N O V E M B E R 2002. V O L 76, N O 5 M E M I i E R S H I I' C O M M I r r E E

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Communication- what to say and when to say it

ORN is a strong and viable organization that is faced with the same challenges as any

other business (eg, the need to get timely and correct information to niembersistockholders). Staff members at AORN Headquarters use many methods and media to provide information about the Association to members. One responsibility chapter leaders have is to ensure important information and messages from AORN Headquarters, as well as chapter business, are communicated to the grassroots members in a timely and eKicient manner.

The ability to get the right message to the right people at the right time can present a chal- lenge, especially in today's envi- ronment of information overload. In this article, the AORN Membership Committee pro- vides some methods to help chapter leaders provide timely communication with the greatest impact for chapter members and the Association.

THE FIVE Ws OF COMMUNICATION Communication skills are nec-

essary in any sphere of human interaction. According to one author, the benefits of effective communication are too numerous to list because they enhance all aspects of life, from the personal to the professional.' The ability to communicate is the sole activity that all people share.

When developing information to be disseminated, one of the tirst rules for effective communi-

cation is to address who, what, when, where, and why. These words often are referred to as the five Ws, and they are used, along with the word how, to elicit infor- mation. It is essential to have a clear idea of who the audience is. Why will readers seek the infor- mation being sent? Where and when will they be seeing it, and what will they want to get out of it? The quality of communication from your nursing colleagues depends heavily on the effective- ness of the questions they are asked. Questions enhance the coinmunication process and help you gather and disseminate the appropriate information.

As you interact with chapter members, questions that need to be asked and answered include the following examples. s What are our areas of concern,

and what can we do to help solve these issues?

;a How can this be done as a team?

98 Who will be accountable'? rn Why are we still doing it this

way'? Effective communicators must be willing to challenge old ideas and seek creative ways to accomplish goals. As chapter leaders begin to ask questions of members (eg, Where does the work of the chapter occur'? How can members best meet goals?) effective communication will be key to establishing the right focus for accomplishing the work necessary to achieve the chapter's goals.

GENERATIONAL CHALLENGES Generational differences exist

among nurses, and this can afect the way a chapter relates to its members and how information is relayed and perceived. Many of your institutions are faced with difficulties in recruiting and retain- ing nurses, as is AORN. For local chapters to continue to survive and thrive in the future, they must do two things. First, chapters need to begin to value the tnultigenera- tional mix within the nursing pop- ulation; second, they need to rede- tine what it means to be an active member at the grassroots level.

Nurses from the Silent Generation (ie, those born during the Great Depression and World War 11) and the Baby Boom gen- eration (ie, those born between 1945 and 1965) founded AORN. In many chapters, older nurses' values, beliefs, and definitions of what a grassroots chapter looks like still hold true today; however, chapters need to embrace the val- ues of all generations to sustain and grow their membership. Integrating nurses from Gen- eration X, who were born between I966 and 1977, and Generation Y, who were born between 1978 and 1984, into AORN paves the way for our sur- vival as an organization.

Unfortunately, members of the later generations often are stereo- typed as being lazy and uninterest- ed in group participation. On the contrary, members ofboth Gen- eration X and Y value teamwork and building skill sets that will

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enhance their careers.’ I t is impor- tant for chapter leaders and com- mittee members to communicate that AORN supports their needs as perioperative nurses. Just say- ing “you really need to become a member of AORN” is not enough. Members ofGeneration X and Y need personal accounts of how AORN has been supportive and a worthwhile investment of time.

Chapters also have to be sensi- tive to the values of members of these generations. Attending a tra- ditional number of yearly meet- ings may be seen as interfering with valuable personal time. To gain attention and support lrom all perioperative nurses, chapters may need to investigate alterna- tive venues and methods for member participation. For exam- ple, because members of Generation X and Y prefer short- term goals, they could be a chap- ter’s best committee members. The continued success of AORN depends on the ability to recog- nize and value the future genera- tions of perioperative nurses.

COMMUNICATION BARRIERS People without a great deal of

experience often fall prey to com- mon communication barriers that can prevent their message from reaching its target. Chapter lead- ers should ask themselves how effectively they are communicat- ing information to members and others who need it. Do they rec- ognize barriers to effective com- munication? Sometimes the mes- sage the reader perceives is very different from the one intended. There are many roadblocks or barriers to effective communica- tion, including the following common examples. m Extra wordiness can obscure

or confuse the clarity and

quality of the message being delivered. Lack of feedback will result if you do not establish a way to verify the message was received as intended. The method or media chosen

The success of AORN depends on the ability to value future generations

of per io pe ra t ive

for the message may be inef- fective ifit does not correlate with the feedback require- ments. Complex messages should be written as a direc- tive. instruction. or report and transmitted in both oral and written forms. Careless word choice o r improper usage can create mis- communication. Using proof- readers and other review meth- ods can help reduce these kinds of communication errors. Both time and space may serve as barriers to effective communication. For example, i f a message is issued too early (eg, before it is per- ceived as necessary) or too late, it may not be considered credible by the reader. The space barrier can be overcome by using shorter messages (eg, memoranda), but a shorter message may not provide enough information. If what is written is not what

the receiver understands. i t can cause the message to be misinterpreted. Lack ofempathy can create a barrier between the sender and receiver. It is difficult to com- municate emotion with H ritten communication. To better communicate. you must view the niessagc though the eyes of others in the comniunication link and provide emotional cues as necessary. Technical language can be dif- ficult to understand. The lan- guage of the content should be provided at an appropriate level for the audience. Include glossaries o r legends as helpful tools.: In today‘s workplaces. numer-

ous problems arise’tioni the inability of people to penetrate communication barriers. Establish open and honest dialog with the people you are coniniunicating with to reduce barriers to effective communication. Request and accept ftedback. and always investigate new ways to get your message out with the right intent at the right time.

COMMUNICATING WITH HUMOR One of’the best ways to cap-

ture an audience’s attention is to use humor s o the intended recipi- ent ofthe message actually will hear or read the message being sent. The primary communica- tion method among members of the Membership Committee is correspondence. Unfortunately, letters and memos have fallen prey to the uncontrollable growth of the information age. Individuals are overwhelmed by computer-generated communica- tions, and everyone is bombarded with letters and memos in e-mail or paper formats. With so much

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written communication competing for your reader’s attention, the extra edge a humorous touch can provide is helpful in getting your letter or memo noticed and read.

Good communicators make communication fun. They touch their listeners’ hearts, brains, and funny bones.’ We are taught that adults are supposed to be serious, but recent research on the inipor- tance of playfulness and humor shows that children with top scores in intelligence and social skills in grades four through eight had the best sense of humor. Do not leave your sense of humor behind, and be open to exploring new methods of innovation and creativity.’

Humor is one of the most fre- quently used social lubricants. I t helps build quality relationships and can strengthen group bonds as team members work together toward a common goal.” The Membership Committee works as a team, although we rarely see each other. Any way we can increase team spirit is important.

You do not need to be a great comic writer to give written or spoken communication a humor- ous edge. Here is an example in a letter from one physician to another. “On examination, Christopher looked like a million dollars ( I 980 dollars).” The addi- tion of “1980 dollars” made the letter stand out in a stack of rou- tine correspondence.i

Humor is easy to slip into any correspondence that contains a list. You can intersperse finny or offbeat items throughout the list to keep readers alert. This technique is illustrated in a memo listing product features.

our new minicompicfer- based manufocticring man-

agement informa fion system will decrease inventosy lev- els, increase inven foiy accuraq improve on-time delivery rates and reduce personnel costs. It will not do your dishes. *

Another good example is a memo from a vice president and general manager of a computer firm, which reads,

Other Items: we will have a managers ’ kickoff meeting in July. New product release training will be one stop per region in July. New sales reps training will be in J d v prior to release training. Action required: J d v is crowded-prepare a proposal to,fit all this in (atending Ju!v to 65 days is not an option).

The line about extending July is not hilarious, but it does not have to be. It is effective when viewed in context.”

humor are all around us. Attach a funny, relevant cartoon to your correspondence, or browse Reader b Digest for some great quips and quotes. E-mail list serves are a good source of snap- py one-liners. Insert one in every other paragraph to keep things lively and interesting. Remember, however, that it is a good practice to always give the author or source credit for the work.

Examples of short, to-the-point

TIPS FOR EFFECTIVE E-MAIL The Internet has revolutionized

methods and the speed by which information can be provided to members. This technology leads to a more efficient information flow. Variations in communicated

information can be reduced or eliminated by the use of a central site, which easily can broadcast a uniform message to a wide audi- ence. E-mail has become a con- stant in our lives. You can make information available proactively and deliver reactive messages that address specific events as they develop. One advantage of e-mail is the ability to send information rapidly, but this also can be a lia- bility because e-mail can be sent so easily that messages often con- tain incomplete thoughts or gram- mar and spelling errors. In addi- tion, they may be completely mis- interpreted by the receiver.

