Questão de Língua Inglesa

Texto 2 Reconceptualizing social skills in organizations Few researchers have attempted to systematically study competence within the 2 organizational context. Monge, Bachman, Dillard, and Eisenberg (1982) tested a model 3 representing a performance-based (behavioral) approach. The Communication Competence Questionnaire (CCQ) measured two macro-level skills, encoding and decoding. Although this was a positive move toward measuring organizational communication competence the CCQ 6 focused primarily on skills necessary to accomplish work tasks, and did not include relational forms of communication. These researchers consider organizational communication 8 relationships between coworkers or with supervisors as "non-interpersonal" (p. 507), 9 overlooking relational forms of communication as essential to workplace communication. Jablin et al. (1994) provide a continuum of employee communication progressing from 11 precompetent to overcompetent. The pre-competence stage is when a newcomer to an 12 organization "has not yet developed the capacities necessary to communicate competently in a particular environment" (Jablin & Sias, 2001, p. 828), and threshold competence is achieved 14 when an employee eventually meets basic communication qualifications for his/her specific job description. This approach assumes that through the screening process, socialization, and training in the company, most employees achieve the threshold level. Next, workers move 17 toward a proficient level of competence, in which the employee uses competent scripts to 18 select and perform messages. Finally, Jablin and Sias (2001) describe the overcompetent level as a once- competent communicator who now relies on old scripts instead of developing new scripts for new or changing situations.