Wade Carmen

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  • 1. Communication Hollis Academy/Bethlehem Christian Academy By: Carmen Wade HRD 830
  • 2. Purpose of Research
    • Compare and Contrast communication strategies between Hollis Academy and Bethlehem Christian Academy based on proven effective communication techniques.
  • 3. Background of Hollis Academy (public school)
    • Population (475 students)
    • Faculty and Staff (80)
    • Socioeconomic status of students-99.5%poverty
  • 4. Background of Bethlehem Christian Academy (Private School)
    • Population (approximately 75 students)
    • Faculty and Staff (15)
    • Socioeconomic status- middle to high class
  • 5. Background
    • Communication is the key to unlocking the door to a successful learning organization. Most scholarly dissertations on the history of communication begin with a description of the early cave wall drawings which serve as a documentary record and textbook of time.
  • 6. Effects of Poor Communication
    • increased employee turnover
    • increased absenteeism
    • dissatisfaction customers from poor customer service
    • higher product defect rates
    • lack of focus on business objectives
    • stifled innovation
  • 7. Employee Communication Needs
    • 1. Know that…
    • -included here are facts about your organization and there specific job what business you are in, who your customers are, specific details about your product or service, where forms are located, who to see when there is a problem…
    • 2. Master that…
    • -included here are the practical skills required to their job well, repairing a copy machine, using a software program…
    • 3. Feel that…
    • -included here are interactions that give them a sense of belonging and self-worth,
    • being listened to, respected, trusted, valued… (Effective Communication in the Workplace, 2008).
  • 8. Four Fundamental Levels of Communication
    • Organization wide communication- involving all employees
    • Departmental communication- specific to one department or unit
    • Team communication- within one cohesive team or group
    • Individual communication- specific to one employee at any one time (Effective Communication in the Workplace, 2008).
  • 9. Communication Skills
    • Formulating Questions
    • Requesting Clarification of job information
    • Presenting information to management or coworkers
    • Conducting team meetings
    • Writing summary statements
    • Talking notes in group meetings
    • Expressing rationale for process improvement suggestions
    • Entering information into a computer (Craig, 1996).
  • 10. Comparison and Contrast of Bethlehem Christian Academy and Hollis Academy
    • Bethlehem Christian Academy
    • faculty meetings (irregular)
    • announcement system (ineffective)
    • committees (irregular scheduled meetings)
    • e-mails
    • PTA (excellent participation)
    • Hollis Academy
    • faculty meetings (regular)
    • announcement system
    • committees (scheduled meetings)
    • task force
    • e-mails (daily)
    • PTA (low participation)
  • 11. Communication Training
    • plan or what is to be communicated, how and when it is to be done;
    • evaluate what has been done before so that you can build on past successes (and avoid past pitfalls);
    • monitor your communication strategy to ensure it meets your objectives; and
    • are flexible and adapt your approach in the light of experience (Organization Communication, 2008).
  • 12. Conclusion
    • As a future administrator, there are many strategies that I would emulate in my own practice. For one, I further know at this point and understand the importance and effectiveness of communication to promote the school vision. A vision must be shared by the organization, and the organizational members, the people who make up the organization. These people must personally believe in the vision as a force for creative, continuous improvement and as a force that can give personal meaning to their lives (Senge, 1990; Wheatley, 1992). It should also be shared by those who are served by the school (Robbins and Alvy 2003). As observed from those interviewed, I saw firsthand the frustration that comes in when communication is not effective. I would attempt to make the faculty and staff a part of communication by included them in the communication process and explain that even though I may not always agree, do know that I am always effectively and responsively listening.