maintain that effectiveness is one component of competence. They isolate two general approaches to
the study of competence: outcome-focused approaches and message-focused approaches. The main
concern in the outcome-focused approaches is that outcomes are achieved effectively. There are three
outcome-focused approaches: fundamental, social, and interpersonal competence. Fundamental
competence refers to “the ability to achieve desired outcomes” (p. 35). Social competence is the ability to
facilitate “the normatively and socially accepted behaviors” (p. 68). Interpersonal competence is defined
as “the ability of communicators to accomplish tasks successfully” (p. 53). The message-focused
approaches include linguistic, communicative, and relational competence. Linguistic competence is “the
knowledge of rules underlying the use of language” (p. 59). Communicative competence refers to “the
ability to adapt messages appropriately to the interaction context” (p. 63). Relational competence is the
ability to achieve goals and communication skills in the context of a relationship.
Spitzberg and Cupach (1984) emphasize the importance of relational competence in the study of
communication. Relational competence involves the appropriateness and the effectiveness of
communication. Appropriateness refers to understanding and following social norms or rules, and
effectiveness refers to achieving goals or objectives in interactions. The focus is on individiuals’
perceptions of competence in their relationships and the contexts in which their communication occurs.
Spitzberg and Cupach (1984) argue that competent communicators are perceived to be motivated to
communicate, knowledgeable about how to communicate, capable of utilizing their knowledge, sensitive
to the communication context, and capable of achieving outcomes in their communication interactions.
Wiemann and Bradac (1989) isolate two approaches to the study of competence: structuralist and
functionalist. The structuralists are concerned with effectiveness of communication whether others
comprehend individuals’ intentions and whether communication seems coherent (e.g., Sanders & Martin,
1975). Although the functionalists also are concerned with effectiveness, their focus is on individuals’
attempts to achieve intended consequences such as attitude change, relational satisfaction, and harmony
(e.g., Bowers, 1963).
Parks (1994) defines communication competence as "the degree to which individuals satisfy and
Convention