Collegian 24 (2017) 421–425

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Collegian
j o ur nal ho me pag e : www. e l s e v ie r . com/l ocat e /col l

Communication competency as a mediator in the self-leadership to

job performance relationship
Soyoung Yu (Associate Professor, College of Nursing) a,
∗
YuKyung Ko (Associate Professor, Department of Nursing, College of Medicine) b,
a
CHA University, 198-1 Donggyo-dong, Pocheon, Gyeongghi-do, 11160, South Korea
b
Wonkwang University, 460 Iksandae-ro, Iksan, Jeonbuk 54538, South Korea

A R T I C L E I N F O A B S T R A C T

Article history: Background: Communication competency, self-leadership, a personal factor, is another important
Received 24 March 2016
factor influencing organizational performance.
Received in revised form 13 July 2016
Aim: This study identified the effects of self-leadership and communication competence on the job
Accepted 9 September 2016
performance of general hospital nurses.
Methods: Study participants were 211 nurses working in hospitals in Gyeonggi and Jeonbuk provinces,
Keywords:
Job performance
South Korea. Data were collected from October to December 2015 using a structured questionnaire
Self-leadership and analysed using SPSS Statistics 21.
Communication competence Findings: Self-leadership and communication competence positively correlated with nursing perfor-
Nurse mance. Communication competency played a partial mediating role in the relationship between nurses’
self-leadership and job performance.
Discussion: There was a significant mediating effect of communication competence on the relationship
between nurses’ self-leadership and job performance.
Conclusions: Management-level workers in general hospitals should have the necessary skills and
strate- gies to develop nurses’ communication competence and improve nurses’ recognition of self-
leadership to achieve high performance.
© 2016 Australian College of Nursing Ltd. Published by Elsevier Ltd.

1. Introduction
that 50% of sentinel errors among nurses occurred because of a
communication problem. In addition, nurses in clinical settings
The nursing profession involves providing care for patients 24
have reported that communication is the most difficult of their
h a day and communicating with the patient, his/her guardian,
tasks, indicating the necessity of ensuring that all nurses possess
and other medical staff. Nursing outcomes vary by communication
adequate communication competency (Seo, Park, & Lee, 2003).
effectiveness. In other words, nursing is a technical profession
Communication competency has been confirmed as a valuable
based on interpersonal relationships that require mutual coop-
resource for improving nursing services in nursing organiza-
eration; indeed, interpersonal competence is a decisive element
tions (Lim et al., 2012; Park, Lee, Lee, & Park, 2015). Studies on
for improving the effectiveness and efficiency of nursing ser-
communication competency among nurses have investigated the
vices (Huber, 2000). Thus, communication competency is critical.
relevance of such competency to their conflict management meth-
Smooth communication is a major means of solving collision and
ods (Lee, 2011), job satisfaction and organizational commitment
conflict between organization members and is also connected to
(Jang, 2010), emotional labour (Kim & Lee, 2014), and servant
job performance, so efforts to improve communication in the
leadership (Park et al., 2015). Overall, the results suggest that com-
nursing organization are essential (Lim, Park, & Kim, 2012).
munication competency is essential for nurses.
An important cause of sentinel events in hospitals is
Besides communication competency, self-leadership, a personal
communication-related problems (Joint Commission Center for
factor, is another important factor influencing organizational per-
Transforming Healthcare, 2007). The Joint Commission reported
formance. Self-leadership refers to the thinking and behaviour
strategies collectively used to exercise self-influence, and empha-
sizes that autonomy is an internal fundamental inclination of
∗ Corresponding author.
human beings. More specifically, self-leadership refers to the pro-
E-mail addresses: yukyungko@gmail.com, yukyko@wku.ac.kr (Y. Ko). cess of leading oneself and engaging in responsible behaviour

