Journal of Education for Business

ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20

Communication in a Changing World:

Contemporary Perspectives on Business
Communication Competence

Jennifer Waldeck , Cathryn Durante , Briana Helmuth & Brandon Marcia

To cite this article: Jennifer Waldeck , Cathryn Durante , Briana Helmuth & Brandon Marcia
(2012) Communication in a Changing World: Contemporary Perspectives on Business
Communication Competence, Journal of Education for Business, 87:4, 230-240, DOI:
10.1080/08832323.2011.608388

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Published online: 29 Mar 2012.

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JOURNAL OF EDUCATION FOR BUSINESS, 87: 230–240, 2012
Copyright

C Taylor & Francis Group, LLC
ISSN: 0883-2323 print / 1940-3356 online
DOI: 10.1080/08832323.2011.608388

Communication in a Changing World: Contemporary

Perspectives on Business Communication
Competence
Jennifer Waldeck, Cathryn Durante, Briana Helmuth, and Brandon Marcia
Chapman University, Orange, California, USA

Communication in and around business organizations has changed due to new technologies,
the demand for intercultural communication skills, the changing person–organization rela-
tionship, and the global nature of organizing. As a result, new communication competencies
may be required. The author’s objective was to identify specific communication competencies
important in the contemporary business and professional environment. Toward that objective,
articles referring to communication from best-selling popular press and practitioner-oriented
business periodicals were used as artifacts for a content analysis. Six inductively derived
competencies represent a mix of traditional and contemporary communication skills. The in-
fluence of collaborative communication and global interconnectivity permeated each theme.
Furthermore, the competencies reveal the necessity of a skill set that transcends typical disci-
plinary divisions—encompassing technology, intergroup relations, nonverbal and chronemic
awareness, relational competence, and more. These competencies should be of interest to
communication educators and trainers as they design curriculum and training plans for a
contemporary audience.

Keywords: business communication, communication, communication competence, technol-

ogy, workplace relationships

Scholars, corporate recruiters and managers, research firms, The overriding aim of this study was to identify communi-
and business writers have argued for years that the ability to cation competencies relevant to the contemporary workplace.
communicate effectively is a leading factor in professional Identification of these skills should aid business communi-
success. Communication competence is widely regarded as cation educators in addressing practical concerns in their
the basis for many other behaviors important to a successful classrooms. Furthermore, this study should enable scholars
career, including teamwork, leadership, planning, organiz- to identify research topics and methods that enable them to
ing, and more. However, numerous sources cite a lack of “go beyond the knowledge discovery of the basic research
these critical communication skills in contemporary busi- enterprise to interpret and apply research outcomes . . . and
ness contexts (cf. Kristof, 2008; Levinson, 2008; Paulsell, develop practices for the betterment of everyday life” (Petro-
2008; Wellner, 2005). Moreover, the modern professional nio, 2007, p. 215). To provide further rationale for this study,
environment is characterized by new forms of organizing, the review of literature that follows makes a compelling case
powerful communication technologies, frequent change, di- for the importance of business communication competence,
minishing boundaries between work life and personal life, defines the construct, and argues for the emphasis on com-
an older and more diverse workforce, and a greater emphasis munication competence in business education.
on globalism—and these changes impact business commu-
nication in dramatic ways that students must have exposure Why Business Communication Competence?
to prior to entering the workforce.
Communication researchers have made the case for the
importance of communication skills (Morreale, Osborn, &
Correspondence should be addressed to Jennifer Waldeck, Chapman
Pearson, 2000; Morreale & Pearson, 2008) for “succeeding
University, Department of Communication Studies, One University Drive, in one’s career and in the business enterprise” (Morreale &
Orange, CA 92866, USA. E-mail: [email protected] Pearson, p. 225). Importantly, the truism that communication
 BUSINESS COMMUNICATION COMPETENCE 231

