Is My Message Clear?
After viewing and reflecting on each communication modality, I would have to rest with the voice-mail and face-to-face delivery. The written communication was well stated but it may not be received well depending on the office relationship. What I am expressing is that, some people will see the time line factors as a sensitive issue and they may panic knowing that the late report may reflect upon the accountability of others.
In my practice I send both written and voice messages. In my face-to-face interactions I try to be very clear yet understanding of personality differences. I am constantly aware that if not received well the missed understanding with the communication may interfere with the working outcomes among projects and task. In the written and voice communications that I often send, I am also sensitive to the content and the fact that without any immediate responses there may be some misunderstandings. This is the reason I am very clear and concise in those type of communications. From this multimedia presentation I think that due to the nature and content, I would rely on the face-to-face delivery of the message if possible and only the voice message if necessary due to our location and disposition.
Resources:
Multimedia Program: "The Art of Effective Communication"
Note: Do not review this multimedia program until you have read the instructions for this week’s Blog Assignment. Follow the instructions from the assignment as you view this program.
Posted by:
Melvin Alonza Lowe, III, EdD
Educational Director -
Career & Technical Education /
Workforce Development
Walden University
Post-Doctoral Student
Instructional Technology & Design -
M.S. - Student
Saturday, September 19, 2015
Saturday, September 12, 2015
What Makes Best Practices In Program/Project Implementation?
What Makes Best Practices In Program/Project Implementation?
As I reflect on past projects and program' implementations, I think of a curriculum improvement project that I attempted to implement. About four years ago I served my current school district as Specialist for Academic Improvement Programs. In this position, I was assigned to work with a building principal and the staff of a comprehensive high school to improve the curricula outcomes for both students and staff. The plan that I had in mind needed to be developed and implemented from a position of school improvement. This particular staff had both veteran and new educators. Some of them had traditional teacher education backgrounds and others did not. Some had experiences in other school systems and some had only worked in the current district.
What I interfaced was in my improvement implementation was the following:
The implementation went well for a while but due to limited technology backgrounds of some, my approach towards incorporating threaded discussions as a means to share information was not well received. The artifacts that were in need of corrective action were: lesson plan development to include more differentiation amount activities, classroom procedures to include more time management, and the use of alternative assessments that could have been used to evaluate student success.
What I also discovered was that some of these concepts were in place but they were not well documented which limited the fidelity and an administrators' view of what needed corrective action and/or assistance and ultimately change. In the one-year implementation we were able to improve the process of classroom procedures. The other two areas needed more time to improve.
From my antidotal findings, I discovered that there was a greater need to work with some of the educators individually. This would improve interpersonal relations and it would allow me to support the need to enhance the views towards technology incorporation which was where I saw the bigger drawback. From all of this, I have determined that as a PM (Program Manager) you must be willing to identify per-determined limitations during the planning process. You must also be open to un-determined findings as this will assist the outcomes tremendously. Lastly, you must be willing to allow trial and error outcomes to guide your next plan of action. Success is not often achieved at the first implementation. In my continued leadership practices, I have taken from these experiences, and I have placed some of the favorable outcomes into my current plan of action (project). This project is to improve and increase the credentialing outcomes of high school students using online and distance education resources.
Resources:
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.
Posted by:
Melvin Alonza Lowe, III, EdD
Educational Director -
Career & Technical Education /
Workforce Development
lowema@maconk12.org
Post-Doctoral Student
Walden University
Instructional Technology & Design (M.S. Program)
As I reflect on past projects and program' implementations, I think of a curriculum improvement project that I attempted to implement. About four years ago I served my current school district as Specialist for Academic Improvement Programs. In this position, I was assigned to work with a building principal and the staff of a comprehensive high school to improve the curricula outcomes for both students and staff. The plan that I had in mind needed to be developed and implemented from a position of school improvement. This particular staff had both veteran and new educators. Some of them had traditional teacher education backgrounds and others did not. Some had experiences in other school systems and some had only worked in the current district.
What I interfaced was in my improvement implementation was the following:
- Resistance to new and innovative educational practices.
- Limited to no experiences with technology integration to include threaded discussions.
The implementation went well for a while but due to limited technology backgrounds of some, my approach towards incorporating threaded discussions as a means to share information was not well received. The artifacts that were in need of corrective action were: lesson plan development to include more differentiation amount activities, classroom procedures to include more time management, and the use of alternative assessments that could have been used to evaluate student success.
What I also discovered was that some of these concepts were in place but they were not well documented which limited the fidelity and an administrators' view of what needed corrective action and/or assistance and ultimately change. In the one-year implementation we were able to improve the process of classroom procedures. The other two areas needed more time to improve.
From my antidotal findings, I discovered that there was a greater need to work with some of the educators individually. This would improve interpersonal relations and it would allow me to support the need to enhance the views towards technology incorporation which was where I saw the bigger drawback. From all of this, I have determined that as a PM (Program Manager) you must be willing to identify per-determined limitations during the planning process. You must also be open to un-determined findings as this will assist the outcomes tremendously. Lastly, you must be willing to allow trial and error outcomes to guide your next plan of action. Success is not often achieved at the first implementation. In my continued leadership practices, I have taken from these experiences, and I have placed some of the favorable outcomes into my current plan of action (project). This project is to improve and increase the credentialing outcomes of high school students using online and distance education resources.
Resources:
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.
Posted by:
Melvin Alonza Lowe, III, EdD
Educational Director -
Career & Technical Education /
Workforce Development
lowema@maconk12.org
Post-Doctoral Student
Walden University
Instructional Technology & Design (M.S. Program)
Subscribe to:
Posts (Atom)