Blog Post #7: Reflections

I will be brutally honest here and admit that I came to this module hoping for an easy grade. My secondary objectives were to learn about how to write resumes and CVs, and just to get general feedback on my writing standards.

It is true that I have gained some things from this module. In professional communications, there can be little substitute for hands-on experience, and this module certainly emphasized practice. The number of deadlines I had for this module exceeds all my other modules combined. I have not had to make a presentation for some time now, and was quite stressed in the run-up to it. I am actually looking forward to the video review of our presentations, for I believe that self-awareness is a pre-requisite for self-improvement.

Having said that, I am somewhat disappointed with the feedback we were given over the course of the semester. Taking this blog as an example, I had hoped that we would receive specific feedback from the tutor on our entries, so that we could incorporate this feedback into our subsequent posts, and thus see if we have truly understood the comments. However, what we received was generic, group-level feedback, and I found it impossible to determine whether or not it was applicable to me. Many of our other assignments were one-offs, so even though we received feedback after the work was returned to us, we then had no opportunity to try and correct it and see if we had understood. I fear that this method of teaching may actually reinforce bad writing habits as opposed to promoting good ones.

Furthermore, this module was structured in such a way so as to allow for plenty of peer-level feedback. While giving peer feedback teaches us to read critically, enabling us to then critique our own work, I would personally have preferred feedback from the instructor. Very often, even as I gave others feedback about their writing, I would have to preface my comments with qualifiers such as, "I think"or "I feel". As a student taking this course, I by definition am not fully acquainted with the standards of writing which will be required of me in the workplace, and hence am unqualified to give comment on others' work. Similarly, I receive feedback from others with a pinch of salt, knowing that they face a similar situation.

I understand the physical impossibilities faced by the faculty in giving feedback to such a large number of students. I suppose that the peer feedback systems are meant to ameliorate this shortage by providing more feedback for each individual, albeit of uncertain standard. Yet I can only look back on the semester which has passed and wonder, "What if..."

Open Blog Post: Oral Presentations and the Context of Audience

As I was preparing for the upcoming oral presentation with my group-mates, I was struck by how much the presenter-audience relationship defines the style of the presentation. A teacher in a classroom is required to be energetic, inspiring, engaging, and somewhat larger than life. In this case however, as students presenting a case before faculty members, it seems that I may have to tone down my style somewhat, in deference to their authority.

I came to this realisation slowly, as my suggestions and ideas for the presentation were shot down one by one. My favorite teachers were the ones who spent the most energy interacting with the class, getting students to participate, teasing people light-heartedly, and generally capturing the classroom with their enthusiasm and personality. The classroom almost seemed like a stage, upon which they served as the host of the show, bringing forth the content which they needed to drill into our unwilling brains. I've heard of teachers who write rap songs about their subject, and perform them in class. The purpose of the oral presentation given by teachers is not merely to inform, but also to entertain and to motivate. How else do they sustain their students' attention?

I sincerely doubt that such presentation techniques will be much appreciated in a working environment, much less in Singapore's traditionally-minded society. In Singapore, much as in Asia as a whole, proper respect must be shown to those in positions of authority, and this respect is demonstrated through many verbal and non-verbal means. This includes being properly sombre when addressing them, adopting the tone which conveys the message that their understanding is undoubtedly superior to your own, and that your own presentation is merely a suggestion upon which you humbly hope they might bestow some consideration.

At the end of the day, the best way to tailor a presentation to an audience is to get to know them first. Prior interactions which took place through email and other means can give us an understanding of how much emphasis they place on the proper formalities. It would also be wise to seek out advice from those who have presented before that audience before.

Blog Post #4: Intercultural Communication

In December 2008, my sister got married to an American man (who also happens to be named Ben). The wedding was held in Grand Rapids, Michigan. My family and a few of my sister's friends flew over to the US for the event.