matters is acknowledged beyond the communication disci- from the communication discipline was conducted over 10
pline; Harvard Business School professors Kleinbaum, Stu- years ago (Winsor, Curtis, & Stephens, 1997). Since then, re-
art, and Tushman (2008) wrote that “communication is cen- searchers have been overwhelmed with reports of the chang-
tral to the very existence of organizations” (¶ 1). ing nature of work—and provided with no real synthesis of
Communication is important in all kinds of industries, what these developments mean in terms of necessary com-
from traditional service-oriented areas such as travel, hos- munication competencies. Understandably, none of the im-
pitality, real estate, and sales to highly technical fields such portant communication skills Winsor et al. identified for new
as medicine, design, and engineering. Andrew Burroughs, an graduates, experienced employees, or ideal managers in 1997
engineer with Silicon Valley firm IDEO, commented, “We’re related to issues such as virtual work, digitally mediated or
looking for employees who are very smart technical contrib- enhanced communication, global communication, or just-in-
utors but who are also interesting, curious people who can time information exchange. Thus, an updated spotlight on
communicate about a lot more than just technical matters” specific communication skills relevant to success in business
(as cited by Locke, 2007, p. A9)—demonstrating that the and the professions is required.
cross-functional nature of the modern workplace requires In summary, researchers and practitioners have estab-
the communicators (e.g., sales, marketing, public relations, lished that communication competence is central to an indi-
human resources positions) to have technical knowledge, and vidual’s participation in organizational life, and, specifically,
the tech people (e.g., engineers, programmers, designers) to to business and professional success. However, no recent
have the social skills to meaningfully interact with others. research indicates what specific skills are most important.
Critical for students preparing to go on post-graduation in- Thus, this study was driven by the specific objective of iden-
terviews (Kristof, 2008) to chief-level executives (Alexan- tifying these communication competencies germane to the
der, 2008), effective communication is positively related to contemporary business and professional environment.
employee engagement, as well as a number of organization-
level variables, including organizational performance, share-
holder dividends, decreased turnover, and financial perfor- METHOD
mance (Watson Wyatt Worldwide, 2007). In other words,
communication is not just a soft skill. Content Analysis as a Research Design
In this study I employed a research method known as content
What Is Contemporary Business Communication analysis, used widely by communication researchers, social
Competence? psychologists, sociologists, library scientists, linguists, and
To answer this question, we began by questioning the depth cybernetic scholars (Krippendorff, 2004) for the systematic
to which requisite business and professional communication and reliable analysis of messages. Berelson (1952) described
skills have been articulated in academic and practitioner- content analysis as a “research technique for the objective,
oriented literature. Although communication skills are top- systematic, and quantitative description of the content of
ranked requirements of employers (National Association of communication” (p. 18) such as conversation, public address,
Colleges and Employers, 2010), little recent research has written texts, or mediated messages (e.g., film, television, In-
identified exactly which skills are most important and why. ternet content). To be credible, content analysis methodology
For example, the American Society for Training and De- must rely on “the scientific method (including attention to
velopment (ASTD; 2009) listed communication as one of objectivity, intersubjectivity, a priori design, reliability, va-
10 critical skills desired by employers—but goes on to fur- lidity, generalizability, replicability, and hypothesis testing)”
ther define the competency as simply involving listening and (Neuendorf, 2002, p. 10). To meet the definition and criteria
speaking. Because these skills are covered in 100-level com- for content analysis, the present study’s design has several
munication courses which many college graduates complete, key features prescribed by Neuendorf.
and because practitioners persist in reporting widespread
deficiencies in workplace communication, we believe that An a priori design. In a process described in the next
a stronger, clearer delineation of specific communication- section entitled “Data Identification,” before assessing the
related business and professional requirements might be in content, the researchers agreed on the content to be coded,
order. the parameters of a useful unit of analysis, and the coding
Next, expectations for effective and competent business procedures to be used.
communication have evolved. Pointing to the dramatic im-
pact of communication technology and global organizing, Evidence of interrater reliability. This study’s design
Du-Babcock (2006) wrote that “our challenge is to cope with employed multiple coders to ensure the scientific reliability
and communicate in this increasingly complex and diverse of findings. The procedures used to arrive at intercoder reli-
global, multidisciplinary environment” (p. 256). However, ability estimates are described subsequently. Furthermore,
the last systematic examination of job performance criteria to avoid contamination of the dataset by the subjective
232 J. WALDECK ET AL.

