Interpersonal Communication Competence Research Articles

Uncertainty Reduction Theory in a New Work Environment: A Case of Teachers and School Principals Mutation in Cilandak District

This researched aimed to show the mutation in the education field in Indonesia because every teacher and principal would have at least once in his/her carrier. Through a qualitative approach and a case study method in Cilandak subdistrict, this research tried to analyze how educators underwent mutations using strategies from Uncertainty Reduction Theory (URT). By using interview and observation techniques, it is found that almost all educators use passive, active, and interactive strategies in gathering various information about the new school that is intended before carrying out the transfer. A forum of teachers or principals and joining community educator groups can be a bridge and media in carrying out this strategy so that it can reduce uncertainties in facing new environments and avoid conflicts that may occur due to ignorance and other threats. To get a certain situation using URT, it needs good competence in interpersonal communication as well.

Shared Leadership of Teachers through their Interpersonal Communication Competence

This paper examines how the interpersonal communication competences of teachers can predict their shared leadership. The empirical research for this paper was undertaken with teachers working at lower and upper secondary schools in Lithuania. The conducted regression analysis revealed that interpersonal communication skills have a significant predictive power for the shared leadership behavior of teachers. Specifically, the study uncovered that the dimensions of interpersonal communication competence, such as clarity, credibility, and familiarity, have an important positive relationship with shared leadership. The results emphasize a need to focus on the development of teachers’ interpersonal communication, stimulating shared leadership in teacher communities. The theoretical and practical implications of teacher leadership and their communication are discussed in this paper.

Komunikasi Fatik Komunitas Public speaking dalam Persuasi Kompetensi Komunikasi

Inadequate communication competence among some participants in communication might perform as an obstacle in delivering and receiving messages. This physiological problem was the reason underlying the establishment of public speaking community in Trunojoyo University of Madura. The community educates and enhances members’ interests and talents related to their communication competence. This study aims to gain an understanding of the methods used by the public speaking community in initiating members' communication competences. This research approaches phenomena in the perspective of a constructivist paradigm. The research method uses qualitative descriptive approach. Primary data collection is done by interviewing management and community members. Secondary data is obtained by using intertextuality from the literatures. Triangulation methods are carried out by observing community activities. The results showed that phatic communication was used in the public speaking community to persuade the affective dimensions of developing communication competencies among members. It is in addition to the context of delivering educational and intellectual material as well as for developing emotional closeness between members in the community. The discussion used perspective of the theory of interpersonal communication, phatic communication, and communication competence. This research could be the initial literature in the study of communication competencies and phatic communication. Further research can examine the dimensions of communication competence in contributing to the effectiveness of communication in the positivistic paradigm

Investigating the effects of interprofessional communication education for medical students.

PurposeInterprofessional communication skills are an essential competency for medical students training to be physicians. Nevertheless, interprofessional education (IPE) is relatively rare in Korean medical schools compared with those overseas. We attempted to evaluate the effectiveness of the first IPE program in our school.MethodsIn the first semester of the school year 2018, third-grade medical students (N=149) at the Seoul National University College of Medicine participated in ‘communication between healthcare professionals in the clinical field’ training, which consisted of small group discussions and role-play. To evaluate the effectiveness of this training, we conducted pre- and post-training questionnaire surveys. Comparing paired t-tests, we evaluated the students’ competency in interpersonal communication and their attitude towards the importance of IPE before and after the training. The Global Interpersonal Communication Competence Scale (GICC-15) was used to evaluate competency in interpersonal communication.ResultsOut of 149 students, 144 completed the pre- and post-training questionnaires. The total GICC-15 scores before and after training were 55.60±6.94 (mean±standard deviation) and 58.89±7.34, respectively (p=0.000). All subcategory scores of GICC-15 after training were higher after training and were statistically significant (p<0.05), except for two subcategories. The importance of IPE score also improved after training but was not significant (p=0.159). The appropriateness of content and training method scores were 3.99±0.92 and 3.94±1.00, respectively.ConclusionFrom the results, our school’s IPE program demonstrated a positive overall educational effect. Deployment of systematic and varied IPE courses is expected in the future, with more longitudinal evaluation of educational effect.

