(Rubin, 1995; Rubin & Morreale, 1996)

Basic skills are minimal expectations necessary for effective functioning in society and in the workplace. These skills must result in effective outcomes and be seen as appropriate (a) by the audience, (b) in the context enacted, and (c) for the purpose specified.

The first list of essential communication skills are for graduates to use in various communication contexts. Part I of this list contains general basic skills related to developing and sending messages (A, B). It includes skills for adapting messages to a situation, supporting messages, and types of messages (C,D, and E). Part II of the basic skills list relates to communicating interpersonally (one-on-one) and in small groups. Part III relates to encoding a message, and Part IV relates to evaluating oral messages.

The second list of basic communication skills relate to three different purposes or reasons for communicating: to persuade, to inform, and to relate. Daly (1994) has suggested that communication has these three general goals or purposes: persuading, informing, and relating. College graduates should be able to construct persuasive messages adapted to the audience, present the messages, and achieve their goals. They should be able to present and solicit information and understand when they're understood. And they should be able to develop healthy interpersonal relations with others, managing conflicts that might arise along the way. Part I of this list describes general skills that would be valuable when persuading, informing, or relating. The skills specific to each of the three purposes are described.

The basic skills might be helpful for those interested in designing outcomes assessment programs for college graduates. Instructors of advanced communication courses might consider including some or all of these expected basic skills in their instructional plans. Capstone course instructors might assess students in regard to these skills and students might include the results in their personal portfolios. Thus the institution would be assured of the students’ achievement of the basic skills and students would be able to clearly communicate their abilities to prospective employers (Rosenbaum, 1994).

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A. GENERAL

1. state ideas clearly.

2. be aware of language indicating bias on gender, age, ethnic, or sexual/affectional orientation.

3. communicate ethically.

4. accept responsibility for their own communication behavior.

5. recognize when it is appropriate to communicate.

6. communicate candidly (in an open and direct manner).

B. MESSAGE DEVELOPMENT AND ORGANIZATION

1. structure a message for effectiveness with an introduction, main points, useful transitions, and a conclusion.

2. choose appropriate and effective organizing methods for message.

3. identify their communication goals.

4. use summary statement(s) in appropriate contexts.

5. outline the key points and sub-points of their spoken message.

6. accomplish their communication goals.

7. select the most appropriate and effective medium for communicating.

A. CONTEXT AND SITUATION ANALYSIS

1. adapt to changes in audience characteristics.

2. choose and narrow a topic as appropriate according to the occasion.

3. choose and broaden a topic according to the needs of the audience.

B. MESSAGE SUPPORT

1. recognize and be able to use basic reasoning.

2. support arguments with relevant and adequate evidence.

3. identify facts, issues, and problems relevant to the topic.

4. research effectively information required for message preparation.

5. demonstrate credibility.

6. demonstrate competence and comfort with information.

7. state intentions and purposes when appropriate.

C. MESSAGE TYPE

1. develop messages that influence attitudes, beliefs, and actions.

2. describe or express feelings to others when appropriate.

A. SITUATION ANALYSIS

1. recognize when another does not understand their message.

2. identify and manage misunderstandings.

3. recognize when it is inappropriate to speak.

B. RELATIONSHIP MANAGEMENT

1. manage conflict.

2. allow others to express different views.

3. effectively assert themselves.

C. INFORMATION EXCHANGE

1. listen attentively to questions and comments from other communicators.

2. ask questions effectively.

3. answer questions concisely and to the point or issue.

4. give concise and accurate directions.

D. CONVERSATION MANAGEMENT

1. be open-minded about another's point of view.

2. convey enthusiasm for topic through delivery.

E. GROUP COMMUNICATION

1. work on collaborative projects as a team.

2. keep group discussions relevant and focused.

IV. COMMUNICATION CODES

1. use pronunciation, grammar, and articulation appropriate to the designated audience.

2. use appropriate vocal behaviors for the message and the audience.

1. listen attentively.

2. listen with an open mind.

3. distinguish facts from opinions.

4. identify important points when given oral instructions.

5. distinguish main points from supporting details.

A. Students can encode clear messages, using appropriate language, articulation, pronunciation, paralinguistic qualities, and organizational patterns.

B. Students can decode messages correctly, understand others' nonverbal cues, critically evaluate messages, and distinguish between various communicative purposes.

C. Specifically, students can:

1. recognize when it is inappropriate to speak.

2. speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation.

3. decode verbal and nonverbal cues accurately.

4. be aware of language indicating bias regarding gender, age, ethnicity, or sexual/affectional orientation.

5. detect errors in the communication of others.

6. achieve goals without jeopardizing more important goals in other contexts.

7. assess the communication context and adapt the message to the audience.

8. present their ideas in an organizational pattern that allows others to understand.

9. distinguish between different purposes and goals in communication (persuading, informing, and relating).

10. listen attentively.

          11. select and use the most appropriate and effective medium for communication.

12. convey enthusiasm for one's topic.

13. structure a message with an introduction, main points, useful transitions, and a conclusion.

A. Students can (a) construct a persuasive message, adapted to the audience, purpose, and context of the situation, (b) present the message, using effective delivery, reasoning, and organizational pattern, and (c) achieve their persuasive goals.

