Do Curricula Correspond to Managerial Expectations? Core Competencies for Technical Communicators

Do Curricula Correspond to Managerial Expectations? Core Competencies for Technical Communicators

                                                                                  

Rainey, Kenneth T., Roy K. Turner, and David Dayton. "Do Curricula Correspond to Managerial Expectations? Core

Competences for Technical Communicators."Technical Communication 52.3 (2005): 323-52. Print.

Research question: The purpose of this study was to identify core competencies of technical communicators sought by technical communication managers.  Furthermore, the data collected aims to provide a direction for technical communication curriculums at the undergraduate level. 

Objects of Study: The primary (ideal) objects of study are current technical communication managers responsible for hiring technical communicators for their teams and/or organizations. The secondary (actual) objects of study were technical communication managers, however the sampling used for the study posed limitations – “We did not have access to a large group of technical communication managers from which we could draw a random sample, so we opted to obtain a convenience sample of those managers willing to respond to our invitation to take the survey” (325). Also, the 10 largest (by enrollment) undergraduate technical communication programs were examined in this study. 

Using a convenience sample causes sampling bias.  Additionally, the survey results yielded a low response rate – 67 responses out of 587 invitations sent to listserv contacts.  Therefore the results of this study are not generalizable.

Methodology: Several methods of data collection were used in this study.  A qualitative content analysis was used to examine 156 course descriptions from the 10 undergraduate programs chosen.  Eight non-industry specific core competency categories were derived from 17 focus groups conducted by STC in 1996.  A convenience sample of technical communication managers provided responses to a survey.  Prior to rating competencies on the survey (used a Likert scale); the participants of this study were asked to provide an “unbiased reflection” about skills they seek from job candidates.   Three in-person interviews were conducted during the 2004 STC Annual Conference as well.  It is evident from the multiple data collection methods used that triangulation is present in this study. 

Analysis: The responses from the survey rating responses and open-ended questions were grouped into ‘Personal Skills.’ ‘Personal Qualities’ and ‘Technical Skills.’ Specific skills emerged in each category based on the number of times mentioned in the responses.  Examples of these skills can be seen on Table 3 on page 327.  Mean responses were calculated from the Likert scale responses.  Mean rankings of 2.9 or above (on the 4-point scale) were considered the most important competencies and include: collaborative competencies, writing competencies, technical competencies, and self-activation/evaluation competencies.  A more thorough outline of the desired competencies (by rank) can be found on Table 4 on page 328).  Responses from the three in-depth interviews contributed similar finds to the survey results. 

As mentioned before, one problem with this study’s methodology is the convenience sample used to gather survey responses and conduct interviews.  The sample is not representative of all technical communication managers. 

Theories: Previous research conducted by Whiteside (2003) and Barbara Giammona contributed to this study.  Whiteside’s surveys indicated the discrepancy technical communicators had with “understanding their role within an organization and understanding day-to-day business operations” (332).  Furthermore, as part of her master’s program, Giammona conducted interviews of 25 technical communication leaders and found that core competencies for technical communicators are focused more on real-world personal skill sets than one particular set of tools (332).  Research by Allen and Benninghoff (2004) provide support in the importance of audience analysis, rhetorical analysis, collaboration, document design, etc. from 42 program survey responses.  The findings from this study align with previous research.

Findings & Generalizations: Results from this research study identified 4 of the most important competencies sought by technical communication managers: collaborating, writing, technical, and self-activation/evaluation. These competencies as well as current trends in the profession such as telecommuting, outsourcing and emerging technologies will be the guiding factors in revising technical communication programs.  The researchers of this study cite Whiteside’s suggestion to have regional and national panel made up of undergraduate directors to review this data and make recommendations for curricula changes.  While this research study uncovered significant findings, the sampling used poses a threat to its validity.