http://dx.doi.org/10.1016/j.colegn.2016.09.002
1322-7696/© 2016 Australian College of Nursing Ltd. Published by Elsevier Ltd.
2 S. Yu, Y. Ko / Collegian 24 (2017) 421–425
when autonomy and responsibility are given (Manz & Sims, 2001).
Leadership that aims to secure nurse expertise and autonomy is
necessary in a nursing organization. Such leadership should be
follower-oriented, rather than leader-oriented—namely, it should
be based on ensuring the autonomy, equality, and participation of
organization members (Kim, 2005). Seomun, Chang, Cho, Kim, and
Lee (2006) studied the relationship between nurse self-leadership
and job performance, and asserted that they had a close relation-
ship.
This study sought to determine the relationship between
nurses’ self-leadership, communication competency, and job
performance. Although researchers have confirmed the
relationship between self-leadership and organizational outcomes
(Godwin, 2003) and between self-leadership, job satisfaction, and
job performance (Cho, 2003), none have confirmed the possible
mediating effect of communication competency on the
relationship between self- leadership and job performance.
Therefore, the relationships of degree of self-leadership,
communication competency, and job performance were examined
among nurses working in general hos- pitals in South Korea.
More specifically, this study examines the relationships of
general characteristics, self-leadership, and communication com-
petency with nurses’ job performance and determines the
mediating effect of communication competency on the relationship
between self-leadership and job performance. The specific study
aims are as follows:
(1) Determine the level of self-leadership, communication compe-
tency, and job performance among nurses working in general
hospitals.
(2) Confirm the differences in job performance according to the
general characteristics of nurses working in general hospitals.
(3) Confirm the correlations between self-leadership, communica-
tion competency, and job performance.
(4) Determine whether communication competency acts as a
mediator in the relationship between self-leadership and job
performance among nurses.
2. Methods
2.1. Study design
This descriptive research study analysed the effects of
self-leadership and communication competency on the job per-
formance of nurses and determined whether communication
competency has a mediating role in the relationship between the
other two constructs.
2.2. Setting and sample
In this study, sample data were extracted from a convenience
sample of nurses with a clinical career of one year or more at six
general hospitals. All hospitals had least 500 sickbeds but less than
800, and were located in the Gyeonggi and Jeonbuk provinces of
South Korea. G*Power version 3.1.5 was used to calculate an
appro- priate sample size for multiple regression analysis. The
results indicated that at least 123 nurses are necessary when
using param- eters of α = 0.05, a test power of 80%, a medium
effect size (0.15) for regression analysis, and 11 independent
variables. Based on this, we distributed 240 questionnaires, of
which we collected 233. We discounted 22 questionnaires with
incomplete responses, and used the remaining 211 in the final
analysis. Data were collected from the nursing departments of
four general hospitals located in Jeonbuk province and two
hospitals located in Gyeonggi province from October to December
2015. A researcher explained the study
purpose and data collection method personally and received coop-
eration and approval consistent with the prescribed procedure
from each institution.
2.3. Ethical considerations
Before the survey was undertaken, its purpose was explained
to the responsible managers of nursing departments in the
relevant hospitals, after which we requested their cooperation. A
researcher then visited the nursing departments in the hospitals
that gave their consent for data collection and distributed the
questionnaires. Only nurses who listened to the description of the
study purpose and gave their written consent to participate were
recruited. Nurses’ anonymity was guaranteed and they were told
that they could stop answering the questionnaire at any time they
wished.
Before distributing the questionnaire, a researcher or nurse in
charge of education in the hospital described the study purpose
and how to complete the questionnaire and consent forms. Each
nurse was asked to complete the self-report questionnaire person-
ally. It took approximately 15 min for all participants to complete
the survey form. The study procedure of this research project was
approved by the institutional review board (**IRB-201510-049).
All
information was handled anonymously and confidentially and was
not used for any other purpose. We explained to the participants
the study goal, the fact that they were free to withdraw from the
study at any stage, and the fact that they would not be at a disad-
vantage if they did not participate. We proceeded with the study
after receiving their informed consent for study participation.
2.4. Main research variables
A structured self-report questionnaire was used to measure the
variables. The questionnaire comprised 60 items in total, including
7 items for participants’ general characteristics, 18 items for the
self-leadership measure, 15 items for the communication compe-
tency measure, and 19 items for the job performance measure.
1) Self-leadership
The self-leadership measure in this study was developed by
Manz (1983) and corrected by H. Kim (2003). It comprises
subscales of self-expectations, rehearsal, self-goal setting, self-
compensating, self-criticism, and constructive thinking.
Participants rated their level of agreement with each statement on
a five-point Likert-type scale (strongly agree = 1, strongly disagree
= 5). A higher score indi- cated high self-leadership; the
Cronbach’s alpha of the scale was
0.84 (Kim, 2005). In this study, the Cronbach’s alpha was 0.88.
2) Communication competency
To measure communication competency, we used the Global
Interpersonal Communication Competence Scale after its modi-
fication and supplementation by Hur (2003), who added seven
additional concepts to the original eight presented by Rubin,
Martin, Bruning, and Power (1991). One item each was used to
assess the concepts of ‘self-exposure’, ‘put yourself in another’s
shoes’, ‘relaxation of social tension’, ‘power of insistence’, ‘con-
centration’, ‘management of interaction’, ‘power of expression’,
