Communicating Effectively

                                               

Through the e-mail communication I believe Jane was very clear in expressing what she needed from Mark. I think that she should have possibly asked him could he get the information to her no later than a specific date and time in order to give him an idea of how soon she really needs the information. This would ensure that he gives the information to her in a timely manner.

The voicemail communication made me feel like there was a sense of urgency in the materials that Jane needed. The pitch and tone kind of made me think that she is in desperate need of the materials from him or there is a sense of urgency. I think I would be more prone to attempt to get the materials to her if I were Mark.

The face-to-face communication is a great idea because if Mark has the materials already handy, then he can give them to her right then. She will not have to worry about missing her deadline. The only thing with the face-to-face communication shown in the resources is that her body language made her seem timid as well as her not seeming confident in what she was saying or asking for. I believe that she could have used a different tone that would have expressed to him how important it is for him to do his part to help her be successful at meeting her deadline.

I think that communication is essential to being successful when working on any project that requires other people to be involved. Communication helps to ensure that schedules are followed, deadlines are met, and projects are accomplishing the intended goals and outcomes. Without proper communication, the project could definitely fail.

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Learning from a Project “Post-mortem”

I cannot think of a project that I have failed at, but I can think of a project that I had a planned schedule for that I did not follow. I was doing a literature search on “The Education, Discipline, and Laws of the Exceptional Child” for one of my undergraduate courses. This project required me to have a minimum of fifteen resources and different portions completed within two weeks. I created a schedule, where I would research and critique three resources per day within the first school week. The second week would be used to compile all the documents and have someone proofread them before getting it bound and submitting it.

I actually ended up doing everything the night before it was due.  I was up all night long and because it was so late before I finished it, there was no one I could have proofread my documents. It was an overwhelming experience, and I was afraid that I would not be successful in completing my project in time. I was also worried about the quality of the information that I would be providing.

The outcome was that I was tired, overwhelmed, and stressed, but I received a great review from my professor as well as a great grade. I think the thing that saved me from having a failing grade is that the subject I chose was something that I had previous knowledge about, and I had a little experience working with exceptional students. Having a set schedule of how to complete the project was a great idea, but because I did not follow the schedule I caused unnecessary stress. I think that the schedule I created was kind of like a simple version of a work breakdown structure. A work breakdown structure is “an organized, detailed, and hierarchical representation of all work to be performed in a project” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, pp. 86).  I was given the assignment, knew what was expected, and then I created a plan or schedule of how I was going to complete the task, who I was going to have to review it, edit, make changes, have it reread, and then have it bound and submitted. The problem is that I did not follow it. Although I received a great grade on my project, I did not receive the maximum amount of points that could have been received.  Had I followed the plan, the possibility of me receiving maximum value would have been greater.

Reference

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.