Gerald M. Phillips - Communication Incompetencies: A Theory of Training Oral Performance Behavior
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Communication Incompetencies: A Theory of Training Oral Performance Behavior
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Gerald M. Phillips draws on his twenty-five-year, five-thousand-client experience with the Pennsylvania State University Reticence Program to present a new theory of modification of inept communication behavior. That experience has convinced Phillips that communication is arbitrary and rulebound rather than a process of inspiration. He demonstrates that communication problems can be described as errors that can be detected and classified in order to fit a remediation pattern. Regardless of the source of error, the remedy is to train the individual to avoid or eliminate errorsthus, orderly procedure will result in competent performance. Inept communicators must be made aware of the obligations and constraints imposed by deep structures that require us to achieve a degree of formal order in our language, without which our discourse becomes incomprehensible.
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Communication Incompetencies : A Theory of Training Oral Performance Behavior
author
:
Phillips, Gerald M.; Kelly, Lynne.; Rubin, Rebecca B.
publisher
:
Southern Illinois University Press
isbn10 | asin
:
print isbn13
:
9780809314591
ebook isbn13
:
9780585107653
language
:
English
subject
Bashfulness, Oral communication, Behavior modification, Speech--Study and teaching, Pennsylvania State University.--Reticence Program.
publication date
:
1991
lcc
:
BF575.B3P45 1991eb
ddc
:
153.6
subject
:
Bashfulness, Oral communication, Behavior modification, Speech--Study and teaching, Pennsylvania State University.--Reticence Program.
Page i
Page iii
Communication Incompetencies
A Theory of Training Oral Performance Behavior
Gerald M. Phillips
With Contributions by Lynne Kelly and Rebecca B. Rubin
Southern Illinois University Press Carbondale and Edwardsville
Page iv
Copyright 1991 by the Board of Trustees, Southern Illinois University All rights reserved Printed in the United States of America Edited by Teresa White Designed by Katherine Swanson Production supervised by Natalia Nadraga 94 93 92 911 2 3 4
Library of Congress Cataloging-in-Publication Data
Phillips, Gerald M. Communication incompetencies : a theory of training oral performance behavior / Gerald M. Phillips with contributions by Lynne Kelly and Rebecca B. Rubin. p. cm. Includes bibliographical references.
1. Bashfulness. 2. Oral communication. 3. Behavior modification. 4. SpeechStudy and teaching. 5. Pennsylvania State University. Reticence Program. I. Kelly, Lynne. II. Rubin, Rebecca B. III. Title. BF575.B3P451991 153.6dc2090-9827 ISBN 0-8093-1459-2CIP
The paper used in this publication meets the minimum requirements of American National Standard for Information SciencesPermanence of Paper for Printed Library Materials, ANSI ZX39.48-1984.
Page v
Contents
Preface
vii
1. Understanding Communication Problems
1
2. The Penn State University Reticence Program
By Lynne Kelly
18
3. The Problems of Problem Communicators
33
4. Etiology of Communication Incompetence
50
5. The Rhetorical Canons as a Basis for Pedagogy
66
6. What Is Teachable: The Pedagogy of Social Discourse
95
7. A Theory of Performance Modification
126
8. Reducing Reifications to Behaviors
155
9. The Instructional Model
173
10. Improving Performance through Criticism
201
11. Anxiety and Social Performance
228
12. The Milieu of Incompetence: A Quest for Order
255
Appendix: Perspectives on Communication Competence
By Rebecca B. Rubin
289
Bibliography
306
Index
331
Page vii
Preface
The Pennsylvania State University Reticence Program conducted its first class in 1965. Since then, the program has grown into the oldest and largest of its kind in the country. It has served nearly five thousand students in its twenty-five years of existence. As far as we know, it is the oldest and largest program in the country for modification of the performance behavior of shy people.
The program is based on a common syllabus used in all sections. Every instructor makes the same assignments, conducts office conferences similarly, uses the same criteria and method of critique, and has essentially the same outcome. Most students both approve of the course and give evidence of improvement. There have been few dramatic "recoveries" or "major breakthroughs." Successful instruction proceeds in small increments.
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