Although my family isn't very particular about our Chinese heritage, my sister decided that she wanted to inject certain local traditions into her American wedding, so she asked her friends to arrange the "wedding door game" for the groom and his groomsmen. For those who have not heard of it before, this involves the ladies of the house barring the way to the bride, and subjecting the groom to various challenges and obstacles to prove his determination to get the bride. The groom may attempt to bribe the ladies with "hong baos" to ease his entry into the house.

The groom had been informed that eight was considered an auspicious number, and had prepared his "hong baos" accordingly. He also heard that it might be good to prepare varying amounts in the different packets, in case the demands were higher than he expected. So when the first "hong bao" appeared, my sister's friends peered into it, and were rather dismayed to find 88 US cents inside.

I was with the groom's party at the time, so what follows is hearsay. I heard that my sister's friends were somewhat upset at the paltry amount. The packets which followed contained more, up to a maximum of $88, but it was not enough to assuage them. Apparently my cousin had to step in to make excuses on their behalf - "They're not from Singapore, they don't know what's appropriate" and so on and so forth.

I do think that the groom's party treated the whole thing quite lightly. The whole event was presented as a kind of cultural exposure for them, and a game of sorts, so they behaved accordingly. My family is generally quite blase about these things, and we were not bothered in the least. But my sister's friends are more connected with their cultural roots, and have probably played this game often, and had much higher expectations, and this led to some dissatisfaction.

This is clearly an example of intercultural miscommunication. I think that in Asian societies, we often peg our self-worth on our income, or the kind of house we stay in, and other indications of wealth. However, I believe that Americans place more value on athleticism and action-oriented achievements - that's why they respect all the jocks. Hence, they were happy to take on the various challenges placed before them, but didn't see the money as being a serious part of the game.

I guess that this was miscommunication on my sister's part, based on a lack of foresight. The two groups came for the same event, yet had different expectations of what the event entailed. This led to conflict.

Blog Post #3: Business Correspondence Critique

This is a letter I received from NUS IT Care sometime this past week.
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From: NUS IT Care

To: NUS Students

Subject: Update to NUSNET Password Policy

Dear Students,

As computational power and technology take their leap, it is more important than ever for us to safeguard our computer accounts against the misuse of such technology and computational power to crack our NUSNET passwords by brute force.

To aid each and every one of us in securing our NUSNET Password, enhancement to the system will be made to deter such brute force attacks. You are hence, required to change your password when it is due on or after 17^th February 2009 to conform with the following requirements:

· Passwords must be at least 8 characters in length.

· Passwords must contain at least a number, an alphabet and a symbol (eg. Pa55Word!)

· You will be required to change your password every 180 days.

· You can change your password at most once/day.

· You cannot re-use any of your 6 previous passwords.

Many of us may have no immediate need to change our password. However, if you wish to find out your password’s expiry day, the information is located on the top left hand corner of the Message of the Day (MOTD) when you next login to NUSNET as follows:

For more information or enquiries, please contact NUS IT Care at x2080 or email ITCare@nus.edu.sg

Regards,

Chua Lin Tee

Service Delivery Manager

NUS IT Care

Computer Centre

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Notwithstanding the fact that this was an email sent to many recipients, and hence somewhat impersonal, I found this to be a courteously-written email. The salutation was appropriate, given that NUS IT Centre has no real hierarchical relation to the student body. I also appreciated the fact that a lot of contextual information was given to help students understand why these changes need to be made, and also how to find additional information or seek assistance. The textbook calls this "benefit materials".

Some of the language used was quite forceful and blunt, especially in the section detailing the new standards required of passwords. However, less explicit statements may have led to students not taking these requirements seriously, and thus I feel that the purpose of the email justified the somewhat-harsh tone. The harshness was also ameliorated by the helpful tone reflected throughout the other parts of the email.

I feel that the use of language in this email was not entirely correct, although my English is not good enough to accurately pinpoint all the errors. The first sentence twice repeats the phrase "computational power and technology". "Take their leap" appears to be a metaphor lacking any form of context. "Crack(ing)" our passwords by "brute force" seems to be a repetition, only distinguishable by those with hacking experience. I also could not understand the instruction given in the 2nd paragraph to "change your password when it is due on or after 17th February 2009". My understanding is that the new requirements will come into effect on 17th February, and that any new password we choose after that date must conform to the new requirements, but this is in no way made clear by that sentence.

