Communicating In Teams For Success Discussion Essay

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two pages in length, double-spaced, Times New Roman and 12-point font and otherwise follow APA formatting guidelines on the article that is enclosed.Write about communicating in teams.

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Commuricating for Team Success - “/ see what you are saying" Communicating for Team Success “I seewhat you are saying ” by Lt Col Sabine Peters, Ph.D., DFMC2, Atheel Mary, DFMC2, and Heather Kubitski Anyone who spends time in a classroom environment knows class dynamics will be different every time. It doesnb matter if we are students or instructors; the people with whom we share an educationa experience have tremendous influence over the outcome of our time together. As an instructor at the Defense Financial Management and Comptrolle' School at Maxwell Air Force Base in Alabama, I typically see students come through our school house fo u r: mes a year for the 14-day Defense Financial Management Course, and we take our 4-day Defense Decision Support Course (DDSC) on the road about eight to ten times a year. During a DDSC we taugh; at the Defense Contract Management Agency (DCMAi at Fort Lee, Virginia last fa l, our class dynamics were impacted by a new variable none of us had ever encountered before in any of our courses. The Journal of the American Society of Military Comptrollers 53 Communicating for Team Success - "I see what you are saying” mong the 37 course participants at DCMA was Mr. Atheel Mary, a gentleman who is deaf, relying primarily on sign language interpreters to communicate. Please read on as we provide an account of how we came together to accomplish our course objectives, making only minor adjustments in our lesson delivery to adapt to his needs, and leaving a lasting impact on all who were there to watch it unfold. A part of the initial orientation. Students are then asked to meet their instructors in their assigned seminar locations for break-out work. Atheel and his interpreters would be with me in my seminar, along with eight other students. Typically, students just pick a seat, any seat that is open, but this time it was important to ensure that Atheel was in the best possi­ ble position to follow along with what’s being discussed and able to participate in the discussions. At Fort Lee, the tables we used in our small group discussions were aranged in the shape of a rectangle with students facing each other and me sitting at one end. The interpreters were seated immediately to my right and Atheel on the left, tnree chairs down, with two seminar mates to his left and two to his right, and three across from him. This way, when he was looking in my direction, he also had the interpreter right next to me, and he sat closest to all the other participants. As we set up the classroom in the morning on day one of our course, pulling together paperwork and arranging chairs and tables, one chair by itself facing the first row of tables looked out of place to me. I grabbed it and was carrying it to the back of the room when our course director informed me that it needed to stay there. At that moment, I noticed two people in the room using sign language. I realized then that As we began our seminar the extra chair was probably intended discussions, I learned quickly that for the sign language interpreter. We ...our class dynamics eye contact is everything. Not had two interpreters in class with us; were impacted by a new only is it considered polite in two wonderful ladies, Heather and variable none of us western culture to make and Kathy, who would be taking turns had ever encountered before maintain eye contact with the interpreting for Atheel every 20 - 30 person with whom we are minutes. The room quickly filled with in any of our courses. speaking, but it is also an people, and course participants essential component of effective were finding their seats. It was time two-way communicat on with to get started. We always begin our courses with administrative announcements, an overview of Atheel. Having said that, throughout our seminar discussions, regardless of who spoke, Atheel’s eyes were primarily on the coming days, some general information about who we either Heather or Kathy. First, the interpreters would sign are as a school, and we briefly introduce ourselves; first the the name of the person who had made a comment, Atheel instructors and then each student. I was watching the inter­ would take a quick look at that person and look back at preters sign as everyone spoke, and when it was Atheel’s turn to introduce himself the interpreter spoke as he signed. Heather or Kathy to watch them interpret what was said. When Atheel used sign language to contribute to the dis­ Everything went smoothly. However, during a short break cussion, Heather or Kathy interpreted for him. Here is a test after our initial introductions, Atheel approached me with question: In conversation with a deaf person who is using Heather. Heather mentioned that I was speaking very fast an interpreter, whom should one be looking at when the when I introduced myself which made it difficult for her to interpreter speaks? Atheel will answer this question: “When interpret everything that I was saying. I promised to make a I use a sign language interpreter, it is appropria:e to talk to conscious effort to slow down. I knew it was not the first me directly, and not the interpreter. This applies to eye time someone pointed this out to me, so it would be the contact, as well. The interpreter’s role is to interpret or to perfect opportunity for me to practice doing just that. facilitate between me and a hearing person; the interpreter At the end of the overview and introductions, we break the is not there to participate in the conversation.” students up into smaller seminars to work