Discussions 6!

This is a two-part assignment totaling two pages.

Part 1 --(1 page ~275 words)—Responding to the discussion prompt below:

Locate 3 current, peer-reviewed articles on collaborative communication. Through self-reflection, discuss the personal and professional communication areas you wish to improve, applicable strategies described in the articles, and how you plan to apply them.

PLEASE USE:2018-2022 peer-reviewed articles

Part 2—Please respond to each  discussion post.  There are two different responses that should be ½ page each (~135 words)

 Discussion 1:  please respond to ava’s post: only a 125-word response is needed! Use at least one  reference above in the response.Oliveira (2013) asserted that individuals and organizations create and share social, historical, and cultural values through their communication practices. Leaders are the exemplars for improving cultural dynamics through collaboration with effective communication at the forefront of the work. When reflecting on professional areas of communication for improvement, there are some areas in which I would work to improve including protecting the instructional time afforded to the educators.Effective communication requires reflecting beliefs about the organization through proactive, persistent, and consistent practices. Consistency is the key to allowing collaborative instructional planning and instructional time to take place. Upon reflection, I would strive more to ensure that the protection of collaborative planning and instructional time takes place more consistently. One of the strategies that work to protect time is through shared ownership of practices such as calendars, reminders of events, and leadership’s communication of learning expectations (Sterett, et al., 2018). We have a master schedule that centers on collaborative planning among subject areas. I can always improve to protect our collaborative time by encouraging limiting administratively led team meetings (which occur during planning times) and utilizing other communication methods to deliver non-instructional information.Another area I would consider when improving practices is maintaining the enthusiasm for the schoolwide instructional focus. Lock et al. (2018) emphasized several steps when implementing and maintaining a schoolwide focus on curriculum including setting clear expectations, having open, consistent communication, and incorporating multiple levels of leadership. When reflecting on our schoolwide practices, we could work to improve practices that include a wider breadth of voices, including those of future teacher-leaders who do not serve on the leadership team. It is particularly interesting to engage with newer teachers (having less than five years of experience) who have completely different approaches to curriculum implementation. Having that open line of communication allows everyone the opportunity to contribute to the instructional focus for which we strive.

References

Lock, J., Hill, L., & Dyjur, P. (2018). Living the curriculum review: Perspectives from three leaders. Canadian Journal of Higher Education, 48(1), 118–131.

Oliveira, F.M. (2013). Multicultural environments and their Challenges to crisis communication. Journal of Business Communication, 50(3), 253–277.

Sterret, W. L., Parker, M. A., & Mitzner, K. (2018). Maximizing teacher time: The collaborative leadership role of the principal. Journal of Organizational and Educational Leadership, 3(2).

DISCUSSION 2:  PLEASE RESPOND TO Ryan’s POST:  ONLY A 125-WORD RESPONSE IS NEEDED! USE AT LEAST ONE  REFERENCE ABOVE IN THE RESPONSE.

 When examining articles on collaborative communication, the focus on communicative delivery was integral to the process. As a leader who values collaboration and shared decision-making, I searched for a deeper examination of self-efficacy and efficiency within the communication process. In a study examining the communication processes of delivering bad news, Rivet et al. (2022) explored the impact of training strategies targeting the delivery of sensitive and disheartening information. Cultivating collaborative conversations were fostered through three targeted professional learning sessions, raising personal and professional awareness. Significant within the study was relying on self-awareness skills to develop stronger relational connections to provide greater feedback to others while building empathic skills. Technology integration added to the communication process, providing additional opportunities to mentor, coach, and continue communicative pathways with various individuals. Personally, building quicker empathic responses grounded in policy is something I am addressing. There is a balance of listening to perspectives while integrating policy and procedure, integrating the personal reflection with the professional application.Also linking to communication within the medical field, Ito et al. (2020) stated the importance of navigating personal needs within social constructs and assumptions to better make informed decisions. Collaboration was critical to understanding the needs of the caregiver and patient as related to interpersonal communication and social status. Struggles were evident in communication pathways, reflecting on deficiencies in communication style (Ito et al., 2020). What was interesting was the comfort in communication between leader and follower and the disconnect experienced when medical students interacted with patients. There was a perceived lack of comfort and the communication styles changed from the daily interactions many were accustomed to. Integrating reflective strategies and opportunities to design strategies incorporating communication pathways was of great success. When working with caregivers, I have often felt discomfort in choosing what I will say or navigating how I will present myself through communication. Personally, building my skillsets to be confident in how I present to caregivers is something to continue reflecting on. Professionally, striving to develop a collaborative community with caregivers fostering reciprocal understanding and sharing perspectives builds upon my strengths as a servant leader while strengthening trust and relational factors.Wang (2021) explored intergenerational communication through technology and developed a coding system analyzing the connection. Significant focus was placed on exploring behaviors within generations and the empathic and relational factors involved in the communication process. I reflected on my communication processes among generations, especially when working in school settings grades K-12. The fluctuation of communication styles, relational characteristics, and behaviors when navigating age and learning levels requires understanding comprehension and experience. Working to collaborate and draw from each other across generational lines was significant within the study. The reflective aspect when dealing with generational communication made me think about the importance of clarity in communication, word usage and selection, and even how conversations begin and end. All three articles dealt with investigating personal awareness to initiate external communication patterns. Professionally, focusing on cultivating relationships when communicating can be achieved through balancing powers of interaction and reflecting on best communication practices that meet and address self-needs.

References

Ito, M., Hida, T., Goto, K., Goto, M., Kanada, Y., & Ohtsuki, M. (2020). Moving beyond superficial communication to collaborative communication: learning processes and outcomes of interprofessional education in actual medical settings. Fujita Medical Journal, 6(4), 93–101. https://doi.org/10.20407/fmj.2019-026Links to an external site.

Rivet, E. B., Edwards, C., Bedros, N., Haynes, S., Anderson, A., McDonough E., Khandelwal, S., Cholyway, R., Feldman, M., & Lange, P. (2022). From chaos to creativity: Designing collaborative communication training for the delivery of bad news. Surgery, 1–7. https://doi.org/10.1016/j.surg.2022.06.010Links to an external site.

Wang, Y-L. (2021). The development of a coding scheme for intergenerational learning and its application to the patterns of intergenerational collaborative communication. Frontiers in Psychology, 1–13. https://doi.org/10.3389/fpsyg.2021.629658Links to an external site. 

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