observations of singular coders, the research team met fre- best selling business books—the authors selected serial pub-
quently to engage in structured discussion on the nature and lications that were rated as top 10 best-sellers in the Business
meaning of the data they identified (cf. Neuendorf, 2002, on Management category on Amazon.com as of September 1,
intersubjectivity). 2009. This particular category of magazines was most appro-
priate because publications within it focus on management
Replicability. The study’s design and the coding proce- and leadership, rather than (or in addition to) other areas of
dures utilized were conceived and are reported subsequently business, such as finance or investing—and therefore were
in such a way that the study can be replicated using the same most likely to contain content relevant to the objective of
or future published content. identifying communication competencies. The publications
chosen for inclusion in the content analysis were Forbes, Fast
Generalizability. The publications analyzed in this Company, Harvard Business Review, MIT Sloan Manage-
investigation were chosen using specific criteria described ment Review, Training, T+D, Entrepreneur, Inc, HR Maga-
subsequently. These criteria were designed to maximize the zine, and Business Week.
likelihood that references to communication competence To identify references to communication, the research
identified within the publications chosen would mirror or team examined all issues of the eight monthly publications.
apply to other similar cases (i.e., publications) not chosen For the two weeklies (Business Week and Forbes), the is-
for analysis. sues published in the first and third weeks of the month were
coded. To be selected for this study, an article, interview, or
Appropriateness of Content Analysis for the essay had to reference one or more specific communication
Present Investigation behaviors relevant to the business enterprise. The research
team began the process of data identification with the first
Neuendorf (2002) reported that content analysis is widely published issue of 2005 for each magazine. That particu-
and routinely used for assessing mass messages (e.g., those lar year coincides with the emergence of Web 2.0 interac-
created for a large audience) such as newspaper, magazine, tive communication technologies in organizational settings,
radio, and television content. Because the goal of this project which have had a profound and documented impact on all or-
involved generating practical findings which could be used ganizing behavior (Lazar, 2007; O’Reilly, 2005). Thus, 2005
in applied settings, and which reflect contemporary advance- was an appropriate starting point for identifying skills im-
ments in business and organizing, the present analysis fo- portant in the contemporary workplace. Once the core field
cused on references to communication in recent nationally of publications was narrowed and identified, the researchers
and internationally circulated popular press and practitioner- then began the next step of content analysis, unitizing the
oriented serial business magazines. These magazines are data.
widely read and influential on the thinking, behavior, and
decisions of practitioners from a diversity of fields, job posi- Unitizing the data. Unitizing involves identifying dis-
tions, cultural orientations, and geographic locations; further, crete units of analysis that pertain specifically to the research
these publications routinely report, directly and indirectly, objective. After an initial one-week period of data identifi-
on the general strengths and weaknesses of business com- cation, the researchers met to discuss the nature of the ar-
municators today (Fell, 2010). A description of the methods ticles they had collected and the units identified. The lead
employed is described in the next section. researcher read each article and then the team collectively
discussed the extent to which each article pertained to the re-
search topic of communication competence in contemporary
Data Identification business settings. Some articles mentioned communication
in only a brief or tangential way. The authors decided that a
Identifying and narrowing the field of publications to brief mention of a communication skill without some depth
code. For this content analysis, the research team focused of explanation or logical argument about its centrality to the
on a core set of publications that met specific criteria. Only business enterprise did not warrant inclusion in the study.
the material that appeared in the print version of these publi- Using this discussion as a guide for further article identi-
cations was analyzed (although that material also may have fication, the process of data collection, identification, and
appeared online). Most business publications offer a great unitizing continued.
deal of additional online content that does not appear in
their print versions. The research team determined that a Coding procedures and establishing intercoder relia-
systematic identification and reliable analysis of online-only bility. The research team identified 347 articles published in
content was an unrealistic and unmanageable project, and issues of the 10 magazines for the period January 2005–June
consequently decided to focus on the print versions of se- 2010. The publication featuring the greatest number of ar-
lected publications. ticles discussing communication was HR Magazine (n =
Using procedures similar to Lewis, Schmisseur, Stephens, 84), followed by Entrepreneur (n = 56) and Fast Com-
and Weir (2006)—who used content analysis in examining pany (n = 44). The publications with the fewest articles
 BUSINESS COMMUNICATION COMPETENCE 233

referencing communication were Forbes (n = 11) and MIT These individuals recategorized a sample of units randomly
Sloan Management Review (n = 7). Employing generally ac- selected from each of the categories. The percent of unit-by-
cepted content analysis procedures described by Potter and unit agreement between the original coders and the two addi-
Riddle (2007), a random selection of 25% of the sampled ar- tional coders ranged from 84% to 100%. Interrater reliability
ticles was coded for communication skill reference by two of among all coders, using Cohen’s kappa, was .87 (Wrench,
the four authors to create an overlap that could be used to test Thomas-Maddox, Richmond, & McCroskey, 2008). Any cat-
reliability. First, the unitizing was tested and there was agree- egorizations on which the secondary and initial raters did not
ment 97% of the time with the yes–no decision of whether to agree were discussed and recategorized. Through this pro-
include the article. Second, the percentage of agreement on cess, the initial and additional coders reached 100% agree-
the identification of units (skills) was assessed. Percentage of ment on the categorization of the 625 communication skills
unit-by-unit agreement ranged from 94% to 100% depending mentioned in the 347 articles into six primary competencies.
on the article. Based on these reliability samples, due to the
large amount of data amassed, the research team proceeded
with single coder unitization (utilizing all four of the au- RESULTS
thors) of the rest of the articles (Krippendorff, 2004). When
all unitizing was complete, the research team had identified Analysis of the data identified using the procedures described
625 total units of data (references to specific communication previously revealed six communication competencies impor-
skills)—an average of 1.8 per article. tant within the contemporary business environment. What
After articles had been identified and coded for their ref- follows is a description of each communication compe-
erence to communication, the resulting 625 communication tency, with examples of related behaviors, and—to enhance
skill descriptions were included in the remaining four stages reader understanding of each competency—representative
of the content analysis. Using a ground theory approach citations and quotes from articles analyzed. Table 1 provides
(Strauss & Corbin, 1990), in Stage 1, two coders (the first an overview of the competencies.
and second authors) placed each skill unit into conceptually
similar categories. In Stage 2, both coders reread all of the
Competency 1: Relationship and Interpersonal
skill descriptions within each of the categories to check for
Communication
internal consistency. Tentative labels were then assigned to
each category. In Stage 3, the same two coders reread the The 191 references to relationship and interpersonal com-
skill descriptions in each category, discussed discrepancies, munication skills constituted 31% of the instances in which
and made adjustments and revisions. Stage 4 involved two communication was mentioned. Relationship and interper-
additional coders who had not participated in data identifi- sonal communication skills represented the most frequently
cation, and who were trained in content-analytic procedures. discussed communication competency in the sample. This

