What is Communication? Communication = A process of sending and receiving messages with attached meaning. Effective communication -> the accuracy of communication Efficient communication -> the cost of communication Effectiveness does not guarantee efficiency or vice-versa.

Identify types of communication used internally and externally. In groups Identify types of communication used internally and externally. What are the advantages and disadvantages of each?

The Communication Process (1)

The Communication Process (2) Sender: an individual, a group or a company/organization interested in communicating something to the other part; Encoding: the process of transforming the message from an idea into a symbol that can be transmitted; Message: the actual product from the source that conveys some purpose; Channel: the medium through which the message travels (i.e.: sounds);

The Communication Process (3) Decoding: the process through which the receiver interprets the symbols; Receiver: an individual, a group or a company/organization that decodes the message, makes some effort for understanding and responding; Feedback: the receiver’s response to the message; Noise: any interference with the transmission of the message.

The Message KISS (“Keep It Short and Simple) Example Think about the messages delivered in the educational process!

Types of Communication (1) Network: - formal communication; - informal communication: faster, but the information may be distorted and filtering may appear. Direction: - downward communication (i.e.: directions); - upward communication (i.e.: reports); - horizontal or lateral communication; - crosswise communication.

Types of Communication (2) One-way versus Two-way One-way communication (only from the sender to the receiver; absence of feedback); - two way communication (feedback included). Two-way communication is: (1) more accurate; (2) more effective; (3) more costly; (4) more time-consuming.

Nonverbal Communication Nonverbal Communication = all elements of communication that do not involve words Four basic types: Proxemics - an individual’s perception and use of space Kinesics - study of body movements, including posture Facial and eye behavior - movements that add cues to the receiver Paralanguage - variations in speech, such as loudness, tempo, tone, duration, laughing, crying

Barriers (1) Physical distractions (most well-known type of noise) Filtering = the deliberate manipulation of information aimed at affecting the message sent to the receiver (generally in order to make it more favorable to the receiver); Selective perception; Information overload;

Barriers (2) Emotions; Language – semantic problems; National culture; Absence of feedback; Status effects; Mixed messages (words versus body language)

Internal and external Importance of Effective Internal Communication Setting goals and objectives Making and implementing decisions Evaluating the results Improving the educational process Interacting better (leader-teachers, teachers-students, etc.) Importance of Effective External Communication Attracting better teachers and students Dealing with stakeholders

Key Communication Skills Listening skills; Feedback skills; Expressing a vision Key Communication Skills Listening skills; Feedback skills; Presentation skills.

Basic Skills Profile

Active listening Active listening = communication technique that requires the listener to feedback what they hear to the speaker, by way of restating or paraphrasing what they have heard in their own words, to confirm what they have heard and moreover, to confirm the understanding of both parties. HEARING < LISTENING < ACTIVE LISTENING

Fallacies about listening Listening and hearing are the same Good readers are good listeners Smarter people are better listeners Listening improves with age Learning not to listen Thinking about what we are going to say rather than listening to a speaker Talking when we should be listening Hearing what we expect to hear rather than what is actually said Not paying attention (preoccupation, prejudice, self- centeredness, stereo-type)

Feedback Skills Positive feedback is more readily and accurately perceived than negative feedback Positive feedback fits what most people wish to hear and already believe about themselves Negative feedback is most likely to be accepted when it comes from a credible source if it is objective in form Subjective impressions carry weight only when they come from a person with high status and credibility

Presentation Skills Preparation / planning is the first step and it is very important.  Aspects in the development of a good presentation: Self Centered (Self) Audience Centered (Audience) Subject Centered (Material) “I want (who) to (what) (where, when and how) because (why)”

Developing a strategy  In school groups – take a large piece of paper. Brainstorm to identify who are the target groups, what is the message, how to communicate and when. To what extent is there a difference for the different target groups? Why is it important to communicate with them? To what extend can you exploit technology?

How do you moderate your communication style(s) with different groups: staff? pupils? parents? governors? external stakeholder (e.g. Ministry, inspectors)? Share your thoughts and ideas with the other school groups.

Negotiation Styles Quick Deliberate Middle - compromise

Quick versus Deliberate Quick style Negotiate in a hurry Useful for a non-repetitive negotiation – Get the best deal without regard to the other side’s “win” Deliberate Style Useful for long term relationship; involves cooperation and relationship building to reach agreement Needs much preparation

Outcomes Realistic Both sides satisfied, win-win situation Usually results from deliberate style Acceptable Likely to result from quick style Something is better than nothing Worst When people are too stubborn to be flexible Usually results from quick style

Sources of Conflict Differences and incompatibilities between people (personality traits, biases, attitudes, perceptions, tastes, preferences); Human needs and interests; Hurting the self-esteem; Individual values (conflict of values); Explicit or implicit rules (conflict of rules). What are the best ways to deal with conflicts in educational organizations?

Resolving conflicts Building relationships In general, learning how to deal with conflict is a lot better than avoiding it and leads to stronger relationships. Respond to the things that are important to the other person(s). Be calm, non-defensive and respectful. Move further; do not hold resentments or anger. Always look for compromise.

Values of a motivated negotiator Enthusiasm Confidence Engaged Recognition Accomplishment Praising, rewards Integrity Ethics Trustworthiness Social Skills Enjoy people Interest in others Teamwork Better as a team Self-control Creativity Always looking for ways to complete the deal

Negotiation model Investigation Presentation Bargaining Agreement

Investigation What do you want? What does the other side need? Which style should you use? What are the consequences of each choice?

Bargaining When in doubt, ask questions! Open questions are preferable. Reflective questions (i.e. “What do you want to achieve by… ?) are also important. Pay attention to tactics.

Agreement Arrangements should be neutral and comfortable Pay attention to what the other party says Screen out all visual distractions Ask open-ended questions Listen to responses Proactive versus reactive behaviour

Reservation point and Bargaining range The point at which the Best Alternative to a Negotiated Agreement (the BATNA) becomes preferable to starting or continuing a negotiation. In a sale - or in any negotiation - this is the point beyond which a party will not go. Bargaining Range The distance between the reservation points of the parties. This range can be positive or negative. If it is negative there will be no settlement unless one or both the parties changes reservation points.

Expanding the Pie The process of adding elements to a negotiation which help one or both sides to gain more - a result from making negotiations more integrative (even if they appear to be distributive). It is about elements that are valued differently by each party and often they have the characteristic that one side will gain a little, give up nothing or suffer only a small loss in return for a great gain to the other.

Negotiating with stakeholders Stakeholders – the ones with an interest or concern in something (in our case in the educational process and in the success of the school and its students) Stakeholders: administrators, teachers, staff members, students, parents, families, community members, local business leaders or even collective entities (businesses, teachers unions, various organizations in education, etc.) Exercise: Think about some tips for successful negotiation with the most important stakeholders

Developing networks Analyse the networks inside and outside the school. Identify ways for building effective professional networks.

Next steps Cultural differences in communication and negotiation in the educational environment and implications on school leadership Women versus men – do they negotiate differently? How can you exploit technology and build creative networks?