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Parkinson’s Law

Parkinson’s Law. Workers adjust their pace to the work available (If there’s less work, they’ll work more slowly…). Intended Message Perceived Message. Barriers to communication. Prior expectations ; different starting points (prior knowledge / experience ) Inaccurate inferences

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Parkinson’s Law

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  1. Parkinson’s Law Workers adjust their pace to the work available (If there’s less work, they’ll work more slowly…)

  2. Intended MessagePerceived Message

  3. Barriers to communication • Prior expectations; different starting points (prior knowledge/experience) • Inaccurate inferences • Differing perceptions of words • Conflicting information • Noise • physical • emotional

  4. Barriers to communication • Forgetfulness • Information overload • Haste in prepping message • Ignoring nonverbal cues • Close-mindedness; intolerance • Poor listening habits • Learning philosophy: “Ways of Knowing”

  5. Ways of Knowing • Received knowers • Subjective knowers • Procedural knowers • Constructed knowers

  6. Received Knowers “Knowers who depend on listening and external authority for knowledge…” • rote-mode learning • learn from experts • information is right or wrong

  7. Subjective Knowers “Knowers who depend entirely on internal resources for valuing and knowing…” • experiential learning • knowledge is personal and private • feelings are important • often reject “expert” authority

  8. Procedural Knowers “Knowers who obtain knowledge by applying objective, logical, rational procedures…” • need to see evidence • reason and common sense valued highly • knowledge is impersonal • experts only as good as their arguments

  9. Constructed Knowers “Knowers who construct their own meaning. Knowledge is contextual; subjective and objective ways of knowing are integrated…” • complex, balanced approach • knowledge is constructed • value and integrate expert advice, feelings, personal experience, reason

  10. Improving Communication as Senders • Know the audience • Adjust message to their prior knowledge, experience, readiness, literacy • Adjust to their way of knowing • establish expertise • provide hands-on activities • provide relevant examples • show logic • Personalize message

  11. Improving Communication as Senders • Test: formative evaluation • Proofread!! • Get someone else to proofread! • Spellcheck, but don’t rely on spellcheck “The demonstrators were attached by vicious policy dogs…”

  12. “I have a spelling checker,It came with my PC;It plainly marks four my revueMistakes I cannot sea.I’ve run this poem threw it,I’m sure your please too no,Its letter perfect in it’s weight,My checker tolled me sew.--Author unknownSource: Hope Health Letter, Sept. 1992

  13. Writing for Low Literate Readers • Carefully craft your sentences, paragraphs • use simple words • active, not passive voice • be positive, not negative • use organizing strategies: headings, grouped information, highlighted info

  14. Writing for Low Literate Readers • Watch your style • useful pictures • NOT ALL CAPS • use text and white space purposefully • Stick to what is important • be concrete, not abstract • give examples

  15. Use of Space

  16. Active Learning Actual experience Simulations, role-playing 90% of say & do Evaluate, analyze, create, design Give a talk Discussion participation 70% of say See demo Field trip, exhibits, videos 50% of hear & see Demonstrate, apply, practice View charts, photos 30% of see Hear Define, describe, list, explain 20% of hear Read 10% of read T 16-1, p. 523

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