No Regrets!

Dear Brad & fellow classmates,

I breathe a sigh of sadness relief as I pen this final blog post. Because this would mean that I no longer need to update this blog. No more having to meet the Sunday dateline. No more pressure to make comments (after this Wednesday that is).

But in spite of all these, I dare say that I never regretted setting up a blog. I would even go a step further to say that I never regretted taking this module. Because ES2007S has been instrumental in developing me into a more effective communicator.

How so? I noticed 3 elements in the structure of the course which made this possible:
1.Theoretical
2.Practical
3.Evaluation

I enjoyed the process of learning about a particular communication skill before applying it. The vast resources given on the course webpage as well as the peer teaching proved to be immensely helpful in laying the foundation for learning.

To be effective, the theoretical has to be translated to the practical. And there were ample opportunities for practice. For example, the recent oral presentation was an excellent chance to practise the “Steve Jobs” approach. Despite being apprehensive initially, I found that the minimalistic approach to slideware empowered me as a speaker to better engage the audience.

Finally, I am most thankful for the honest but tactful evaluation from Brad as well as my classmates. Being highly sensitive to criticisms, there were times where I found it particularly difficult to receive or give constructive criticisms objectively.

However, I soon realized the value of constructive criticisms as footholds for personal growth. Mountain climbers use footholds as leverage for advancing up the summit. Likewise, by actively listening to these criticisms, I was able to improve and further develop my communication skills to their full potential.

I must admit that it was daunting to have so many skilled communicators in our class. It was only after getting to know them that I realized that it took much training and perseverance to become effective communicators. This has encouraged me personally. I now consider it my fortune to be able to tap into the wealth of insights from my classmates who are experienced speakers.

To conclude, I have learnt so much about communication skills from Brad and my peers. The only limitation was the constraint of time. ES2007S was like an introductory course which has a broad coverage but barely scratched the surface. I felt that there was still so much more to learn in terms of the depth of each aspect of communication skills. Nevertheless, ES2007S was a robust package of communication skills. No regrets, I say!

Cheers,
Zhisheng

p.s. Thank you Brad & my ES2007S classmates for making this module a memorable and wonderful experience!

The OP

I remember the week leading up to the oral presentation as one filled with much sweat and toil. In addition to meetings (some would prefer to call them brainstorming sessions), my team and I had to rehearse as well. Through the constant cycle of feedback and refinement, our ideas began to develop and materialize. Much of our efforts were centred on the content, flow and organization of the presentation.

After much laborious preparation, it was time to deliver the final product. Admittedly, there was immense pressure being the first speaker of my team. I remember rehearsing countless times both in an empty classroom as well as in front of friends. During one of our meetings, Diana gave an excellent piece of advice which was to “start with a bang”.

With this in mind, I began the presentation with a true story. Not only was it thought-provoking, it was also able to engage the audience on an emotional level. And it appeared that the story worked its charm during the presentation. To confirm that I’m not mistaken, here is the test: do you still remember what the story was?

The story was not told in isolation, which was why Diana redirected the audience back to the story during the summary. I felt that I had a good introduction and was clear in addressing the NUSEU and explaining the objectives of the presentation. In addition, I thought that my voice projection and eye contact were not an issue for the most part of the presentation. However, although I managed to highlight the communication need in a concise manner, more could have been done with respect to the persuasiveness of the argument.

Confidence was at its all-time high at the beginning of the presentation, but plunged when I suffered from a momentary concentration lapse in the middle of the presentation. This broke my train of thoughts and unfortunately, I was forced to activate my contingency plan -referring to my laptop. Although I tried my best not to refer to the script, there were a few occasions where I had to take a brief glance to establish connections between 2 ideas. It was terribly disappointing as everything was going as planned until that moment. Nevertheless, I managed to calm down and regain focus following that anxious experience. Also, it helped to see Rohan smiling reassuringly among the audience. There was no need to superimpose a friendly face on another person.

On the whole, I felt that my team possessed excellent team dynamics. There was good rapport between the speakers as demonstrated by the smooth transition from speaker to speaker. One could also tell that there was flow and consistency in the slides. I believe that my team’s efforts manifested itself in our confident and systematic approach to the presentation.

Unnerving as the oral presentation was, I came out of it in deeper appreciation of how to organize and construct a persuasive oral argument. A minimalistic approach with respect to the slideware was employed, thereby focusing the audience’s attention on the speakers. This made it all the more vital for the speaker to engage the audience. I realized the power of stories to draw the attention of the audience. Furthermore, the importance of team dynamics was highlighted throughout the process of the entire oral presentation – all the way from the preparatory stage to the finale. I have indeed learnt much from this valuable experience and your (yes you, the reader) comments will go a long way in helping me develop into a more effective communicator.

