The quarterly publication of the International Legal Technology Association
Issue link: https://epubs.iltanet.org/i/230349
• Calm voice, modified inflection, raise and lower voice for emphasis • Should be used for first-time introductory information, sharing a vision and high-level views of an expectation Instructional Instructional is perhaps the communication style team leaders use most often. Instructional communication presents an authoritative tone and sets a firm expectation, and recipients should know they are being managed when they hear communication with this tone. Although I might be doing most of the talking, with instructional communication, I intermittently ask questions to verify consistent understanding, and I must use active listening skills to detect any misgivings by the listening audience. I used to work on a helpdesk and would turn each support call into a challenge to beat the clock. I could answer a support call and confidently tell them I would resolve their issue in two minutes or less. I would then very carefully and concisely walk them through pointing, clicking and typing in such a way that their question or problem was resolved. Other helpdesk members would describe to me how my body language, facial expression and tone of voice completely changed when I went into my instructional mode. I didn't want to waste a caller's time; at the same time, I wanted to build their trust as the one who could resolve their issue. Today, as a technology trainer, I depend on a fully developed set of instructional communication skills. Characteristics: • Primarily a one-way conversation, but with frequent intervals to check/verify understanding • This is a teaching, learning, show-and-tell mode of communicating a skill, process or result • Requires the leader to have a developed set of communication skills • State no more than three fundamental concepts at a time • Ask non-threatening, open-ended questions to verify understanding • Exercise excellent listening skills • Present information to a variety of recipient skill levels • Recognize verbal and nonverbal cues of acceptance and buy-in, and equally important the corollary Corrective (Repetitive) Corrective communication is the type of communication most difficult to employ properly. Although corrective by definition implies someone did something wrong, most people want to do well and want to succeed, so corrective is more often instructional by repetition. I find that if I use corrective communication as a process of tolerance rather than an ultimatum, staff are more prone to accept criticism, corrections and new methods of applying a skill or process. By making it a process, staff realize I want them to be successful. Miscommunication at the outset of a task is oftentimes the likely cause of misguided behavior. Talking too fast, using too many acronyms, missing meetings, using tech-speak and industry-specific terminology, and speaking over someone's head — all of these are ways information can be misunderstood the first time it is heard. I recently collaborated with our marketing department on a presentation to staff. When the terms "crossmarketing opportunities" and "vertical markets" were mentioned, many of those in attendance took on a glazed look. I participate in weekly conference calls where new information is presented. Staff sometimes miss meetings due to urgent service requests, personal time off and other schedule conflicts. These missed meetings often lead to miscommunication. Although email is very effective in disseminating information to large groups of people, when task updates, project information or policies are relayed by email, they could get lost in the hundreds of other inbox items. I wanted to build their trust as the one who could resolve their issue. When you are compelled to provide corrective action, be tolerant and assume the employee wants to do well. However, this type of communication can also be used to identify misunderstandings, gaps in employee skill sets, processes that need updating or missing steps within action plans. Characteristics: • Primarily a one-way conversation, with a common understanding toward a positive end result • Corrective action should always be conducted in private, never in front of peers, unless the entire team needs to be informed Peer to Peer 25