Purpose-The purpose of this paper is to clarify which knowledge, skills and behaviors are used to describe excellent performance in professional communication. As the demand for talented communication professionals increases, organizations and educators need an empirically defined set of performance criteria to guide the development of (potentially) excellent communication professionals (ECPs). This research aimed to render a competence profile which could assist in the development of recruitment, training and development to develop relevant programs for high-potential communication practitioners. Design/methodology/approach-This mixed-method research was approached in two phases: first, a series of focus groups (n ¼ 16) were held to explore work field perspectives resulting in a concept profile, and second, a series of expert panels (n ¼ 30) following the Delphi method were conducted to determine the extent of agreement with the findings. Findings-Participants clarified that excellent performance is characterized by competences which transcend normative technical skills or practical communication knowledge. The five domains, 16 item "SEEDS" competence profile describes that ECPs are distinguished by their compounded ability to be strategic, empathic, expressive, and decisive and to see patterns and interrelationships. Research limitations/implications-Although a broad range of relevant professionals were involved in both phases, the study could be considered limited in size and scope. Research was conducted in one national setting therefore further research would be necessary to confirm generalizability of the results to other cultural contexts. Originality/value-Although many competence frameworks exist which describe normative performance in this profession, specific criteria which illustrate excellent performance have not yet been identified. This competence profile clarifies characteristics which typify excellent performance in professional

Empathy competence is considered a key aspect of excellent performance in communication professions. But we lack an overview of the specific knowledge, attitudes, and skills required to develop such competence in professional communication. Through interviews with 35 seasoned communication professionals, this article explores the role and nature of empathy competence in professional interactions. The analysis resulted in a framework that details the skills, knowledge, and attitudinal aspects of empathy; distinguishes five actions through which empathy manifests itself; and sketches relationships of empathy with several auxiliary factors. The framework can be used for professional development, recruitment, and the design of communication education programs.

Empathy is an important competence for communication professionals. This article investigates two aspects of empathy in an educational setting: the validity of self versus other assessments and the manifestation of empathy in communicative behaviors. Communication students were given a mediating role in discussions with two clients and their empathy was measured using self-ratings and client assessments. Videos of highest- and lowest-rated students were analyzed to identify empathy-related behaviors. No correlation was found between self-rated empathy and clients’ assessments. Several verbal and nonverbal behaviors corresponded to empathy: body language, an other-orientation in asking questions, paraphrasing, and a solution orientation.