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Chapter 11

CommunicationinSchools

EducationalAdministration

Communication in Schools
FourCaveatsforEducationalAdministrators

Communicationisdifficulttoisolatefromother
administrativeprocesses

Notallschoolproblemsinvolvemiscommunication

Communicationreveals,hides,aswellaseliminates
problems.

Communicationisaprocessthatevokesactionbutis
farfromthesubstanceofgoodadministration

EducationalAdministration

Communication in Schools
KeyTerms

Communicationsharingideasorattitudesinwaysthatproduceadegreeof
understandingbetweentwoormorepeople.

Messagetheverbalornonverbalcuesorsymbolsthateachcommunicatorconveys.

Channelthevehicle,medium,orforminwhichamessagetravels.

Senderthepersonorgeneralizedsourcesendingamessage

Receiverthedestinationofthemessageortheindividualordeciphersit.

Transmissiontheactualsendingandreceivingofmessagesthroughdesignated
channelsormedia.

Encodingusingcognitivestructuresandprocessestoconverttheintendedmessage
intosymbolicformbythesender.

Decodingusingcognitivestructuresandprocessestoretranslatethemessagebythe
receiver.

Feedbackthemessagesentinresponsetotheinitialmessage;informationthat
enablescorrections(Ch.1).

Communicationeffectstheoutcomesofthemessageexchangeprocess.
EducationalAdministration

Communication in Schools
GeneralModelofCommunication
Sender

(source,
speaker,
communicator)

Encoding

Message
InChannel

Decoding

Receiver

(reader,
listener,
communicator)

Feedback

EducationalAdministration

Communication in Schools
Onewaycommunication

Unilateralinitiatedbythesenderandterminatedbythereceiver
Commonexamplesinschools
Classroomlecture
Exhortationbytheprincipal
PAannouncements
Administrativedirective
Advantages
Emphasizestheskillsofthesenderandencourages
administratorsandteacherstothinkthrough,accurately
articulate,andprovideclaritytotheirideas
Implystronglinkagesbetweencommunicationbehaviorand
action
EducationalAdministration

Communication in Schools
Twowaycommunication

Reciprocalallparticipantsintheprocessinitiateandreceive
messages
Commonformsinschools
Conversation
Inquiry
Debate
Instruction(SocraticMethod)

EducationalAdministration

Communication in Schools
IndividualCommunicationCompetence

SendingSkills
Useappropriatedirectlanguage
Avoidjargonandcomplexconcepts
Informationmustbeclearandcomplete
Buildonorreorganizereceiverscognitiveschema
Minimizenoisefromthephysicalorpsychologicalenvironment
Usemultipleandappropriatechannelsofmedia
Usefacetofacecommunicationandredundancywhen
communicatingcomplexmessages

EducationalAdministration

Communication in Schools
IndividualCommunicationCompetence

ReceivingSkills(ListeningSkills)
Attending
Eyecontact,receptivebodylanguage,focus
Questioning
Encouraging
Verbalandnonverbalcues
Paraphrasing
Reflectingfeeling
Summarizing

EducationalAdministration

Communication in Schools
IndividualCommunicationCompetence

FeedbackSkillsSendingandreceivingskillsthatconveyknowledge
ofresultsoreffectsofpreviouscommunicationsandbehaviors.
Canbeverbalornonverbal
Askingquestioning,describingbehavior,paraphrasing
Informationshouldbehelpfultotherecipient
Specificratherthangeneral
Recentratherthanold
Directedtowardbehaviorthepersoncouldchange
Timely,themoreimmediatethebetter

EducationalAdministration

Communication in Schools
ChannelsofCommunication

Verbalsymbols
Humanspeechdirect,facetofaceconversationorelectronicexchanges
viatelephone,radio,television,videoconferencing
Writtenmediamemos,letters,faxes,electronicmailandbulletin
boards,instantmessaging,newspapers.
Nonverbalsymbols
Bodylanguageorgesturesfacialexpressions,posture,handandarm
movements
Physicalitemsorartifactswithsymbolicvalueofficefurnishings,
clothing,andjewelry
SpaceTerritorialityandpersonalspace
Touchingandhugging
Time
Intonation,accents,pitch,intensity,rateofspeech
EducationalAdministration