According to one author, the following rules should be used when preparing and sending e- mail messages.

Think before you write. Information can be sent faster than at any other time in histo- ry, but this does not mean all messages should be sent. Stop and review to make certain you are sending a message that is both clear and usefil. You can be held responsible for what you put in writing. It is surprising how quickly and where e-mail messages may be forwarded and who will see them. Keep the message concise. Remember that the screen only shows approximately one-half of a hard copy page. Save longer messages and formal reports for regular mail. In addition, be careful to not abbreviate messages to the point that they lose the original intent. Confirm that messages deliv- ered to employment e-mail addresses are allowed by com- pany policy. E-mail is not nec- essarily confidential, and only

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public information should be sent using this medium.

e Do not send spam to your readers (ie, d o not send unnec- essary or fiivolous messages). Readers soon will quit opening messages from abusers. Do not type in all caps because it will appear as if you are yelling in the written message. Remember, if you emphasize everything, you have empha- sized nothing. Use proper grammar to make the message easier to read. Use the subject line to get the reader’s attention. Use catchy hooks to gain his or her interest. Take the time to proofread and use the spelling and grammar tools available in most e-mail software. Even simple typo- graphical errors will make you look sloppy and damage your professional creditability.”’

CONCLUSION

tion will depend on how well individuals understand one

The success of the Associa-

another. You must understand one another to attain the coopera- tion essential for accomplishment and progress in perioperative nursing. This understanding will occur more rapidly and to a fuller extent if you ask the right questions and consider the age of those with whom you are attempting to connect. Some common communication barriers easily can derail the true message you are trying to send. Train yourself to recognize these barri- ers and provide clear, concise information to those with whom you are trying to communicate.

to gain and maintain the interest in the message you are trying to send. Practice using humor as a communication tool, and your message will have a greater chance of being heard.

E-mail has taken on a major role in how personal and business messages are delivered. Be careful that the message you want to send is the one being received. By incorporating all the communica-

Humor is an essential element

tion tools discussed, e-mail can be very effective in delivering the right message to the right person at the right time.

In addition, remember that the most powerful communication is not what you say, but rather what you do. Committed people can d o almost anything if they have the right tools and understand the reason for what they are doing. Challenges are now before you, so you need to con- nect and communicate.

BARBARA JANE ALCOCK RN, BSN, CNOR

MEMBERSHIP COMMITTEE CHAIR

MEMBERSHIP COMMITTEE MEMBERS ELIZABETH BERTER

RN, BSN, CNOR

JUDY HAWKINS RN, CNOR

PATRICIA MADSEN RN, BSN, CNOR

MARION McCALL RN, BBA, CNOR, CIC

NOTES I . “How can Scientology@ principles help me with

learning effective communication skills?’’ Church of Scientology International, http://www.acceptedtraining .org (accessed 24 Sept 2002).

2. C R Curran, “The mission, the message, and the ‘me generation,”’Nursing Economics 19 no 3 (2001) 93- 99.

quickly and effectively,” Mind Tools Bookstore, http://www.mindtools.com/wrtskill.html (accessed 24 Sept 2002).

4. T L Paulson, Making Humor Work: Take Your Job Seriously and Xiursey‘Lightly (Menlo Park, Calif: Crisp Publications, Inc, 1989) 19, 53, 57, 108, 155.

3. “Writing skills: How to communicate information

5. Ibid. 6. L J Peter, B Dana, The Laughter Prescription (New

7. M L Kushner, The Light Touch: How to Use York: Ballentine Books, 1982).

Humor for Busine.ss Success (New York: Simon and Schuster, 1990).

8. Ibid. 9. Ibid.

10. E Dowling, “10 Tips for Effective Email,” Mind Tools Bookstore, http://www.mindtools.com/email.html (accessed 24 Sept 2002).

R E S O U R C E S Fritz, R. The Inside Advantuge Workbook (Naperville,

111: Organization Development Consultants) 50-58. Rivers, D. The Seven Challenges: A Workbook und

Reuder ubout Communicating More Cooperatively, sec- ond ed (Santa Barbara, Calif: Dennis Rivers, August 2001 ). Also available at http://www.coopcomm.org/sev enchallenges.pdf (accessed 24 Sept 2002).

Santos, S R; Cox, K. “Workplace adjustment and inter- generational differences between matures, boomers, and xers,” Nwsing Econoniic.~ 1 8 (January/Febmary 2000) 7- 13.

Weston, M. “Coaching generations in the workplace,” Nursing Administration Qzrurterly 25 no 2 (200 1) 1 1-2 1.

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