Communicating Effectively

Communicating Effectively

This week we were asked to observe a piece of communication in three different modalities: written text (e-mail), audio (voicemail), and video (face-to-face).  We were then asked to answer several questions about how we interpreted each message.

How did your interpretation of the message change from one modality to the next?

I found it interesting that the e-mail and the face-to face-portion seemed very casual and not so urgent.  The voicemail to me seemed very frantic, and urgent.  I would have responded more quickly to the voicemail than the others.

What factors influenced how you perceived the message?

The e-mail was written so that the words were highlighted to stress the importance of the message.  A visual learner would see this and understand the importance of getting the report sent, or see it as harsh and abrasive.  I saw it as important, but I would get around to it when I had the time.

The voice mail seemed to sound a bit more frantic.  There was an inflection in the voice that made me want to get the report out as soon as I could.

The face-to-face seemed very casual and nonchalant.  Almost a “whenever” tone.  The way the narrator was standing made me feel that it was not urgent or sincere.  I would have done it just so I didn’t have to see that person hanging on my cubicle again.

Which form of communication best conveyed the true meaning and intent of the message?

In my opinion, the voice mail seemed to be the most effective communication.  I would have sent an ETA, or the report itself right away.  I heard the tone of voice and was immediately responsive to its urgency.  But, that is just how I perceive it.  After showing the exercise to several of my students, the responses were all different.  Some liked the casual tone of the face-to-face, and others responded more positively to the e-mail.

What are the implications of what you learned from this exercise for communicating effectively with members of a project team?

It is important to communicate with all members of the team in all modalities.  Different people are going to interpret each communication in a different way.  Learning styles will determine how a person will respond to the message,

This activity has shown the importance of communicating in different modalities to ensure that everyone involved gets the message in the way that they will best interpret it.  Past classes have discussed the importance of knowing different learning styles, and this activity shows the importance of catering to those styles.  Just showing it to a few students has shown the different ways that people learn and interpret, and that an ID needs to keep that in mind when communicating with the stakeholders in a project.

Resource

 Laureate Education, Inc. (n.d). Multimedia Program. "The Art of Effective Communication" Retrieved from: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Project "Post-Mortem"

Project Post-Mortem

I have never actually been involved in a project before, but I have been on several committees.  The specific committee that I would like to focus on is one that was formed to help develop a standardized curriculum map for music, so that all Minneapolis music teachers were teaching the same concepts across the grades.  The main idea was that any student could switch to any school in the district, at any grade level, and still learn the same thing. 

            The committee consisted of 5 elementary music teachers, 2 middle school music teachers (1 instrumental, 1 vocal), and 4 high school music teachers (1 instrumental, 3 vocal, myself included).  There was also the coordinator of Curriculum and Instruction, The Arts, and the district Associate Superintendent.  This group was voluntary, and there was no extra pay involved.  The meeting schedule was established, so that during the start of the process, all members would meet once a week, and then eventually break off into sub groups, and meet once a month, and the large group would meet bi-monthly. 

            Over the course of the year this project completely collapsed.  Although, several timelines were created, there was never a curriculum map that was fully developed or finalized.  Eventually we lost our curriculum coordinator, and our area superintendent, and their incoming replacements seemed to lack interest.

What contributed to the projects failure?

           

The first thing to fall apart was meeting.  Because this group was voluntary, and the schools in the district have different start and end times, it was hard for all members to meet.  E-mails of the discussions were sent out, but very few people would reply with other ideas to add to the discussion.  Eventually only one or two people would show up to do the bulk of the work.  According to Greer (2010), what we failed to do in the onset, is plan and run a kickoff meeting that meets these objectives:

Clarify “broad brush” work product (deliverables)

Clarify riles and responsibilities of team members

Create a shared sense of purpose among team members

Obtain specific commitment of each team member to complete assigned tasks

according to schedule and budget constraints

Make sure all team members have what they need to start work (p.10)

Even though the group was voluntary there should have been something to keep everyone committed, and guarantee that even with an administrative change that there was buy in towards the project.

Which parts of the PM process, if included, would have made the project more successful? Why?

            The problem with the whole project is that there was no Project Manager, there was no process, and there was no one in charge.  At the least, there should have been a Project Charter (Greer, 2010) or Project Schedule (Greer, 2010).  With everyone having a specific task and a specific due date, there is at least some accountability. Even if they can’t make a meeting, they can provide a tangible to work with in their absence.

Resources

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.