Communication | Technology Information

Exploring the Potentials of Computer-mediated Communication

August 27th, 2011 by Admin | No Comments | Filed in Communication

It has often been said that computer-mediated communication alters the social norms governing conversation by removing elements of emotion and social control. At the same time, it has also been understood, that this mode of communication provides the possibility of more equal participation by obscuring the visual and verbal distinctions of status that give high-ranking or aggressive people an advantage in face-to-face speech.

There are times when less interpersonal or socio-emotional communication could be beneficial: to facilitate brainstorming, to encourage equal participation, or for criticism blind to status. In this sense, if computer-mediated communication fosters less personal interaction than the unmediated communication, it might be advantageous. In fact, through the specification of factors conducive to more interpersonal computer-mediated communication, methods for purposefully impersonalizing interaction via computer-mediated communication have been suggested. Socio-technical circumstances may be contrived, including reduced periods for discussion, anonymous interaction, obviated floor-sharing or turn-taking procedures, and ad-hoc teams with no anticipation of future interaction, all of which seem to contribute to a stronger task focus and potentially more productive work.

The inherence of impersonalizing effects in computer-mediated communication has been doubted upon later examination. For example, the initial absence and subsequent reconstruction of social context is a fundamental that chat enthusiasts use to build their subculture. Without facial expressions, tone of voice, body language, clothing, shared physical environment, or any other contextual cues that signal the physical presence of participants in a social group, chat participants use words alone to reconstruct contexts in their own image as meta-descriptions to the running dialogue. These virtual actions are typographically set apart from words meant as a straight dialogue. These actions are the same as “poses” or “emoting”, and serve a similar purpose. They add a modifier to the strict definitions of words, indicating intentions, mood, or other contextual cues.

Participants in computer-mediated communication in pairs and group—even those who have never met before—use cues available to them to manage relational development in normal (or perhaps even supernormal) fashion. The circumstances of their media may add some hitherto unexplored dimensions but not an enduring dampening of interpersonal affect. In short, the negative effects of computer-based communication—loss of face-to-face contact and a reduction in normative social control—are balanced by the possibilities for social integration in communities formed around electronic networks.

Recent surveys have revealed a great deal of social interaction in some computer conferences and bulletin board systems. Several case studies show the development of numerous personal relationships and socio-emotional behavior in computer-mediated communication. Consequently, some recent writings have summarily dismissed the cues-filtered-out theories and the results behind them as research artifacts.

Why did computer-mediated communication appear impersonal in some research and not elsewhere, and what accounts for the difference? Can we predict and control these impersonal outcomes within computer-mediated communication at such times as would be useful? One answer to the first question is that the medium alone is not an adequate predictor of interpersonal tone. Researchers have found that by extending the time span of studies comparing computer-mediated communication with face-to-face conversations, the relational patterns in the different settings become more similar. This indicates that the critical difference between computer-mediated communication and face-to-face conversations lies in the rate of message exchange, and that, given time, computer-mediated communication participants develop interpersonal relationships closely matching those found in face-to-face situations.

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Context, in this view, is not dependent upon the physical co-presence of other people but is mainly social. Users learn to adapt their verbal behavior to the restrictions of the textual medium; over time, such interaction may adapt to more customary interpersonal levels. Context constantly supplies actors with values, goals, and projects which orient them in shaping self-images, referring to particular physical or ideal groups, choosing a course of action in everyday situations. It is not enough to be physically alone in a room to be outside the social context. Social context not only surrounds people but also resides within them as an essential part of their very identity.

It is quite obvious that many of the social cues occurring in face-to-face conversation are missing in computer-mediated communication, but this does not mean that social context is absent. Social context is present in computer-mediated communication because powerful social processes are at work in it: categorization of the self, of other people, of one’s reference group, of the current situation. People are connected by what they know of the current social situation and by what they guess about the interpretation that other actors give of it. They are connected also by what they know about their own purposes, what they can guess about other people’s intentions, and by social norms governing their interaction and making it mutually understandable.

Computer-mediated communication does not lack social context, provided we know where to look for it, that is, in the normative social processes. Cultural social context, rather that physical co-presence itself, makes possible everyday communication, cooperation, and the very existence of complex organizations, which are made more of abstract relationships of power, authority, and coordination governing actors’ strategies, alliances, and negotiation than face-to-face interactions. Thus, conflict can be anticipated and managed and differences between actors come to be negotiated.

The poverty of the interpersonal relational framework in computer-mediated communication may, under certain conditions, even amplify the influence of the normative aspects of the context resulting from processes of membership and identification. Combinations of media attributes, social phenomena, and social-psychological processes may lead to computer-mediated communication becoming “hyper-personal,” that is, actually exceeding face-to-face communication in certain interpersonal aspects.

In computer-mediated communication, the influence of social context may be even stronger than in face-to-face conversation, depending upon which aspects of personal and social identity are made salient by the specific situation. This would also explain the strong group polarization found in computer-mediated communication—a typical effect of social influence—which is surprisingly high precisely in decision-making processes within networked groups. Social contexts may function even more strongly on the basis of pure symbols of power, status, authority, and so on, when these social cues are not mitigated by interpersonal signals such as a friendly expression, an irritated tone, or a casual gesture betraying tiredness. Whereas behavioral confirmation has important effects in face-to-face communication, they seem to be magnified in minimal-cue interaction.

A fully integrated view of computer-mediated communication takes into account the sender, receiver, channel, and feedback as each contributes to hyper-personal interaction in computer-mediated communication. At the level of the sender, computer-mediated communication partners may select and express communication behaviors that are more stereotypically desirable in achieving their social goals and transmit messages free of the noise that otherwise comes with unintended appearance or behavior features. At the other end, the receiver takes in these stylized messages, construct idealized images of the partner and the relationship, and, through reciprocation, confirms them.

These processes may be further enhanced when the minimal-cue interaction is also asynchronous; freed from communicating in real time, users are released from the pressure to meet and the stress of including both task and social issues in limited time intervals typically allowed in face-to-face interaction. These effects also enhance the normal impression management processes among work teams and organizational associates. In fact, in the research field of computer-mediated cooperative work, the ambition is to create a group process that is actually better than face-to-face group communications.

Perhaps an even more radical approach to the potential transcendence of communication made possible by new technologies is that of post-symbolic communication. In this view, the codes of interpersonal communication are very limited, compared to what may soon be possible. Participants in face-to-face conversation are limited to the codes they can use to communicate and transfer information from one person to another—language, gestures, and so on. In virtual reality—as opposed to purely textual (or even audiovisual) modes of communication—all those codes are retained, but there is the potential for adding quite a few codes for signaling mood and meaning.

In virtual reality many things are potentially changing at a very, very rapid rate. All kinds of codes can be devised. But what is interesting is that there is something even beyond the ability to have a flexibility of creating codes. There is also the ability of communicating without codes. In the physical world, the most fundamental fact of life

Tags: Communication, Communication Methods, Computer Mediated Communication, Computermediated, Contextual Cues, Elements Of Emotion, Emotional Communication, Exploring, Facial Expressions, Inherence, Meta Descriptions, Personal Interaction, Physical Environment, Physical Presence, Potentials, Productive Work, Running Dialogue, Social Context, Social Group, Social Norms, Task Focus, Tone Of Voice, Virtual Actions, Voice Body

DON?T JUST COMMUNICATE?COMMUNIGREAT!

