Chapter 11

Chapter 12W. K. Hoy 2003, 2008, 2011Communication in Schools Communication in SchoolsFour Caveats for Educational AdministratorsCommunication is difficult to isolate from other administrative processes.Not all school problems involve miscommunication.Communication reveals, hides, and eliminates problems.Communication is a process that evokes action but is far from the substance of good administration.W. K. Hoy 2003, 2008, 2011Communication in SchoolsKey TermsCommunication sharing ideas or attitudes in ways that produce a degree of understanding between two or more people.Message the verbal or non-verbal cues or symbols that each communicator conveys.Channel the vehicle, medium, or form in which a message travels.Sender the person or generalized source sending a messageReceiver the destination of the message or the individual or deciphers it.Transmission the actual sending and receiving of messages through designated channels or media.Encoding using cognitive structures and processes to convert the intended message into symbolic form by the sender.Decoding using cognitive structures and processes to retranslate the message by the receiver.Feedback the message sent in response to the initial message; information that enables corrections (Ch. 1).Communication effects the outcomes of the message exchange process.W. K. Hoy 2003, 2008, 2011Communication in SchoolsW. K. Hoy 2003, 2008, 2011Sender(source, speaker, communicator)Receiver(reader, listener, communicator)EncodingDecodingMessageIn ChannelFeedbackGeneral Model of CommunicationCommunication in SchoolsOne-way communicationUnilateral - initiated by the sender and terminated by the receiverCommon examples in schoolsClassroom lectureExhortation by the principalPA announcementsAdministrative directiveAdvantagesEmphasizes the skills of the sender and encourages administrators and teachers to think through, accurately articulate, and provide clarity to their ideasImply strong linkages between communication behavior and action

W. K. Hoy 2003, 2008, 2011Communication in SchoolsTwo-way communicationReciprocal all participants in the process initiate and receive messagesCommon forms in schoolsConversationInquiryDebateInstruction (Socratic Method)

W. K. Hoy 2003, 2008, 2011Communication in SchoolsIndividual Communication CompetenceSending SkillsUse appropriate direct languageAvoid jargon and complex conceptsInformation must be clear and completeBuild on or reorganize receivers cognitive schemaMinimize noise from the physical or psychological environmentUse multiple and appropriate channels of mediaUse face-to-face communication and redundancy when communicating complex messages

W. K. Hoy 2003, 2008, 2011Public Speaking: Some PrinciplesBe confident: Avoid hesitant and uncertain speech; it communicates doubt.Be direct: Get to the point without excuses. Speak quickly: A rapid pace of speech is functional. Pronounce your consonants: Pronunciation is important in conveying status, respect, and confidence.Use sophisticated speech: Refined vocabulary communicates status.Use Standard English: Slang and street language undermine respect, status, as well as the message. Speak up: Talking is an expectation of authority figures; in fact, it is a necessary condition for status.Dominate: Be aggressive in your speech; your goal should be to communicate.

W. K. Hoy 2003, 2008, 20118Communication in SchoolsIndividual Communication CompetenceReceiving Skills (Listening Skills)AttendingEye contact, receptive body language, focusQuestioningEncouragingVerbal and non-verbal cues ParaphrasingReflecting feelingSummarizing

W. K. Hoy 2003, 2008, 2011Communication in SchoolsIndividual Communication CompetenceFeedback Skills- Sending and receiving skills that convey knowledge of results or effects of previous communications and behaviors.Can be verbal or non-verbalAsking questioning, describing behavior, paraphrasingInformation should be helpful to the recipientSpecific rather than generalRecent rather than oldDirected toward behavior the person could changeTimely, the more immediate the better

W. K. Hoy 2003, 2008, 2011Communication in SchoolsChannels of CommunicationVerbal symbolsHuman speech direct, face to face conversation or electronic exchanges via telephone, radio, television, video conferencingWritten media memos, letters, faxes, electronic mail and bulletin boards, instant messaging, newspapers.Non-verbal symbolsBody language or gestures facial expressions, posture, hand and arm movementsPhysical items or artifacts with symbolic value office furnishings, clothing, and jewelrySpace Territoriality and personal spaceTouching and huggingTimeIntonation, accents, pitch, intensity, rate of speech

W. K. Hoy 2003, 2008, 2011Communication in SchoolsSources in Communication Processes: Senders and ReceiversCredibilityBelievability, identity and reputation of the senderSenders expertness and trustworthinessTrust and confidence the receiver has in the words and actions of the senderCognitive CapacitiesPsychological characteristics limit individual communicationCommunication skillsKnowledge of subjectPersonalityMotivation factors (attitudes, values, interests, expectations)W. K. Hoy 2003, 2008, 2011Communication in SchoolsCommunicating in ContextNoise - Contextual, physical, cultural, environmental distractions that interfere with the communication processExamples in schoolsClosed organizational climatesPunishment-centered bureaucratic structuresCultural or gender differencesAuthoritarian leadershipTeacher militancyDemographic prejudiceOutdated or obscure technology

W. K. Hoy 2003, 2008, 2011Communication in SchoolsW. K. Hoy 2003, 2008, 2011Information

Communicators

Media

Context

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?

