Changing a Tire

Tires are an essential part to a vehicle as they are what "enables better vehicle performance by providing a flexible cushion that absorbs shock while keeping the wheel in close contact with the ground" (Wikipedia). We rely on tires to help our car get from point A to point B safely. So, what do we do if one of our tires goes flat? We change it! However, easier said than done as most of us are unaware of the process to changing a tire. Therefore, in this week's discussion, post step-by-step instructions on how to change a tire.

Think about the steps to changing a tire, materials needed to complete the job, and any helpful tips you can provide to someone who is unfamiliar with the process. Below are two images that provide an example of what a job aid can look like. Please note that these are models and not intended to be the only formats you can utilize - feel free to be as creative as possible!

Example 1:


Example 2:




By Tuesday:

Prepare a discussion post like you are producing a step-by-step handout on the process to changing a tire. Be sure to include detail such as all the materials needed, what order things need to be in, etc. as our audience is people who do not know how to change a tire. Please utilize Microsoft Word, Publisher, Adobe Photoshop, or any other resource found in the "Resources" link to the left. If you would like to utilize another program outside of the ones mentioned, please acquire approval from the instructor. Save your handout in PDF format with the file name Discussion5+Last Name. For example, Jane Doe's file name would be "Discussion5Doe".


By Friday:

Read your colleague's discussion posts and review their handouts. While reviewing, respond to at least two of your peers' postings in two of the following ways:

• Feedback on format and creativity of the handout
• Feedback on the content (steps to changing a tire - were they all included?)
• Additional steps you might add
• Questions about their handout and/or content
• Comparing handouts (yours to theirs)
• Feedback on if handout was appropriate for audience

By Sunday:

Return to the discussion forum to read responses to your initial posting and comments on peers' posts to continue the discussion and reflect on knowledge you gained this week.



Click here for the discussion rubric to help guide you to your desired grade: Changing a Tire Discussion Rubric

Plagiarism Detection and Prevention

Plagiarism is defined as "'wrongful appropriation' or ‘close imitation'" ("Plagiarism", 2011). Plagiarism is something that many of us in the education world (wither attending school or working in it) is familiar with. It's been around for a long time and something many educators have fought with to try and prevent. It's been pretty cut and dry as to what it meant even though detecting it was more difficult. Now a days we have the online environment and technology that makes defining plagiarism and cheating a bit more complicated. However, it may be surprising to know that "Learners cheat about as often in an online environment as they do in a face-to-face environment" (Palloff & Pratt, n.d.). What can we do to help stop plagiarism?

First, there are tools that help the facilitator better detect plagiarism. "Free online search engines such as Google allow instructors to track down copied phrases, while commercially available plagiarism detection software and online services (e.g., Essay Verification Engine (EVE) and Turnitin.com) compare individual student papers to Web documents and/or essay databases to find and report instances of matching text" (Jocoy & DiBiase, 2006). I have not used the software programs, but the concept of them are very neat to me because students will turn in their work and then the software program would detect if there was any plagiarism. Nice and easy!

The second thing is to "educate learners about copyright, fair use, plagiarism, and cheating" (Palloff & Pratt, n.d.). Search engines are hugely popular when having to research something - I know I am a consistent user. However, the facilitator needs to emphasize that although the Internet and its search engines are excellent tools to utilize to help with research, anything gained from them and used in our own writing must be cited. In this instance, we are using them as a supporting resource, emphasizing the word "supporting". Therefore, we need to provide our audience with the information on where the rest of that work can be found. We need to also bring awareness to the fact that copying and pasting information from the Internet is a form of plagiarism that many learners don't know (Palloff & Pratt, n.d.). Another aspect that learners aren't aware of is the different forms of cheating. For example, reusing a paper you wrote in a previous course is a form of cheating (Palloff & Pratt, n.d.). Helping bring awareness to plagiarism and cheating will allow the learners to see where their boundaries are and help them stay successful in their learning.

Those two steps are also great ways to help prevent academic dishonesty. Another action an instructor can take is to rethink their ideas behind their assessments. When the word "test" is brought up to learners, a good 75% of them immediately get anxious and highly nervous and it seems like they have instantly forgotten everything they've learned. This then results to them not testing well and being more susceptible to cheating. However, if we (as the instructors) take a step back and do an open book exam or allow them to collaborate during assessments, this will decrease the feeling of needing to cheat and increase their success rate. The goal of these assessments is usually for the facilitator to gauge how well the learners are grasping the material. If the questions are strong enough with enough analytical thinking, broadening the scope of more than just being done individually can certainly increase their learning level, comfort level, and decrease cheating (Palloff & Pratt, n.d.). Many times we stress that allowing the learners to collaborate and teach each other the material, helps them retain it better. So, how is it different when taking assessments? We simply want to see how they are grasping the material and if we allow them to collaborate and observe how they do, we can tell from there how well they are able to explain and talk their way through the questions using their new knowledge and/or material. In essence, we are still reaching our objective with the assessment in seeing how well they are performing with their new knowledge.

So, with all of that great information, it got me thinking as to what tools I would use as a future online instructor. I would definitely use one of the detection software's mentioned to help me in detecting plagiarism. Sometimes it's not always easy and this software would help ensure I stay academically honest as well as my students. I will also consider group assessments or open book if appropriate because it would reduce the want for cheating, help build the learning community as they work through the questions together, and help them retain the information better because they are actively participating in their learning. Another tool I would use and would encourage others to consider to help prevent plagiarism is something my 6th grade teacher taught us to help with citing our resources. Every eighth sentence in a paragraph would be a cited resource and then the rest would be original information from us. Then as we got better, we were able to expand so that our resources were wherever we felt it would be most beneficial allowing us to express more of our own ideas with a sprinkle of outside support. This helps learners learn how to incorporate their own thoughts and utilize resources without overdoing it. A simple activity that has stuck with me through all of these years - I still consistently check to see if I have enough supporting resources to emphasize my own thoughts.

One of the most important things to express to learners is that there is nothing wrong with using outside resources to help support an argument, but these absolutely must be cited. Otherwise, we are falsely expressing to our audience our knowledge and in the end harming our learning success. I like to end with the phrase "if you didn't say it, cite it".



References

Jocoy, C. & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1-15.

Palloff, R., and Pratt, K. Plagiarism and Cheating. Laureate Education, Inc. Retrieved April 7, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1

Plagiarism. (2011, April). Wikipedia. Retrieved April 7, 2011, from http://en.wikipedia.org/wiki/Plagiarism

Impact of Technology and Multimedia

Today in our learning society, technology is rapidly taking over our classrooms and creating what appears to be endless possibilities in bringing education and information to learners around the world and on multiple electronic devices. "Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem" (O'Hara & Pritchard, 2009). Adding technology to our learning environment has certainly proven to have many benefits. However, there isn't a lot of talk about what it takes to either move a face-to-face classroom into the online environment or developing an online classroom from scratch. "Moving to the online environment means developing a new set of habits, tools, and practices, and that takes time, energy, and patience" (Boettcher & Conrad, 2010, p. 103). Converting to online and developing new online learning is something I personally have experienced in my professional and educational work.

When developing online courses there are a lot of factors to consider. For instance, the impact technology and multimedia have on online learning environments. Well, the overall impact can be a good one as stated above. For the learners, many do very well with technology and multimedia being incorporated into their learning. They are more engaged, able to do hands on activities to help in their understanding of the material, and with online learning have more control. There can be an overload of technology that we want to be cautious of as too much of a good thing can have a negative impact. However, when technology and multimedia are incorporated appropriately, the benefits are high for the learners and I have seen my company's New Hire class thrive once technology and multimedia was incorporated.

The online instructor does have considerations to make before including technology and multimedia into their course. They first need to think of their learners and if adding technology will benefit them. Then they need to consider what type of technology with they utilize - videos, audio files, interactive games, a course management system, etc. Their next step will be to ensure they know the technology they are going to use and that their learners will know it or be able to learn it before a graded assignment (Boettcher & Conrad, 2010). They will also need to develop strategies for how they will utilize the technology. For example, will they send out their announcements via e-mail or post them on the announcement section in the course management system? Will they incorporate instant messaging or twitter? How will they enforce the use of the discussion boards? These are all great questions out textbook " The Online Teaching Survival Guide" addressed. It is important for the online instructor to have a thorough plan when implementing technology because even though it's a great tool, it can also pose a lot of issues and confusion for learners. Therefore, "developing good practices for the sometimes endless details of managing and administering leaves more time and energy for guiding the knowledge development of your learners and developing satisfying learning relationships" (Boettcher & Conrad, 2010, p. 110).

Another factor to consider is what the implications might there be for the usability and accessibility of the technology tools towards online teaching. Well, anything with technology could have technical issues with operating, starting, compatibility, etc. The online instructor needs to take these into consideration and communicate alternative options for the students if the technology fails (a back up plan). In terms of usability, having learners use the technology with non-graded assignments before a graded assignment is an excellent resource to use (Conrad & Donaldson, 2004). Doing this gives the learners a substantial assignment to complete in the program and direction on the program's potential.

All of those factors and details were things I've learned in my professional and educational work in developing online courses that have helped me currently and will continue to help me with future online development. For the educational work, I was able to experiences a course management system before we implemented one at work. I found that to be highly effective and helped with a lot of the grunt work (tracking students scores, how many times they logged in, when their last log in was, how many discussion posts they've done, etc.). Some kind of management system is one I would highly recommend to any instructor venturing out into the online learning environment. Another technology tool I love is Adobe Captivate. Captivate is a program that is great for our training department because it allows us to create online courses, record voices, create quizzes, develop simulations, record video, etc. I think it would be beneficial to utilize in any educational type field vs. straight web development where Dreamweaver may be more appropriate. Those are the two technology tools I've found very beneficial and provide a lot of opportunities for my development in the online learning industry.



References

Boettcher, J.V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

O'Hara, S., & Pritchard, R. (2009). What is the Impact of Technology on Learning. Education.com, Inc. Retrieved March 31, 2011, from http://www.education.com/reference/article/what-impact-technology-learning/

Setting Up an Online Learning Experience

There are many steps to setting up a successful online learning environment and experience for all parties. Some include social presence, technology being used, building a sense of community, having patience, and communicating expectations. That list is not all inclusive, but the most important point from that list is social presence, which the book "The Online Teaching Survival Guide" describes as "getting to know each other as three-dimensional people" and "it's the foundation of building trust and presence for the teaching and learning experiences" (Boettcher and Conrad, 2010, p. 51). To develop a strong online learning community, it's essential the facilitator is there and present to set an example and show support for the learners. It helps build the foundation to an online learning community because if students see and feel support, they are more likely to remain engaged knowing they aren't alone in this online community - there is guidance for them to help enhance their learning experience.

Another important point in that list is technology and knowing what is going to be used, how it will be used, the level of knowledge from the students with technology, and any challenges. "One of the initial steps in course development is determining which tools will be used in the course...and the skill level of the students [with those tools]" (Conrad and Donaldson, 2004, p. 4). Online learning is done through technology; therefore, it is an important aspect of designing a course as it is the main thing used to run the course. The facilitator needs to know what technology is available to them and then determine what can be used. Once that is determined, it is critical for the facilitator to communicate what technology is going to be used throughout this course. A great way to do this is to let the students utilize the technology before its use in a graded assignment to avoid frustration and promote learning (Boettcher and Conrad, 2010). Technology in an online course can make or break its success. Poor technology that doesn't work properly in the course or is too complicated for the learners is going to result in disengagement from the students. On the flip side, technology that they learn and feel comfortable with and helps enhance their learning, results in a positive learning experience and high participation.

A third key element to the above list is the facilitator communicating clear expectations to the learners. Why is this essential? "Clear and unambiguous guidelines about what is expected of learners and what they should expect from an instructor make a significant contribution to ensuring understanding and satisfaction in an online course" (Boettcher and Conrad, 2010, p. 55). As a learner, it is quite frustrating to receive vague instructions that leave room for interpretations because it will most likely be interpreted differently than what the instructor meant, which will ultimately affect the learning and grade. In an online environment, the facilitator and learners do not have face-to-face interaction; therefore, having effective communication becomes more essential so that body language, tone, and other nonverbal cues are "seen" within the words. Clear expectations also help "students better plan and manage their learning tasks and schedule in advance", which helps with the "learners' time management to achieve success in [their] online learning" (Zhang, 2010). Some elements of clarity in expectations include:

• Time frames/due dates (a Syllabus)
• Instructor's office hours and contact information
• Content organization
• Discussion posts (what needs to be included, how long, how often should they respond, and to how many learners, etc.)
• Instructions for assignments (including providing examples) (Zhang, 2010) and (Boettcher and Conrad, 2010)

"Having clear expectations can help keep surprises, confusion, and anxiety to a minimum" (Zhang, 2010). It also promotes more time learning than explaining what's expected of the learners.