May 7th, 2011 by Admin | No Comments | Filed in Communication

By Irene Becker, CCTA Irene Becker is President of Just Coach It, a professional coaching firm specializing in effective living, leading and communicating at the speed of change. Please do not hesitate to contact Irene at irene@justcoachit.com, or to visit Just Coach It on the web http://www.allhottips.com First and foremost effective communication is essential to not only organizational success, but success in one’s personal life. Effective communication promotes interpersonal understanding and problem solving. I was hired to first do personal coaching with focus to be determined by each core team member, and the mandate changed to dealing the communication skills of each core team member and areas of communication that they wanted to improve. While we live in what has been deemed the information age, the preponderance of advertising, media and instruments of communication has perhaps dealing with staggering amounts of communication to absorb and less and less time to effectively use and improve our communication skills. Communication can not be measured by the amount of communication that is exchanged, but by how many messages are received, understood. Clear communication is key as we all filter verbal information through what we want to hear and are expecting to hear. It is important to always verify what the receiver of one’s message understands the message to be and to move away from personalizing questions that may arise, and focus on clarifying what one wants to communicate. Here are two major communication skills areas and three areas of speaking and listening that are key to effective communication. I) SPEAKING SKILLS A. Slowing down our though processes to understand the message B. Making our self understood C. Testing our conclusions about what is being communicated II) LISTENING SKILLS D. Listening constructively E. Getting the essence of the communication F. Exploring any disagreement that may arise as a result of the communication Let’s take a closer look at what makes good speaking and listening happen! A. SLOWING DOWN OUR THOUGHT PROCESS Slowing down our thought process is key to clearly expressing our opinion. Thought is a really rapid process. Our minds are capable of receiving, evaluating, interpreting and classifying thousands of bits of information simultaneously. Most of the mental digestion of our communication takes place unconsciously. As such while we are very aware of the results of our communication, we are not usually aware of the process. It is really important to delivery clear messages to the receiver of our communication. If we do not make sure that we are delivering both a clear message and also a reason for this message the receiver may not get what we are trying to say. Slowing down our thought process is key to clearly expressing our opinion because in order to clearly transmit our message the receiver must understand not only the conclusion we are stating but how we arrived at the conclusion. If we want our thought processes to be understandable to the receiver it is very important that we explain the basis for our message. B. MAKING OUR SELF UNDERSTOOD While making oneself understood in English to another English speaker sounds really easy it is not. While we all speak the same language the words that we use can have different meanings or none at all the receiver of our communication. We all know that it is important to clarify the meaning of technical terms to an outsider; we often forget that it is of equal import to make sure that the receiver understands the meaning behind our words. In the best of communication checking the message received is always a good idea because it allows us to make sure that the message that we are sending is the one that is received. While the person we are communicating may be listening they must also be hearing our meaning and not what they hear through their personal psychological, sociological filters. Our usage of receiver friendly vocabulary is also key because if the receiver does not consider the words we are saying to be of importance, of the vocabulary we are using does not speak to them personally we will lose their interest and attention. We have to always make sure that when transmitting information we are using words, phrases, images and metaphors that the receiver is accustomed to and that we are always checking that the receiver is following what we are saying, not what they are hearing us to say. We have to be responsible for the effectiveness of our communication and it starts with speaking the language of the receiver and making sure that what we are saying is clearly understood. C. TESTING CONCLUSIONS Encouraging others to ask questions about our conclusions does not weaken our communication effectiveness but rather strengthens the communication rapport between sender and receiver. Letting others in on the reasons behind our conclusions, encouraging them to ask questions and seeking clarification is critical to great communication. Each time we express our opinion there is an opportunity to also test what we are saying with the questions or reservations that the receiver may express. The more questions that arise, the better our conclusions will be. While encouraging the receiver of our communication to question what we are saying does not reflect the old business communication model, it is very reflective of a new paradigm, a flat versus hierarchical model of work and of communication. Engagement is key to our work, to our communication and certainly to the synergy of a team. Engagement cannot be accomplished without transparency in communication, which includes the opportunity to discuss points and conclusions. Discussing points on their merits rather than pushing a particular point of view can be greatly productive to team communication as if facilitates group engagement and synergy. It sets up a group dynamic that moves away from adopting the solution of the boss or team leader, but rather letting go of competition and embracing a team spirit that will give birth to the best solution coming forward. Also, this type of open discussing and testing of conclusions initiates team dialogue, open team dialogue that will serve to help the team reach solutions that would not have been possible by just taking the opinions of a single member of the group. D. UNDERSTANDING OTHERS Listening is not the same as hearing. Hearing means that we are physically receiving communication. In order to truly understand what a person is saying we need to have a clear picture of what the sender truly wants to convey to us. Communication is based on rapport, and rapport cannot be developed if we receive the sender’s message with a blank show of interest, a nodding head or a neutral face. The sender wants to be understood and in order to understand the sender we need to listen carefully and without judgment or drawing premature conclusions. In order to listen effectively we have to take pause and eliminate the thoughts we have that are distracting us from what the sender is saying. We will be able to understand the sender better if we not only focus on what they are saying but their tone and body language. Improving listening skills is one of the most important communication skills because in listening attentively and well we are enhancing both our ability to receive a message and also to respond appropriately and to continue to develop rapport with the sender. It means making sure that you listen without judgment, that you are a positive, recipient of the message and that you show the sender that what they are saying is important by focusing on them and also reformulating what they have said in our own words. If you do not have time to listen or to focus, it is better to postpone the conversation for a better time than to pretend that you are paying attention. E. GETTING TO THE ESSENCE While it is really important to ask questions of the sender to clarify their message, it is of equal import to be careful how we ask questions. No one likes to be grilled, interrogated, or examined with an overly critical and demanding eye. A calm but warm tone of voice, focus on the issues, and an apparent desire to understand what the sender is saying rather than judging or criticizing the message is key. Open ended questions are tools for clarifying the sender’s message as the elicit communication flow and allow the party you are asking the question of to remain relaxed, open and to see that you do not want to dominate or castigate, but rather to communicate. F. EXPLORING DISAGREEMENTS If disagreements are handled properly they can be a really important resource of information for any team. If handled properly they can be a source of new ideas, innovative solutions and greater rapport. Disagreements should never be ignored and every attempt should be made to explore disagreements with carefrontation rather than exacerbating misunderstanding or conflict. Disagreements can only be addressed when each party to the disagreement understands clearly what is causing the disagreement. Sometimes different people have different opinions, other times they start off with different information or interpretations. Often the disagreement is not about the issue at all but the manner in which a message was communicated or poorly expressed. Exploring disagreement means stepping away from judgment, from criticism and just focusing with the sender of the message on what caused the disagreement and why. The first step is always to determine the cause of the disagreement, clarify meanings of the words used and go through each step of the reasoning process. Exploring disagreements constructively is never about starting a blame game, never about challenging others, getting overly emotional or becoming critical and condescending. Disagreement can cement relationships, uncover new solutions and help both parties to learn and grow. While no one likes to

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Solutions for Improving Workplace Communication

April 19th, 2011 by Admin | No Comments | Filed in Communication

Organizations must take into consideration the existing flow of communication within the workplace if they wish to implement a successful ethics and compliance program. Communication is a vital part of building employee relations, fostering an inclusive corporate culture and improving overall organizational performance. To reduce confusion and improve organizational performance, employees require consistent, ongoing communication. Select communication methods appropriate for specific work environments and conduct regular communications audits. Asking for feedback identifies problem areas where messages are misunderstood or not received at all. Effective communication is necessary for both internal and external audiences. This post will focus on improving internal communication amongst departments, management and employees.

Communications Audit

A communications audit is useful for detecting areas within an organization that lack information, suffer from frequent misunderstandings and identifying areas that may be subject to information overload or duplicate messages. To maintain open lines of communication within an organization, don’t wait until a severe communication issue arises to conduct a communications audit. A communications audit should be used as a precautionary procedure to prevent communication breakdowns or blockages within the company. According to HumaNext Communication Ideas, by definition, a communications audit is:

“A snapshot of an organization’s communication strategies, activities and programs. It’s an assessment of the effectiveness and credibility of current communication vehicles and media, including publications, web site, intranet, blogs, meetings, face-to-face communication, and other communication media. It uses processes such as observations, analyses and evaluations, focus groups, interviews and surveys of employees and other key audiences whose support is needed to improve communication, understanding and collaboration in the organization.”

To get the most out of a communications audit, focus on the obtaining answers to important questions that dig deep to identify the root cause of communication blunders. In the HRMagazine.co.uk article “Engaging Employees Through Relevant Communications Will Require a Team Approach from HR, Marketing and Communications Teams,” by Andy Philpott, the author writes:

“All too often, the question asked is, ‘Did we get the communication out to staff?’, when really the questions should be:

Did our employees consume and understand our communications?
What feedback did we get from our employees?
How did the interaction and feedback differ across our employee population?
Which channels did different employees access the communication?”

Answering the above questions helps management identify organizational trends and areas that require greater attention to improve communications. Understanding the channels of communication selected by employees in various departments provides managers with insight into preferred points of contact for specific employees or groups.

Communicating With Technology

Existing technologies create endless opportunities for improving communications within organizations. There are multiple arguments for and against using technology to communicate within the workplace. However, due to time and financial constraints, technological methods for training and communication are becoming more common in the workplace. Communicating through various technology-based mediums helps address employee location issues, as some employees may work from home or are located in various parts of the world. E-mail, instant messaging, intranets, social media and other web tools make it easier for employees to remain informed regardless of their location.

The success of technology as a communication medium depends on the target audience. If the workplace is comprised of individuals who are computer competent and spend most of their days in front of computers, wikis, blogs, intranets and other methods of communication may be the easiest way to maintain an informed workplace. At Cisco Systems, they implemented an ethics training program using a series of interactive videos placed on the company’s intranet. Almost all of the employees at Cisco Systems have access to a computer, therefore, communicating through the company intranet was an easier way to reach such a large number of people requiring similar types of training.

In the SHRM article, “Workplace Communication Series Part III: Communication and Technology,” they discuss the use of multiple types of social media and virtual teams to increase employee interaction and collaboration. In regards to social media, the article discusses a number of effective ways to integrate social media into an effective communication plan:

“Organizations can make use of social media in a variety of ways. Departments can hold brainstorming sessions or maintain ongoing conversations with questions and answers on a blog; teams can use wikis to manage projects, share best practices and research case studies; the CEO can keep a blog or a podcast; companies can use RSS feeds to “push” news to employees whenever they come out. Company intranets are often very useful for employees as central hubs of information about the organization.”

Regarding virtual teams, the SHRM article, “Workplace Communication Series Part III: Communication and Technology,” stated:

“This study looked at an organization that made the change from a traditional (face-to-face) office setting to one with both traditional and virtual employees. The purpose of the research was to compare levels of communication satisfaction of traditional and virtual office workers a year after the change was implemented. Surprisingly, findings showed virtual employees experienced higher levels of communication satisfaction than traditional workers on all factors, including personal feedback, relationship with supervisors and horizontal and informal communication. Researchers propose the positive results may be due to the company’s effective implementation of the virtual workplace. The organization provided virtual employees with appropriate technology, training and support. To reduce the alienation of virtual employees, the company established regular formal communications and informal virtual meeting places. The study suggests virtual environments can be very successful, as long as they are properly implemented and supported by the organization.”