through group One of the seminar activities we ask students to complete activities that are part of the decision support curriculum. These seminar assignments are done ahead of time, keeping on the first day is to prioritize a list of items in a given scenario; first on their own, and then in collaboration with groups as diverse as possible knowing only the students’ names, pay grades, and the offices where they work. Names their seminar mates. With nine people in a group, coming to a consensus on what the order of the items should be, and the assigned instructors are displayed on a slide as 54 ■ Armed Forces Comptroller | Summer 2017 Communicatng for Team Success - “I see what you are saying requires a bit of discussion. Again, as one person spoke, Heather or Kathy gave the person’s name and signed what he/she said, or they interpreted Atheel’s signed contributons. Things became a little more challenging when several people talked at once or in quick succession to one an­ other. At one point Heather had to intervene, and she asked all o f us to slow down since it became impossible to keep However, we all learned some valuable lessons: the importance o f clearly articulated instructions or guidance, trust in the accuracy o f information, and passing on information that is meaningful to the receiver. up with who was speaking and to interpret all the bits and pieces of conversations that were happening. I think she only had to do that one other time during the course - we understood. This strategy is not only a good practice to follow when a member o f the team is deaf or hard-of-hearing. One should always make a conscious effort'.o communicate with others in an orderly fashion so that important pieces of information do no: get lost in the shuffle. Another activity we ask students to complete is a timed arrangement of a small number o f items on :he table using verbal communication only. Two students participate at a time; one as the receiver, and the other as the sender c f information. The sender can see his/her items and transmits verbally, with no eye contact, how the receiver is to arra nge his/hers to match the arrangement of the sender’s. Atheel volunteered to be the receiver during the second run of the activity. Remember, eye contact is a must with Atheel, so we made an exception, but he could only communicate with his interpreter who was not able to see the sender’s items either. She was receiving verbal cues only, just like anyone else, and interpreted what she heard from the sender to Atheel. This was very interesting to watch. Heather recalled the event: “ I had to create a picture in my mind from the verbal instructions, just as a hearing person would, but there was an added step; transforming the verbal instructions into shapes with my hands, indicating location and direction of the items.” Atheel then interpreted what Heather signed to him and arranged his items accordingly. Everyone in the seminar was very impressed by how well this strategy worked. As it turned out, the initial instructions to the sender had not been completely accurate so what was passed on to Atheel did not match the original layout of the items exactly. However, we all learned some valuable lessons: the importance of clearly articulated instructions or guidance, trust in the accuracy o f information, and passing on informa­ tion that is meaningful to the receiver. Speaking of meaningful - during our large group lectures, we sometimes include short funny video clips to infuse a little humor in the lessons. The only problems we sometimes encounter with these are that the video won’t play or that it is not loud enough for people to hear. What if you cannot hear it at all, regardless of how loud it is? Our clips did not have closed captioning, so to make it easier for the inter­ preters and Atheel, I offered to show them the videos ahead of time. They accepted and during a lunch break we huddled around our laptop playing a clip, pausing to give time to interpret, and playing it again. This worked perfectly. During the actual showing as part of the lecture, there was no need to interpret the clip, so Heather and Kathy just sat The Journal of the American Society of Military Comptrollers ■ 55 Communicating for Team Success - 7 see what you are saying" with everyone that this had been his first time presenting in front of such a large group, and he thanked his team for helping him prepare. There were several people in the room who had to wipe tears from their eyes as they watched and listened to his remarks, myself included. and watched. The other students didn’t know that Atheel had already seen it, so during one of the videos one of the students quickly came up to me whispering “does this have closed captioning?” I whispered back saying “there was no need.” Success! Next in the line-up of deliverables in our course is a presen­ tation in front of the entire class, given by one member of each seminar group. Our group discussions had been going well, and as I was looking around the group, I motioned to Atheel to see if he might be interested in presenting. While he didn’t tell me no, I sensed strong hesitation. He told me he would think about it, so I felt encouraged to ask again later. The group worked through their deliverables leading up to the presentation and the question came up a few more times: Who would be presenting? Since two presenta­ tions per seminar are required as part of the course, an­ other seminar mate stepped up to give the first one. Atheel stated he would watch and decide afterward, so I was hopeful. He had mentioned to me that he had never given a presentation in front of a large group like this before and I understood his nervousness, but I also knew what an in­ credible opportunity this would be for him. The first round of presentations went well and finally, Atheel said ‘yes’’; but only if his seminar team agreed to help him prepare for his big moment. The team was excited about his decision and all agreed to help in any way they could. Atheel decided he wanted to use PowerPoint slides for his presentation to help him articulate his thoughts. One of his seminar mates offered to take the lead putting the presen­ tation together and everyone gathered around to discuss the content. Here again, interpreter placement was critical. Atheel needed to be able to see the slides and participate in the discussion, so Heather positioned herself next to the table where the laptop was, facing the group. She was able to see exactly who spoke and relayed that to Atheel, and she could also see what was being added to the slides, so she knew what everyone was talking about. Everything was coming together. When the slides were done, everyone took a short break, and we were getting set up for the big event. I couldn’t wait. Atheel was third in the line-up, and I could not have been more proud. The group had come to­ gether to help a teammate prepare for something he had never done before. Suffice to say, Atheel’s presentation was a complete success. He appeared calm and delivered the content to the end without hesitation. Heather and Kathy were positioned in the front row, watching and interpreting what he signed to the class. When he finished, he shared 56 ■ Armed Forces Comptroller | Summer 2017 The takeaways from this experience were many. This was likely the first time any of us had ever seen a presentation given by an individual using sign language, so it broadened all our horizons just by watching it. The fact that it was exe­ cuted with such poise also made it look completely natural. I believe Atheel may have surprised himself a little that day, too. We always encourage our students to try and step out of their comfort zone during the course. Be it during our group discussions where some would normally feel more comfortable just listening rather than voicing their opinion; or during a practical exercise where one may volunteer to participate without knowing what a task entails. By working together in a non-threatening learning environment, every­ one was able to hone his/her communication skills and ac­ tively worked through a decision support process. Celebrating one’s small successes in the classroom can pay huge dividends back in our work areas. Atheel had this to say: “It turned out that I had a good presentation. Several attendees told me they were impressed and that it was awesome. In the end, I was glad I did it. I feel that this course helped to build my confidence to prepare and give a presentation in a workplace setting in the future.” Watching Heather and Kathy interpret during our activities and lectures gave me a completely new appreciation for the importance and the tremendous positive impact of their work. Their interaction with Atheel and Atheel’s nteraction with his environment have also opened my eyes to a world I knew nothing about, and I am grateful for the experience. Lt Col Sabine Peters, Ph.D., DFMC2 Lt Col Sabine Peters serves as an instructor at the Defense Financial Management & Comptroller School, Maxwell Air Force Base, Alabama. She has a bachelor’s degree in Business Operations, a master’s degree in Management of Technology, and a Ph.D. in Instructional Systems. Lt Col Peters is a member o f the Association for Educational Technology & Communication, the American Society o f Military Comptrollers, and ASMC's Montgomery Chapter. Communicating for Team Success - “I se e w h a t y o u a re s a y in g Heather Kubitski Heather Kubitski, American Sign Language interpreter, currently Atheel N. Mary, DFMC2 Atheel N. Mary currently works as an accountant for the Defense Con­ tract Management Agency. He holds an Associate ofA pp.ied Sci­ ence degree in Accounting and a Bachelor o f Science degree in Busi­ ness Administration from Rochester Institute o f Technology. He nad held other financial positions a t the U.S. Arm y Corps o f Engineers end the Defense Logistics Agency. works as a freelance interpreter in the Richmond, Virginia area. Sne prim arily works as the contracted on-site interpreter a t Defense Con­ tract Management Agency (DCMA ) a t Fort Lee, Virginia. She graduated Sumo Cam Laude from Siena Heights University witn a degree in American Sign Language Interpreting. She is a member o f the Alpha Sigma Lambda Honor Society. American Sign Larguage Honor Society, Phi Theta Kappa Honor Society, and the All-State Academ ic Team for Virginia. She holds lll/IL VQAS, EIPA, SLDI: Advanced interpret.ng and sigr language proficiency credentials. Copyright of Armed Forces Comptroller is the property of American Society of Military Comptrollers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. ...
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Attached.

Communicating in Teams- Outline
Thesis: Communication is a critical element that allows for the passing of information effectively
when the message is appropriately encoded, passed through the most appropriate channel, is
correctly received by the recipient and consequently understood and decoded by the recipient.
The paper analyzes communication in teams as follows:
I.
II.

Introduction
Communicating in Teams

III.

Factors in Effective Team Communication

IV.

Conclusion


Running head: COMMUNICATING IN TEAMS

Communicating in Teams
Name
Institution

1

COMMUNICATING IN TEAMS

2
Communicating in Teams
Introduction

Communication is a critical element that allows for the passing of information effectively
when the message is appropriately encoded, passed through the most appropriate channel, is
correctly received by the recipient and consequently understood and decoded by the recipient. It
is critical that effectiveness in communication is ensured in a team to allow for an adeq...

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