Week 7 Communication Skills: The Great Paint Brush Learning

Week 7 Communication Skills The Great Paint Brushlearning Activity 1t

Evaluate the e-mail communications of Mr. Porter and Mr. Weigand. To what extent are they communicating effectively about the new performance objectives? Explain. If you were a teacher, how would you have felt after receiving the e-mail? Why?

If you were Mr. Weigand, how would you respond to the angry teacher? Be specific about how you would communicate with her and what you would say. How could he have communicated differently about the performance objectives to influence the teachers more positively?

Identify the mistakes that the teacher made when composing and sending her e-mail message. Part Two How would you have presented the new program to the teachers? Communication is very important to effective change remember this in your plan to present the new ideas.

Paper For Above instruction

The effectiveness of communication within educational environments is a critical factor that influences the success of implementing new initiatives, such as performance objectives for teachers. In analyzing the email exchanges between Superintendent Porter, Principal Weigand, and the teachers, it becomes evident that there are significant shortcomings in clarity, tone, and emotional intelligence, which could hinder the intended outcome of the communication efforts.

Firstly, Superintendent Porter's email, while straightforward and official, lacks empathetic language or engagement that might foster cooperation and understanding among the teachers. His directive approach, emphasizing compliance by a specific deadline, could be perceived as demanding without providing context or support, thereby risking resistance or superficial compliance. Effective communication in leadership, especially during change management, involves clarity, transparency, and fostering a collaborative environment (Lunenburg, 2010). Porter's communication did not fully address these aspects, which may result in teachers feeling undervalued or disconnected from the process.

Principal Weigand’s role in relaying information is also critical. His message attempted to clarify the expectations but inadvertently caused confusion by blending Porter's instructions with his own interpretations about training sessions. The tone of his message was neutral, yet it lacked proactive support to motivate teachers or address their concerns. This situation illustrates the importance of precise and empathetic messaging from administrators to prevent misinterpretations and emotional responses (Hargie, 2011).

The teacher's email, however, demonstrated a different set of communication flaws. Written in haste and in frustration, the email contained emotional language and a dismissive tone, which undermines professional decorum and could damage workplace relationships. Sending such a message—even unintentionally—can be detrimental because it may be shared beyond the intended recipient, creating misunderstandings or damaging reputation (Hogan & Olson-Buchanan, 2019). As a teacher, receiving such an email might evoke feelings of embarrassment, discomfort, or concern for job security, especially considering the harsh tone and dismissive language towards leadership and colleagues.

As Mr. Weigand, responding to the angry teacher requires tact and professionalism. A constructive approach would involve acknowledging the teacher's feelings, emphasizing understanding, and redirecting the conversation toward collaboration. For example, he might say, "I understand that the new performance objectives deadline feels challenging given your current workload. Your dedication to your students is clear, and I appreciate your efforts. Let's discuss how we can support you in achieving these goals while maintaining your focus on lesson planning." Such a response demonstrates empathy, encourages open dialogue, and fosters a positive working relationship (Goleman, 2006).

In terms of improving communication about the performance objectives, Mr. Weigand could have adopted a more supportive and inclusive tone. For instance, before sending official directives, holding a staff meeting or distributing detailed, supportive documentation could clarify expectations, answer questions, and address concerns proactively. Using positive language, emphasizing the benefits of the new objectives, and providing resources or assistance could increase buy-in and reduce resistance. Transparent communication, which involves listening and responding to staff input, is vital for effective change management (Kotter, 2012).

The teacher's mistake in the email was primarily in expressing frustration through emotionally charged language and potentially damaging the professional relationship. Sending an impulsive, negative email without reflection can escalate conflicts and undermine teamwork. A more professional approach would involve drafting a response after cooling down, considering the tone and content, perhaps seeking advice or discussing concerns privately with a supervisor before escalating the issue via email.

Finally, presenting the new program effectively involves strategic communication planning. It is essential to emphasize the purpose, benefits, and support available for the change. A presentation could include informational sessions, Q&A forums, and collaborative workshops. Highlighting how the new objectives align with district goals and student success helps build consensus. Furthermore, fostering an environment where teachers feel heard and valued encourages openness and adaptability. Communication should be ongoing, with opportunities for feedback, to facilitate smoother transitions and sustainable implementation (Fullan, 2014).

References

• Goleman, D. (2006). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
• Hargie, O. (2011). Skilled Interpersonal Communication: Research, Theory and Practice. Routledge.
• Hogan, R., & Olson-Buchanan, J. B. (2019). Emotional and interpersonal skills in the workplace. Journal of Organizational Behavior, 40(2), 466–475.
• Kotter, J. P. (2012). Leading Change. Harvard Business Review Press.
• Lunenburg, F. C. (2010). Communication: The Core of Effective Leadership. National Forum of Educational Administration and Supervision Journal, 27(4), 1-6.
• Fullan, M. (2014). The Principal: Three Keys to Leading Successfully. Jossey-Bass.