Communication in Schools
SourcesinCommunicationProcesses:SendersandReceivers

Credibility
Believability,identityandreputationofthesender
Sendersexpertnessandtrustworthiness
Trustandconfidencethereceiverhasinthewordsandactionsofthe
sender

CognitiveCapacities
Psychologicalcharacteristicslimitindividualcommunication
Communicationskills
Knowledgeofsubject
Personality
Motivationfactors(attitudes,values,interests,expectations)

EducationalAdministration

Communication in Schools
CommunicatinginContext

NoiseContextual,physical,cultural,environmentaldistractionsthat
interferewiththecommunicationprocess
Examplesinschools
Closedorganizationalclimates
Punishmentcenteredbureaucraticstructures
Culturalorgenderdifferences
Authoritarianleadership
Teachermilitancy
Demographicprejudice
Outdatedorobscuretechnology

EducationalAdministration

Communication in Schools

Information
Communicators
Media
Context
Meaning

EducationalAdministration

Communication in Schools
Information

Does the language or symbols convey the information?


Can it be understood by both sender and receiver?
What is the content and effect of the communication?

Communicators

Who is speaking to whom?


What roles do they occupy?

Media

What methods/media are being used?

Context

What is the context in which the communication is taking


place?
What factors are creating noise that might block or distort
the message?

EducationalAdministration

Communication in Schools
OrganizationalPerspectivesofCommunication
Communicationnetworksmethods,vehicles,orformsamessage
travelsinorganizations.
FormalChannels
Methodssanctionedbytheorganization
Relatedtoorganizationalgoals
InformalChannels
Grapevines
Directionallyverticalorhorizontal
OneorTwoway

EducationalAdministration

Communication in Schools
Types of roles in communication networks

Person 1

Person 2

Person A
Person 4

Person 3

Person A in Star Role


EducationalAdministration

Communication in Schools
Types of roles in communication networks

Person 1

Person 2

Isolate
Person B
Person 4

Person 3

Person A in Isolate Role


EducationalAdministration

Communication in Schools
Types of roles in communication networks
Person 1

Group I

Group II

Person 2

Person A
Person 4

Person 3

Person A in Bridge Role

EducationalAdministration

Communication in Schools
Types of roles in communication networks

Person A

Group I

Group II

Person A in Liaison Role

EducationalAdministration

Communication in Schools
Formalcommunicationnetworks

Channelsofcommunicationmustbeknown
Channelsmustlinkeverymemberoftheorganization
Linesofcommunicationmustbeadirectandshortaspossible
Thecompletenetworkofcommunicationistypicallyused
Everycommunicationisauthenticatedasbeingfromthecorrectperson
occupyingthepositionandwithinhisorherauthoritytoissuethe
message

EducationalAdministration

Communication in Schools
Threecharacteristicsofschoolscriticaltoformal
communicationnetworks
Centralization
Thedegreetowhichauthorityisnotdelegatedbutconcentratedina
singlesourceinanorganization
Shape
Thenumberofhierarchicallevelsortallnessv.flatnessofthe
organization
Technology
Ascommunicationtechnologybecomesmoresophisticated,itsuse
willdramaticallyaltercommunicationinbothformalandinformal
networks

EducationalAdministration

Communication in Schools
Informalcommunicationnetworks
Advantagesofthegrapevine
Activeinformalnetworksareindicativeofaschoolscultureand
providevitalfeedbacktoleaders
Informalchannelsmaysatisfysocialoraffiliationneedsnotmet
byformalchannels
Grapevinesfillaninformationvoidandprovideoutletswhen
formalinformationchannelsareclogged
Informalnetworksprovidemeaningforactivitieswithintheschool

EducationalAdministration

Communication in Schools
Directionalchainofcommand
Fivetypesofcommunicationfromsuperiortosubordinate
(Downward)
Instructionsaboutspecifictasks
Rationaleaboutwhythetaskneedstobedoneandhowit
relatestoothertasks
Informationaboutorganizationalproceduresandpractices
Feedbackabouttheperformancelevelsofindividuals
Informationregardingtheorganizationsgoals