‘supporting force’, ‘immediacy’, ‘effectiveness’, ‘social adequacy’,
‘logicality’, ‘goal detection’, ‘reactive power’, and ‘noise control
power’. A five-point Likert scale with answer options of 1 (strongly
disagree), 2 (disagree), 3 (average), 4 (agree), and 5 (strongly agree)
was used. Higher scores indicated greater communication ability.
The Cronbach’s α of Hur’s (2003) modified version was 0.72. In
this study, the Cronbach’s alpha was 0.90.
 S. Yu, Y. Ko / Collegian 24 (2017) 421–425
Table 1
Degree of Self-Leadership, Communication Competency, and Job Performance
Among Hospital Nurses (N = 211).
Variables M ± SD Range Cronbach’s α
Self-Leadership 3.70 ± 0.41 1–5 0.888
Communication 3.60 ± 0.45 1–5 0.903
Nursing Performance 2.97 ± 0.28 1–4 0.891
2) Nursing job performance measurement
The nursing job performance measurement scale was devised
by Ko, Lee, and Lim (2007), and comprised four factors, includ-
ing competency, attitude, willingness to improve, and application
of the nursing process. A higher score meant that nursing work
performance was high. The four factors explained 63.45% of the
total variance and the Cronbach’s alpha of the scale was 0.92 in the
original study. In this study, the Cronbach’s alpha was 0.89.
2.5. Data analysis
SPSS Statistics 21.0 was used for data analysis. A descriptive
analysis of participants’ general characteristics was completed
using means and standard deviations. Self-leadership level, com-
munication competency, and job performance were described
using means and standard deviations, and the reliability of the
research tools was verified with Cronbach’s alpha coefficients.
Differences in job performance according to participants’ gen-
eral characteristics were analysed using independent t-tests and
one-way ANOVAs. Post-hoc testing was performed using Scheffé’s
method. Pearson’s correlation coefficients were used to review the
correlations between self-leadership, communication competency,
and job performance. Multiple regression analysis was completed
to verify the mediating effect of communication competency on the
relationship between job performance and self-leadership.
3. Findings
3.1. General characteristics of respondents
The study participants were 211 nurses, three of whom were
male. Participants’ average age was 26.73 years old (4.76), and
most were in their 20 s (n = 168; 79.6%). One hundred seventy-
eight (84.4%) participants were unmarried and 126 (59.7%) had a
bache- lor’s degree. For work department, 79 participants
(37.4%) were in internal medicine and 66 (31.3%) were in
surgery. Participants had an average clinical service work history
of 41.20 months (±41.71), and the number of nurses with clinical
careers shorter than 12 months was 79 (37.4%); this was the
largest portion. Most of the participants (205 nurses or 97.2%)
were general-duty nurses.
3.2. Self-leadership, communication competency, and job
performance
Participants’ mean self-leadership rating was 3.70 (±0.41) out
of 5, while their mean communication competency score was 3.60
(±0.45) out of 5. Their mean job performance score was 2.97 (±0.28)
out of 4 (Table 1).
3.3. Differences in job performance by general characteristics
Job performance did not significantly differ by any general
char- acteristic.
423
Table 2
Correlations between Self-Leadership, Communication Competency, and Job Per-
formance (N = 211).
Variables Self-Leadership Communication Nursing Performance
r(p) r(p) r(p)
Self-Leadership 1.00
Communication 0.697 1.00
(<0.001)
Nursing 0.599 0.550 1.00
Performance (<0.001) (<0.001)
3.4. Correlation among main variables
Communication competency and self-leadership (r = 0.697,
p < 0.001), communication competency and job performance
(r = 0.550, p < 0.001), and self-leadership and job performance
(r = 0.599, p < 0.001) showed statistically significant positive cor-
relations (Table 2). In other words, as self-leadership increases, so
too do job performance and communication competency. Further-
more, as communication competency increases, so too does job
performance.
3.5. Mediating effect of communication competency on
self-leadership and job performance
The mediating effect was verified through a three-step regres-
sion analysis. Step 1 verifies whether an independent variable
shows a significant effect. Step 2 verifies whether an independent
variable has a significant effect on a dependent variable. Finally,
Step 3 verifies whether an independent variable and a parameter
have a significant effect on a dependent variable at the same time.
A mediating effect is evident only when the effect of the indepen-
dent variable on the dependent variable in Step 3 is higher than
that in Step 2; this would indicate partial mediation. If the effect
of the independent variable on the dependent variable in Step 3 is
not significant, the parameter is considered a full mediator (Ryu,
2009).
In the regression analysis, β1 was statistically significant
(β1 = 0.758), and had an explanatory power of 48.5% (p < 0.001;
Table 3), thus satisfying the first condition. Next, β2 was statis-
tically significant (β2 = 0.410; p < 0.001) and had an explanatory
power of 35.9%; this satisfied the second condition. Finally, β3 and
β4 were significant, with an explanatory power of 39.3% (p <
0.001). Additionally, β3 was smaller than β2, thus satisfying the
third con- dition. In summary, all of the conditions were satisfied.
Therefore, communication competency played a partial mediating
role in the relationship between nurses’ self-leadership and job
performance (Table 3).
4. Discussion
This study examined the relationship between nurses’ self-
leadership, communication competency, and job performance
among nurses in general hospitals. We also lay the foundations for
the development of nursing courses centred on self-leadership and
communication competency to cultivate nurses with competence
required in the nursing service field. We present some basic strate-
gies for developing nurses’ communication and self-leadership.
Previous research on self-leadership, which causes lead mem-
bers of an organization to display creativity and ability, has shown
that nurses’ self-leadership has a significant effect on job per-
formance (Seomun et al., 2006), job satisfaction, and individual
performance (Seomun, 2005). Few studies, however, have exam-
ined the mediating effect of communication competency on the
relation of self-leadership and job performance. This study showed
424 S. Yu, Y. Ko / Collegian 24 (2017) 421–425