TABLE 1
Business Communication Competencies (n = 625)

Competency and examples n %

1. Relationship and interpersonal communication 191 31

Assist individuals in initiating, maintaining, or disengaging from interorganizational and external relationships.
e.g., civility, conflict management, small talk, conversation management, rapport building.
2. Mediated communication 183 29
Assist individuals in using communication technologies effectively and appropriately.
e.g., online interaction etiquette, online social networking
skills, willingness and ability to engage in online training and learning
3. Intergroup communication 97 15
Assist individuals in communicating within and across groups.
e.g., intergenerational communication, intercultural sensitivity
4. Communication of enthusiasm, creativity, and entrepreneurial spirit 73 12
Assist individuals in expressing enthusiasm and passion for their jobs, companies, products, and ideas.
e.g., communicating a positive attitude, creativity, motivation
5. Nonverbal communication 52 8
Assist individuals in managing a diversity of nonverbal behaviors important in the workplace.
e.g., time management, use of space, dress
6. Speaking and listening 29 5
Assist individuals in public presentation and active listening tasks in the business context.
e.g., facilitation, public speaking, listening to others’ ideas
234 J. WALDECK ET AL.

competency referred to communication skills that assist in- 2006b), using online social networking appropriately to fa-
dividuals in initiating, maintaining, or disengaging from two cilitate work (Fine, 2007; Kooser, 2006a; Prince, 2005;
types of work-related relationships: interorganizational (e.g., Schramm, 2007a), and balancing stress and productivity
collegial friendships and mentorships) and external (e.g., re- while digitally connected (Henricks, 2005a; Tischler, 2005).
lationships with clients, vendors, competitors, venture cap- Authors in our sample offered advice for using technol-
italists). Examples of critical communication skills drawn ogy related to work with great frequency. The bulk of arti-
from the sample of articles which comprised this competency cles referenced in this competency category referred to Web
included the themes of decency, civility and honesty (Davies 2.0 collaborative communication technologies, such as inter-
& Chun, 2007; Diener, 2005a; Sulkowicz, 2005, 2007a; active e-learning, blogs, social networking, and viral video,
Torres, 2005b; Wolter, 2005), networking (Casciaro & Lobo, over more traditional communication technologies such as e-
2007; Kawasaki, 2007), conflict management skills (Diener, mail and presentation software. For example, Moran (2007a)
2005b; Hasson, 2007; Sulkowicz, 2007c), communication in commented that people who use the Internet to share relevant
relationships with a power differential (Sulkowicz, 2007d; video contribute to the capture of a marketing advantage for
Weinstein, 2006c), small talk and rapport building (Farber, their companies. Schramm (2007a) noted that, on a macro-
2005; Raines & Ewing, 2006), negotiation skills (Diener, scopic level, “the use of social networking . . . may become
2005a, 2007; Sulkowicz, 2007b), balancing friendships in important for organizations to establish their brands, espe-
the workplace with the need for professionalism (Sulkowicz, cially among young people” (p. 176) and that, as a result,
2007d; Wilbert, 2007), and communicating comfort and so- people need to become skilled at using these media. Simi-
cial support in the workplace (Salzhauer, 2005; Sulkowicz, larly, Scoble (2007) drew readers’ attention to the popularity
2007c). and usefulness of the business networking and blogging ap-
The concepts of civil, decent, and honest communica- plication Twitter, and others like it. A number of authors
tion have been cited in a noteworthy number of articles. indicated that web-based training and education, once seen
Sweeney, Stone, and Cossack (2007) highlighted the problem only in the most progressive organizations, should be ex-
of employees who conduct themselves in “a manner which pected by nearly everyone entering the workforce or hoping
is disrespectful and unprofessional to managers, coworkers, to advance (“Education,” 2005).
or customers . . .” (p. 50), and engage in abusive, vulgar, In contrast to those articles emphasizing the benefits
or rude language; constant complaining; excessive gossip; of mediated communication, another common theme ref-
and insubordination. Welch and Welch (2007) underscored erenced in this category reflects authors’ concerns about the
the importance of communication behaviors which “preserve impact of technology use on workers’ stress levels. Lyons
the dignity” (p. 147) of others in the workplace, particularly (2005) discussed the damage caused by misunderstood me-
during the separation phase of employment. diated messages, flaming, and cyber-bullying in organiza-
Authors referred to the importance of communicating so- tional environments. Other articles emphasized the pitfalls of
cial support during colleagues’ personal crises such as illness overreliance on tech and the importance of communication
or the death of a family (Sulkowicz & Stead, 2007). In non- management skills to avoid burnout—such as prioritizing
crisis contexts, the communication of social support may mediated communication tasks, learning to disconnect from
be equally important. Farber (2005) noted that salespeople work by turning off cell phones during nonbusiness hours,
who possess empathy and the ability to communicate re- and only checking e-mail at several designated times dur-
spect for their customers’ problems tend to be top perform- ing the work day (“Technology spurring stress, decreasing
ers within their companies, and highly regarded by clients productivity?,” 2006).
and prospects. Additionally, articles pointed out the need to
build interpersonal relationships with colleagues in telework
Competency Three: Intergroup Communication
and virtual work situations, to avoid isolation and loneliness
(Pentilla, 2006). The third most frequently cited communication competence
(n = 97; 15% of the sample) involved intergenerational com-
munication skills (Berfield, 2007), cross-cultural commu-
Competency 2: Mediated Communication
nication ability (Fraze, 2007), team effectiveness (Duboff,
Skills in this category (n = 183, 29% of the sample) re- 2007), bilingual skills (Henricks, 2005b), and sensitivity to
fer to individuals’ ability to use communication technolo- the global nature of organizing (Wunker & Pohle, 2007).
gies appropriately and effectively. Examples mentioned in In general, the study of intergroup communication focuses
the sample included willingness and ability to participate on how communication within and across groups affects
in online training (Dolezalek, 2006; Gordon, 2006; Jarven- social relations among members of those groups (Interna-
taus, 2007), using interactive media (e.g., podcasts, blog- tional Communication Association, 2010). Most frequently
ging, video; Dahl, 2006; Karrer, 2007; Kooser, 2006a; Lyons, mentioned was the importance of engaging in intergenera-
2005; Moran, 2007a, 2007b; Post, 2007; Wells, 2005), fol- tional communication competently: Pomeroy (2005) pointed
lowing the rules of etiquette when using technology (Kooser, out that almost half of the respondents in an international
 BUSINESS COMMUNICATION COMPETENCE 235