Interpersonal Communication Competence and Conflict Handling Styles of Nurses in Intensive Care Units

Nurses in intensive care units (ICUs) must be capable of employing appropriate conflict handling styles in order to communicate with medical teams, patients, and patient family members effectively. There is a current lack of research on the interpersonal communication competence and conflict handling styles of ICU nursing staffs in Taiwan. This study aimed to: (1) explore the interpersonal communication competence and conflict handling styles of ICU nurses and related factors and (2) examine the relationship between the interpersonal communication competence and conflict handling styles of ICU nurses. A cross-sectional correlational research approach was adopted and convenience sampling was used to recruit 351 ICU nurses from three hospitals in southern Taiwan. Data were collected using a demographic questionnaire, interpersonal communication competence scale, and conflict handling styles scale. (1) ICU nurses demonstrated a moderate or higher level of overall interpersonal communication competence, with "integrating" identified as the most commonly used conflict handling style. (2) Higher educational attainment and job position were both associated with better interpersonal communication competence. (3) The adoption of "compromising" and "avoiding" styles was significantly affected by age; the adoption of "obliging", "compromising", "avoiding", and "integrating" styles was significantly affected by education level; the adoption of "obliging", "compromising", and "integrating" styles was significantly affected by job position; and the adoption of "dominating", "compromising", and "integrating" styles was significantly affected by seniority. (4) Interpersonal communication competence correlated significantly and positively with the adoption of "dominating", "obliging", "compromising", and "integrating" styles. Future study of the views of ICU nurses toward their own styles in handling interpersonal conflicts is needed. Furthermore, holding training courses annually to orient ICU nurses with the advantages and disadvantages of interpersonal conflict handling styles is recommended.

Sales communication competence in international B2B solution selling

Increasing demands for international solution selling call for a better understanding of the interpersonal communication competence required of sales professionals. Accordingly, this study investigates discipline-specific needs regarding the interpersonal communication competence required by business-to-business (B2B) salespeople. Empirical data was collected via 39 in-depth interviews from international B2B salespeople, sales managers, CEOs and sales communication educators. As a result, we have formed a new conceptualization of sales communication competence in international B2B solution selling comprising four components: (1) a behavioral communication component, (2) an affective communication component, (3) a cognitive communication component and (4) sales acumen. Managerial implications are presented with recommendations for future research.

Interpersonal communication competence among nursing students.

Objective:To identify the level of interpersonal communication competence among nursing students and to correlate its domains with sociodemographic and academic variables.Method:This is a correlational study, developed through a multicenter research project in six federal universities in Brazil. Data from 1,079 nursing students were collected through a questionnaire with sociodemographic and academic variables and the Interpersonal Communication Competence Scale. Data were analyzed using descriptive and inferential statistics.Results:The mean of the sum of the Interpersonal Communication Competence Scale was 63.74 (± 7.6). The domains “availability” and “environment control” had, respectively, the highest and lowest averages. There was a statistically significant difference between the sum of the Interpersonal Communication Competence Scale and the variables age, marital status, participation in a research/extension group, and paid professional activity.Conclusion:This study contributed to identify the level of interpersonal communication competence of nursing students in the Brazilian reality, providing useful information for education in the area.

Development and Validation of the Communication Behavior Scale for Nurses Caring for People with Dementia

The purpose of this study was to develop and validate the Communication Behavior Scale for nurses caring for people with Dementia (CBS-D). Based on communication accommodation theory, the initial items were generated through a literature review and interviews with 20 experts. Content and face validity of the initial items were assessed. Data from 486 nurses caring for people with dementia were analyzed using item analysis, exploratory and confirmatory factor analysis, criterion-related validity, and internal consistency. The final scale consisted of 18 items and four factors (discourse response management, interpersonal control, emotional expression, and interpretability) that explained 57.6% of the variance. Confirmatory factor analysis indicated that the theoretical model with 18 items satisfied all goodness-of-fit parameters. Criterion-related validity was shown by the Global Interpersonal Communication Competence Scale (r=.506, p<.001). Cronbach's alpha for the total scale was .88. The CBS-D can be used to measure the communication behavior of nurses caring for people with dementia.