Proposal Background Draft 2 *edited

World Class Healthcare

According to the most recent World Health Report on healthcare systems, Singapore boasts of the best healthcare system in Asia, being ranked 6th out of 191 countries (World Health Organization, 2000). In order to maintain the high standards of medical care, it is vital to constantly develop new medical talents. As a premium institution with an internationally recognized undergraduate medical programme, the Yong Loo Lin School of Medicine in the National University of Singapore (NUS) is dedicated to moulding our future physicians into competent individuals. Graduates of the medical programme enter the workplace as general practitioners, although some eventually choose to specialize. General practitioners are physicians whose practice is not skewed towards a particular medical speciality and “accept all patients regardless of the age, sex or the nature of the problems” (Ratnam, 1992). Due to the diverse nature of their patients, it is critical that general practitioners are well-equipped with effective communication skills. For the purpose of this proposal, the terms doctor and physician will be used synonymously with the term general practitioner.

Background

Dr Michael Balint, one of the most distinguished medical figures of the 20th century, once challenged the medical community with the bold statement “the doctor is the drug” (Balint, 1957). Although the therapeutic power of the physician-patient relationship has long been well-documented and studied since the time of the Greeks, it was Balint who first contextualized it to the medical field of general practice.

One literature review observed that the physician-patient relationship is possibly one of the most intricate relationships (Ong et al., 1995). Not only does it involve 2 persons of unequal positions, it is usually obligatory and associated with issues with potentially significant implications. These factors contribute to an emotionally laden relationship that calls for mutual understanding. Thus in spite of advancements in medical technology, which has translated to more effective diagnosis and treatment methods, inter-personal communication remains the principal instrument by which the doctor and patient exchange information (Street, 1991).

The Yong Loo Lin School of Medicine recognizes the importance of inter-personal communication in the doctor-patient relationship. 2 years ago, it introduced the Patient-Based Programme as part of its integrated 5-year medical curriculum. However, little is known about the programme due to confidentiality issues. Being in its infancy stage, the programme is constantly being reviewed and improved upon. A preliminary survey conducted by this team on current NUS medical students in the programme revealed that there are one or two lectures on effective communication and approximately 3 clinical sessions dedicated for teaching effective communication. During these sessions, the doctors will instruct the students the technique of initiating conversations and importance of communication for effective diagnosis.

However, even with the introduction of the Patient-Based Programme, some may argue that efforts to impart effective inter-personal skills might be negated by the demands of a highly intensive medical curriculum. Given the time constraints of 2 lectures and 3 clinical sessions, it would be difficult to effectively impart communication skills. If medical students are poorly equipped with communication skills, a potential source of concern arises when they graduate and enter the workplace.

It is apparent that ineffective communication skills in the medical workplace may have potentially adverse consequences. The Consumer Reports National Research Centre’s survey of 39,090 patients reported that despite a large majority of patients being satisfied with their doctors, 31% of patients indicated that their physicians did not discuss the side effects of the prescribed drugs (Consumer Union, 2007). 9% of patients also mentioned that their physicians failed to review their other prescriptions to prevent any potential drug interactions. This raises the possibility of injury or even death due to a serious reaction to a prescribed drug or drug-drug interaction. Even more compelling evidence came from the Joint Commission on Accreditation of Healthcare Organizations (JCHAO) which cited communication problems to be the most common root cause of sentinel events across medical disciplines from 1995 to 2006 (Joint Commissions, 2007). Sentinel events are “unexpected occurrences involving death or serious physical or psychological injury, or the risk thereof”. Thus it is evident that effective inter-personal communication could play a preventive role in these sentinel events.

It seems clear that inter-personal communication has far-reaching implications on the standards of healthcare. The high standard of healthcare in Singapore must continue to be maintained by competent physicians who are well-equipped with effective inter-personal communication skills.

Proposal Background Draft 1

World Class Healthcare

According to the most recent World Health Report on healthcare systems, Singapore boasts of the best healthcare system in Asia, being ranked 6th out of 191 countries (World Health Organization, 2000). In order to maintain the high standards of medical care, it is vital to constantly develop new medical talents. As a premium institution with an internationally recognized undergraduate medical programme, the Yong Loo Lin School of Medicine in the National University of Singapore (NUS) is dedicated to moulding our future physicians into competent individuals. Graduates of the medical programme enter the workplace as general practitioners, although some eventually choose to specialize. General practitioners are physicians whose practice is not skewed towards a particular medical speciality and “accept all patients regardless of the age, sex or the nature of the problems” (Ratnam, 1992). Due to the diverse nature of their patients, it is critical that general practitioners are well-equipped with effective communication skills. For the purpose of this proposal, the terms doctor and physician will be used synonymously with the term general practitioner.

