As communicators, we must be competent as we deal with technology and communicating in the future. Communication is competent when it is perceived as appropriate and effective, and it is more likely to be perceived as competent to the extent that a person is motivated, knowledgeable, and skilled in a given context.
Technology has changed the way we communicate with each other. Computer-mediated communication (CMC) is any form of communication between two or more individuals who interact with each other via computer-supported media. CMC is quickly changing the pace and volume of communication. Richness and openness are the two basic features of CMC that are important in understanding competence (Morreale, Spitzberg, & Barge ).
Media Richness refers to capacity of a medium to transmit information. A rich medium is one that can use multiple channels simultaneously, have the capacity for immediate feedback, and personalize the message to a high degree. The richer media are more competent at communicating than poorer media. Openness refers to which messages are public in a given medium of communication.
According to our textbook, the more motivated, knowledgeable, and skilled a communicator is in selecting and using CMC for a given type of message in a given context, the more likely the communicator is to achieve competent outcomes competence (Morreale182 ).
Motivation depends on focusing on the positive reasons to use, CMC as well as minimizing negative motivations regarding media. Knowledge depends on access to interpersonal sources of proficiency as well as the capability to work with technologies and media. The skills of communication: attentiveness, composure, coordination, and expressiveness are relevant in mediated communication (van den Hooff, B., Groot, J., & de Jonge, S).
Attentiveness can be displayed in CMC through a variety of tactics, including the degree to which topics initiated by others are taken up in one\'s own CMC message content, use and appropriateness of questions, social support and comforting sophistication of message content, and politeness and appropriateness of message content. Composure is displayed in CMC through avoiding cues of uncertainty such as the use of linguistic qualifiers in message content, the proportion of valence opinion expression of message content, the use of directives and imperatives relative to inquiries or neutral language content, the use of compliance-gaining tactics, and perhaps task or topical redirection and topic initiations. Coordination, or interaction management, skills can be displayed via CMC through the skillful management of the number of messages, the length of messages, the rapidity of response to others\' messages, and the content and task relevance of responses. Expressiveness skills can be displayed in CMC interactions through the use of emoticons and similar paralinguistic features of message content, the use of humor, and even the depth and breadth of self-disclosure (Spitzberg, B. H).
Communication is intended to produce an outcome. Among the most common outcomes by which competence in CMC interaction can be evaluated are the following: co-orientation (understanding, accuracy, clarity), perceptions of appropriateness and effectiveness, efficiency, task success or accomplishment, satisfaction , and relationship development (attraction, intimacy, commitment, etc.), as well as more context-specific outcomes such as network integration, learning, or symptom (e.g., depression, loneliness) relief (Spitzberg, B. H).
As CMC competence increases, co orientation, appropriateness, effectiveness, satisfaction, and preferred relational outcomes are more likely to occur. However, it is important to point out that CMC interaction is often highly strategic, and interactants sometimes elect to communicate in strategically ambiguous ways, and in ways that favor efficiency over appropriateness. People often construct or perceive that they strategically select messages according to the medium of exchange Competence outcomes (i.e., appropriateness, effectiveness, co orientation, satisfaction, and relational development) are positively related to one another but not isomorphic (Spitzberg, B. H). CMC motivation, knowledge, and skills are positively related to competence outcomes .
CMC is only competent to the extent it is appropriate and effective. Access and mastery are the two challenges faced in achieving CMC competence. Access consist of both the number of different of different media available to a person, as well as the depth, which is access to the various options available with in the medium. Mastery is refers to the degree to which a person is able to use all of the potential of a medium. Mastery depends on a persons fear of technology, the level of information overload facing that person, and on the pace of technological change (Morreale 196).
To be competent you must overcome these challenges. Those with technophobia need to fiddle with the computer to find out what they can do. Overloading of information can be avoided by being selective in both media production and consumption. Knowing which media are used for what purpose and with which audience is an necessary ingredient of competence in overcoming the challenges to mastery and access (Morreal 196).A competent communicator need to posses the skills necessary to use mediated communication effectively and appropriately since its use is rapidly growing and going to be even major in the future.


Bibliography
Spitzberg, B. H. (2006). Preliminary development of a model and measure of computer-mediated communication (CMC) competence. Journal of Computer-Mediated Communication, 11(2), article 12. http://jcmc.indiana.edu/vol11/issue2/spitzberg.html


van den Hooff, B., Groot, J., & de Jonge, S. (2005). Situational influences on the use of communication technologies. Journal of Business Communication

Morreale, Spitzberg, & Barge. Human Communication. 2002. Wadsworth

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