Psychometric Properties of the Korean Version of the Tromsø Social Intelligence Scale

Purpose: The purpose of this study was to translate Tromso Social Intelligence Scale (TSIS) into Korean and verify the validity and reliability of the Korean version of the TSIS. Methods: This study used a methodological research design. Exploratory factor analysis, content, construct, criterion-related validity, and internal consistency reliability of the TSIS were evaluated. Participants, 269 nursing students, were recruited from three universities in three provinces in South Korea from November 2016 to April 2017. Results: The Korean version of TSIS contained 16 items. Exploratory factor analysis showed three factors that explained the construct validity with a three-factor solution; that explained 61.3% of the total variance. Concurrent validity was associated with the Global Interpersonal Communication Competence Scale (r=.68, p<.001). Cronbach''s α for the 16 items was .80. Conclusion: Our study findings suggest that the Korean version of TSIS was a valid and reliable scale with a robust factorial structure and useful for measuring social intelligence of nursing students.

Effects of Emotional Intelligence and Nursing Working Environment on Nursing Performance of Nurses Caring for Cancer Patients in Small and Medium Hospitals: The Mediating Effect of Communication Competence

Purpose: The purpose of this study was to investigate whether the effects of emotional intelligence and working environment on nursing performance of nurses caring for cancer patients in small and medium hospitals were mediated by communication competence. Methods: The data was collected between Aug. 1 and Aug. 30, 2018 from 240 nurses caring for cancer patients from 11 small and medium hospitals in B city. Variables included in this study were the Wong and Law Emotional Intelligence Scale (WLEIS), the Practice Environment Scale of Nursing Work Index (PES-NWI), the Global Interpersonal Communication Competence (GICC), and nursing performance. The collected data were analyzed by t-tests, ANOVA and Scheffe’s test, Pearson’s correlation coefficients, and 3 step multiple regression using SPSS/WIN 24.0 and the Sobel test. Results: Communication competence, in the relationship between emotional intelligence and nursing working environment on nursing performance in nurses caring for cancer patients in small and medium hospitals, showed a partial mediating effect (Z=5.24, p<.001; Z=2.44, p=.001 respectively). Conclusion: The results of this study showed the effects of emotional intelligence and nursing working environment on nursing performance of nurses caring for cancer patients in small and medium hospitals were mediated by communication competence.

Can I get better? Exploring mindset theory in the introductory communication course

ABSTRACTThe purpose of this study was to investigate the relationship between mindset theory and public speaking apprehension, interpersonal communication competence, and student engagement in the introductory communication course. The study adapted a mindset theory measure towards specific communication skills. Researchers collected and analyzed data from 1,037 participants gathered at the end of one semester of the introductory communication course. Results showed growth mindset was correlated with higher speech grades, higher interpersonal communication competence, and lower public speaking anxiety. Additionally, multiple regression tests indicated growth mindset and interpersonal communication competence, but not public speaking anxiety, predicted student engagement in the course.

Differences of Self-Control, Daily Life Stress, and Communication Skills between Smartphone Addiction Risk Group and General Group in Korean Nursing Students

Concerns about smartphone addiction have been raised as the use time of and dependence on the smartphone is increasing. This study were to examine the differences of self-control, daily life stress, and communication skills between smartphone addiction risk group and general group in nursing students, South Korea. A cross-sectional descriptive design was adopted. Samples were total 139 nursing students (addictive risk: n = 40, general: n = 99) at G and B cities in South Korea. Measures were general characteristics form, self-control scale in Korean version, daily life stress scale for college students, and Global Interpersonal Communication Competence Scale (GICC). There were significant differences on self-control (t = 3.02, p = 0.003) and daily life stress (t = 3.56, p < 0.001), but there was no significant difference on communication skills (t = 1.72, p = 0.088) between two groups. Nursing students in smart phone addiction risk group had worse self-control and higher daily life stress than nursing students in general group. The preventive education programs for healthy smartphone use of Korean nursing students are needed.

The association between undergraduate occupational therapy students’ listening and interpersonal skills and performance on practice education placements

Background: Communication skills such as listening, empathy and body language are core competencies that entry level occupational therapy students must demonstrate when completing practice placements.Objective: To investigate if interpersonal skills taught to undergraduate occupational therapy students predict their practice performance.Methods: Second, third and fourth year occupational therapy students (n = 132) completed the Active-Empathetic Listening Scale (AELS); the Listening Styles Profile-Revised (LSP-R); and the Interpersonal Communication Competence Scale (ICCS). The Student Practice Evaluation Form–Revised (SPEF-R) measured students’ performance at the completion of a placement. Regression analysis examined the relationships between students’ interpersonal and listening skills and their fieldwork performance.Results: Higher ICCS Interaction Management subscale scores were significantly associated with better SPEF-R Communication Skills at final evaluation (β = 1.46, p < 0.05). Higher AELS Sensing subscale scores were predictive of greater Self-Management Skill performance on the SPEF-R (β = 0.84, SE = 0.42). Student’s demographic characteristics were also predictive of their SPEF-R scores. The ICCS and LSP-R’s subscale scores were not predictive of SPEF-R scores.Conclusion: This preliminary evidence identified several interpersonal skills that were predictive of some key SPEF-R competencies. To better prepare students to successfully complete practice placements, these interpersonal skills should be incorporated into occupational therapy education curriculum.