B. Students can tell when someone is trying to persuade them and critically evaluate those attempts to influence.

C. Specifically, students can:

1. defend their positions with evidence and reasoning.

2. use an effective organizational pattern to persuade.

3. adapt the message to the audience and communicative context.

4. provide feedback to someone who is trying to persuade them.

5. distinguish fact from opinion.

6. distinguish between informative and persuasive messages.

7. evaluate critically another's spoken or mediated messages and attempts to influence.

8. identify others' level of receptivity to the message.

9. recognize when others do not agree.

A. Students can present information, answer questions, give directions, and give assistance clearly and effectively.

B. Students can recognize when others do not understand, understand others' messages, ask questions, and follow directions.

C. Specifically, students can:

1. give information and support it with illustrations and examples.

2. give directions accurately and in order.

3. ask clear questions.

4. ask for information.

5. identify main points, understand what is said, and remember important points in others' messages.

6. answer questions directly and accurately.

7. recognize when others do not understand.

8. summarize messages for others.

9. understand others' messages, follow their ideas, and draw inferences.

10. describe and summarize viewpoints different from their own.

IV. RELATING SKILLS

A. Students can (a) develop, maintain, and nurture interpersonal and small group relationships with others; (b) fulfill their own interpersonal needs; and (c) manage conflict while respecting all interactants' rights.

B. Students can respond to others' attempts to build relationships and reciprocate by self-disclosing, focusing on the other, empathizing, and displaying affinity.

C. Specifically, students can:

1. achieve interpersonal goals (giving/seeking inclusion, affection, and control).

2. identify conflict situations.

3. respect others' rights and stand up for one's own rights.

4. feel and convey empathy to others.

5. build relationships with others.

6. describe others' viewpoints.

7. describe differences in opinion.

8. express their feelings to others when appropriate.

9. perform social rituals (introductions, telephone answering, greetings, farewells).

10. maintain conversations by taking turns, managing the interaction, reciprocal conversation, self-disclosure, and altercentrism.

11. receive affinity (e.g., compliments) from others.

12. work on collaborative projects in teams.

13. keep group discussions relevant and focused.

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(Morreale & Rubin, 1997)

Advanced skills are more than just knowing, doing, or feeling (Rubin & Morreale, 1996). They are blends of knowledge, skill, and attitude; they require greater levels of behavioral flexibility/adaptability. For instance, a basic skill such as "Identify communication goals" at an advanced level becomes "Manage multiple communication goals." This advanced skill requires both identification of the goals and the behavioral component of managing the goals, both of which require adaptability. Such advanced skills were identified by the survey of faculty, employers, and policy makers (Jones, 1994). The following list of advanced skills represents what might be expected of a college graduate in a variety of different communication situations. Advanced skills specifically for public speaking and for interpersonal (one-on-one) communication are also included.

Advanced skills also require reasoning and audience analysis. Examples of advanced skills include being able to understand people from other cultures, organizations, or groups, and adapting messages to the demands of the situation or context (Jones, 1994). Both require greater emphasis on creating appropriate and effective messages, two main components of competence. College graduates also need to refine their listening skills; they need to identify important issues or problems, draw conclusions, and understand others to manage conflict better and empathize with their colleagues. Jones concluded that "advanced skills in both writing and speech communication require the development of reasoning skills" (p. 38). Speech communication educators have long been teaching reasoning skills because they realized that even basic communication skills require sound reasoning.

The advanced skills could be used to describe expectations for graduates from any academic discipline. So each discipline could examine these skills and determine applications for their graduates. Faculty and alumni groups could identify examples of how the skills could be utilized by their graduates. In capstone courses and before graduation, students’ skills could be assessed through observation and testing. The department and the institution could use the assessment results to inform their accountability and program review efforts (Rosenbaum, 1994). Students could use the results in their personal portfolios to inform potential employers of their advanced communication skills.

I. GENERAL SKILLS

1. Identify and adapt to changes in audience characteristics.

2. Incorporate language that captures and maintains audience interest in message.

3. Identify and manage misunderstandings.

4. Demonstrate credibility.

5. Demonstrate competence and comfort with information.

6. Recognize time constraints of a communication situation and know how to operate within them.

7. Manage multiple communication goals effectively.

8. Demonstrate attentiveness through nonverbal and verbal behaviors.

9. Adapt messages to the demands of the situation or context.

1. Incorporate information from a variety of sources to support message.

2. Identify and use appropriate statistics to support the message.

3. Use motivational appeals that build on values, expectations, and needs of the audience.

4. Develop messages that influence attitudes, beliefs, and actions.

1. Manage and resolve group conflicts effectively.

2. Approach and engage in conversation with new people in new settings with confidence.

3. Negotiate effectively.

4. Allow others to express different views and attempt to understand them.

5. Effectively assert themselves while respecting others' rights.

6. Convey empathy.

7. Understand and value differences in communication styles.

8. Be open-minded about and receptive of another's point of view.

9. Motivate others to participate and work effectively as a team.

10. Understand and implement different methods of building group consensus.

11. Set and manage realistic agendas.

12. Lead meetings effectively.

13. Understand and adapt to people from other cultures, organizations, or groups.

14. Identify important issues or problems, draw conclusions, and understand other group members.

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