Tags: Blockages, Communication, Communication Breakdowns, Communication Ideas, Communication Issue, Communication Media, Communication Methods, Communication Organizations, Communication Strategies, Communication Vehicles, Compliance Program, Effective Communication, External Audiences, Focus Groups, Improving, Information Overload, Internal Communication, Organizational Performance, Program Communication, Site Intranet, Solutions, Work Environments, Workplace, Workplace Communication

importance of communication in present day management practices

February 21st, 2011 by Admin | No Comments | Filed in Communication

The ability to communicate is important in all aspects of life. In business, having

excellent communication skills are important. A successful business manager should have excellent communication skills, both oral and written. The ability to communicate effectively with others is named by many employers as a top attribute of the successful business person.

Communication skills reflect on organization’s image as well as the imageof the manager.

Goodwill is the positive feeling or attitude that you show or that customers have about a business that encourages customer loyalty.

Communication skills are important in today’s changing business world. These changes include:

Increased use of technology
Increased global competition
Restructured management and/or product lines
Increased quality emphasis and customer focus
Increased focus on ethical and legal concerns

Technology has had the greatest impact on how we communicate because of

e-mail,
voice mail,
teleconferences,
computer networks,
Fax machines,
and the Internet.

Technology is used to assist in collecting, preparing, and sharing information.

We live in a global economy. Global competition affects the way we communicate. Correct grammar is vital since the information communicated will be based on a literal translation of the original message.

People communicate for different reasons.

Those include:

To inform (to provide information on a new product line)
To request (request information on a product)
To persuade (convince someone to buy a product, deal with an organization)
To build goodwill (congratulations, thank you)

How We Communicate

We communicate in several ways:

Written communications—letters, memos, reports, e-mail, faxes
Oral communications—one-on-one meetings, phone conversations, speeches,

video conferencing, group meetings

Nonverbal communications—eye contact, facial expressions, body language,

physical appearance (see below)

Active listening—listening with a high level of concentration; listening for

information

Some of the silent messages people convey through nonverbal communication consist of:

1. Eye contact—indifference, wandering

2. Facial expressions: smile (agreement), frowns (disagreement, surprise

3. Body language: folded arms (closed to suggestions); sitting upright (confidence,

pride)

4. Tone and volume of voice: emotions conveyed through pitch, etc.

5. Physical appearance: clean, well dressed;

What we say nonverbally may communicate more than our spoken words.

Listening skills include active listening (making oneself hear what is being said). People speak at a rate of 100-200 words per minute and can hear up to 500 words per minute.

Some of the barriers that interfere with effective listening include:

1. Physical appearance of the individual and of the room

2. Manner of speaking; voice quality of speaker

3. Mental distractions (mind wandering, thinking of other problems)

4. Physical/health concerns (hungry, cold, tired)

Basics for Communicating Effectively

The basics for communicating effectively include:

Determine the purpose of your communication:
Identify the audience: Who is the receiver of the communication?
Consider what the audience needs to hear.
Develop a clear, concise, correct, logical message.
Maintain a positive attitude

The invitation stated that “all secretaries and their husbands” were invited. The secretaries were upset and claimed that this wording was sexist. The organization should have used gender-neutral language, such as “secretaries and their guests.”

Other do’s and don’ts as we work in and face situations that may present ethical/legal

challenges:

1. Do not intentionally or unintentionally misrepresent or mislead others in your

communication: ethical, legal.

2. Do not omit vital information that is relevant to the situation: ethical, legal.

3. Do not give false or incomplete information: ethical, legal.

4. Do not try to manipulate people with your communication: ethical, legal, cultural

diversity.

5. Do guard against damaging another person’s name and reputation by making false

accusations: ethical, legal

6. Do familiarize yourself with the laws pertaining to any communication for which

you are responsible: ethical, legal

a. Ethics: moral principles or standards

b. Slander: orally defaming an individual’s character; calling someone a

name (liar, incompetent, untrustworthy)

c. Libel: defaming someone’s character in writing

PRINCIPLES OF WRITTEN COMMUNICATION

Using Written Communication

Written communication is used over oral communication for the following reasons:

1. Conveying complex information (charts, graphs)

2. Reaching your intended receiver (person hard to reach by phone)

3. Providing proof of the communication (evidence of what was said in the

communication)

4. Ensuring confidentiality of information (information cannot be overheard)

5. Providing convenience for your reader (can look at communication when time

permits)

6. Expediting the response to the communication (reader can refer to the original

correspondence when responding)

7. Planning your message (Allows writer to spend time on the content)

8. Saving time and money (less expensive than a visit or phone call)

9. Stressing the importance of the communication (letter may provide greater

importance especially if sent by a courier service)

10. Aiding in the distribution of the same information to several individuals (each

person receives exactly the same information)

11. Translating international communications (allows time to translate)

Good Letter Writing Techniques

The real test of good written communication is the total effect it has on the reader. The goals in producing written messages include:

A message that is structurally complete

A message that achieves its purpose quickly, clearly, and effectively

The Impact of a Unified Message

In planning your message you will need to consider the following:

The purpose of the communication

Your intended audience

The content of the communication

The organization of the message

The Total Effect on the Reader

Simple words and sentences will aid the understanding of your message. The simple

sentence (subject/verb) is the most useful. Do not use all simple sentences but vary

sentences to add variety to writing. Writers need to visualize their receivers getting the communication. How will they feel and react upon receiving the communication?

The Six Tests of Effective Correspondence

Effectiveness in letter writing also includes: positive attitude, conversational writing

style, tone, and the “you attitude.” With the “you attitude” the reader is put first in the

communication. It is a “you” attitude, and not a “me” attitude. Another important point in letter writing is to build goodwill. All letters, no matter what type, are goodwill messages.

The six tests of effective correspondence include:

1. Courteous—polite, tactful, friendly and reader-centered; apply the “put yourself

in the reader’s shoes” test; avoid words which cause unfavorable reactions; reflect

the desire to be helpful, pleasant and courteous.

2. Clear—easy to understand; use the active voice in messages (subject performs

the action

3. Complete—contains all essential information needed by the receiver for action.

Anticipate additional information that the reader may require.

4. Concise—use as few words as possible to communicate clearly and courteously;

strip communications of unnecessary words; eliminate irrelevant details; combine

information.

5. Correct—pay attention to details; proofread carefully

6. Consistent—state things the same each time; verify details.

Tags: Communication, Correct Grammar, Customer Focus, Customer Loyalty, Day Management, E Mail, Facial Expressions, Global Competition, Global Economy, Importance, Importance Of Communication, Internet Technology, Legal Concerns, Literal Translation, Mail Voice, Management, Nonverbal Communications, Oral Communications, Person Communication, Phone Conversations, Physical Appearance, Practices, Present, Quality Emphasis, Voice Mail

A critical commentary of Northern Irelands’ changing face of Community Work and the importance of the political sphere of influence

November 20th, 2010 by Admin | No Comments | Filed in Communication

Introduction

The context of construction for this paper is relatively simple and focuses on a personal need to bring one area of life to a close while opening the door to another. Three years of academic study of Youth & Community work – often related to a Northern Irish context – in England is concluding, while a career in that profession combined with further study beckons. Therefore a need for the author to fully understand the circumstances in which Northern Ireland resides in 2010. It is also intended that this paper will form the basis of the next period of academic study, further pursuing the issues and history which are touched on briefly in this paper.

To achieve the above, the important historical events which created and shaped the secular communities of Northern Ireland will be analysed and critically discussed. Using arguably the most important document of Anglo-Irish politics, it will be seen how secular has become singular, however is still challenged by the socio-religio-cultural web of influence which has been present. This paper is not placed to answer the questions of what went on previously, perhaps that is a discussion for the future. It will however, analyse key events, people and organisations in respect to the culture, politics and religions of Northern Ireland in order to link it to Community Work’s past failings. Once this has been achieved, recommendations will be drawn out, set out for all interested and engaged parties to see what a viable pathway for development is.

The Northern Ireland Context & Community Power

The history of Northern Ireland since it’s conception in 1921 is laden with key events, both positive but often negative. Such is the complexities of the community framework; these historical events have been instigated on very different but interrelated realms, including the influences of; political parties; religious sects; cultural organisations; community & residents groups; the British & Irish governments; international leaders and paramilitary organisations.

When attempting to analyse where our current facet of community has come from, it’s important to look at more recent key events rather than delving into the deep rooted past of over twenty years ago. This said, context remains important, and will be primarily called into question to understand developments of the society.

On the 30th of January, 1972 (Museum of Free Derry; 2005), thirteen men were shot dead by the British Army in Londonderry while taking part in Civil Rights Movement march which had been banned. While many believe these actions – and others relating to the social mobilisation of Catholics in this period – by the British Army to be the conception of thirty years of violence in Northern Ireland (Probert; 1978), the march itself was part of a wider series of events organised by the Northern Ireland Civil Rights Association (NICRA) (Widgery, Lord; 1972) who were organising against the corruption of a majority protestant local government (Minahan, J.B; 2000 & Lydon, J; 1998) lead by Faulkner. Prior to this in 1970, born out of the uprising of ill-feelings from the nationalist community, the Provisional IRA was created, a ruthless band of militants preparing to take the British State to account with the use of force (McCreary; 1975, Probert; 1978). There has indeed been a number of positive examples of community power coming into action within the country such as The Peace People led by 1976 Nobel Peace Prize winners Betty Williams and Mairead Corrigan (Nobel Web AB; 2010 & Peacepeople.com; no date). As the example of the NICRA shows, it can often be overshadowed by the violent acts surrounding it. The NICRA movement and that key march in Londonderry, in personal opinion, must be accredited massively with being the catalyst of change against a corrupt Protestant majority oppressing a Catholic minority. Instead, it is memorialised – and rightly so – by many due to the losses and violence it suffered, and accused by some in the loyalist community as being trouble makers who deserved what they got. Wilson (1998) We will never know if NICRA’s peaceful means could have brought down the Northern Ireland government, rather than it being dissolved into direct rule due to the violent crisis in which the British Government had to be seen to be dealing with swiftly and effective. It is the opinion of this paper that it would have achieved this in a peaceful manner, however the timescale would have been much longer and the struggle against the sectarian government at Stormont much greater.

The Good Friday (Belfast) Agreement

Many believe The Good Friday Agreement (GFA) was only born out of talks taking place in Stormont from the new year of 1998 up until Easter, however this is a misconception. Many commentators (Craig, J; 2002, Morton, A; 2009) suggest the roots of the GFA where planted at the signing of the Anglo-Irish Agreement in 1984. Personal feelings sugesst that the Downing Street talks of 1991 and the subsequent risks taken by John Hulme was the catalyst for change. Simply put; there can be little argument against the fact that the events of 1991 sparked a change in paramilitary circles, leading the IRA and Loyalist Ceasefires of 1994. For the first time in almost thirty years, the people of Northern Ireland faced a minimal level of conflict, albeit briefly.

The British Governments acceptance of Sinn Fein lead to a change of psyche within republican circles, and was a long way from the voice bans of the Thatcher years only three years prior (BBC News; 2005). Republicans were accepted into the political talks with British government officials, which not only angered unionists, but hard line republicans in the process as well, in the end, forcing a split which resulted in the Real IRA. It would be foolish to say that this was a cataclysmic event in republican communities, however the choices which the Loyalist and Unionist community of Northern Ireland were about to face would be much more demanding. In personal opinion, the key event which directly led to the development of the GFA was the democratically elected ‘Northern Ireland Forum’ of 1996 (Whyte, N; 2003). This was the first major step towards devolved, cross community government by getting political representatives from all sides of the divide to begin communicating with each other.

The Changing Face: Pre-GFA Community Work

In majority Catholic areas, “Concerned Resident’s Groups” received a large amount of publicity by the press surrounding their objections to Loyal Order parades through their areas. These received a lot of criticism in Loyalist circles, as often there would be a distinct connection to Sinn Fein as well as the ‘chairperson’ of many of these groups being found to be not from these areas. A well known example is that of the Garvaghy Road, were Brendan McKenna was leader of the local residents group in protesting against Portadown Orange Lodge’s demands to walk down that particular road (BBC News; 2007). While being leader of this particular residents group in Portadown, he was a resident of West Belfast, over thirty miles away.

Where community work in republican areas have always been associated closely with Sinn Fein, in loyalist areas, the links have not been with political organisations, but more with the paramilitary groups associated with the ‘policing’ of the local area. Of course there have been aligned Political parties such as The Progressive Unionist Party (PUP), and to an extent historically, Ian Paisleys’ Democratic Unionist Party (DUP) were closely aligned to the loyalist workers movements of the 1980′s and was seen as the face of the Ulster Workers Council strike of 1974 due to his opposing of the Sunningdale Agreement (BBC News; no date, Probert; 1978). Indeed, Paisley is regarded as the godfather of Ulster Loyalism and the face of Northern Irish Politics, his famous speech in November 1985 cemented his legacy and outlined the depth of opposition felt towards a more extensive agreement, the Anglo-Irish Agreement, which Prime Minister Thatcher supported due to wanting to create better links between Britain and the Republic of Ireland. In this renowned speech to over 100,000 people at Belfast City Hall, Reverend Paisley stated;

“I want to ask a question today. And the question is simple. Where do the terrorists operate from? From the Irish Republic! That’s where they come from! Where do the terrorists return to for Sanctuary? To the Irish Republic! And yet Mrs. Thatcher tells us that that Republic must have some say in our province! We say NEVER, NEVER, NEVER, NEVER!!”

(Youtube.com; 2009).

This is not to say that the paramilitary’s themselves were openly the face of community work, rather it was well known names of the organisations or ex-members being seen in the press as ‘community workers’ (BBC News; 2009). Grass-roots, front line community workers have a great deal of scepticism surrounding them due to this, and it will take a lot before the general public will be won over by the profession.

The Good Friday Agreement and Community Work

Although not totally explicit in its intentions, The Good Friday Agreement does make quite a number of references to Community Work, particularly in respect to reconciliation initiatives (Northern Ireland Office; 1998). In respect to institutions which would be established; The Northern Ireland Human Rights Commission would have a “…membership from Northern Ireland reflecting the community balance…” (Rights, Safeguards and Equality of Opportunity – Human Rights -Section 5); Equality Commission to replace four sub-commissions (Section 6) and discussions to further consider a dedicated Department

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Business Communication

November 17th, 2010 by Admin | No Comments | Filed in Communication

Business Communication

According to William Scott in his ‘Organisation Theory’, business communication is defined as “a process which involves the transmission and accurate replication of ideas ensured by feedback for the purpose of eliciting actions which will accomplish organizations goals’.

Business Communication is used to promote a product, service, or organization; relay information within the business; or deal with legal and similar issues. It is also a means of relying between a supply chain, for example the consumer and manufacturer.

At its most basic level, the purpose of communication in the workplace is to provide employees with the information they need to do their jobs.

Business Communication can also refer to internal communication. A communications director will typically manage internal communication and craft messages sent to employees. It is vital that internal communications are managed properly because a poorly crafted or managed message could foster distrust or hostility from employees.

There are several methods of business communication, including:

Web-based communication – for better and improved communication, anytime anywhere …
e-mails, which provide an instantaneous medium of written communication worldwide;
Reports – important in documenting the activities of any department;
Presentations – very popular method of communication in all types of organizations, usually involving audiovisual material, like copies of reports, or material prepared in Microsoft PowerPoint or Adobe Flash;
Telephoned meetings, which allow for long distance speech;
Forum boards, which allow people to instantly post information at a centralized location; and
Face to face meetings, which are personal and should be succeeded by a written follow-up.

Why are communication skills in business essential?

In any form of business, communication is an internal as well as an external affair. The success of the business rests upon communication and it has become all the more essential due to the following reasons:

Increase in size: Business firms have grown tremendously in scale of operations. A large business firm today employs thousands of people and has factories or offices in different parts of the world. The head office of the company must always be in close touch with branch offices. An efficient system of communication is required for this purpose.

Growing specialization: Narrow division of work results in different activities being handled by different departments. Due to narrow outlook every department tends to overstress its own work. Sound communication is essential for ensuring mutual co-operation and understanding between different departments. Otherwise the organisation cannot function smoothly. If, for example, there is no communication between production and sales departments, the sales department might book orders which the production department cannot supply.

Technological advancements: Rapid changes in science and technology lead to obsolescence of technology and knowledge. In order to upgrade or modernise technology, management must persuade employees to accept new technology. Regular training of staff becomes necessary to update their knowledge and to provide them the skills needed to apply new technology.

Cut-throat competition: Liberalisation and globalisation have resulted in severe competition between different sectors of business. Persuasive communication in the form of advertisements, personal contacts and publicity becomes essential to survive in the race of competition.

Trade union movement: In all business sectors, employee unions are very strong and powerful. Management must consult union leaders on several matters. Regular exchange of information and ideas between managers and union officials helps to maintain healthy relations between them.

Human relations: Effective communication between management and employees is necessary to develop mutual trust and confidence. Participation of employees in the decision-making process and other means of communication help to develop among employees a sense of belonging and loyalty to the organisation.

Public relations: Society expects more and more from managers. Business has to keep Government, distributors, suppliers, investors and other sections of society well-informed about its contributions to society. Public relations help business to improve its image in society and big enterprises employ professional experts for this purpose.

Personal asset: Communication skill is essential for success in every job. Managers are required to deliver speeches, write documents and conduct interviews. The ability to communicate effectively is equally essential for promotion in career.

Essential Communication Skills for Managers

Good communication is the foundation of good managerial skills. In fact, communication skills for managers are a part of management studies also. All would-be managers are trained in this. It is essential not only for the growth and success of the company but also for the personal growth.

However, just theoretical knowledge is not enough. If a manager does not possess practical communication skills, he would fail. He may have all the requisite technical skills, know the business and policies but fail to communicate effectively. This inadequacy overshadows the other skills.

Generally, the main problem is that the effort to communicate is missing. Also, in some cases there is no effort on behalf of the organization to introduce some measure or plan to improve communication skills for the managers.

The real question here is how to develop these communication skills for the managers. The answer is innovation and a little bit of effort. Find below specified some of the ways in which mangers can improve their communication skills.

The first thing that an organization needs to do is to gauge the communication skills of the managers through an evaluation of the performance of their routine activities. The human resource department of a company should implement some target and performance specific activities. Then, conduct various surveys and audits throughout the year to measure the communication skills of the mangers and supervisors.

Another method is to conduct training for the managers to teach them interpersonal communication skills. In this kind of training, the managers should be taught topics such as measuring the quality of personal communication; how to recognize the obstacles to good communication; developing interpersonal behavior to create healthy working relationships; non-verbal communication skills; developing active listening skills; giving and receiving feedback.

Apart from these, a number of other communication activities should be organized to develop communication skills of the managers. These activities include organizing communication audit for each mangers area of responsibility. Team sessions or periodic workshops on staff communication skills can be conducted.

A regular newssheet or an email newsletter should be sent to all the staff members in a particular area of activity. This should explain to the manager the importance of the need of the employers and thus suggesting them how to deal with these needs.

They should conduct regular meetings to review the performance of all the employees in the company rather than the customary practice of six monthly or quarterly reviews. This will keep the managers alert too.

Finally, the most important tip to develop communication skills for managers is to recognize their own strengths and weaknesses. Only a managers inner potential can make him a good communicator.

Role of Communication in the Workplace

Most organizations understand the need and importance of effective communication in the workplace and therefore concentrate to improve its standard. These organizations strongly believe that communication is the central point of all activities and everything else revolves around it.

To achieve the desired standard of workplace communication, constant efforts are required. Any failure in workplace communication results in chaos and defeated purposes. To avoid these situations, organizations need to make specific yardsticks and follow them strictly. Proper flow of communication in the workplace ensures harmony of objectives among all individuals. Any gap in communication or miscommunication hampers the coordination between various departments.

The methods followed for effective workplace communication vary among organizations. And the size and objectives play an important role to choose the best method to be applied. In a big organization both verbal and written communication are vital whereas, in small organization only verbal communication would be enough.

Communication is an exchange of information and it helps people understand the possible outcome of business processes. Therefore, it is important that the media chosen for communication is familiar among all people so that people can easily attain and provide information. To increase the effectiveness of workplace communication, a balanced combination of formal and informal means is beneficial. Gossip and rumors are indeed effective ways to circulate information and receive feedback.

Communication helps decide upon and achieve professional and personal goals. It is important for top level executives and managers to communicate with their juniors and clear their doubts. Regular interactions among various executives, ensures the meaningfulness and authenticity of

Tags: Accurate Replication, Audiovisual Material, Business, Business Communication, Centralized Location, Communication, Communication Business, Communication In The Workplace, Communication Skills, Communications Director, Distrust, External Affair, Forum Boards, Hostility, Internal Communication, Internal Communications, Long Distance, Method Of Communication, Microsoft Powerpoint, Organisation Theory, Purpose Of Communication, Speech Forum

A Conceptual Framework in Professional Learning Communities as They Impact Strategic Planning in Education by Queinnise Miller & Wm. Kritsonis, PhD

October 31st, 2010 by Admin | No Comments | Filed in Communication

Queinnise Miller & William Allan Kritsonis, PhD

Introduction

Unprecedented change is taking place in schools all over the world. Schools are increasingly being managed like businesses. Without effective strategic planning principals will be involved in crisis management (Van der Linde, 2001). As schools engage in strategic planning, professional learning communities should be heavily depended on to help districts move from infancy to maturity in their quality of instructional and overall educational success. By using the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2003) as a guide for professional learning communities this will increase the success of professional learning communities and their impact on strategic planning.

Purpose of the Article

The purpose of this article is to explore professional learning communities while taking a look at how they impact school improvement and their place in strategic planning in education. This article will address how the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2003) is implemented in the core of professional learning communities. By utilizing the six realms in professional learning communities, leaders and teachers will be able to achieve the highest excellence possible in educational achievement.

Professional Learning Communities

Professional Learning Communities (PLC) has over the last few years been almost a house hold name among educators of all levels. In fact, the term has been used so ubiquitously that it is in danger of losing all meaning (DuFour, 2004). Each word of the phrase “professional learning community” has been chosen purposefully.

Dufour and Eaker state:

A “professional” is someone with expertise in a specialized field………. “Learning” suggests ongoing action and perpetual curiosity….. In a professional learning community, educators create an environment that fosters mutual cooperation, emotional support, personal growth as they work together to achieve what they cannot accomplish alone (as cited in Thomas, Gregg, & Niska, 2004).

Most all professional learning communities follow the same protocol. Within each community the teacher as well as leaders is encouraged to pursue personal and professional development, integrating it as part of their regular job responsibilities. For example, the Alief ISD implements PLC time into the school week by creating a weekly early release day for students and utilizing that extra hour for mandated sessions for teachers to be in their specified professional learning community. Within professional learning communities, leaders have incorporated professional development by asking teachers to discuss and share differing classroom applications.

From those interactions, teachers are enhancing their professional knowledge in a more informal approach to professional development. True professional learning communities follow different protocols to evoke dialogue between team members. In some professional development settings, teachers are asked to read books or educational articles as a catalyst to encourage reflection, inquiry, and sharing. Individual and team judgment is valued more than rules, policies, forms, and procedures. Most importantly, everyone is encouraged to take responsibility for their own learning and development and this is considered to be a norm of the school’s culture (Thompson, 2004).

These concepts of professional leaning communities may sound simple to implement, this is not always the case. Implementing professional learning communities is challenging. For starters, they require a deep cultural change within the school ( Honawar, 2008).

How Professional Learning Communities Impact School Improvement

There are cascades of strategies, theories, district initiatives, and many other ideas to improve student learning. Teacher collaboration is hailed as one of the most effective ways to improve student learning (Honawar, 2008). This can be debatable like most issues. According to Thomas, Gregg, and Niska (2004), many K-12 school are working to become professional learning communities in the hope that student learning will improve when adults commit themselves to talking collaboratively about teaching and learning and then take action that will improve student learning and achievement. Other leaders in the field such as Mike Schmoker (2004) believe that “…the most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community” (pg. 424).

For former superintendent Richard DuFour (2004) in Educational Leadership, attributes the successes and record gains in his near Chicago school district to goal oriented collaborative teams. DuFour believed that collaborative teams were the engine behind each schools improvement efforts. Mike Schmoker said:

In the nearby but less advantaged Chicago Public Schools, those with strong professional learning communities were four times more likely to be improving academically than schools with weaker professional communities. We can no longer afford to be innocent of the fact that “collaboration” improves performance. (pg. 431)

Such simple effort, teachers teaching one another the practice of teaching, leads to what has to be one of the most salient lists of benefits in educational literature:

Higher-quality solutions to instructional problems,

Increased confidence among faculty, Increased ability to support one another’s strengths and to accommodate weaknesses,

More systematic assistance to beginning teachers, and

The ability to examine an expanded pool of ideas, methods, and materials (pg. 430).

We believe that an unknown author said it best, “I cannot improve my craft in isolation from others.”

The Role Professional Learning Communities Have in Strategic Planning

For some people, the term strategic planning brings to mind a disciplined and thoughtful process that links the values, mission, and goals of a school system with a set of coherent strategies and tasks designed to achieve those goals (Reeves, 2007). According to Weindling (1997) strategic planning “is a means for establishing and maintaining a sense of direction when the future has become more and more difficult to predict” (as sited in Van der Linde, 2001, pg. 536).

Professional learning communities embodies this process and allows for a triangulation of planning, goal setting, and result evaluation. Communication is the element that makes strategic planning such a success. Through professional leaning communities, this element of communication is evident as teachers begin to talk and create communities that focus on the specific needs of a campus, department, or classroom.

Implementing “Symbolics” in Professional Learning Communities

The first realm of meaning is symbolics. “These meanings are contained in arbitrary symbolic structures, with socially accepted rules of formation and transformation, created as instruments for the expression and communication of any meaning whatsoever (Kritsonis, 2007, p. 11).

Professional Learning Communities use communication as the backbone in which its purpose is fulfilled. Within professional learning communities this first realm is evident with the “ordinary language” that is required for effective communication to take place. In all professional learning communities, there is a discourse employed in the everyday speech and writing of education. Without the knowledge of this language and the knowledge of its meaning, educators within these communities cannot make progress in their journey to student improvement. “A person knows a language only if he understands its meanings” (Kritsonis, 2003, p.109). Gamble (2008) postulates that teachers must learn the vocabulary and apply the concepts of a PLC. They must talk the talk and walk the walk in lesson preparation and lesson presentations. Teachers must model the dynamics by stating clearly the objectives to the students, and make frequent use of formative assessments, using graphic organizers whenever possible. The use of graphic organizers is the implementation of symbols, which according to Kritsonis comprise another of the outer faces of language. These symbols are spoken sounds or written marks that convey the meaning to be communicated (Kritsonis, 2007).

The realm of symbolics expresses that different languages reflect multiple ways of organizing experiences. This is implemented in professional learning communities, by the collaboration effort between teachers as they share experiences

The Implementation of “Empirics” in Professional Learning Communities

The second realm empirics, includes the sciences of the physical world, of living things, and of man. These sciences provide factual descriptions, generalizations, and theoretical formulations and explanations that are based upon observation and experimentation in the world of matter, life, mind, and society. (Kritsonis, 2007, p. 12)

As educators collect and analyze data from students to produce better results they are functioning in the empirical realm.

The educators involved in

Tags: Amp, Communities, Conceptual, Conceptual Framework, Crisis Management, Curiosity, Education, Educational Achievement, Educational Success, Framework, Impact, Infancy, Kritsonis, Learning, Maturity, Miller, Phd, Phrase, Planning, Plc, Principals, Professional, Professional Learning Communities, Professional Learning Community, Queinnise, School Improvement, Strategic, Strategic Planning, They, Unprecedented Change, Van Der Linde, Wm

What Communication Style do You Have?

October 13th, 2010 by Admin | No Comments | Filed in Communication

your “way of being, or who you are impacts on every aspect of your work including normal your communication style. With more and more aware of your people? Nlichkeit speaking style (and the others with whom you work) you can improve your workplace communication k? And build st? Amplifier connections and team performance. Consider the following descriptions Enneagram to see what kind of communicator k can be found at: 1 The Perfectionist – someone who is motivated by the need? live their life the right way, including normal improve themselves and their world. This person? Nlichkeitstyp tends to a pr? To communicate precise, direct and detailed manner. They are back words like should, must, right, right and wrong. K you react? Can quickly able to ideas, but k? When defensive criticized. be connected to someone who is motivated by the need and evaluate their positive and vascular hle f r u other ern. – 2 The Helper?? This person? Nlichkeitstyp tends to communicate with a few references to himself, to ask questions and give compliments. K can they complain? Or b? Be false if it does not m sawing, what others say. 3 The Achiever – one who welcomes is the need to place and, to be productive and successful?. This person? Nlichkeitstyp tends to communicate in a clear, efficient and logical way. Avoid topics that their knowledge is limited or those that bad? Over them. You k? Can impatient with lengthy conversation? Chen moved out. 4 The romance – someone to do by the need to mill their vessels and to prevent weight is motivated similar?. This person? Nlichkeitstyp rather through the sharing of personalized Personal stories and use of W? Find analogies as I do, I think, and I communicate. They love? Talk about themselves and to speak Gef? Cave. You k? Can w? Deliberately choose words to get people into conversations? Moving ch. 5 The Observer – anyone know of the need and understand everything and be independently motivated. This person? Nlichkeitstyp tends to communicate with a highly selective choice of words with either a terse tone or L? Rigorous dialogue. They share thoughts instead Gef? Cave and not easily personalized Personal Data. 6 The questioner – someone who is motivated by the Bed rfnis for security is?. This person? Nlichkeitstyp more with the discussion concerns or what-w? Re-if “to communicate. You start with analytical and comments are alternately z? Gerlich and bold in her speech. 7 The adventurer – someone who welcomes the necessity place and, to be gl Glad to help the world and to avoid suffering and pain?. This person? Nlichkeitstyp tends to communicate in a spontaneous way with words tumbling out. K can you say? Engaging stories and have a tendency to shift from one topic to another. You k? Can negative issues? Over to avoid themselves. 8 Asserter – someone who had to leave by the need to protect themselves and to avoid strong and motivated Gef hl dependent REGARDLESS?. This person? Nlichkeitstyp tends, in a k? Hnen and ma? Bleached way to communicate. You can k? Try the situation through the Erh? Increase the intensity t of their release until they get a response, or alternatively k? Say they can only very little to control. 9 The Peacemaker – someone who is motivated by the need to preserve peace and avoid conflict. This person? Nlichkeitstyp rather by communicating detailed information in an orderly manner. They often use words to show agreement with the other speakers, such as yes and uh-huh. You try to be fair and present all sides can say, but yes, if they did not understand. What people? Nlichkeit you think you nnten k? How do you think your style of communication have an impact on relations with others? As k? You to the fact that to see with nine different people? Nlichkeitstypen not every situation or communicate, how you doing? Once you can keep

knowledge of different people? Nlichkeitstypen are, k? You see that you are your own communication style is not as effective in all types of people. Communicate hold, f is a consciousness? R the views of other minds, and his own style St? Strengths and limitations, is f to greater satisfaction, harmony and efficiency? R all staff, Including? Lead Lich itself f?.

Tags: Communication, Style

Communism – an Analysis

October 10th, 2010 by Admin | No Comments | Filed in Communication

FOREWORD

It is a thought-provoking and deep-dimensional analysis. Therefore, it is bound the boggle the mind of the person who asked the question, and anyone trying to answer it! This should be analyzed and answered in the 17th or 18 Century. Then the whole world should have functioned in a very different political and social infrastructure! I f? Me mill it is worth it in the archives of the 21 Century, bibliographic collections, to help change many developing margins with underdeveloped & L? (The “nor” with a strong belief in the “old” communism) to formulate an appropriate strategy to “the pace of their socio-? economically in development. ”

A) SURVIVAL & THE PEDIGREE

Charles Darwin (1809-1882), British naturalist, revolutionized the science of biology by his “evolution by nat? Natural Selection” demonstration. In the 19th Century, Green Belt it? About the survival? And extinction of biological species. He said: “Survival of the Fittest” dedicates itself to grow all kinds and continue in a particular geographical and ecological infrastructure in the world to survive?. (Note: He did not say “survival of the gr th, fastest, total ndesten, M most powerful, most intelligent or Tough?” Etc..!). He concluded that the organism is best “fits” into its environment, sets up with suffering, and fit to continue progress, had the best chance of? Survive in the world.

Human species are very well a part of this concept? Survive on Earth. However, people with an additional keeping attribute intelligence provided. Therefore, they have an additional keeping “economic” and “social” survival? Dimension. This is in addition to the nat? Natural Environment and physical size? E, share with all other species.

All people, therefore, try to survive n fit into a 3-dimensional? Concept? Namely the (a) the geography and the environment (b) the social status and (c) the economic infrastructure.

Within this framework, all species rely on the earth and protect their pedigree (family tree) to grow and prosper? Over centuries

B) Socio-? Economically in layers

The generation of mankind in the past millennium, many designed, worked and installed themselves in particular combination of socio-? Economic level saturation.

1) To Grundbed rfnisse? Only (food, shelter and clothing) f? R which are daily survival?. (Kategorie-C. least of the economic burden? Survival)

2) capture, store and hoard the Grundbed? Rfnisse f? R a limited time future. (Category B1 -. lower level, the economic burden? Survival).

c) St refreshment needs the comfort of the acquisition of luxury, in addition to performing additionally the Grundbed rfnissen (category -? B. media effort, the economic survival).

? Only certain people, the “extra” economic and social concepts of “Intelligence” and “Risk taking” r escalated certain economic and social acquisitions f below –

d) Devise new ideas, gadgets, social motivation techniques and procedures, to achieve a “Human Leadership” in the world. All actors, politicians, academics, sports, etc. … M? Men go? Ren to this group.

(Category A1 -. h? Higher social + business? Survival rate).

e business) risk by not earned and hoarded wealth in (b) and (c) above, in the direction of an “economic-F? Channel. Ftsleute business?, Gamblers, investors, producers (entertainment, product or process), H? Dealer etc.. Format of this number of people. (Category -? A. H Next business with online survival guide by-product?).

Inference – wealth and prosperity of an individual is classified in direct proportion to their efforts and objects, C, B1, B, A1, A top

Note – The basic human tendency is never the self wealth with others to share, but others share wealth wherever possible m f, r the people in all of the above classifications, C, B1, B, A1, A
!
C) Capitalism – wealth DIVIDER

Human generation from the Stone Age, analyzes the continuity t of their very existence, and formed groups. These developed into societies. The Grundbed rfnisse? These companies were food, shelter and clothing. Sub-groups of the society members decided exclusively? Only be valid for each bed? Requirements and your produced agricultural products f? R food, clothes made of cotton base f? R clothing and wood / earthen structures f? R shelter. This included the construction of h? Lzernen cart by bulls or horses, f? R dragged the transport. All of these materials and the animal was under? Superiority of man, the master behind them. In this old world environment, there were no significant differences in the wealth and “economic wealth” among people.

The industrial revolution was responsible for creating a wedge between the eternal unity between the man and the materials / animals. born from 1563 with Reverend William Lee, in Woodborough (in the N? he from Nottingham, England) invents the stocking frame, a mechanical device f? r Str cramps? knit until 1801, when Robert Trevithick (Cornwall, England) a steam locomotive demonstrated. Then, the productive work of the human brain functions + groups were taken over by the mechanical machines?.

(Subsequent inventions at accelerated rates are classified as scientific research and development)
Machines produced the goods f? Ben r basic research? Account + h? Bed rfnisse here? Of people in Large quantities in better quality? T and at lower costs.

In 1800, when machines became superior to the people who take risks and buy the machine (which is a substantial investment) was able to take risks Capitalist k (Category – A)?.

They considered the non-capitalist like-minded work force as a commodity, and began to hire and fire them. By using the improved productivity? T the machine, it pays f is a far less pay? R the human operators and supervisors? Gestures of the machines to turn? Via a big it volume of products with an advantageously higher tariff per unit , because of the cost reduction.

This created more people to think you only for the Grundbed? rfnisse look, with limited power? about other h? here Bed? rfnisse, and zero risk tolerance F? ability (Category B and C). Capitalism divides the pattern of wealth holding, among the people. But due to competition, f? Sample capitalists of the need for Arbeitskr? Ften participation in management, labor training and incentives f? R the Arbeitskr? Forces. Dilute it? NNT of capitalism with more reasonable share of the wealth of work, and ended in a concept of “socialism”.

