As communication remains to be one of the most important aspects in today’s society, it is important to not only learn how to communicate properly, but how to do so appropriately and effectively. When communication is broken down to its five core competencies, the opportunity to improve how people communicate is much easier and more easily understood. By focusing on each competency, the learner has an opportunity to master each segment through practice. As conditions of communication improve, the learner can gain more confidence in communicating appropriately and effectively. This allows the learner to lead by example and share their knowledge with others to create a more successful and adhesive group. As members of the group gain more experience in proper communication, work outputs, productivity, and cohesiveness could also increase.
Communication often seems like an easy concept, but there are occasions where it becomes a difficult task. When people think of communication they can envision a transfer of messages that must be sent by the giver and received by the person being addressed. When digging deeper, communication is much more complex. After all, if it were that simple, why are there so many flaws and errors in the deliveries of information? It all comes down to whether the communication is effective and appropriate. The author states “communication may be appropriate but not effective, and vice versa” (Rothwell, 2013, p. 27). This emphasizes the key element of having both effective and appropriate communication together, rather than just one or the other. This level of successful communication can be achieved through enhancing the five competencies that communication consist of which are knowledge, skills, sensitivity, commitment, and ethics.
Knowledge is said to be the key to the universe. In this situation it appears to be the first step in communication competency as...
References: Rothwell, J. D. (2013). In mixed company: communicating in small groups and teams (8th ed.). Mason, OH: Cengage Learning.
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