Transcript Successful AD Communication with Parents

Scenario: There was a party over
the weekend and there were pictures
posted on Facebook of football players
drinking alcoholic beverages. These
pictures were also posted on the
football team’s Facebook page and
seen by parents. You have messages
on your voicemail from parents asking
what will be done with the studentathletes in the pictures.
I.
EDUCATIONAL COMMUNICATION
A. Before verbally communicating with parents make sure that your conversation will have
accuracy, conciseness, and proper grammar and semantics. Accuracy is doublechecking your facts such as, times, locations, statistics, dates, purposes, directions,
and prices. Conciseness means making sure you convey all the information needed in
the shortest amount of time, it’s to the point. And in order to be professional you should
use proper grammar and semantics, and make sure your writings are edited. (NIAAA,
2008)
B. At this stage the AD will have spoken to the student-athletes involved in order to
understand the facts and go over the handbook policy and protocol for alcohol. Then
speak to the coaches about the incident and what the next steps will be taken. The AD
has to be well-informed on all aspects of the situation including dates the pictures were
taken, location, and participants.
II. NON-VERBAL COMMUNICATION
A. As an AD you must be self-aware of your non-verbal cues because 70% of a message
is conveyed and translated through non-verbal cues. Non-verbal cues may include
facial expressions, head movements, body and limb movements, gestures, postures,
interpersonal proximity, room color, light, dress, and furniture arrangement. By being
self-aware of your non-verbal cues you will start the verbal communication on the right
foot because the parents will be comfortable. (NIAAA, 2008)
B. In this scenario it is important for the AD to check his/her emotions and display
integrity. The demeanor the AD has to show has to calm, respectful, and to the point.
This communication with parents is not casual therefore, the AD must be dressed in
nice clothes and have a welcoming environment. The environment should not be
cluttered and be well lit.
III. VERBAL COMMUNICATION
A. In addition to word choice and vocabulary, there are also 3 dimensions to verbal
communication. These include information sending, information receiving, and quality
dimensions. When an idea or concept needs to be transmitted and the transmission
occurs through verbal and non-verbal cues. The message is received when the
listener/receiver begins to be impacted by the cues. And the quality of the transmission
can be effected by noise, competing transmissions, and the personal experiences of
the listener. Some tips for enhancing your verbal communication:
•
Appropriate language
•
Dynamic, enthusiastic, and open style
•
Factual, valid, and reliable information
•
Positive references and reinforcements
•
Focus on listening (NIAAA, 2008)
VERBAL COMMUNICATION CONT’D
Listening can be the most useful tool in verbal communication and as an AD you want
prevent making a parent feel misunderstood or not heard. Therefore in order to
prevent bad listening habits you should NOT (NIAAA, 2008):
o Do not presume or believe that you know what another believes or is going to say
and cutting off the conservation with a quick answer or interruption. In other words
do not interrupt and ask questions to show that you are listening and interested in
what the parents are talking about.
o Do not get emotional or lose control instead ask yourself why the person feels that
way.
o Never pretend to listen or pretend to be interested.
o Do not criticize or project dislike rather listen to WHAT the person is saying not HOW.
o Do not show apathy or believing the person is saying more of the same. (NIAAA,
2008)
VERBAL COMMUNICATION CONT’D
B. After gathering all of the facts, and communicating with the coaches, you have
prepared yourself to communicate with the parents. In this meeting you will only use to the
point facts remaining professional and respectful at all times. Discuss the policy agreed
upon by the student-athletes and parents regarding consuming alcohol and of the facts of
the scenario. The student-athlete was seen with an alcoholic beverage and this incident
occurred at a party with other witnesses. Then discuss the next steps such as,
consequences.