EducationalAdministration

Communication in Schools
Directionalchainofcommand
Fourtypesofcommunicationfromlowertoupperlevelsof
hierarchy(Upward)
Routineoperationalmessages
Reportsonproblems
Suggestionsforimprovement
Informationonhowsubordinatesfeelabouteachotherandthe
job

EducationalAdministration

Chapter 10
CommunicationinSchools
End
Show

Review

EducationalAdministration

Review
Identifythekeytermsforthesedefinitions
Sharingideasorattitudesinwaysthatproduceadegreeof
understandingbetweentwoormorepeople.
Communication
Theverbalornonverbalcuesorsymbolsthateachcommunicator
conveys.
Message
Thevehicle,medium,orforminwhichamessagetravels.
Channel
Thepersonorgeneralizedsourcesendingamessage
Sender
Thedestinationofthemessageortheindividualordeciphersit.
Receiver
EducationalAdministration

Review
Identifythekeytermsforthesedefinitions
Theactualsendingandreceivingofmessagesthroughdesignated
channelsormedia.
Transmission
Usingcognitivestructuresandprocessestoconverttheintended
messageintosymbolicformbythesender.
Encoding
Usingcognitivestructuresandprocessestoretranslatethemessageby
thereceiver.
Decoding
Themessagesentinresponsetotheinitialmessage;informationthat
enablescorrections.
Feedback
Theoutcomesofthemessageexchangeprocess.
Communicationeffects
EducationalAdministration

Review
Whataretheindividualcompetenciesforsending
information?

Useappropriatedirectlanguage
Informationmustbeclearandcomplete
Minimizenoisefromthephysicalorpsychologicalenvironment
Usemultipleandappropriatechannelsofmedia
Usefacetofacecommunicationandredundancywhen
communicatingcomplexmessages

EducationalAdministration

Review
Whataretheindividualcompetenciesforreceiving
information?(ListeningSkills)

Attending
Questioning
Encouraging
Paraphrasing
Reflectingfeeling
Summarizing

EducationalAdministration

Review
Whatiscredibilityandwhatfactorsinfluenceit?
Believability,identityandreputationofthesender
Sendersexpertnessandtrustworthiness
Trustandconfidencethereceiverhasinthewordsandactions
ofthesender

EducationalAdministration

Review
Howcanthecognitivecapacitiesofthesender/receiverlimit
individualcommunication?

Communicationskills
Knowledgeofsubject
Personality
Motivationfactors(attitudes,values,interests,expectations)

EducationalAdministration

Review
Contextual,physical,cultural,environmentaldistractionsthat
interferewiththecommunicationprocessiscalledwhat?
Noise

Whataresomeexamplesofnoiseinschools?

Closedorganizationalclimates
Punishmentcenteredbureaucraticstructures
Culturalorgenderdifferences
Authoritarianleadership
Teachermilitancy
Demographicprejudice
Outdatedorobscuretechnology
EducationalAdministration

Review
Whatarethefourfactorsofcommunicationthathelp
thereceiverconstructmeaning?
Information
Does the language or symbols convey the information?
Can it be understood by both sender and receiver?
What is the content and effect of the communication?
Communicators
Who is speaking to whom?
What roles do they occupy?
Media
What methods/media are being used?
Context
What is the context in which the communication is taking place?
What factors are creating noise that might block or distort the message?

EducationalAdministration

Review
Whatarethecharacteristicsofeffectiveformal
communicationnetworks?

Channelsofcommunicationmustbeknown
Channelsmustlinkeverymemberoftheorganization
Linesofcommunicationmustbeadirectandshortaspossible
Thecompletenetworkofcommunicationistypicallyused
Everycommunicationisauthenticatedasbeingfromthecorrectperson
occupyingthepositionandwithinhisorherauthoritytoissuethe
message

EducationalAdministration

Review
Whatarethethreecharacteristicsofschoolsthatarecritical
toformalcommunicationnetworks?
Centralization
Thedegreetowhichauthorityisnotdelegatedbutconcentratedina
singlesourceinanorganization
Shape
Thenumberofhierarchicallevelsortallnessv.flatnessofthe
organization
Technology
Ascommunicationtechnologybecomesmoresophisticated,itsuse
willdramaticallyaltercommunicationinbothformalandinformal
networks

EducationalAdministration

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