COMMUNICATION AND THE ADMINISTRATOR

1. COMMUNICATIONAND THEADMINISTRATOR WRITING AND SPEAKING FOR LEADERS

2. Communication meets several basic needs:Physical – A lack of social relationships jeopardizes physical well-being to the same extent as smoking and high blood pressure.Identity - Communication is the only way we learn who we are. We decide who we are based on how others react to us.Practical - Communication allows us to get others to do what we want. It is also the top factor in helping college graduates find jobs.

3. 1. Oral Communication 2. Listening Ability 3. Enthusiasm 4. Written Skills 5. Technical Competence 6. Appearance 7. Poise 8. Work Experience 9. Resume 10. Specific Degrees Held Factors in Getting and Keeping Professional Employment

4. WRITING IS MORE IMPORTANT THAN EVER! Email contact is increasingly popular with parents and already standard with colleagues. Web sites are essential means of communication. Traditional paper communication continues: policies, grant proposals, research findings, etc. Writing has the power to project your image and set the tone of your relationships. (Poor grammar or spelling alienates 77% of recipients surveyed.)

5. THREE ELEMENTS OF WRITTEN COMMUNICATION • STRUCTURE – the way the content is laid out • STYLE – the way the content is written • CONTENT – what you are writing about Handout

6. STRUCTURING WRITING • Clarify thoughts and purpose before you start writing. • Identify the key points; what really matters? • Decide on a logical order for what you have to say. • Compose a strong introduction and ending. • Use short paragraphs and sentences. • Help key points stand out by use of headings, bullets, etc.

7. Structure Checklist • Is the layout clear and easy to follow? • Do the headings (key points) stand out? • Is there a logical sequence (beginning, middle, end)? • Does the introduction clearly state the subject and purpose?

8. STYLE • Decide how much information and detail your audience needs. • Choose words carefully for your audience to make yourself understood; avoid jargon and unnecessary words. • Determine the level of formality required for the audience. Administrator-administrator vs. administrator-parent Administrator-superior vs. administrator-staff Administrator-staff vs. administrator-press

9. Style Checklist • Does it look neat? (Sans serif fonts are easier to read.) • Is it concise? (If in doubt, cut it out! ) • Is it simple, direct, and lucid? • Are paragraphs too long? Is spacing or indentation appropriate? • Are the words suitable (short, concrete, familiar, active) for the audience?

10. …a Word about Words It is also important to bear in mind the following considerations = Consider Within the educational arena = in school At this point in time = now Effective practitioner = teacher It is recommended that = We recommend Forward planning = planning

11. “The difference between the right word and the almost right word is the difference between lightning and a lightning bug” ~ Mark Twain

12. Content Checklist Check the spelling and the punctuation. (Spellcheck is NOT enough.) It missed these: …administrator in a busty office I have a long-standing interest in pubic relations I attended a fist aid course I would make an excellent manger …when I went to collage …hope to hear from you shorty …enjoy hiding my horse

13. It’s not just mechanics! Proofread your content through the eyes of your audience. “Parents, be at the school by 4:00 to pick up your children!” “Your child needs to come to school on time! He has been tardy 14 times this year.” “Your daughter has been suspended because she refuses to dress appropriately.”

14. George Orwell on Writing • Never use a long word where a short one will do. • If it is possible to cut a word out, cut it out (very, really, just, quite, perhaps, maybe). • Never use passive voice (Bones are liked by dogs) where you can use active voice (Dogs like bones). • Never use jargon if you can find an everyday equivalent.

15. Twenty Most Frequently Made Errors in Grammar and Usage Handouts

16. Writing is easy. All you have to do is cross out the wrong words. Mark Twain The first draft of anything is s**t. Ernest Hemingway The road to hell is paved with adverbs. Stephen King

17. Communication Principles • Communication can be intentional or unintentional. • It is impossible NOT to communicate. • Communication is irreversible. • Communication is unrepeatable.

18. Misconceptions: saying something is not the same as communicating it. • Meanings are not in only the words spoken aloud. • More communication is not always better. • Communication will not solve all problems. • Communication is not a natural ability.

19. They understand that there are choices to be made in communications, and they have the ability to choose the appropriate behavior. They behave with confidence and sensitivity. They commit to saying what they mean. They see communication from other perspectives. They monitor their own communication and reflect upon it. Characteristics of Competent Communicators

20. Perception “I am not what I think I am. I am not what you think I am. I am what I think you think I am.” Bleiberg and Leubling

21. Barriers to Effective Communication

22. Cultural Differences • Language • Nonverbal behaviors • Beliefs about talk and silence • Eye contact • Proximity Be aware of cultural differences to avoid problems.

23. Gender and Communication

24. Gender and Language • Content: Women discuss relationships; men discuss events. Men swear more than women; women ask more questions than men. • Reasons: Women use conversation to nurture; men use conversation to accomplish the job at hand. Women empathize; men advise. • Style: Women use questions and justifiers to support; men use directives and interruptions to assert their own point of view.

25. Different Perspectives • We judge ourselves more charitably than others. • We cling to first impressions. • We assume others are similar to us. • We are influenced by the obvious.

26. “Let’s get together later.” “You look really pretty today.” What does it mean if your friend says it? What does it mean if your boss says it? Messages take on different meanings.