However, the rule of capitalism in the world fr? Hen 1880s by the rich richer, poor? Warmer. She initiated a capitalist (A) against the work (C) fight between rich and poor have a few large groups. This environment has some polotico? Economically in person to nlichkeiten? Think and reach an early L? Solution to thwart and eradicate the growing “capitalist” trend.

D) WEALTH ACQUISITION – birth COMMUNISM

? If K body mentally and come to think of the number of people in the world go rt be related to the above categories A, A1, B1, B and C, mathematically and logically, the conclusion should be as follows: –
;
A = Very few. A1 = only a few. B1 = Some.

B = C = A lot of very big e

This is a guide f? R answering the question “Why go? Stiffnecked Quantum wealth by a few people at one end besa?, And why very big e people are poor at the other end, in this world? Economics !!!!”. This is the basis? Arisen over the question of communism? Survives in the world.

INFERENCE # 1 – Wealth Assumption is directly proportional to the “Risk taking” F ability and partly proportional to N tzlichkeit of intelligence?.

INFERENCE # 2 -? To buy luxury, exceed the limit of Grundbed rfnis acquisition is directly proportional to white to a wrap-around-and medium-sized economic prosperity status (all s collar and F hrungskr fte professionals in the world -? Middle class people in category B).

INFERENCE # 3 – Limited economic survival meant and prime focus only on the Tagesgesch ft economic necessity is directly proportional to a wrap-around bad economic prosperity status?. [? Over 70% of the Bev? Population in the world are poor (B1) and below the poverty line (C)]

In 1897 showed a Paris-born engineer named Vilfredo Pareto, the distribution of wealth in Europe, a simple power law model, which essentially followed meant that the extremely slowed reaching most of the wealth of a Nation (New Scientist, August 19, 2000 p. 22). ? Economists sp? Ter realized that this law applied just the very rich, and not necessarily to how wealth was distributed among the? Brige. But mathematics is a Pareto distribution h has been used frequently to quantify the distribution of wealth in the world is as “ABC analysis” or a power law (a polynomial relationship – a term of one or more variables and constants is constructed using only the operations of addition, subtraction, multiplication, and constant positive whole number exponents). It shows the ownership of the probability distribution, filled with social, scientific, geophysical, and many other types of observable Ph? Nomenen Combine?.

It is known that wealth is shared out unevenly and unfairly. The people around usually have attributes, talents and motivations distributed, but it ends with unequal distributions of wealth in any ratio? Ratio to the real talents of the people

LESSON: wealth equalization is a marathon task in the world. It is because every person has a unique S? Ttigungsgrad in the socio-? Economically in layers, between A to C. Very few aim at A. But most get at B or C level remained unchanged.

E) communism – WEALTH EQUALISER

Karl Heinrich Marx? (5 May 1818 -? M 14th March 1883), a German philosopher, economist, and a national revolution re, was a pioneer in Bew ltigung the dominant role of capitalism in the 1880s, worldwide?.

Marx addressed a wide range of topics. He was famous hmt f? R his analysis of history, summarized in the first line of the introduction to the Communist Manifesto (1848) as “The history of all hitherto existing society is the history of fighting Klassenk? Is.” Marx believed that? capitalism must be replaced by communism w? rde? over a period of time that the People’s Revolution.

Vladimir Ilyich Ulyanov, better known under the pseudonym “Lenin” known (April 22, 1870 – January 21, 1924) was a Russian Revolution, r, a communist politician, the main guide and F the first director of the Soviet Union (USSR)?. Lenin f? Hrte communism in Russia. This changed? The story f? For Russia as well as in? Rest of Europe. Lenin used Marxist ideas in Europe and Russia, a threat f? R Europe and the rest of the world. In developing his plan of socialism in Russia, Lenin followed the examples of Karl Marx and Friedrich Engels [28 November 1820, - 5 August 1895, 19th Century German sociologist and philosopher, developed communist theory alongside his better-known collaborator, Karl Marx, co-author of "The Communist Manifesto (1848)", and originally? ACCESSIBLE developer of the communist theory]. Lenin explained? Hardness in him? Economic theory, called “Imperialism”, the first step was gradually? Hlich connected to a monopoly of the capitalist phase, the sp move? Ter to communism. He said, Monopoly and capitalism are completely contrasting? Tzlich each other, and should lead problems in order to survive it? F the people?.

F) The Communist APPROACH

Both Marx and Lenin were revolution? R “Social F? Guide” and composed an “economic-F? Channel” theory under the assumption that a big e amount of people in the lower economic strata (B, B1 and C) Revolt on the wealth of the few stocks in the top? economically in layers (A and A1). It was as if in a big cast, it Reservoir water is related to their level. ”

The other European?’s Politically? Economists such as Marx and Lenin thought, in? Similar formats. It f? Leads to the formation of the Communist dominated “East Germany (GDR) by the construction of Gro? En Berlin Wall on 13 August 1961 and the formation of the world’s gr th Communist empire, the? “USSR – Union of Soviet Socialist Republics,” in 1922 with Russia + 14 other like-minded communist L Santander in Europe and North Asia?.

But communism all national wealth with the centralized “state” in Apex, so that each individual does not have enough? Mer. At the same time all individuals have all the Volksverm saws that aggregated at the state level. The state controls and einged? Mmt all individuals below to respond to any kind of risk, or use their brain power of innovation or a say in the use of wealth at the state level top. In this environment, only rich, the state was (A) and all the people were earning wages below the worker (C), but shops protected by the state to meet all their Grundbed? Rfnisse. This situation heats the urge among the people f? R individual freedom and desire, their self-awareness of economic and social level to update.

Marx and Lenin believed that the big e volume of the bottom in the layers of economic and social revolt and is an equal F gain? Lle such as satisfaction, when in a big cast it reservoir, “Water is your level to find” . But what happened was that people have the freedom to decide their own economic and social strata through which the reservoir (the state), they held in the revolt. As a result, st? Doctors of communism in the world of 1991.

* The Communist Germany in? Eastern side disappeared in their socio? Economically in set-up, the wall collapsed to 9 November 1989, and merged with the capitalist West Germany.

* USSR disappeared in St? Bridge of several smaller nations (and officially on 31 December 1991 resolved? St), each dominated Verw? Sserung their communist principles (full state control), towards Private entrepreneurship and verb? Be and cooperation with the capitalist West.

G) why communism failed?

It is a million dollar? Economically in question! The size? Walls are carried us from the originator, the assumptions, the application of the methodology and survive? Performed orientation of the people?.

a) The author of Communism in the world, were both Marx and Lenin revolution? re or Online-F? Guide “. Each social f? While lacking in the world “futuristic management thoughts”. They had the ambition to share and an equalization of wealth among all people. But they h tte? Never thought such as the common Verm? Gene could be put into productive operation, create one? Surplus and recycled to grow more and more.

b) Both East Germany and the USSR all Verm? combined assets of their nation and made their “State” as the sole mean? mer. Therefore, it is the state as a monopoly and all the people to grow as a simple work supported? Protected, even without ownership.

The state took the job as a commodity, without motivation, ideas and incentives to use in order to improve the productive contribution spirit.

c) This in turn produces more T? Subtlety and disappointed Subtlety in the K? pfen which a big amount of e distributed work groups around the nation. The state erf? Filled the k? Anxiety further bed? Rfnisse and Grundbed? Rfnisse (food, shelter and clothing). But verse? Umt, the h? Higher economic and social Bed rfnisse embedded? In the human mind cases erf?. No one can one? Excess economic establishments or of a F? Leader of the local groups. This in contrast to the? Conviction of both Marx and Lenin, the human economic and social freedom depends dr? Bed? Rfnisse against the state and the “care-taker” of the state in the revolt.

It ended one? Ra of 69 years (1922-1991) of communist rule in the world. Since the communist principles applied with an emphasis on STATE orientation and not with a human orientation.

H) How could communism ht bleached?

It is as one million Euro question! If communism was a bit futuristic lead management famous, k nnte? It as an international standard f? R the human survival?, Prosperity and peace have emerged.

1) The Communist nations should not have united all the wealth of the nation? Transmitted it to the state, by its weight? Hlten caretakers are managed. This monopoly was a head weight in the tip.

2) The State and the weight? Hlten F? Guide should not be considered all domestic? Ndisches have public? As work, without playing any role in the management and operations of the national wealth, born at the top? Ndelt.

3) f the methodology? R the survival of communism w? Been re, “to pr affected? Local Bev? Lkerung and its economic / social survival? Aspirations” than? Superior to the “head heavy state orientation.” ? Have to share Without Dilution the concept of equal wealth, that approach should be to: –

a) Make groups of domestic h? lt of 1,000 to a maximum of 10,000 to manage, to progress and prosperity Pool ear marked segments.

Example.

* Pool arable land in 1,000 hectares Chen Fl?. Allot it to a domestic? Ndische group of 1,000 agricultural Sachverst? LinkedIn people to work, cultivate, produce ear marked to sell crops in each season / export and deposit the revenue in the central bank. (Mass Agriculture bottom down? Receive a high volume for? Strength performance at lower cost). The central treasury should ben all? Saturated materials? Over head expenses etc.. on justified and supported? protected in force, the GE group members. set a target sales quantum.