Theoretic aspects of interpersonal communication competence

Theoretic aspects of interpersonal communication competence

Assessment of the Characteristics of Interpersonal Communication Competence among Postgraduate Students from Different Cultures

This study was carried out to assess the characteristics of interpersonal communication competence among postgraduate students from different cultures at a Malaysian public university. This study applied the mixed methods research design with the participation of 130 postgraduate students from 18 different countries. The Interpersonal Competence Questionnaire (ICQ) was used as the main instrument of this study. Based on the results from this study, their interactions with their peers from different cultures helped the participants to improve the contact initiation, disclosure and conflict management skills of their interpersonal communication competence and gain some new personal and cultural skills and information. However, the participants were struggling to learn how to manage probable conflicts during their interactions with their peers from different cultures. The results from this study illustrate that the level of education variable affect interactions among individuals from different cultures in the Asian context of communication.

The Structure of Interpersonal Communication Skills of the New Generation Senior School Students: The Case of Generations X and Z

The Structure of Interpersonal Communication Skills of the New Generation Senior School Students: The Case of Generations X and Z

Interpersonal communication competence and digital citizenship among pre-service teachers in China’s teacher preparation programs

The Internet, new media and social change have created issues requiring digital citizenship education, particularly within the socio-cultural context of Chinese education. Recent digital citizenship standards for education developed by organizations such as the International Society for Technology in Education (ISTE) highlight the importance of this issue. Researchers have explored digital citizenship with some mediated behavioral determinants; however, the critical influence of interpersonal communication competence (ICC) has not yet been explored. To expand understanding of the components needed for improving the appropriateness of digital citizenship among future role models of society, this study investigates the relationship between ICC skills and digital citizenship with a sample of 905 pre-service teachers. The results showed that 10 ICC skills were positively predictive of digital citizenship. Environmental control and immediacy were found to be the strongest predictors of digital citizenship among the skills examined. These results theoretically emphasize the importance of ICC skills in mediated behavior and provide practical direction for improving pre-service teachers’ digital citizenship, which can positively enable the behavior instructors display and convey to their future students.

Konstruksi Budaya Organisasi Komunikatif Berbasis Komunikasi Interpersonal

All of human life dimensions will never free from a conflict. The conflict appears because of difference and occurs into human relationship with each context. In the organization context, conflict happened between organization members often influence their relationship and performance quality until organization goal blocked. Its mean, conflict becomes destruction resource. Therefore, any conflict must be behaved and finished through communication as the organization culture. But, communication implementation done does not direct at mutual understanding achievement and reach consensus which is free from coercion or domination, so that the communication results relationship between organization members broken or even an organization. To resolve the negative impacts, all of organization members need to aware and try to increase their interpersonal communication competency. Beside of that, by replace limited formal communication culture into interpersonal communication to increase their relationships quality. By the method, interpersonal communication becomes more functional and as basic standing at once pacesetter of formation or communicative organization culture development.

The impact of undergraduate occupational therapy students' interpersonal skills on their practice education performance: A pilot study.