survey of 2,000 executives planned to work past the age of 124) and employ communication to “demonstrate that you do
65. Accordingly, authors in the sample stressed the impor- what you love and excel at it.” Other articles offered strate-
tance of valuing older workers. For example, Pomeroy argued gies for communicating passion: rely on creative venues such
that embracing the older employee “provides organizations as improv comedy classes for adding energy to presentations
with more opportunity to leverage senior talent and migrate and meetings (Thilmany, 2007); develop the ability to present
institutional and experiential knowledge to younger workers” information in the form of a story, complete with intriguing
(p. 20). characters, tension, a hero, drama, and humor (Torres, 2007);
Simultaneously, authors cautioned that older workers let others know, explicitly, that you have the energy and will-
must become comfortable with being managed by younger ingness to take on extra work (Daniel, 2005); be dependable
ones. In terms of communication, Sulkowicz (2007f) rec- and flexible (Sull & Spinosa, 2005); and participate in con-
ommended avoiding condescension and unnecessary advice tinuing education (“Education,” 2005).
when dealing with a younger supervisor. Citing data col-
lected at organizations which pair younger employees with
Competency Five: Nonverbal Communication
older, more experienced ones for job sharing and mentoring,
Berfield (2007) concluded that encouraging intergenerational The 52 communication skill references that support this cate-
interaction may result in improved retention rates and job sat- gory highlight the importance of chronemics in the workplace
isfaction for younger and older employees. (Hoge, 2007; Robinson, 2007), nontraditional work schedul-
A few articles referencing the intergroup communication ing (e.g., flex time; Harris, 2007; Jossi, 2007), clear and ac-
competence mentioned the advantage of being bilingual in curate written communication (Shulman, 2005), appropriate
the contemporary workplace (Campanelli, 2005; Henricks, dress (Grischke, 2005), physical arrangement of workspace
2005b). Several stressed intercultural communication com- (Buchanan, 2006), and the use of humor (Chafkin, 2007;
petence (which encompasses more than the ability to speak Weinstein, 2006c).
other languages) as a necessary condition, for example, for Time management and punctuality were the primary
working and traveling overseas (Schramm, 2006). Javidian themes of this category. Over half of the citations compris-
(2007) provided a new perspective on team effectiveness by ing this competency this category referenced an individual’s
suggesting that the degree to which a group reflects cultural ability to use time appropriately. DeLonzor (2005), for ex-
forward thinking in its interactions and behaviors (e.g., de- ample, suggested that corporate culture is often to blame for
laying gratification, planning, investing in the team’s future) employee tardiness and recommended that meetings start on
is important. time. He further suggested that as technology has enabled
individuals to multitask, that they have become less sensitive
to the big picture of their projects, and more likely to miss
Competency Four: The Ability to Communicate
deadlines. Lost in miniprojects and answering e-mail, and
Enthusiasm, Creativity, and an Entrepreneurial
less attuned to their overall progress on major projects, De-
Spirit
Lonzor argued that American workers have lost the valuable
This competency (n = 73, 12%) encompassed skills that en- skill of project management. Individuals should use their
able individuals to communicate their enthusiasm and pas- calendaring program to schedule reminders and tasks in an
sion for their jobs, companies, and products or ideas. Specific effort to be punctual, and not underestimate the amount of
examples of behaviors which further illustrate this compe- time necessary for accomplishing tasks.
tency include engaging others to embrace new ideas (Torres, Arguing that contemporary business communicators lack
2007; Weinstein, 2006a); right-brain thinking (the ability to writing skills, Shulman (2005) wrote, “The written word and
generate and articulate, orally and in writing, creative and the writing process itself are powerful tools that can have a
innovative nonlinear ideas; Meisinger, 2007); communicat- real, strategic impact on business” (p. 28). However, authors
ing a lifelong desire to learn, grow, and develop in the career in this sample disagreed on whether the educational system is
(Meisinger, 2005; Wolter, 2005); demonstrating a positive solely responsible for teaching excellent writing, or if work-
attitude and willingness to innovate (Daniel, 2005); and the related training could address deficiencies (Henricks, 2007).
ability to motivate others (Ayres & Nalebuff, 2007; Erickson Henricks concluded that “there is no three-step program to
& Gratton, 2007; Staver, 2006). becoming a great writer” (p. 86), and he urged students to
In a survey of human resource professionals, 73% of re- work on developing these skills under the tutelage of their
spondents ranked passion” as the most important quality of college professors.
a leader and 65% ranked “ability to motivate others” as the The importance of the physical arrangement of workspace
second most important quality (Pomeroy, 2006). Yet, Far- and selecting the appropriate location for particular work-
ber (2005) argued that a lack of enthusiasm and passion is related communication tasks was emphasized in several ar-
endemic to many industries. ticles within this category. For example, Kirkpatrick (2006)
In representative articles drawn from the sample, Wolter noted that the open layout of many office spaces can raise
(2005) urged readers to “use passion as your foundation” (p. privacy concerns. In a case study of an office in which
236 J. WALDECK ET AL.