* Build car factories say with an investment of 1 million Landesw? Guide ever. Allot of work each unit to a domestic? ndische group of 5,000 people car expert, manufacture, test, assemble, sell / export and deposit the revenue in the central bank. The central treasury should ben all? Saturated materials? Over head expenses etc.. on justified and supported? protected in force, the GE group members. A goal should also sticking? UFE quantum

be fixed
* Same applies f? R aerospace, chemical, hospital, shipping, textiles, etc. … Industries. The entire Bev? Lkerung should work some members of the group, and no one should be unemployed.

b) The state should k? us take care to include housing, food, clothing, education for children, recreation, health, etc … f? r all members in the groups.

c) The central bank should be paid a fixed salary, all members of the group, independently? REGARDLESS of how they Gruppenzugeh? difficulties (agriculture, industry, health, etc..). An adjustment amount nnte k f? R some groups on the location and other criteria are acceptable except where justified.

d) The industry groups that have not achieved the sales target quantum should be questioned, the size should be? walls are analyzed, and Ma? measures should be established by setting achievable goals and the cause against the realization should be cut to be about? into account.

e) A reasonable sum of the net total surplus (or profits – losses) from the group all work in each year, f r further investment / development to be preserved and the balance is from the central bank equally among the group? members are distributed in all areas, as an incentive.

should f) If the balance is a loss in any year, it should by the central bank, f? r the basic sectoral analysis of Bourne, and Corrective measures? f? r not in the n occurrences of the same? next year are made.

The Communist cause? Tze should strongly on HUMAN orientation as prime? Acid and secondary? Re STATE orientation

be applied
g) In addition to productivity? t approach should be towards “Socio-? economically in Development (SED)” as its output-oriented evaluation as a critical tool “Quantum” Ma? participated. Accordingly, the “management decision” methodology should be well coordinated.

h) Socio? economically in accelerated development drive must come from within a nation, as a command / motivation from the outside? en. This is m? Possible if the “Domestic investment from domestic? Ndisches savings” and “building services” (even if foreign f with a believably Mediterranean Help? R small beginners) (latest technology moderated adapted to the local conditions) should be manned with the “homework”

See the book “SED BY DRVSRS” and “SOMA BY DRVSRS (SOMA = Social Management) at http://www. Lulu. com / drvsrs

I) Summary

a) Human reproductive function, in a 3-dimensional? survival concept of the environment / geography, economic and social dimension? over centuries and their pedigree technical progress. under these guidelines.

b) The varying H? he of? survival goals in the economic and social strata of every human being flying, t Verm? assets based equal among men.

c) Industrial Revolution mechanized the human work, with cost reduction and quality? tsverbesserung / volume optimization. This planted capitalism in the world, created a wedge in the trailer? Testing process of wealth. This additional class war included. between the actual? chambers of the wealth of recourse against the employee, hired and fired by them. The competition has the capitalists recognize the importance of work and the concept Use screen? Ssert as “socialism.”

d)? disproportionately Anh? testing of wealth among the people of the notion of communism throughout the world sat? t.

e) The communism of Marx developed in Germany, Russia and spread was guided by Lenin? promoted. Both believed that the big e volume of people in the world of small Verm saws that have prospective employees? Ren. Therefore, they will revolt against the same to share wealth, and communism will dominate the world soon.

f) But both Marx and Lenin were “social revolution? re” and lacked “futuristic management thoughts” as the common Verm is? gene recycled to more and f lead? growing prosperity, to resemble the Bev? Lkerung its parts? This Descr? Nkten thought were the USSR (1922) and East Germany (GDR 1961) and created the wealth of this nation to the extreme “state”, is mentioned the whole Bev? Lkerung!

g) The state has a monopoly and all the people were were ordinary workers, without being held. The state took the job as a commodity, without motivation, ideas and incentives to use in order to improve the productive contribution spirit. AResult as the GDR collapsed in 1989 and the USSR in 1991 shrank, making the end of the 69-j? Olds communist concept. ? Both started about the F? Promotion of diametrically opposed capitalist approach and cooperation with the (imperialist) USA. (There was state primary orientation bears, secondary? People was orientation).

h) Communism could? survives and continues to have f as a guide? r f wealth and prosperity? all r V? peoples of the world if the local Bev? Lkerung “superior to” as the “State” was considered. The national wealth by the “state” owned sector projects should have been invested and committed to work the best group of people to manage and erf? Fill a targeted sales. State should all Bed? Rfnisse this group of people have taken. A fair share of the profits should have been distributed equally to all, as an incentive. Below and loss targets should have been called into question and Corrective measures? should have been taken. . (People should focus primary bears, state orientation should be secondary).

Dar? Over addition, the productivity of t and the decision by management to socio? Be economically in developing units oriented “. The domestic? Ndisches investment was from domestic? Ndisches savings and building services should be made to be occupied by domestic? Ndisches labor market < br />
J) REFERENCES

The whole matter is created and presented from the pr pioneered originally thought, know-how, innovative ideas, research and development orientation of the DR VSRS, with additional tzlicher supported estimation of: -?
< br />
1. http://www. drvsrs. com / polifina. htm

2. http://www. drvsrs. com / sedfull. htm

3. http://www. drvsrs. com / mgmtfull. htm

DR VSRS

Book Store – http://www. Lulu. com / drvsrs

Website – http://www. drvsrs. com

Tags: Analysis, Attribute, Biological Species, Boggle, British Naturalist, Charles Darwin, Communism, Dimensional Analysis, Dimensional Concept, Economic Infrastructure, Extinction, Human Species, Margins, Natural Environment, Natural Selection, Organism, Pedigree, Science Of Biology, Social Infrastructure, Social Survival, Strong Belief

Why Do You Want To “Communicate” With Your Partner?

October 5th, 2010 by Admin | No Comments | Filed in Communication

If partners have problems, they often say that the problem is communication. What exactly does that mean? What are they trying to communicate?

There are several Gr nde f r communication:

1. Sometimes, “I walk” we communicate, get information? About us, how, or “The dinner reservations are f? R 7:00.”

Offer
2. Sometimes we communicate to help with tasks such as asking: “.? I need to move the couch to clean under it and I can not lift W to otherwise help you to me?”

3. Sometimes we communicate to little over the other person to learn how to “Please help me understand why the vessel? Upset St. with me. I k? MMER me about you and I really want. Understanding”

4. Sometimes we communicate to Help with ourselves, how, you ask?.? “I am very f hle ngstlich and I know not why you want M f r talk to me a while Maybe if I figure talking about? over I’ll understand. ”

For gr? Th part, these forms of communication do not cause problems if there is an ulterior motive. Any other occurs when the intention to have some control of the communication? About the other person. If we see the intention of the above releases of information, to ask for help or to learn, then it will probably be no problems. But the same communication can be with the intention of the control are discussed. The intention is to control by a harsh or judgmental tone and a hard, closed energy to communicate.

For example: “I come from a walk!” said with anger behind it intends to control the other person through punishment. The actual communication behavior you have in a way that is unacceptable f? R me, so I will punish me by the R? Ckzug of you. ” “The dinner reservations are f? R 7:00,” can in a tone that says to be said. “.. And you better be there.”

Ask for help in moving the couch can be either a request or a demand, according to the intention. An application can be answered, “Sorry, I’m just really dam? Ftigt. I will help you sp? Ter,” without consequences. If the same as a demand hot? It t, the other person is not allowed to say no without negative consequences.

You k? Can ask someone why he or she is upset to learn with you from a real desire or control of a resolution. If your intent is to control, you will probably try to argue with what the person says and speak to him or her from the upset.

If you move? Rgert are k can, please ask for help because you really want to learn and? Apply responsibility be valid for your vessel? Cave, or because you fix the other person to you, to you k? Take care you want to save. People often want to communicate their vessel? chairs, change the other person to ver? to learn rather than what? Apply responsibility be valid for your vessel? chairs to get.

Problems with communication will always be, if the intent is to control. So when clients say to me: “We can not communicate k”, I immediately know that one or both of them are from the intention to get control in their communications. Are you trying to get the other person? Change intention.

The intention to control often creates Machtk cramps? In relationships. W? While most people certainly want to be in control, they will not be controlled. So if a person from the intention to get control, the other person respond with resistance. Machtk? Vapors f lead? When a person behaves in a controlling manner? Lt and the other person resists control against the will.

If a person is intent on controlling and the other is to keep the peace, it can seem like the relationship works. However, the compliant person is often secretly w? And tend, in a different area to resist, such as sexually. If you give it to yourself to avoid conflicts, rgern? In? About giving the person usually yourself up, which does not establish the necessary emotional intimacy? T to f? Select sexually intimate.

? N Next time ask if you communicate with your partner, “Why I want to convey?” If you find that you want to change the other person to ver, get mentioned firm your inner work instead -? To decide how to try on you rather than to change about your partner instead?. You k? Nnten find that you achieve a much better result!

Tags: Anger, Communicate, Communication Behavior, Communication Problems, Consequences, Control, Couch, Dinner Reservations, Forms Of Communication, Hle, Intention, Partner, R Talk, Ter, Ulterior Motive, Want

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