Interpersonal skills such as active listening, verbal communication and body language are essential competencies for occupational therapists, and students are expected to demonstrate these skills when completing practice placements. To investigate whether interpersonal skills are predictive of occupational therapy students' practice performance. A cross-sectional study was conducted involving third and fourth year occupational therapy undergraduate students (n=70). Students' interpersonal skills were measured using the Interpersonal Communication Competence Scale (ICCS), Listening Styles Profile (LSP-R) and Active-Empathic Listening Scale (AELS). Students' practice performances at the mid-way and final points of their placements were measured using the Student Practice Evaluation Form-Revised (SPEF-R). The relationships between students' interpersonal skills and practice performance were examined using univariate and multi-variate regressions. Higher ICCS Interaction Management subscale scores predicted better SPEF-R Self-Management Skills at the mid-way point through practice placements (β=1.93, SE=0.76), and better Professional Behaviours (β=1.28, SE=0.64) and better Service Evaluation Skills (β=2.84, SE=0.95) at the final SPEF-R completion point. Higher ICCS Empathy subscale scores predicted lower SPEF-R Documentation scores at the mid-way point (β=-0.81, SE=0.38), while higher ICCS Supportiveness subscale scores predicted lower mid-way SPEF-R Service Provision scores (β=-2.84, SE=1.77). No ICCS subscale scores were predictive of the SPEF-R communication, co-worker communication and information gathering subscale scores. As well, LSP-R and AELS subscale scores were not predictive of the SPEF-R subscale scores. While predictive relationships were not found between occupational therapy students' communication, co-worker communication and information gathering skills, this preliminary evidence indicates that students' interpersonal skills (including interaction management and empathetic supportiveness) were predictive of some notable SPEF-R competencies (including Professional Behaviours, Self-Management, Documentation, Service Provision and Service Evaluation). Therefore, students' exposure to professional interpersonal skills should be incorporated into the curriculum of academic education programs with the aim of better preparing them for practice education.

Analysis on Educational Effects of IP Meister Program

이 연구는 특성화고·마이스터고를 대상으로 한 IP Meister 프로그램의 교육효과와 문제점을 조사 분석하여 개선 방안을 모색하기 위하여 수행되었다. 연구 방법은 비구조적 질문지를 이용한 사례 조사를 실시하였고, 연구의 결론은 다음과 같다. 첫째, 사례 조사 결과 IP Meister 프로그램이 직업기초능력과 발명·지식재산능력에 교육 효과가 있음을 확인하였다. 직업기초능력은 자기관리능력, 대인관계능력, 의사소통능력, 자원활용능력, 문제해결능력 등이 교육 효과가 있는 것으로 나타났고, 발명·지식재산 능력은 발명 능력, 발명태도, 지식재산 능력, 문제해결능력, 진로 역량, 창의성 순으로 교육 효과가 있는 것으로 나타났다. 둘째, 사례 조사를 통해 분석된 IP Meister 프로그램의 주요 문제점은 아이디어 관련 전공의 전문성 및 기능에 대한 전공 프로그램 부재, 학습자 특성이 반영되지 못한 발명·지식재산 교육(소양교육, 기초/심화교육) 이수의 의무화, 직무발명 경진대회에서 참여 과제 유형을 고려하지 못한 입상체제의 단일화, 인적·물적 네트워크 부재 등으로 나타났다. IP Meister 프로그램의 교육적 효과를 높이기 위한 개선 방안으로는 아이디어 관련 전공 학계 또는 기업 현장 전문가의 전공 멘토링 프로그램 개설, 참여학생의 수준에 따라 소양교육·기초/심화교육의 선택 이수, 직무발명 경진대회에서 참여과제 유형에 따른 입상체제의 이원화, 참여 학생과 전문가 간에 네트워크 형성을 위한 온라인 커뮤니티 구축 등을 제안할 수 있다.This study is aimed at analyzing an educational effect for IP Meister Program intended for vocational high schools, researching the educational effect and problems, and grouping for improvement plans. This study implemented written surveyed through unstructured questionnaire and the results of the study are as follows. First, IP Meister Program was proved to have an educational effect on vocational competency and invention·intellectual property competency, by means of excellent cases. The educational effect of vocational competency was proved in self-control competency, followed by interpersonal relation competency, communication competency, recycling competency, and problem solving competency. For invention·intellectual property competency, the educational effect was proved for invention competency, followed by invention attitude, intellectual property competency, problem solving competency, future course capability, and creativity. Second, problems of IP Meister Program through excellent cases, included an absence of major Program for idea-related professionalism and function, exclusion of learner’s characteristics, obligation to complete invention·intellectual property education (knowledge education, basic/intensified education), unification of prize system excluding subject types for an employee invention contest, and an absence of human · physical network. In order to raise an educational effect, it was necessary to consider opening an idea-related major field of study or mentoring Program of corporate on-the-spot professionals, letting participating students select one from knowledge education, basic/intensified education, according to their level, diversifying a prize system according to the subject type during an employee invention contest and building online community to create network between students and professionals.