Success of education and knowledge depends upon effective communication. In simple words, oral communication is the sharing of common experiences within the school community. According to Robert Palestini, “[o]ne of the perennial complaints of school personnel is a lack of communication between themselves and another segment of the school community” (Palestini, 2011, p.81). Effective communication is a process in which the effort and skill of both the sender and receiver is required. At times, both of these roles in the communication process are assumed by the administrator. Perhaps that is why Palestini suggests that an administrator “must master the skill of effective communication” (Palestini, 2011, p.81). There are many other ways in which the communications process can be improved in a school community.
In his article “Effective communications,” Ash Maindonald suggests some unique ways of improving effective communications within a school community, but his suggestions are indirectly based on the five components of the communication process that Palestini describes. For instance Maindonald suggests that “[s]chool community newsletters should provide the means to inform, promote, gather, and educate” (Maindonald) which is an impressive way of transmitting information within the school community effectively. However, before choosing of a unique a means to transmit an idea, the first step of effective communication according to Palestini is that the idea should be analyzed or encoded, so that it becomes crystal clear. It seems that both Palestini and Maindonald emphasize on the importance of listening, which is the responsibility of those who are receiving ideas and information.
According to Palestini, communication quality also depends upon “the quality of listening by the receiver” (Palestini, 2011, p.87). Asking questions, paying attention, focusing on ideas and information being conveyed, offering help, and seeking clarification are some of the things that a person can do within a school community in order to become a good listener. Maindonald also adds that “[our] body language, moods, and actions convey powerful messages” (Maindonald) as well, which is quite true. Again, Palestini and Maindonald seem to coincide when it comes to critical feedback as a part of effective communication. Both authors agree that feedback is not only desirable but is necessary for effective two-way communication. Without feedback, the communication process would be mere one-way, and perhaps the same goes for listening as well.
After reading the textbook and the article, the conclusion can be reached that effective communication between a school administrator and other school stakeholders is vital for a contemporary school to succeed; and so that a shared sense of what the school is trying to achieve is developed. Of course, as both authors seem to point out, effective communication is the key to build a relationship between school administrators and other school stakeholders and both need to play an equal part. For the senders, their part is making sure whatever they are trying to communicate is clear and understandable, and use the right means to communicate. For the receivers, their part is to listen, and provide feedback. This is the only way that effective communications process can be improved.
References
Maindonald, A. (n.d.). Effective communications. Retrieved from http://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Effective-communications
Palestini, R. (2011). Educational administration: Leading with mind and heart. (3rd ed.). Estover Road, Plymouth: Rowman & Littlefield Education.