Those three are key elements to keep in mind when setting up an online learning experience. Here are some more good pointers from Dr. Palloff and Dr. Pratt in their video "Launching the Online Learning Experience" that will also help. They include:

• Take time to get to know your students (e.g., personal bios from the instructors and students)
• Use the learners' names as soon as possible to develop that personal connection (e.g., in a response to their discussion post)
• Use pictures and videos of yourself or an image that represents you
• Incorporate fun activities that engages the learners with the content and each other (e.g., Icebreakers)

Setting up an online course is time consuming and can be hectic because there is a lot involved in it. The resources we read this week for class taught me that and just reading over how much a facilitator needs to ensure happens before the first day of class is nerve-wrecking. Definitely opened my eyes that online facilitation is not easier as some believe. However, I also learned that taking that time to do it right, ensure all key points are included (like the ones I mention), and incorporate some best practices (e.g., create a supportive online course community, use synchronous and asynchronous activities, etc. [Boettcher and Conrad, 2010, p. 37]), will increase the success rate of the course, content, and learner satisfaction.



References

Boettcher, J.V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Palloff, R., and Pratt, K. (n.d.) Launching the Online Learning Experience. Laureate Education, Inc. Retrieved March 16, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1

Zhang, J. (2010). Clear Expectations Lead to Less Confusion in the Online Classroom. DE Oracle. Retrieved March 16, 2011, from http://deoracle.org/online-pedagogy/teaching-strategies/clearer-expectation-and-less-confusion-in-online-classroom.html

Online Learning Communities

According to Wikipedia, "a learning community is a group of people who share common emotions, values and beliefs, are actively engaged in learning together from each other" ("Learning Community", 2011). Dr. Palloff and Dr. Pratt also stated in their video "Online Learning Communities" that a learning community is "the ability to pull students together, support one another in a learning process, and explore together the content in the course" (n.d.). With these definitions in mind, it is apparent that an online learning communities goal is to create a sense of co-knowledge and meaning between the students and faculty. Therefore, it will definitely impact both the student's learning and satisfaction depending on how this goal is met.

I have had negative and positive experiences in an online learning community and it was apparent between the two that they had completely different standards in how they were set up. The negative experience lacked a sense of openness, support, and a present facilitator. The positive experience was successful because of the standards it had for the online learning community such as, support from students and faculty, learner-to-learner engagement, and a sense of community where the students are comfortable with each other and being open in their participation. These are elements that are thought about in the creation of an online community.

To successfully build an online community, there are quite a few things to consider. The following list comes from the course video titled Online Learning Communities by Dr. Palloff and Dr. Pratt.

• The facilitator needs to be familiar with the technology prior to creating the online community.


• Make the course easy to navigate.


• Be aware of how pages and items are being named (e.g., blogs, student lounge, and Q&A page).


• Build a community and classroom that feels warm and inviting rather than cold and formal.


• Welcome students to post a personal bio introducing themselves to their fellow learners and the facilitator should be the first one to post to set a model of participation.

In addition to those, the KBKMarketing and Consulting blog states that being consistent, providing compelling information, leading by example, and inviting readers to comment are important elements to include in the creation of an online community (Fassl, 2011).

Those are great steps to start building the online community, but how do we keep it sustained? Well, the facilitator needs to remain present throughout and "visit the classroom multiple times a day during the first 2 weeks to ensure things are running smoothly" (Palloff and Pratt, n.d.). It is also important for the facilitator to continue encouraging participation and comment on discussion posts to set an example. The facilitator's support is another area to keep the learning community sustained because the more support the students feel they have, the more likely they are to stay engaged knowing they aren't alone in the online environment. It is also the learner's responsibility to be a "professional participant" (Palloff and Pratt, n.d.). The learner has just as much responsibility in keeping the learning community sustained as the facilitator does because it's a partnership to continue the growth of knowledge within the community.

The learning community also has a relationship with how effective the online instruction will be. The success of the online instruction will be shown through the "excitement of the learner's expression in the new knowledge they've gained" (Palloff and Pratt, n.d.). If the learning community is not built well, the students won't be as engaged to learn therefore affecting the online instruction negatively. According to Palloff and Pratt, "the learning community is the vehicle in which the learning course should be delivered" (n.d.). They go hand-in-hand and the better the learning community, the more the student's feel satisfied, their perception of learning is better, they feel a part of something bigger, and they have a social pressure to succeed.