Who is speaking to whom?What roles do they occupy?

What methods/media are being used?

What is the context in which the communication is taking place?What factors are creating noise that might block or distort the message?

Communication in SchoolsOrganizational Perspectives of Communication

Communication networks - methods , vehicles, or forms a message travels in organizations.Formal ChannelsMethods sanctioned by the organizationRelated to organizational goalsInformal ChannelsGrapevinesDirectionally vertical or horizontalOne or Two-way

W. K. Hoy 2003, 2008, 2011Communication in SchoolsW. K. Hoy 2003, 2008, 2011Types of roles in communication networksPerson 1Person 2Person 3Person 4Person APerson A in Star RoleCommunication in SchoolsW. K. Hoy 2003, 2008, 2011Types of roles in communication networksPerson 1Person 2Person 3Person 4Person BPerson A in Isolate RoleIsolateCommunication in SchoolsW. K. Hoy 2003, 2008, 2011Types of roles in communication networksPerson 1Person 2Person 3Person 4Person APerson A in Bridge RoleGroup IGroup IICommunication in SchoolsW. K. Hoy 2003, 2008, 2011Types of roles in communication networksPerson APerson A in Liaison RoleGroup IGroup IICommunication in SchoolsFormal communication networksChannels of communication must be knownChannels must link every member of the organizationLines of communication must be a direct and short as possibleThe complete network of communication is typically usedEvery communication is authenticated as being from the correct person occupying the position and within his or her authority to issue the messageW. K. Hoy 2003, 2008, 2011Communication in SchoolsThree characteristics of schools critical to formal communication networksCentralizationThe degree to which authority is not delegated but concentrated in a single source in an organizationShapeThe number of hierarchical levels or tallness v. flatness of the organizationTechnologyAs communication technology becomes more sophisticated, its use will dramatically alter communication in both formal and informal networksW. K. Hoy 2003, 2008, 2011Communication in SchoolsInformal communication networksAdvantages of the grapevineActive informal networks are indicative of a schools culture and provide vital feedback to leadersInformal channels may satisfy social or affiliation needs not met by formal channelsGrapevines fill an information void and provide outlets when formal information channels are cloggedInformal networks provide meaning for activities within the school

W. K. Hoy 2003, 2008, 2011Communication in SchoolsDirectional chain of commandFive types of communication from superior to subordinate(Downward)Instructions about specific tasksRationale about why the task needs to be done and how it relates to other tasksInformation about organizational procedures and practicesFeedback about the performance levels of individualsInformation regarding the organizations goals

W. K. Hoy 2003, 2008, 2011Communication in SchoolsDirectional chain of commandFour types of communication from lower to upper levels of hierarchy (Upward)Routine operational messagesReports on problemsSuggestions for improvementInformation on how subordinates feel about each other and the job

W. K. Hoy 2003, 2008, 2011Practical Imperatives

Use multiple communication strategies to enhance understanding: Not everyone learns the same way.Ensure that verbal and nonverbal communications are consistent: Limit communication confusion.Develop ways to verify understandings of communications: Communicating is not the same as understanding.Use the grapevine to assess potential reactions to communications: Informal communication is usually more authentic than formal communication.Encourage questions and restatements of messages to reduce ambiguity: Clarity comes from persistence and redundancy. Check for understanding: Use feedback techniques to ensure that all parties have the same understanding.

W. K. Hoy 2003, 2008, 2011Practical ImperativesFollow oral communications with written summaries of understanding: Clarity and redundancy avoid misunderstandings.Complement the formal communication network with the informal: Informal networks are more authentic.Use richer media (e.g. one-to-one interactions) as content becomes more complex and ambiguous: Complexity requires clarity.Clarify your communication so as to reduce noise (e. g. extraneous information): Clarity is crucial to understanding.Enhance you repertoire of communication skills and strategies: Different people and situations require a variety of communication strategies.W. K. Hoy 2003, 2008, 2011