structured communication
Structured communication is a term used across a variety of disciplines to describe frameworks for interaction between individuals or machines. Although these frameworks are primarily designed to reduce ambiguity, increased efficiency is often cited as a secondary benefit. The concept has existed since at least 1971, when it was demonstrated to be an effective method of conflict resolution for married couples.{{cite journal|last=Wells|first=R.A.|author2=Figurel, J.A. |title=Techniques of Structured Communication Training|journal=The Family Coordinator|year=1979|volume=JSTOR}}
Examples
A structured communication program was initiated amongst healthcare workers in British Columbia, Canada, following an agreement between employees and employers in 2006.{{cite web|title=Let's Talk: A Guide for Collaborative Structured Communication|url=http://www.health.gov.bc.ca/library/publications/year/2010/LPNGuide_collaborative_structured_communication.pdf|work=B.C. Ministry of Health Reports and Publications|accessdate=26 December 2011}} A 2007 study researched the application of structured communication to End-Point Projection theory, which could allow for the development of web services that are able to adapt to unknown channels or participants.{{cite book|last=Carbone|first=M |author2=Honda, K. |author3=Yoshida, N.|title=Programming Languages and Systems |chapter=Structured Communication-Centred Programming for Web Services |series=Lecture Notes in Computer Science |year=2007|volume=SpringerLink|pages=2–17 |doi=10.1007/978-3-540-71316-6_2 |isbn=978-3-540-71314-2 |doi-access=free}} At least one company has suggested that research tools such as surveys, polls, and quizzes are a form of structured communication as well.{{cite web|last=Leath|first=Bill|title=Redefining Surveys with Structured Communication|url=http://www.pinnion.com/structured-communication/|accessdate=26 December 2011}}
Limitations
Student teaching is one area in which structured communication was shown to be detrimental, as student teachers using structured communication were less efficacious than those who did not.{{cite conference|last=Edgar|first=D.W. |author2=Roberts, T.G. |author3=Murphy, T.H.|title=Structured Communication: Effects on Teaching Efficacy of Student Teachers|conference=AAAE North Central Region Conference|date=September 2007| url=http://aged.caf.wvu.edu/Research/AAAE-NC-2007/Research_Proceedings.pdf#page=17}} This could be because structured communication is designed to place limits on some aspect of communication, such as questions, answers, participants, or channels, in order to guide communication to a desired outcome. These limitations could limit knowledge transfer in a teaching environment.
See also
References
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External links
- [http://www.health.gov.bc.ca/library/publications/year/2010/LPNGuide_collaborative_structured_communication.pdf A Guide to Collaborative Structured Communication], for healthcare workers
- [http://crgp.stanford.edu/publications/articles_presentations/InteractionValueAnalysis.pdf Interaction Value Analysis: When Structured Communication Benefits Organizations], Stanford University
- [http://www.pinnion.com/structured-communication/ Redefining surveys with Structured Collaboration], Bill Leath