Hargie, 2011). People can develop cognitive competence by observing and evaluating the actions of others. Cognitive competence can also be developed through instruction. Since you are currently taking a communication class, we encourage you to observe the communication concepts you are learning in the communication practices of others and yourself. This will help bring the ideas to life and also help you evaluate how communication in the real world matches up with communication concepts. As you build a repertoire of communication knowledge based on your experiential and classroom knowledge, you will also develop behavioral competence.<\/p>\n<p id=\"jones_1.0-ch01_s04_s01_p03\" class=\"para editable block\">The second part of the definition of communication competence we will unpack is the\u00a0<strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1044_2677\">ability to use<\/a><\/strong>. Individual factors affect our ability to do anything. Not everyone has the same athletic, musical, or intellectual ability. At the personal level, a person\u2019s physiological and psychological characteristics affect competence. Regarding physiology, age, maturity, and ability to communicate affect competence. In terms of psychology, a person\u2019s mood, stress level, personality, and level of communication apprehension (i.e., level of communication anxiety) all affect their competence (Cooley &amp; Roach, 1984). All these factors will either help or hinder you when you try to apply the knowledge you have learned to actual communication behaviors. For example, you might know strategies for being an effective speaker. Still, public speaking anxiety that kicks in when you get in front of the audience may prevent you from entirely putting that knowledge into practice.<\/p>\n<p>The third part of the definition we will unpack is the ability to<strong>\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1044_2678\">adapt\u00a0to\u00a0various contexts<\/a><\/strong>. What is competent or not varies based on social and cultural context, making it impossible to have only one standard for communication competence (Cooley &amp; Roach, 1984). Social variables such as status and power affect competence. In a social situation where one person\u2014say, a supervisor\u2014has more power than another\u2014for example, their employee\u2014the supervisor typically sets the standard for competence. Although we clearly define communication competence, there are no universally accepted definitions for competence in any given situation, as competence varies at the individual, social, and cultural levels.<\/p>\n<h2>Developing Competence<\/h2>\n<p>Knowing the dimensions of competence is a crucial first step toward developing it. Everyone reading this book already has some experience with and knowledge about communication. After all, you\u2019ve spent many years explicitly and implicitly learning to communicate. For example, we are expressly taught the verbal codes we use to communicate. On the other hand, although numerous rules and norms are associated with nonverbal communication, we rarely receive explicit instructions on how to do it. Instead, we learn by observing others and through trial and error with our nonverbal communication. Competence encompasses both verbal and nonverbal elements, and it applies to various situations and contexts. Communication competence is essential for understanding communication ethics, developing cultural awareness, utilizing electronic communication, and thinking critically. Competence involves knowledge, motivation, and skills. It\u2019s not enough to know what good communication consists of; you must also be motivated to reflect on and improve your communication skills.<\/p>\n<p>Regarding competence, we all have areas where we excel and areas where we have room for improvement. In most cases, we can consciously choose to work on our weaknesses, which may require considerable effort. There are multiple stages of competence that we challenge you to assess as you communicate in your daily life: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence (Hargie, 2011). Before you have built up a rich cognitive knowledge base of communication concepts and practiced and reflected on skills in a particular area, you may exhibit unconscious incompetence, which means you are not even aware that you are communicating in an incompetent manner. You may exhibit conscious incompetence once you learn more about communication and have a vocabulary to identify concepts. This is where you know what you should be doing and realize you\u2019re not doing it as well as you could. However, as your skills increase, you may advance to conscious competence, meaning you are aware that you are communicating effectively. This will add to your bank of experiences to draw from in future interactions. When you reach the stage of unconscious competence, you communicate successfully without straining to be competent. Just because you reach the stage of unconscious competence in one area or with one person does not mean you will always stay there. We encounter new forms of communication regularly. Although we may be able to draw on the communication skills we have learned about and developed, it may take a few instances of conscious incompetence before we can advance to the later stages.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Mindful Communication<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>One way to enhance communication competence is to cultivate a more mindful approach to communication. Take a break from reading to watch the short video. As you watch, think about situations where you wish you were a more mindful communicator.<\/p>\n<p>A <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1044_2679\">mindful communicator<\/strong> <strong><\/a><\/strong>actively and fluidly processes information, is sensitive to communication contexts and multiple perspectives, and can adapt to novel communication situations (Burgoon et al., 2000).<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Mindful Communication\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/wCRgiYN-bgQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Becoming a more mindful communicator has many benefits, including:<\/p>\n<ul>\n<li>achieving communication goals<\/li>\n<li>detecting deception<\/li>\n<li>avoiding stereotypes<\/li>\n<li>reducing conflict<\/li>\n<\/ul>\n<\/div>\n<p>Whether we achieve our daily communication goals depends on our communication competence. Various communication behaviors can signal that we are communicating mindfully. For example, asking an employee to paraphrase their understanding of the instructions you just gave them shows that you are aware that verbal messages are not always clear, that people do not always listen actively, and that people often do not speak up when they are unsure of instructions for fear of appearing incompetent or embarrassing themselves. Some communication behaviors indicate that we are not communicating mindfully, such as withdrawing from a romantic partner or engaging in passive-aggressive behavior during interpersonal conflict. Most of us know that such behaviors lead to predictable and avoidable conflict cycles, yet we are all guilty. Our tendency to assume that people are telling us the truth can also lead to negative results. Therefore, a certain amount of tentativeness and mindful monitoring of a person\u2019s nonverbal and verbal communication can help us detect deception. However, this is not the same as chronic suspicion, which would not indicate communication competence.