Background

Dr Michael Balint, one of the most distinguished medical figures of the 20th century, once challenged the medical community with the bold statement “the doctor is the drug” (Balint, 1957). Although the therapeutic power of the physician-patient relationship has long been well-documented and studied since the time of the Greeks, it was Balint who first contextualized it to the medical field of general practice.

One literature review observed that the physician-patient relationship is possibly one of the most intricate relationships (Ong et al., 1995). Not only does it involve 2 persons of unequal positions, it is usually obligatory and associated with issues with potentially significant implications. These factors contribute to an emotionally laden relationship that calls for mutual understanding. Thus in spite of advancements in medical technology, which has translated to more effective diagnosis and treatment methods, inter-personal communication remains the principal instrument by which the doctor and patient exchange information (Street, 1991).

The Yong Loo Lin School of Medicine recognizes the importance of communication in the doctor-patient relationship. 2 years ago, it introduced the Patient-Based Programme as part of its integrated 5-year medical curriculum. However, little is known about the programme due to privacy issues. Being in its infancy stage, the programme is constantly being reviewed and improved upon. A preliminary survey conducted by this team on current NUS medical students in the programme revealed that there are one or two lectures on effective communication and approximately 3 clinical sessions dedicated for teaching effective communication. During these sessions, the doctors will instruct the students the technique of initiating conversations and importance of communication for effective diagnosis.

However, despite the introduction of the Patient-Based Programme, some may argue that the efforts to impart effective inter-personal skills might be negated by the already highly demanding medical curriculum. Given the time constraints of 2 lectures and 3 clinical sessions, it would be difficult to effectively impart communication skills. If medical students are poorly equipped with communication skills, a potential source of concern arises when they graduate and enter the workplace.

It is apparent that ineffective communication skills in the medical workplace may have potentially adverse consequences. The Consumer Reports National Research Centre’s survey of 39,090 patients reported that despite a large majority of patients being satisfied with their doctors, 31% of patients indicated that their physicians did not discuss the side effects of the prescribed drugs (Consumer Union, 2007). 9% of patients also mentioned that their physicians failed to review their other prescriptions to prevent any potential drug interactions. This raises the possibility of injury or even death due to a serious reaction to a prescribed drug or drug-drug interaction. Even more compelling evidence came from the Joint Commission on Accreditation of Healthcare Organizations (JCHAO) which cited communication problems to be the most common root cause of sentinel events across medical disciplines from 1995 to 2006 (Joint Commissions, 2007). Sentinel events are “unexpected occurrences involving death or serious physical or psychological injury, or the risk thereof”. Thus it is evident that effective communication could play a preventive role in these sentinel events.

Furthermore, from the Consumer Reports National Research Centre’s survey, it was found that two-thirds of the patients said that they were not told by the doctors about the costs of treatments and tests (Consumer Union, 2007). Whatever the reason for the apparent lack of transparency, it is likely that more effective inter-personal communication would improve the physician-patient relationship.

Cultural Naivety

The Singapore society is one that is multi-racial, multi-religious and multi-cultural. According to dictionary.com, the word ‘culture’ is defined as “the behaviours and beliefs characteristic of a particular social, ethnic or age group.” What happens when people from two different cultures meet? When one crosses the comfort zone of one’s own culture into another, misunderstandings and even tension may result.

I was in primary school when the following incident took place. Adam and I were best friends. Being mischievous school boys, we adopted a “game” where the first person to spot a Sikh had to pinch his friend until that friend shouts out the colour of the turban that the Sikh was wearing. Sikhs are followers of the Sikhism religion. The most distinct symbol which identified a Sikh gentleman would be their uncut hair and turbans. Turbans are worn on the head and can come in different shades and colours. This game was coined as “Bhai Simi Sek”. The term “bhai” in Punjabi is innocuous and means “brother”. But in Singapore, this has since taken on racist connotations. “Simi sek” is a hokkien term for what colour.

One day, Adam and I were walking home when he suddenly grabbed my arm and pinched my arm. I let out a yelp but instinctively scanned the surroundings to look for the colour of the turban. Although it was not crowded, I had much difficulty spotting a turban-clad gentleman. It was frustrating as I could feel my bruise swell. Spotting the Sikh, I pointed in his direction and shouted “BLACK” before heaving a sigh of relief as Adam released his grip on my arm.

“Ouch! I’m going to get back at you for this!” I said to Adam who sneered in return.