Table 3
Mediating Effect of Communication Competency on the Relationship between Self-Leadership and Job Performance (N = 211).

Model β p F(p) R2
Nursing performance Step 1 β1 = 0.758 <0.001 197.08 (<0.001) 0.485
Step 2 β2 = 0.410 <0.001 116.92 (<0.001) 0.359
Step 3 β3 = 0.287 <0.001 67.31 (<0.001) 0.393
β4 = 0.162 0.001

If β3 is also statistically significant, β3 should be smaller than β2 to denote a partial mediating effect.
β1 : Relationship between self-leadership and communication competency in Step 1.
β2 : Relationship between self-leadership and job performance in Step 2.
β3 : Relationship between self-leadership and job performance in Step 3.
β4 : Relationship between communication competency and job performance in Step 4.

that nurse self-leadership had a positive correlation with job

these courses to actual and specific situations during practice (e.g.
performance, and that communication competency had a partial
handoff processes). To further improve job performance through
mediating effect on the relation between these two factors.
nurse self-leadership, it would be necessary to improve communi-
In comparison with other studies, participants’ mean self-
cation competency in the following areas: providing education and
leadership score in this study was 3.70; this was higher than the
descriptions to patients’ guardians; reporting and discussing infor-
3.51 found by Seomun et al. (2006) using the same tool. The mean
mation with superior nurses, co-nurses, and staff members in
self-leadership scores found in Lim et al. (2012) and Han and
other departments; and discussing patient problems with co-
Park(2013) were 3.38 and 3.61, respectively, indicating that the
nurses to determine the flow of nursing services.
mean self-leadership score shown in this study was relatively high.
None of the general characteristics significantly affected job
The slight differences in scores may be due to differences in
performance, including nurses’ position. Indeed, the mean job per-
hospital characteristics or factors related to the nursing service
formance scores of staff and charge nurses in this study were 2.97
environ- ment (Lee, 2001). There was also a positive correlation
and 3.00, respectively. Furthermore, nurses’ clinical career length
between self-leadership and job performance, which was also
did not affect job performance significantly, with the mean job per-
found by Han and Park (2013). Taken together, these results
formance scores of nurses with clinical careers of 12–36 months
suggest that there is a significant positive correlation between
and 36–60 months being 2.97 and 3.01, respectively. In other
self-leadership and job performance among nurses in general
words, the group with longer clinical careers showed higher
hospitals, making it necessary to reinforce nurses’ self-leadership
scores, but not to a significant degree. These results differ from
in various nurs- ing fields and to successfully respond to changes
those of another study (Al-Ahmadi, 2009) reporting that job
in organizational environments to maximize job performance.
performance signifi- cantly varied with clinical career length.
Since self-leadership originates from the concept of intrinsic
Clarifying this difference would require repeated studies in
reward (i.e. the feeling of satisfaction obtained from
consideration of other variables. In summary, self-leadership
accomplishing something with one’s own ability; Lim et al., 2012),
and communication competency are important for improving
nursing service environments that encourage nurses to display
nurses’ job performance, making it necessary to actively
creative and active self-leadership would be necessary.
develop self-assertion and communication competency
Continuous systematic nursing education and training would be
improvement programs for new nurses, who may be particularly
necessary for developing self-leadership; furthermore, to help
vulnerable to these two factors; indeed, self-leadership and job
nurses display such leadership, it may be nec- essary to evaluate it
performance are both positive, so their being vulnera- ble is
on a continuous basis (Angelucci, 2005).
likely to be a good thing. Of particular importance is how
Communication competency is an important means of control-
ling conflicts and a useful resource for reducing nurses’ emotional communication competency can be improved; thus, organiza-
