All organizations are like machines; they consist of different working parts which are all essential in achieving organizational objectives. Different working parts perform different functions but they all need to perform to the best of their ability to attain good organizational results. This can be done by continuous inspections to improve their productivity. This is basically what communication climate inventory by Costigan and Schmeidler does to an organization.
In a school communication climate assessment is very essential, a school is a place where young minds are taught new skills that we all expect to be useful the rest of their lives. A school is a small, safe and perhaps confined place which makes up a specific climate, it is therefore essential to have clear instructional programs, strong leadership, time management and clearly defines roles. This can be monitored and enhanced using communication (Shockley-Zalabak and Pamela, 2008, P, 303).
Communication inventory assists in assessing the physical environment of both students and staff members, as an example it makes it possible to understand the most efficient methods of learning. For instance, by questioning the students about their attitude on their learning, one can be able to understand what the problem is and why they like or not like a certain study. Further, the communication inventory can effectively assist in assessing the best method of instructing students; by asking students if they agree or disagree a certain teaching method will make them will to participate in the learning activities rather than ensuring they follow strictly the laid down procedures.
However, communication climate inventory in a school does not only apply to evaluating students but also assists in improving the teaching methods or instruction methods. By giving students the questionnaires to fill teachers are also enlightening on the areas that need improvement. For instance, in the twelve question of the communication inventory, students are asked to give a response on how well their supervisor listens to their problem, or in the in the 28th question where students are asked if they feel free to talk to their supervisor. By analyzing the responses given to these questions a supervisor can be able to assess communication effectiveness in a school and with the applied learning methods.
After assessing communication in a school using the communication inventory, it is essential to learn proper ways on how to administer these skills in the school environment. Communication can be well implemented and assessed if the inventory is well administered. In a school for example different groups or management levels can be used to administer communication inventory. Departments can work in conjunction with the director to construct detailed narratives illustrating writing and speaking activities in different school sections. By so doing they will indicate proper areas of intersection or integrated studies and other sectors of the curriculum.
Departments will also be able to organize for departmental meeting which assist in enhancing communication of major areas. Further, integrated studies coordinator can assist in implementing the inventory by organizing writing and speaking activities that would be used by all the branches in the school, these helps in improving communication between different departments in the school.
In addition to the departmental heads and integrated studies coordinator working together with the school director to enhance inventory implementation, individual faculty will also be very essential. The school faculty will assist in maximizing student involvement in decision making and aligning student needs with the curriculum and other objectives of the departments and the school in general (Larsen and Folgero, 1993).
By assessing and implementing communication inventory, we shall further look at scoring results of the entire activity. By implementing the communication inventory we shall be able to have a transparent communication channel in the school where all persons including students can easily voice their views or opinions, it will also provide opportunities to articulate communication skills not only within the school but also in a more strategic manner. Further, the inventory will also build an environment where the faculty will be able to make communication based on connection with other departments or courses within the school.
To improve communication in the school a clear plan should be clearly thought-out. A good plan will begin with changing communication channel where all departments have to work individually and a single departmental heads having to represent them in the annual meetings. A plan to improve communication should start with decentralizing the communication channel, by ensuring all answers relating to ease in communication are not stated in the inventory as “disagree”. To achieve this respecting all persons in the institution, be willing to accept correction even from juniors and motivating all persons irrespective of their position.
References
Larsen, S., and Folgero, S. (1993). Supportive and Defensive Communication. New York: MCB UP Ltd.
Shockley-Zalabak, Pamela. (2008). Fundamentals of Organizational Communication. Gorbon: Allyn & Bacon, Inc.