<\/p>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul id=\"jones_1.0-ch01_s04_s02_s01_l02\" class=\"itemizedlist\">\n<li><strong>Communication competence refers to the knowledge of adequate and appropriate communication patterns<\/strong>\u00a0and the ability to use and adapt that knowledge in various contexts.<\/li>\n<li><strong>Levels of communication competence include<\/strong>\u00a0unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence.<\/li>\n<li><strong>To be a competent communicator, you should have cognitive knowledge about communication based on<\/strong> observation and instruction; understand that individual, social, and cultural contexts affect competence; and adapt to those various contexts.<\/li>\n<li><strong>To develop communication competence<\/strong>, you must become a more mindful communicator and a better self-monitor.<\/li>\n<li><strong>Ethical communication<\/strong> involves more than just telling the truth; it requires <strong>intentional choices<\/strong> about respecting others, representing information, and taking responsibility for our messages in both personal and professional contexts.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">References<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>This section is adapted from:<\/p>\n<p><a href=\"https:\/\/open.lib.umn.edu\/communication\" rel=\"cc:attributionURL\">Communication in the Real World<\/a>\u00a0by\u00a0University of Minnesota\u00a0is licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\" rel=\"license\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>, except where otherwise noted.<\/p>\n<p>Allen, M., Hunter, J. E., &amp; Donohue, W. A. (1989). Meta-analysis of self-report data on the effectiveness of public speaking anxiety treatment techniques.\u00a0<em class=\"emphasis\">Communication Education,<\/em>\u00a0<em>38<\/em>(1), 54\u201376.<\/p>\n<p>Bodie, G. D. (2010). A racing heart, rattling knees, and ruminative thoughts: Defining, explaining, and treating public speaking anxiety,\u00a0<em class=\"emphasis\">Communication Education, 59<\/em>(1),72.<\/p>\n<p>Burgoon, J. K., Berger, C. R., &amp; Waldron, V. R. (2000). Mindfulness and interpersonal communication.\u00a0<em class=\"emphasis\">Journal of Social Issues,<\/em>\u00a0<em>56<\/em>(1), 105.<\/p>\n<p>Cheney, G., May, S., &amp; Munshi, D. (2011). <em data-start=\"2030\" data-end=\"2068\">The handbook of communication ethics<\/em>. Routledge.<\/p>\n<p>Cooley, R. E., &amp; Roach, D. A. (1984). A conceptual framework. In R. N. Bostrom (Ed),\u00a0<em class=\"emphasis\">Competence in communication: A multidisciplinary approach\u00a0<\/em>(p. 25). Sage.<\/p>\n<p>Hargie, O. (2011).\u00a0<em class=\"emphasis\">Skilled interpersonal interaction: Research, theory, and practice.\u00a0<\/em>Routledge.<\/p>\n<p>National Communication Association. (1999). <em data-start=\"2126\" data-end=\"2163\">NCA credo for ethical communication<\/em>. <a class=\"cursor-pointer\" target=\"_new\" rel=\"noopener\" data-start=\"2165\" data-end=\"2253\">https:\/\/www.natcom.org\/sites\/default\/files\/pages\/NCA_Credo_for_Ethical_Communication.pdf<\/a><\/p>\n<p>Priem, J. S., &amp; Solomon, D. H. (2009). Comforting apprehensive communicators: The effects of reappraisal and distraction on cortisol levels among students in a public speaking class.\u00a0<em class=\"emphasis\">Communication Quarterly,<\/em>\u00a0<em>57<\/em>(3), 260.<\/p>\n<p>Shockley-Zalabak, P. S. (2014). <em data-start=\"2287\" data-end=\"2373\">Fundamentals of organizational communication: Knowledge, sensitivity, skills, values<\/em> (8th ed.). Pearson.<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Attribution<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/ecampusontario.pressbooks.pub\/communicationpsychology\" rel=\"cc:attributionURL\">Psychology, Communication, and the Canadian Workplace<\/a>\u00a0Copyright \u00a9 2022 by\u00a0Laura Westmaas, BA, MSc\u00a0is licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\" rel=\"license\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>, except where otherwise noted.<\/p>\n<\/div>\n<\/div>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_1044_2503\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1044_2503\"><div tabindex=\"-1\"><p>the knowledge of adequate and appropriate communication patterns, as well as the ability to use and adapt that knowledge in various contexts.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_1044_2676\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1044_2676\"><div tabindex=\"-1\"><p>cognitive elements of competence<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_1044_2677\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1044_2677\"><div tabindex=\"-1\"><p>Individual factors affect our ability to do anything<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_1044_2678\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1044_2678\"><div tabindex=\"-1\"><p>What is competent or not varies based on social and cultural context<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_1044_2679\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1044_2679\"><div tabindex=\"-1\"><p>actively and fluidly processes information<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":133,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1044","chapter","type-chapter","status-publish","hentry"],"part":21,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/1044","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/users\/133"}],"version-history":[{"count":28,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/1044\/revisions"}],"predecessor-version":[{"id":2695,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/1044\/revisions\/2695"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/parts\/21"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/1044\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/media?parent=1044"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapter-type?post=1044"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/contributor?post=1044"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/license?post=1044"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}