Cross-cultural communication through gestures

This is an interesting article I found on one of my favourite websites about the meaning and origin behind some common gestures. It seems related to what we were doing recently on intercultural communication, and is fairly entertaining to read as well. Enjoy!

Blog Post #2: Resolving Interpersonal Conflict

This week's task is to describe an interpersonal conflict situation, either real or hypothetical. Initially, I had no idea how to begin writing this post, but upon some reflection, I realised that the scope of the topic is extremely wide. Writing from personal experience is a little easier than creating a hypothetical situation, so the story below stems from something I went through just yesterday...

Three people, whom I shall refer to as A, B and C, are working together on a large project. A is the leader of the group, and both B and C as well as a whole bunch of other people are working together under her to complete the project.

B had been feeling quite stressed out over the project, because his role was extremely important and required alot of work. In fact, at a previous meeting, A had explicitly told the entire group to do everything in their power to help B with his part of the project. One day, B happened to be online doing some work related to the project, when C comes online and starts chatting with B. They talk about various project-related issues, and after a while, C volunteers to help B with a small part of his section. B is quite thankful for this assistance.

Later that day, at a project meeting, C mentions to A that she's helping B with that part of his section. A goes, "WHAT?!?! But I was counting on you to help me do this other thing!" A is already stressed out by the magnitude of the project, and is unhappy to discover that someone she had been counting on to help her had gone off to do something else. Meanwhile, C is wondering if she's taken on too much work, and is feeling abit apprehensive about the whole situation.

In my opinion, no one has taken offence over this incident. There is much grace shown in this group. However, in another group of people, A could easily have become angry at C, C might have reacted angrily towards A, and B might have been caught up in the fallout from that conflict. In this situation, I guess that there are two things we can consider. Firstly, how did poor communications contribute to the formation of the problem, and secondly, how can the principles of good communication be used to repair the relationship and come up with a solution that pleases everyone.

On an unrelated side-note, the project that we're working on is a bazaar/exhibition to be held in the Central Forum on the 9th and 10th of February. Do come by to support us!

A brief introduction...

This blog is part of the course requirements for a university module I am taking at the National University of Singapore. The course is entitled "Professional Communications", and aims to develop students' communications skills in a context-sensitive manner. Future blog posts here will follow a fixed series of topics, related to the course content.

I decided to take up this particular module because it seemed like it would teach me skills which would actually be relevant outside of academic life. Good communication skills are critical to all our relationships, be they at home, work or play. The importance of good communication skills has been made exceptionally clear to me this past year or so, as I take up various leadership roles in school and in church. Several times, I have asked other people to complete certain tasks, only to find that the result is something completely different from what I expected. I am only now beginning to understand that communicating well involves far more than good language skills - in fact, simpler words tend to convey meaning more effectively. As a friend of mine once told me, "Eschew obfuscation*." This is a habit which I hope to unlearn. :)

Another bad habit which I have developed over the years is the tendency to communicate primarily by email and by sms. This is mainly because I find it very emotionally draining to talk to people. I am an introvert, and can happily spend many days cooped up in my house with no one to talk to. However, conversations by email take forever, and smses can get lost or ignored, and are hence ineffective in accomplishing tasks, and nearly useless for relationship-building. Over the years, I have become better at making small talk with people, and carrying on meaningless conversations in general, but when I am tired (which is often), my facade slips, and I become the silent observer in the group. Hopefully, this course will help unearth the more sociable part of me.

Last, but not least, this course promises to teach specific career-related skills such as report-writing, resume-writing etc. Also, as an MOE scholar and teacher-to-be, good speaking skills are a necessity. Again, I hope to improve these skills here.



*To obfuscate means to obscure one's meaning by using complex language. To eschew means to avoid. The phrase is meant to be ironic. Think about it. :)