Communication and digital competencyGustav Friedrich offers communication competence to define as situations abilityto formulate realistic and appropriate goals and to maximize their implementation by using knowledge about myself, context, communication theories and generateas a consequence adequate communication performance. Communicationcompetency can be measured very easily by checking whether the objectives /information, media, interactive/ are made.Scientists like Larson, Philip Backlund, and Redmond defined the communicationcompetence as "the ability of people to demonstrate knowledge of proper communication behavior in a situation". A key concept in the case is ademonstration of proper behavior.Backlund and Weimann
on the other hand, define communication competence aschoices of behavior in an interactive environment with the intention of achievingcertain objectives. The focus here is on a successful realization of information purposes, as a critical component for communicators. Competence research revealsa number of "dimensions" or components of competence, the most clearly defined being empathy, behavioral flexibility, and interaction management. With a basicknowledge of which communication abilities are necessary for adequatefunctioning in society, educators are then challenged to devise educationalstrategies to give people the knowledge and experiential learning necessary toachieve competence in this vital area of their lives. Realization of the objectives isrelated to performance of the communication managers.Communication competence corresponds with communication skills and on thisfocus Larsson attention. He maintains the thesis that communication competence isthe ability of an individual to demonstrate knowledge of the appropriatecommunicative behavior in a given situation. Skills are related to opportunities for personal demonstration of appropriate behavior.
Areas of communication competence: