ORGANIZATIONAL COMMUNICATION CASE STUDY

Organizational communication

Organizational communication can be defined as a procedure or practice through which actions of a social order are brought together and synchronized to attain a mutual purpose of all individuals of a community at large. It is at times referred to as an ingredient of effectual administration in the office (Shockley-Zalabak, 2012).

Case study

To understand the problems associated with organizational communication, it is imperative to center our attention to a particular case. Chicago University is one of the most renowned and extinguished Universities in the United States. Studies done in the past have posited a rising propensity or inclination to huge group of students in many institutions of learning in the US. This is also evident in Chicago University. Consequently, the learning standards entrenched in these practices function in a specific channel i.e. a broadcast form of communiqué. As a result of the huge groups of students, contact and communication between a lecturer and the students is largely restricted. This results to a situation where the students are incapable of expressing their opinions in the classroom effectively. This follows that the learners are inactive and unreceptive hence do not receive the information relayed by the lecturer. It is important to elucidate the fact that knowledge comprises of facts put into expressions of speech and relayed from the lecturer directly to the learners. Any clarification in terms of notes acts as a storehouse of knowledge.

Sensitivity, skills and values

In a bid to improve communication, many lecturers dealing with huge groups of learners makes certain successful and effective relay of information to the learners through the introduction of technological techniques such as the utilization of PowerPoint presentations, reiteration of major topics of concern, and construction of audio broadcasts in form of lectures. An effect on the methods and principles of learning as a result of huge classes leads to the exchange of inflexible, fixed and invaluable facts hence one is incapable of identifying the degree or amount of information relayed. An alternative is having smaller classes of about twenty students or learners. However, in many cases, learners get into smaller classes in their last years of schooling. By this time, the learners have learnt the art of note taking rather than being involved in the classroom (Shockley-Zalabak, 2012).

Alternatives

In the modern world, learning institutions especially in the developed world are among the users of podcasts. A podcast is an audio broadcast that can be downloaded and listened to a computer or MP3 player. However, podcasts have not been fully accepted as an alternative to classroom teaching. Most of the podcasts are short but there are some that can run to close to half an hour. They are made from classroom instructions, and may include a power point presentation in order to make it motivating and fascinating. Many people have argued that the integration and assimilation of modern skills and expertise have made podcasts perfect for teaching and learning. The main benefit of podcasts is the fact that learners can repetitively go over, practice, and study information. Learners have also the chance to listen to the podcast in another environment conducive for learning other than the classroom.

Studies done in the recent past have shown that podcasts can be used in distance learning in the modern world. This is attributed to the fact that information and lectures can be relayed to distant and inaccessible places in the world immediately as long as there is internet access (Hargie & Tourish, 2012). Podcasts can also assist lecturers dealing with huge groups of students as they can be used in together with video referencing.

Solutions and implementation plans

There are bodily and organizational limitations associated with teaching large classes or groups of learners. Therefore, lecturers are required to ensure that their lectures are as involving as possible. This means that the learners can utilize and exploit the ideas and notions offered in the teaching exercise by their lecturer. Learners can also be given various exercises to undertake in and outside the classroom. Other solutions may include the use of classroom communication systems that allow learners to answer or react to a particular question in class. These systems are vital as they enable the lecturer gauges the understanding of learners immediately instead of using examinations at the end of the year. Lecturers can also encourage their students to incorporate the utilization of the internet in researching various topics in a bid to get deeper understanding of issues in large classrooms. Group works in the classroom set up is also significant. Research has shown that many learners achieve their goals effectively when engrossed in group work (Sypher, 1997).

Conclusion

Organizational communication is a course of action or practice in which actions of a social order are brought together and coordinated to accomplish a shared purpose of all individuals of a community at large. Many teachers dealing with large groups of learners makes definite successful and valuable conveyance of information to the learners through the use of technological methods such as the use of PowerPoint presentations, reiteration of major topics of concern, and construction of audio broadcasts in form of lectures. An alternative to large classrooms is the use of podcasts. Assimilation of modern skills and expertise has made podcasts perfect for teaching and learning (Shockley-Zalabak, 2012).

References

Hargie, O, & Tourish D. (2012). Key Issues in Organizational Communication. New York, NY: Routledge.

Shockley-Zalabak, P. (2012). Fundamentals of organizational communication (8^th ed.). Boston, MA: Allyn & Bacon.

Sypher, B. D. (1997). Case Studies in Organizational Communication 2: Perspectives on Contemporary Work Life. New York, NY: Guilford Press.