Effective Communication

How You Communicate Effectively Versus What You Communicate Effectively!

As I reviewed the three modalities of communication in this week’s resources I was reminded of my most frequent form of communication which is email. As a result, this week’s blog task not only has me reflecting on the modalities of communication contained in this assignment but how I have structured and communicated my messages in the past whether via email, voice mail or face-to-face. Although I take pride in carefully considering the words contained in the messages I send (“excuse me”, “please”, “I appreciate”, and “thank you” are a regular part of my communication vernacular), I have rarely taken time to consider the effect my messages have on my audience, instead, choosing to focus on getting the message to my recipient(s) so they either get the information they need or they get the information to me that I need. In our video on “Communicating with Stakeholders” Dr. Harold Stovolitch describes communication as “diplomacy” and project managers who “identify and engage stakeholders”, and whose job it is to keep conflict to a minimum, as “diplomats” (Laureate Education (Producer), (n.d.).    

Of the three message modalities reviewed, the voice mail message best conveyed the true meaning and intent of the message. Jane’s tone sounded to me as if she was asking for my help versus the email, which, it seemed to me, was trying to tell me what to do. A lot of how I initially receive messages has to do with the person’s role within a situation however, having accepted and committed to the project, I now have a responsibility to act on the request no matter the modality used to communicate the message, or what Jane’s project role is (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 299).

A good project manager has already “engaged the project audience,” determined the “stakeholder, distribution, and team member lists,” identified “drivers, supporters, and observers” and gotten commitments including mine (Portny, et al, 2008). All of these factors influenced how I perceived the message and at this point my job is to deliver on my commitment so that my lack of action does not negatively influence the project, other team members or stakeholders; or imply incompetence.

Win   

References

Laureate Education (Producer). (n.d.). Communicating with stakeholders [Video file]. Retrieved from https://class.waldenu.edu

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

The Aftermath of Catch-up Math

 

As the chairman, since 2008, of the Special Education Department at my high school, I have been concerned about the progress of our students in general in math. However I have been particularly concerned about the progress of our special education students who, as a group, have and are underperforming in this critical core area. In December, 2011 I received an email about a web-based math program called Catch-up Math http://catchupmath.com/how-it-works/ which allows students asynchronous (anytime/anywhere) access and help in basic math, pre-algebra, algebra and geometry with or without the assistance of a teacher (HotMath, Inc., 2014).

After investigating the program, including several conversations with cohorts in my department, emails to a contact in another building, and discussions with my principal, I ordered the Catch-up Math program in January, 2012. As extensive as I believed then that those conversations were I have learned here that they did not even begin to scratch the surface of what should have been described as a far-reaching project; to turn around the overall math progress of many of our 9^th, 10^th, 11^th, and 12^th graders using Catch-up Math.

To begin, the program’s effect has not been successful. None of the valuable tools and most of the strategies learned thus far in our course was known to me then. A preliminary project analysis would have uncovered the fact that the students from our feeder middle schools (there are two), which teach 6^th, 7^th, and 8^th grade; students who were by then enrolled in our math classes had already struggled with math, especially pre-algebra (Lin, 2006). This was a known unknown, easily obtainable from several of the middle schools’ prior academic report cards (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008). The preliminary analysis would have also guided my conversations with my colleagues so that I asked the right questions, not just engaged in informational conversation regarding their opinion about implementing the program.

Although the principal approved ordering the Catch-up Math program and was very supportive, I would not describe him as a champion of the project because of his many commitments. As a result, because of the many priorities of administration and attributable to my not utilizing an analysis and other tools associated with project management, administrative support was not as strong as it could have been (Portny, et al, 2008). A scope of the project would have exposed the need to identify and enlist additional stakeholders, to train teachers on the use of the program, and make available advisors to help teachers organize lessons and track student progress (Portny, et al, 2008). In addition to the preliminary analysis, other methods that I would undertake differently at a minimum include framing a Statement of Work, a Scope of the project, and Work Breakdown Structure documents (Greer, 2010) & (Portny, et al, 2008). These tools would have provided more structure, support, direction and ultimately success to the project.

As has been noted, while Catch-up Math has some excellent features, including video support, and more than one hundred students were eventually enrolled in Catch-up Math, the most frustrating part of the project was getting consistent buy-in from teachers and students (Greer, 2010). Use of the program by both groups was inconsistent and lukewarm at best. If implemented properly through the project management process, and, being aware of the many supports available from the vendor, I have confidence that the probability of the project’s success would have been greater. For me this is the most professionally satisfying part of this project (Greer, 2010). 

 

References

Greer, M. (2010). The project management minimalist: Just enough PM to rock your

projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

HotMath, Inc. (2014). Catchup math. Retrieved from

http://catchupmath.com/how-it-  works/ [Video].

Lin, H. (2006). Instructional project management: An emerging professional practice for

design and training programs. Workforce Education Forum, 33(2). Retrieved from

http://voc.ed.psu.edu/projects/publications/books/Fall2006/WEF_fall2006.1.html

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B.

E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

 

 

 

 

Continuing to Move Forward!!!

My Latest Accomplishment!

Hello, I am ecstatically declaring that I am finished with “Foundations of Research” and “Distance Learning”; two of the hardest classes that I have ever encountered and two classes that I was taking simultaneously. These courses challenged me to my limits. Thanks to everyone for lending plenty of solid support both human and spiritual). Further, I have returned to taking one class at a time with no return to doubling up (what was I thinking!!!).

My latest class started Monday and is called “Project Management in Education and Training.” In this class I will be reviewing the purposeful and careful planning elements involved in project management as well as exploring its systematic approaches. The successful project manager uses various tools, procedures, and methodologies that apply to projects in real-world education or training environments. Analyzing the interrelated nature of the triple constraints of time, cost, and scope as well as their influence on the overall quality of the project is an important facet of this course (Walden University, 2014). To more knowledge and self-directed “life-long learning!”

Win

Reference

Walden University, (2014). Retrieved from http://www.waldenu.edu/masters/ms-in-instructional-design-and-technology?tab=curriculum&subtab=online-learning#tabs