Calibrating Expert Consensus in Delphi Studies for Developing Communication Competencies

Abstract

Delphi studies are widely used for expert-based consensus building in education and social sciences; however, the absence of a universally accepted standard for determining consensus remains a persistent methodological challenge. Different studies employ varying statistical thresholds and decision rules, leading to inconsistencies in indicator selection and interpretation. Addressing this methodological gap, the study employed a cross-sectional, multi-phase Delphi design to develop communication competencies by applying a tailored calibrated multi-criteria Delphi framework. A panel of thirty experts participated in three iterative rounds and consensus was established with context-specific thresholds using a combination of median values, interquartile range (IQR), quartile deviation (QD), and percentage agreement. The process resulted in the identification of 11 key communication skill indicators demonstrating high consensus (QD ≤ 0.5; IQR ≤ 1) and very high importance (Median ≥ 4; ≥80% agreement). To assess practical relevance, a Training Need Index (TNI) analysis was conducted among 210 postgraduate students from three leading agricultural institutions in India. The findings revealed moderate to high training needs, particularly in interactive communication competencies such as initiating discussions, persuasive communication, and voice modulation. Grounded in Social Cognitive Theory and communication competence perspectives, the study highlights the role of structured, evidence-based framework with calibrated criteria in identifying skill gaps. The proposed calibrated consensus approach offers a transparent and replicable model for Delphi studies, with implications for strengthening communication capacity in professional education and public health-related extension systems.