employees have little respect for physical boundaries, and willing and able to integrate diverse viewpoints into for-
Buchanan (2006) concluded that employees must be sen- mal business conversation.
sitive to when casual conversation at work is appropriate and Although some articles reminded readers of the impor-
when it may be disruptive. A number of authors, while un- tance of basic public speaking proficiency, such as choos-
derscoring the positive effects of humor in the workplace, ing strong vocabulary and eliminating speech dysfluencies
discussed the need to use humor carefully and appropriately (Danigelis, 2006), others suggested that the qualities of a
in professional settings to avoid misunderstandings and even great presentation are changing. Because audience mem-
legal action (Chafkin, 2007). One argued, for instance, that bers’ information processing habits may be changing, authors
the use of too much humor as a way of correcting low morale stressed the importance of using visual and other sensory im-
can be insulting to organizational members (“Fun,” 2007). ages (meaningful audio and video, and even hands-on simu-
lations) rather than traditional text-heavy PowerPoint to sup-
port presentations (“Present with panache,” 2007). Because
contemporary business audiences may have little tolerance
Competency Six: Speaking and Listening
for lectures and talking heads (Kovaleski, 2007), the popular
Mentioned only 29 times in the sample of 347 popular press recommended engaging audience members with ap-
press and practitioner-oriented serial business publications, propriate self-disclosure, a cohesive and relevant story, real-
the least frequently mentioned communication competency world case studies and examples, and enthusiasm (Kirby,
was speaking and listening. The bulk of the articles in this 2007; Marquart & Sorden, 2007). In general, anyone who
category focused on listening over speaking: specifically, the presents information in a business and professional setting
importance of active listening during conversation (Pomeroy, needs to think of themselves less as a speaker and more as
2007; Vilaga, 2005; “Where is the love?,” 2006 ) and over- a teacher, preparing and executing their presentations with a
all, the more holistic skill of letting others’ concerns, ideas, greater understanding of how adults learn (Sims, 2006). In-
needs, and suggestions be known, or heard, in the work- corporating audience interaction, simulations and role-plays,
place (Gnamm & Neuhaus, 2005; Meisinger, 2006; Nelson, and peer-to-peer dialogue into a traditional one-to-many
2006; Nunes, 2005; Wolter, 2007). Other skill references presentation may be critical to contemporary presentation
included facilitation (either of group discussions or meet- success.
ings; Hartley, 2006; Smith, 2005), public speaking (Kirby,
2007; Marquart & Sorden, 2007), and related visual support
(Sulkowicz, 2005e; Weinstein, 2006b).
Jay (2005) wrote that “the most effective communica- DISCUSSION
tors know when to stop talking and start listening. This is
especially important when emotions are high, in team situa- Pink (2006) posited that the future belongs to a person with
tions, and when employees are sharing ideas” (p. 87). Numer- a different kind of mind than the linear, logical one that baby
ous other authors echoed the importance of listening skills: boomers and their parents were encouraged to develop. Flex-
Meisinger (2006) reported the results of a study demonstrat- ibility, the capability of simultaneous right- and left-brain
ing a substantial correlation between employee perceptions thinking, a sense of creativity, and the ability to innovate will
that others in the organization, particularly managers, listen separate those who succeed and those who don’t—and com-
to them, and low turnover rates. And, authors suggested that munication is key to demonstrating these capacities. How-
listening to others outside of the organization—particularly ever, many Americans find themselves on the job feeling un-
customers—is critical (“Where is the love?,” 2006). prepared for the communicative challenges they face. This
Mention of meeting and discussion facilitation in several study identified specific skills that will prepare more people
articles reflected the changing nature of this important com- thrive in the modern workplace. In this section, the findings
munication skill. For example, in an article on web-based of the study are reviewed, important themes highlighted, and
conferencing, Hartley (2006) noted that “there are many dif- implications for scholarship and practice discussed.
ferences between facilitating an event using a web conferenc- In this analysis of 10 popular publications, among them
ing tool and facilitating an event in a room” (p. 22). Excellent press and practitioner-oriented business periodicals, 347 ar-
public speakers, teachers, and meeting leaders must also be ticles that referred to communication were identified. Across
good at coping with technical difficulties, and comfortable these articles, there were 625 references to a particular com-
with the mediated aspects of the presentation. Smith (2005) munication skill. These skill references were then submitted
cautioned that as organizational members become more in- to content analytic procedures, and six contemporary busi-
formed due to on-demand news and research, they are ask- ness communication competencies were inductively derived
ing questions, challenging one another, and assuming the as a result: (a) relationship and interpersonal communica-
role of expert with an increasing frequency. Consequently, tion competence; (b) mediated communication competence;
facilitators must be hyperaware of their strengths and weak- (c) intergroup communication competence; (d) the ability to
nesses, prepared to deal with challenges and disagreements, communicate enthusiasm, creativity, and an entrepreneurial
 BUSINESS COMMUNICATION COMPETENCE 237

