TABLE VIII
Facilitators:
Paul Cahill, Principal, Cahill Associates
Judith Summerfield, University Dean of Undergraduate Education, CUNY
Questions:
1) Think back to an instance of miscommunication that involved you in some way. How did you recognize the problem? Why did it arise? How might it have been avoided? What common themes arise in your discussion of this question?
4) What challenges do we face in communicating within increasingly diverse classroom and business environments? How do we best navigate cultural or even generational differences in working to nurture effective speaking and writing across academic and business contexts?
Generational and interpersonal issue:
By avoiding talking about certain issues due to gender, culture and generation, we increase instances of miscommunication; on the other hand, is there a common core that cuts through difference that we can access when communicating?
It is often with negotiations that should be done in person but are done on email; email discourages working together in the workplace. It comes back to “More Anguished English” vs more “Anguished English.” Even the climate of inhibition around talking about politics is a form of miscommunication and an interpersonal issue. Yes, for example a spousal debate over election and the husband feels unsupported. Yes it is interesting to see what kinds of words are used in politics; sound bites in politics are nouns: change, rigor.
We have unfiltered conversation in blogs and email—because we use so many fast tools; one has to be careful because one can be testy and sarcastic when in ‘fast’ mode. The receiver does not always understand this.
Do short responses come off as flippant because we don’t have time for niceties? Does that create more miscommunication?
Socio-cultural contexts in which miscommunication flourishes: Central dilemma: We are increasingly pushed into problems of solutions paradigms…
Multiple communications going on at once:
Blackboard:—can be like a tangled mobile when too many dialogues are going on at once; we must focus on desired outcomes. Also, technology anxiety is very real for teachers; you have to grow extra ears and listen more than talk. It is important to avoid the rush to solve a problem.
We congratulate ourselves for being great multi-taskers—but we are not—there is a finite amount of time and a lot coming at us; a day can go by and nothing’s been done. Because we have been responding and not doing. This is due to “too much noise.” (Blog, email, Blackboard, etc.).
It is important to be discriminating about what we are zeroing in on when we are listening. It is true that administrative and faculty worlds have different understandings of words and terms and even technologies.
Blackboard is used in the classroom and its patented nature is that it is connected to registration. A Web-based application, it works best with Internet Explorer.
Does technology taking precedence over ‘people’ issues?
It is a big question in the academic world; tension between the system and what human beings want and need; man vs machine.
But technology is not a separate thing; it is seamless. There is even an idea of no keyboards in future.
How do you create passion for reading and words among students who don’t have it, who have a lack of love for words in favor of fast-paced imagery?
The crossword puzzle maker Will Shortz—makes most of his money from Sudoku and he’s not happy about it (it’s less language-y, more visual); welcome to the post-literate age.
Esther Dyson made a point in her Keynote about having time to develop a sustained argument—if they’re not interrupted by someone else, they’re interrupted by ourselves. This is so important, being able to develop critically longer arguments—we are used to snippets and sound bites. There is a real difference in the mode of constructing and synthesizing ideas.
Software development today is based on statistic development, targets, test taking, indicators, outcomes; outcomes assessment is huge; standardized student is inhibited with no creativity. These end up being power structures that truly limit students; buzz words are controlling: how can I not care about standards and results? It is impossible to disagree with.
It is at times about not being able to get things done because of a “system” in place. It inhibits new pathways and creativity, blocks communication. The mentality is “We’ve been doing it this way already…”
And the feeling is; if I take the extra time to think, someone else will make that decision for me. Yes, the idea of rush. If you don’t keep up with speed, you’ll get left behind.
On the other hand, as an educator, if you try to restructure the day, the Administration says: you can’t do that—we can’t move the beginning or end of day or lunch. So your hands are tied. Being creative you’re up against structures that can’t move. But Technology allows us to move big structures.
How to address disconnects between technology and creativity in large systems and long processes?
Expectations and standards of speed both stifle and enable creativity.
This discussion is very interesting to me. I can’t tell you the number of times I have hurriedly sent off an e-mail that actually misrepresented what I intended to say. It is the hurried response that has me frantically trying to “recall this message,” and then lamenting over how the message may be interpreted by the various personalities receiving it, particularly those who read it anyway and who are more likely to be less forgiving.
Time and angst should be its own lesson, but the error is often repeated in the urgency of a task. I sometimes actually hope that certain e-mails that I have sent are ignored or deleted as insignificant or unimportant rather than being perceived as personal or professional affronts. It is very difficult to type an e-mail, and save it as a draft to proof it later, before sending it, particularly in the “show that you are paying attention,” and “let me give my opinion first” mentality of the business world.
I too find the “in a rush” email is very often a disaster. But I also find that I now receive so many that it is perhaps an acceptable blunder and becomes less of a reflection on the meaning of the sender but rather evidence that someone was in a complete hurry.
I would love to know more details on the “…paying attention and… and my opinion first” of the business world. It sounds like there might be a new communication theme for next year’s symposium.
When I say “paying attention and my opinion first,” I am simply relating my perception of human group behavior based on my own personal experience and motivation. I perceive that when I am confronted with an opportunity to be heard and to express my opinion, as is the case now, and I am in competition with countless others who are as anonymous as myself, which is not the case in this instance, and I suddenly have an opportunity to be thrust into the limelight, if only for a moment, then I perceive that a feeding frenzy ensues. Of course, since no one has responded to this opportunity other than Suzanne, there is no frenzy, and I can read my comments over and over again and admire on how well I think I expressed myself without the pressure of “getting my opinion in first.” I guess this can be a double-side sword if no one bothers to challenge me.