With the courses offered through Walden University, I have learned how a learning community should be and how important it is to take the time to build one. Having pages dedicated to students (e.g., a student lounge) and icebreakers really do help in an online environment because we don't get to physically see each other, so being able to provide a personal element through words helps bring the online environment to life. The Walden's environment promotes students to challenge each other, to draw things out of one another, provide feedback, have a facilitator that supports the learners, and make it more of a community where the students and faculty are exploring the content together (Palloff and Pratt, n.d.). As a facilitator and creator, those are things I will certainly keep in mind when creating online material and facilitating it. I will take the time to build the community for my learners so that it helps them feel more welcomed and want to be engaged.

 

References

Fassl, K. (2011, February 7). Four Key Elements in Building an Online Community. Message posted to KBKMarketing & Consulting, archived at http://www.kbkmarketingandconsulting.com/blog/onlinecommunity.html

Learning Community. (2011, February). Wikipedia. Retrieved March 3, 2011, from http://en.wikipedia.org/wiki/Learning_community

Palloff, R., and Pratt, K. Online Learning Communities. Laureate Education, Inc. Retrieved March 2, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1

Analyzing Scope Creep

Scope creep is “the natural tendency of the client, as well as project team members, to try to improve the project’s output as the project progresses” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer 2008). I experienced and am currently experiencing scope creep with one particular project: the redesign of our New Hire class. We are on our second phase of the redesign because the first one did not go too well and we saw areas that needed big improvement. During the first phase, managers, team leads, and the training team all had ideas that they wanted to include in the New Hire class, but it was not possible due to the length of the class. However, it was discovered that after the first redesign was implemented, some training team members were including the information they wanted to anyway resulting in the classes not all being the same. This then caused complaints from the managers because some of their associates understand the job great and others are quite confused because they didn’t get all of the training and simulation practice they needed. It was discovered that the shorten simulation practice time was due to the additional information being added in that wasn’t approved. This was a huge set back because the additional content was needed, but within a three week time span was not possible so it was said that it would be looked over again in phase two. This caused a lot of tension among the training team, design team for the class, and the center towards training. It was a mess!

At the time, I kept informing my boss, who was also the PM that these ideas were good, but would need to be added to a phase two of the project when we could convince the center to extend the time of training. She agreed; although, she added in some of her own brief practices that was not run by everyone in the team. It was a lot of chaos and not a lot of communication, which resulted in a frustrated project team, training department, and anyone else impacted by it. I was unfortunately trying to have some control over the content since I was put in charge of designing, but that control wasn’t really there once it came time for decisions. I needed to have more of a voice and help more with the communication knowing that’s not a strong skill for the PM.

The second phase, which we are currently working on, began in January 2010 and has been a better success in terms of the project phase. It won’t be implemented until early 2011, so it is still up in the air as to whether this is a successful project or not. However, there have been steps taken to ensure more success. For example, the PM did give me complete control over managing the content and announced it to the team so there was no confusion as to who had the final say. We did implement a type of “change of scope” document where there are formal written requests to add or change the scope of the project (Stolovitch, n.d.). This has worked much better as there is now tracking being done with these requests and things are being delegated to either be added or to be looked over again in phase three. Before phase two began, the training team met with the managers and discussed what they wanted to see in New Hire and the idea of extending the class to incorporate all of this information. Involving the managers during the conceive phase was essential and has really smoothed out some rather big bumps with this project. The PM has also done more delegation instead of trying to be a PM and create content. This has provided her with more focus on the overall project and opened up time for her to follow-up and have continuous meetings with individuals and the team. I can see first-hand why communication is essential to any project – it ensures everyone is on the same page and any confusion is handled right away.

Another area that was lacking the first time was having a Linear Responsibility chart. There were so many people involved in the project and unfortunately no one knew what each other was doing and/or many people were working on the same piece. There was no clarification from the PM as to what the assignments were so it stayed chaotic and ended up falling on one person to tie up loose ends, which there were many. Phase two has a chart similar to the Linear Responsibility chart that has been in place and updated periodically throughout the project. It hangs in the Training Department’s aisle where everyone can see what projects have been assigned, what needs assigned, what has been completed, and what is currently being worked on. When I spoke to my manager/PM about this idea, I didn’t know what this was called, but I did know a chart needed to be involved. The results are great and it truly has helped the flow of the project and people know who to communicate with about certain topics. It also holds people accountable for their piece if it’s not finished in time, where last time it seemed to all fall on one person instead of the correct individuals who were at fault.