labour (Park et al., 2015). One study showed that health and tional interest and investment for such improvement is necessary.
medical service personnel who completed training programs to Nurses who received communication-related education have been
reinforce communication competency exhibited reduced anger shown to have better communication ability, communicate more
and emotional stress and improved mental wellness (Swain & smoothly, and have greater organizational commitment than have
Gale, 2014). Furthermore, as communication competency nurses who have not received such education (Hyun, Lee, & Kim,
increased, burnout significantly decreased (Kwon, 2014). Overall, 2002; Lee & Kim, 2010). Furthermore, another study (Lee & Kim,
studies have confirmed a robust relationship between conflict 2010) reported that improvements in nurses’ communication
management methods (Lee, 2011), job satisfaction, and were closely related to organizational commitment, thus
organizational commit- ment (Jang, 2010). indicating that communication competency is becoming
The mean communication competency score of participants in increasingly necessary to
take note of.
this study was 3.60; in contrast, it was 3.40 (out of 5) in Park
Job performance and nursing service quality are closely related
et al. (2015) and 3.44 in Kim and Lee (2014). This indicated that
to a hospital’s organizational effectiveness, and our study suggests
Korean nurses’ self-reported communication ability was slightly
that nurses’ self-leadership and communication are important fac-
higher than the average. Communication competency is likely to
tors. Therefore, improving job performance is possible through the
vary among members of a nursing organization, depending on how
development of appropriate methods and programs that target
well communication is utilized. In nursing service, communica-
improvement of self-leadership and communication competency.
tion can influence nurses’ understanding of their roles and others’
Such programs might be tailored to the hospital’s size and char-
behaviours, suggesting that it should be considered an essential
acteristics and be included in career support education programs
ele- ment of successful nursing services (Bae, 2008). In sum, based
suitable for each nurse’s clinical career.
on this study’s results, if communication competency is developed
and improved, an improvement in job performance would be
expected. Additionally, it would be necessary to implement 5. Conclusions
courses in university curricula that deal with self-assertion
training and self- expression; nurses could then apply the Self-leadership can be an efficient method for managing human
knowledge obtained from resources to improve organizational performance. Therefore, if
nurse managers improve their recognition of self-leadership and
 S. Yu, Y. Ko / Collegian 24 (2017) 421–425
communication competencies and actively introduce and utilize
self-examination programs that seek to improve communication
competency and fit with each nursing department’s
characteristics, it would be possible to improve the quality of
nursing services and achievement of organizational goals. It is
necessary to recognize the importance of nurse self-leadership
development and endeav- our at the organizational level to provide
various training programs, such as workshops, that seek to
reinforce communication ability. Additionally, education
programs aimed specifically at develop- ing communication
competency can help to establish cooperative relationships
between medical personnel. Finally, repeated studies confirming
the relationship between self-leadership, communica- tion
competency, and job performance among nurses in various local
hospitals of various sizes is necessary in order to improve the
generalizability of this study’s results.
Authors’ roles
1) Soyoung Yu: Substantial contributions to the conception or
design of the work and the acquisition of data for the work
2) YuKyung Ko: Substantial contributions to the conception or
design of the work and the acquisition, analysis and interpreta-
tion of data for the work. Drafting the work or revising it
critically for important intellectual content.
Conflict of interest
No conflict of interest has been declared by the authors.
Acknowledgement
The Wonkwang University Research Fund supported this study
in 2016.
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