27. Describe the behavior. Suggest possible interpretations of the behavior. Request clarification about how to interpret the behavior. “You said you really liked the job I did, But something in your voice made me think you may not be happy with it. How do you really feel about my work?” Perception Checking to Prevent Misunderstandings …Or you could follow the Happy Bunny philosophy

28. Three Parts to the “I” Statement Describe the behavior: “When you don’t turn in your grades on time... Describe your feelings about it: I can’t meet the deadline for data processing… Describe the consequences for you: and our student report cards will be late to parents.” Handout

29. “You’re always late.” “You need to have more discipline in your classroom.” “When you aren’t here by 7:30, I have to leave my duty station to cover yours.” “When you don’t have a tardy policy, I have a hard time dealing with your referrals.” “I” vs. “You”

30. “You need to be more organized.” “You shouldn’t be wasting time on that activity.” “You don’t have control of your classroom.” “We need to work on a format for your daily lesson plans.” “I would like to see us focus more on the SS Standards.” “We need to figure out how to manage your difficult students.” “We” vs. “You”

31. Benefits of “I” Language Others are more likely to accept your message when you're not judgmental. "I" statements are just as honest as "you" statements, but they are kinder. "I" statements deliver more information than "you" messages. The other person doesn't have to guess what's bothering you. Using “I” and “we” language is a learned skill; it is not genetic. It may not feel “comfortable” until you have practiced it for a while.

32. “I’m upset when you’re late.” “I’m glad to see you.” “I’m bored in the class.” “It bothers me when you’re late.” “It’s nice to see you.” “It’s a boring class.” Taking Responsibility for It

33. “You’re really a great person……. “You’ve done good work for us……… “This paper has some good ideas….. BUT I think we should stop seeing each other.” BUTwe’re going to have to let you go.” BUTI’m giving it a D because it’s late.” Taking Responsibility for But These statements are a strategy for wrapping the real (but unpleasant) message in more pleasant ideas, BUT the goal becomes confused.

34. Impact of Language • Identity • Affiliation • Power

35. IDENTITY Names have different connotations, and they matter. • People with attractive names (Wendy, Jonathan) are perceived more likable than those with ugly names (Gertrude, Alfred). • We change our names as we grow older to appear more dignified. • We use surnames with people who are “superior” to us, but not with those who are in lesser positions. • Ms. or Mrs. indicates orientation toward relationships and achievement.

36. AFFILIATION • We adapt our language to match the language of those we wish to attract. • We choose our language to distance ourselves from those with whom we don’t wish to be associated. • “Those people need help.” • “It’s not good” instead of “It’s bad.” • “You need to have a better attitude.” • We use professional jargon or formal language when speaking with irate parents.

37. POWER: Language allows us to influence others. "Excuse me, sir. I hate to say this, but I ...uh...I guess I won't be able to turn in the assignment on time. I had a personal emergency and...well...it was just impossible to finish it by today. I'll have it on your desk on Monday, Okay?" OR "I won't be able to turn in the assignment on time. I had a personal emergency and it was impossible to finish it by today. I'll have it on your desk Monday.”

38. POWER A combination of powerful and polite speech is most effective: "Would you mind retyping this letter?" will probably work better than "Retype this" even though boss and secretary know it's not just a request. First Names - In the South, we have a tendency to call each other by firs names very quickly. The person who is referred to by his first name has less power than the one who is NOT. For example, I called my principal "Mr. Helms," but he called me "Gayle."

39. Nonverbal Communication No matter what we do, we give off information about ourselves. Nonverbal communication makes up 60-90% of our messages.

40. Words are only painted fire; a look is the fire itself. Mark Twain

41. Repeats Substitutes Complements Accents Regulates Contradicts Nonverbal communication serves many functions.

42. Body orientation Posture Gestures Facial expressions Vocal tones Touch Physical attractiveness Clothing Proxemics Territoriality Types of Nonverbal Communication

43. Nonverbal communication is ambiguous.

44. When our nonverbal communication contradicts our verbal communication, the nonverbal messages are more powerful. “What you do speaks so loud that the world can’t hear what you say.”

45. “The most important thing in communication is hearing what isn’t said” ~ Peter Drucker

46. Interesting Facts • Criminals select victims on the basis of the vulnerability shown in their posture. • A tense posture indicates lack of power. • Children, poor listeners, and people with low intellects do not understand sarcasm. • Touch boosts compliance. • We are more likely to obey people dressed in a high-status manner or uniform.

47. ………continued • Students are more responsive to teachers who reduce the distance between themselves and their classes. • We grant people with higher status more personal “territory.” • Low-status people must never make more important people wait.

48. We spend more time listening than participating in any other form of communication.

49. Elements of Listening • Hearing (receiving and processing sound) • Attending (filtering messages) • Understanding (making sense) • Responding (giving feedback) • Remembering (recalling)

50. Types of Nonlistening Pseudolistening – pretending to listen Stage-hogging – interrupting Selective listening – responding to only what interests you Insulated listening – ignoring what you don’t want to know Defensive listening – taking innocent comments negatively Ambushing – listening to attack later Insensitive listening – taking words literally instead of the way they were intended