spirit; (e) nonverbal communication competence; and (f) the direction and pace of contemporary society. Articles in re-
speaking and listening competence ferring to mediated communication competence emphasized
The six categories represent a mix of both traditional and leveraging the power of online social networks, as well as
contemporary skills, but in all categories, content revealed collaborative media, for branding, selling, learning, and in-
new applications for traditional skills. The importance of col- novating. This competency suggested that to succeed in the
laboration and interconnectivity permeated each theme. Fur- contemporary business environment, it is necessary to not
ther, the competencies revealed the necessity of a skill set that only possess technical skills for using digital technologies,
transcends typical disciplinary divisions—encompassing but also have an understanding of the power of these applica-
technological concerns, intergroup relations, nonverbal and tions for innovating, building business, and forging connec-
chronemic awareness, relationship competence, and more. tions with others. However, this study revealed concern for
One clear message resulting from this study is that if busi- the stress that constant connection can create for users of busi-
ness and communication educators and scholars are to ad- ness communication technologies. Gurchiek (2006) summa-
equately prepare students for the modern business environ- rized the need to use communication technologies appropri-
ment, they must be careful not to exist in silos, relying only ately: “Round-the-clock connectedness to work—thanks to
on the theories and research findings of their own areas of the technology—may seem like an employers’ dream but could
discipline. As the academy moves toward interdisciplinarity morph into a nightmare for both employer and worker if em-
(Redden, 2007), communication specialists also must work ployees find themselves unable to unplug and manage their
to build bridges between subareas of the field (e.g., interper- mediated communications strategically” (p. 38).
sonal communication and organizational communication) to The third competency, intergroup communication, illumi-
enhance understanding of the role of communication in the nated the increasingly diverse workplace and the importance
entire human experience (Waldeck & Myers, 2007). of adapting one’s communication skills. The U.S. Census Bu-
The most frequently referenced communication skill fo- reau predicted that White individuals will comprise less than
cused on facilitating relationships. A key theme that emerged half of the U.S. population by 2042, resulting in “big changes
in this category focused on civility in the workplace as for the nation’s workforce” (Dougherty, 2008, p. A3). As a
a means of building positive connections with others and result, continued emphasis on intercultural communication
avoiding unnecessary conflict. This theme is consistent with competence and learning to avoid ethnocentric attitudes and
Sypher’s (2004) work on desk rage and the effects of of- behaviors in an individual’s interactions with others will be
fensive communication on morale, productivity, stress, and important. As life expectancies increase and the stability of
burnout. the financial markets remains uncertain, people are working
Another theme suggested by this competency is the need well past traditional retirement age. Consequently, intergen-
to cultivate skills for communicating social support in profes- erational communication skills are critical. The articles ana-
sional contexts. Pentilla (2006) noted, “We work long hours lyzed in this study mirrored the concern of McCann and Giles
that leave us too tired to call old friends” (p. 102)—leaving (2006) that ageist communication, and the deeper attitudes
people to determine how to confide in their colleagues ap- that lie beneath ageism, are counterproductive to the benefits
propriately. Interpersonal communication researchers (Al- that older workers may offer. Persons of all ages must be
brecht & Burleson, 1992; Burleson, Holmstrom, & Gilstrap, comfortable collaborating with one another. In general, as
2005) have studied support; researchers in the areas of or- the companies we work for and with diversify and develop
ganizational and business communication could address the increasingly global ties, employees must learn and become
concerns about providing social support in the workplace sensitive to the communication norms and lifestyles of others.
evident in the present analysis by adapting the theories and Fraze (2007) argued, “expansion into international markets
research methods used in the study of intimate relationships. will become imperative for U.S. companies . . . as will the
Overall, the relationship and interpersonal communica- importance of individual employees knowing the culture and
tion competence illustrates that communication is a key factor practices of the countries where you have commercial ties”
in the kinds of relationships that people make in and around (p. 100).
the workplace, and the ease with which they finesse diffi- The fourth competency revealed by this study suggested
cult business situations. Moreover, the frequency with which that organizational members should be engaged and enthusi-
this competency was mentioned is evidence that the ability astic, feel connected to the mission and vision of their orga-
to build rapport, and to initiate, sustain, and withdraw from nizations, and have a sense of pride—and make these quali-
relationships competently is critical. As Kawasaki (2007) ties apparent in their communication with others. Meisinger
noted, “it is much easier to make a sale, build partnerships, (2007) noted that, “creativity, passion, and innovation will
create joint ventures . . . if you establish a relationship be- be the most important factors in establishing and maintain-
fore you need it. And the key to that is mastering the art of ing a competitive advantage. Logic, linear thinking, and rule-
communication” (p. 46). based analysis will remain important, but are no longer suf-
The second most frequently mentioned category was me- ficient to succeed in the global economy” (p. 10). Educators
diated communication competence. Technology has defined should promote increased participation in the classroom, and
238 J. WALDECK ET AL.

