Pamela Shockley-Zalabak Ruth Hulbert-Johnson University of Colorado at Colorado Springs
A review of the practice of assessing organizational communication competency within organizations suggests that no comprehensive framework exists for either describing communication competency or determining how or at what level it should be assessed. The same is generally true for most organizational communication curricula. This absence of a competency framework contributes to the difficulty of developing assessment methods that are both meaningful and useful. This chapter proposes a competency framework that is broad in nature and capable of adaptation to a variety of specific course objectives. The chapter concludes with a description of assessment methodologies appropriate for the proposed framework.
Quintilian's ideal of the "good man speaking well" is not as far removed from contemporary concepts of organizational communication competency as history might suggest. Research conducted with business and industry to identify those skills specifically needed for success as an organizational member consistently describes the need for broad-based communication capabilities with an emphasis on ethical behaviors ( Curtis, Winsor, & Stephens, 1989; DiSalvo, Larsen, & Seiler, 1976; Staley & Shockley- Zalabak, 1985). DiSalvo et al. ( 1976), for example, surveyed business administration graduates ( 1969-1973) from a Midwestern university who were employed in a variety of businesses and industries. Survey participants identified listening, persuading, advising, instructing, and small group problem solving as the top five skills for career success. These same
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Publication information: Book title: Assessing Communication Education:A Handbook for Media, Speech, and Theatre Educators. Contributors: William G. Christ - Editor. Publisher: Lawrence Erlbaum Associates. Place of publication: Hillsdale, NJ. Publication year: 1994. Page number: 291.
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