IV. CRISIS COMMUNICATION
A. Construct a plan for communication during a crisis. This plan will assist in keeping your
emotions in check and make sure that nothing is overlooked because during a crisis
situations can occur rapidly. In addition the information you are delivering when
communicating with parents can be difficult to receive, therefore using your plan allows
you to focus on choosing your words carefully and maintaining and control of the tone
of your voice. The plan can consist of first making sure all student-athletes involved in
the crisis are safe, inform any officials or call for assistance if needed, interview the
student-athletes, coaches, and witness to gather facts, then contact the parents.
(Wendell, 2002)
B. The crisis plan can be in the form of a checklist that the AD checks off to make sure the
protocol is followed. In this scenario the AD would not officially communicate with the
parents until all of the facts were gathered from the student-athletes, coaches, and
witnesses. Also, it may be helpful to have the handbook signed by the student-athletes
and parents should be handy, along with the policy itself. No matter how the
communication takes place you must keep a calm and even tone.
V. PRE-SEASON COMMUNICATION
A. Every season should have a pre-season meeting with parents because the first
impression sets the foundation for communication between ADs and parents. The preseason meeting is informative and covers the handbook, the rules of the team,
responsibilities and expectations of student-athletes and parents, and any other
information that could clear up any potential issues or misunderstandings (Hock,
1996). By conducting a pre-season meetings you are establishing open and direct
communication with parents.
B. As a result of the pre-season meeting the parents are already informed of the policy on
student-athletes consuming alcohol. Therefore in this scenario, the parents are aware
that their student-athlete violated the policy of the athletic program. The pictures are
enough evidence that the student-athlete was associated with a party that served
alcoholic beverages thus, is subject to the consequences.
VI. WRITTEN COMMUNICATION
A. Whenever you are writing for a professional purpose you should always use correct
spelling, grammar, punctuation, proper semantics, and appropriate format.
Furthermore there should be no slang or jargon, and whenever speaking about a
student an AD must speak respectfully. Typically the five paragraph format is
appropriate which includes an introduction, transition, main theme, and summary or
conclusion. (NIAAA, 2008)
Communications with parents are very important and useful to encourage parental
involvement and support for the athletic program. As a result parents need to be aware of
the channels of communication. Through written correspondence parents can be
informed about:
 General season information
 Contest information
 In-season correspondence
 Out of season correspondence
 Solicit parental assistance
 Provides a mechanism to identify concerns, appeal procedures, and meetings (NIAAA,
2008).
WRITTEN COMMUNICATION CONT’D
B. Even in writing your communication must remain professional and only use facts.
Therefore in this scenario, the parents are seeking you out initially and the writing you
typically will be doing is as a follow-up to the parents after meeting with them. This letter
will be filled with information gathered and decisions that were made at the meeting. It
will also be thankful towards the parents for their involvement and invite them for further
follow-up meetings or communication in the future.
VII. FOLLOW-UP COMMUNICATION
A. This step involves communication after meeting or speaking with the parents. Followup communication can be in the form of a phone call, letter, or another meeting
whatever is most convenient for the parents. In this follow-up communication the AD
sums up the first communication including what was discussed and what decisions
were made. Give the parents the opportunity to request clarification or ask additional
questions, and invite them to future communications. Also after communicating with
the parents, the AD should reflect and learn from the experience and make any
adjustments for the future.
B. The AD should follow-up with the parents a day or two after the meeting and let them
know that you are following-up and making sure all of their questions have been
answered. In addition, in this scenario there are consequences that will be
administered thus writing a letter would be effective with also informing the parents of
additional steps that can be taken. Even though the parents may be upset about the
situation, remain respectful and open to future communication.
REFERENCES
Hoch, D. D. (1996). The pre-season parents' night: an educational/communicative process.
Coach & Athletic Director, 66(2), 4;6.
NIAAA, (2008). Leadership Training Course 709: Communications, Methods and
Applications for Athletic Administrators.
Wendell, C. C. (2002). Talking to parents: communication in times of crisis and beyond.
Camping Magazine, 75(2), 12-15.