encourage students to be collaborative and creative in their CONCLUSION AND NEW DIRECTIONS
academic endeavors as a way of preparing them for their pro-
fessional futures, where passion for what they do, creative The contemporary organizational and business environment
and innovative thinking, and near-constant collaboration will demands much of business and communication educators
be normative. and scholars. To keep pace, scholars and educators must be
Fifth, this study revealed that a series of nonverbal com- aware of the dynamic changes taking place in practice, stretch
munication skills are highly valued in the contemporary the limits of their creativity, and embrace new theoretical
workplace—especially those relating to chronemics and paradigms and research methods. The changing nature of so-
physical space. As individuals have a growing array of re- ciety, and of the business enterprise in particular, challenges
sponsibilities, time management and the ability to multitask those who study business and organizational communication
are more critical than ever. In response to economic con- to expand the scope and depth with which they approach the
straints and doing business globally (and the chronemic dif- study of communication competence. The communication
ferences that accompany that shift), businesses are promot- competencies identified in this study provide a synthesized
ing more job sharing, flexible scheduling, and virtual work to starting point for designing a new business and organizational
meet market demands. For example, companies such as Best communication scholarly agenda. Such an agenda would em-
Buy, IBM, and Google have experimented with unique ar- brace the reality of practice, and provide theoretical and sys-
rangements that allow employees to work virtually anywhere tematic empirical substance to the observations and claims
and any time they want to work (Conlin, 2006). Scholars made in the popular press about the modern workplace. Fi-
should continue to pursue the agenda established by Ballard nally, teachers must take their responsibility to develop ap-
and Seibold (2006) and Ballard and Gossett (2007), who propriate business communication competencies in students
examined the experience of time in traditional and nontra- very seriously. As a result, this study and the future work it
ditional work environments, and discuss the implications of may generate serve as a response to the National Commu-
this work in their classrooms. nication Association’s (2006) mandate that scholars “work
Surprisingly, the least frequently referenced communica- harder to generate solutions to everyday problems” (p. 1).
tion competence was that of speaking and listening. Arti-
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