I am still not in the position of managing the whole project, but being able to manage the design portion has really helped my skills and allowed me to help the team in building those communication skills with each other. If I were in charge of the whole project, I would be sure I thoroughly go through the steps: conceive, define, start, perform, and close and ensure all the proper forms (e.g., Statement of Work, Linear Responsibility chart, Work Breakdown Structure, Project Schedule, etc.) were used (Portny, et al. 2008). With the Project Management class’ course project, I have been able to work with each of those forms and work through the phases, which now I can see the benefits and if I am ever in charge of a project, they would certainly all be used as much as possible. It’s amazing to see the transformation of the team with phase two of this project and we all have a good feeling this will be a very successful project that will transform the New Hire class and improve the learners’ understanding of their job skills.

References

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.

Stolovitch, H. (n.d.). Monitoring Projects. Laureate Education, Inc. Retrieved November 30, 2010, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603378&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1

Communicating Effectively

This week we were provided with a multimedia program that had one message delivered three different ways: written, voicemail, and face-to-face. We were to read/listen to each message and jot down our interpretation of them and what changed from one form to the next. Below is what I thought about the different deliveries.

In the e-mail message, my interpretation was that Mark was holding a very important puzzle piece to the project and Jane needed that in order to complete her report. The tone read a bit threatening using a lot of “I’s” and what she needed and not seeming very understanding in the end that he is a part of other projects and in meetings all day. It read as though Mark would be the one to blame if her deadline was missed.

In the voicemail message, my interpretation completely changed because I could hear the tone of voice so I am not misinterpreting how the message was meant to be conveyed. It appeared less threatening and more understanding and trying to work with Mark to get the reports completed. She seems to emphasize the importance of his report and how it will help her complete her report. I still do not like the wording about how she may miss her report’s deadline if she doesn’t get his; however, I did take it this time as more of a sense of urgency than thinking Jane would blame Mark if she misses her deadline.

In the face-to-face message, my interpretation didn’t change too much from the voicemail. The benefit of this was seeing her body language and how friendly she was making her appear to be more approachable. She conveyed that she needs his report to finish hers (still having a sense of urgency) and truly willing to accept it in many different formats, whatever was easiest for him.

Out of the three variations in delivering the message, the one that conveyed the true meaning and intent of the message to me was face-to-face. The voicemail worked well for me too, but I think seeing how approachable she was in person, helped take away any threatening tones. Her communication in person was the most effective also because her attitude, body language, and tone influenced her message in a positive way (Stolovitch, n.d.). If I were working on a project with her, I would be more willing to take time out of my busy day, finish up my report (if that hasn’t already been done), and send it to her as soon as I could.

From this exercise, I saw how not every message should be conveyed via e-mail. E-mail is our primary form of communication these days and I know I forget how important it can be to just walk over to someone’s desk and meet them face-to-face or at least a phone call if they are not nearby to talk to in person. If e-mail is the only way to send the message, Dr. Stolovitch (in his video Communicating with Stakeholders) presents some key information to keep in mind:

- Begin with a clear purpose

- State the situation

- Include possible solutions

- Indicate if a sign off is required

- Specify the form that the response is required to take

- Keep tone of all communications business friendly and respectful

I also learned that my tone (in e-mail or in person) has a big influence as to how people will take my message. I tend to appear stand-offish to people when really I am more than willing to help. Therefore, my tone and body language need to convey my willingness to provide assistance when needed and not convey that I may be annoyed or bothered by the request. Dr. Stolovitch’s video and this exercise have helped me see why some colleagues aren’t as open to coming to me when they need to and that is on me, not them. In addition, I have learned that in any form of communication (written, voicemail, or face-to-face), it is essential to keep your audience in mind and avoid any ambiguity in the message so there is clear communication to all involved. This is especially critical when working on a project team so that there isn’t any miscommunication on people’s responsibilities, deadlines, scope creep, any changes, any issues, etc. An important question to ask before deciding on how to convey the message is “How is the best way of communicating this message so its true meaning is conveyed?” I will certainly be asking myself that question from now on so that the intent of my message comes across clear.

References

Stolovitch, H. (n.d.). Communicating with Stakeholders. Laureate Education, Inc. Retrieved November 15, 2010, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603378&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1