The laughter was short-lived. We realized we were in deep trouble when the man turned in our direction. Although he had a greying beard, he was a man of stature and his stoic face sent chills running down my spine. As we stood rooted to the ground, the man took huge strides towards us until he stood beside us. Squatting to our heights such that we could feel his warm breath on our faces, he gave each of us a long, cold and piercing stare. If eyes were truly the windows to one’s soul, he would have seen our souls frozen in fear.

Then the unexpected happened. The Sikh gentleman smiled and placed his hands on our heads. “Now boys, that was rude. You shouldn’t play that game any longer,” he gently chided. Following that brief statement, he stood up and walked off, leaving us to ponder over our childish actions.

Looking back, I realized how culturally insensitive I was. Youth is no excuse for cultural naivety, and I was thankful for the kind understanding which the Sikh gentleman showed towards my friend and I. It proved to be an invaluable lesson in being sensitive and respecting other cultures. After all, as the world becomes increasingly connected, we will have to meet people from different cultures. Being culturally aware is thus a necessary skill for a global citizen.

Application Letter (1st Draft)

This is my first draft because I decided to apply for a different job. I would love to hear your comments!

Job Description

Trainers will be involved in teaching and facilitating students in the area of Science / Life Science as well as developing science education programmes.

Candidates should

• have a Degree or Diploma in Science, Life Science or Maths
• possess excellent interpersonal communication skills and the ability to establish strong rapport with students of all levels, academic abilities and races
• be able to present clearly and confidently to a class of students
• have an aptitude and passion in teaching and R&D
• be fluent in written and spoken English

Requirements:

• Strictly for Locals and Permanent Residents only. Foreigners need not apply.
• Teaching experience with youth is preferred.
• Diligent, responsible, mature, sociable and is a good role model for youth.
• Highly motivated, has initiative, excellent work ethics and creativity

If you have the passion for dynamic teaching and meet the above requirements, you are welcome to send your resume to:

teammates@carolinasingapore.com

Application Letter:

Hou Zhisheng

*address & email removed

4 February 2010

Recruitment Officer

Human Resource Department

203B Henderson Road
#03-08 Henderson Industrial Park
Singapore 159548

Dear Sir / Madam

POST OF LIFE SCIENCE INSTRUCTOR (TRAINER)

I am writing in response to the advertisement on the JobsDB website for the position of Life Science Instructor at Carolina Biological Supply (S) Pte Ltd.

Being a Life Science undergraduate at the University of Singapore, I have the relevant skills, knowledge and expertise required to be a Life Science Instructor. I understand that the position I am applying for will require excellent laboratory techniques as the instructor will be teaching students how to carry out an experiment. This is where my years of training in laboratory work as a science student will come in handy. In addition, I have also recently completed an experimental microbiology module and obtained a distinction in it.

It was when I was a relief teacher at a primary school for 2 months that I discovered my passion for teaching. Having to plan lessons for primary school students of all levels taught me to be resourceful in finding creative ways to conduct lessons. In the classrooms, I was able to develop strong rapport with my students and I still remain in contact with some of them even though it has been 5 years ago.

My interaction with students did not stop at relief teaching. I also tutored both primary and secondary school students as individuals as well as in groups. Group tuition was particularly challenging as I had to cope with students of differing academic abilities. In order to help the weaker students, I often devoted time after tuition to do a short summary for them.

As the Vice-chairperson in Varsity Christian Fellowship (Science), I realized the importance of being an exemplary role model to my members. I enjoy the responsibility of motivating and encouraging my members. In addition, I was a treasurer as well as a patrol leader in the Anglo-Chinese School (Independent) Scout Troop. Through the various leadership positions, I had to learn to work with a diverse group of people with differing personalities. This has sharpened my awareness and interpersonal skills.

A career with Carolina Biological Supply (S) Pte Ltd will provide me with the opportunity to be part of the highly dynamic and rewarding education sector. Knowing that the company is a leading institution that is dedicated to quality education attracts me to want to contribute to this noble cause. I believe that given the opportunity, I will be able to contribute and succeed at Carolina Biological Supply (S) Pte Ltd.

I have enclosed my resume for your perusal and I welcome the opportunity to discuss my qualifications with you. If you have any queries or wish to contact me, you may contact me at *hp number removed* or at *email address*. Thank you for your kind attention. I look forward to hearing from you.

Best Regards,

Hou Zhisheng

The Vanessa Incident

Conflicts can often arise when you least expect it. Below is a true account of a conflict that I encountered several years ago. The names of the characters involved have been changed in order to protect their identity.

Brandon was appointed the chairperson of the camp committee. One of his tasks was to select a competent team of 5 who would be able to work together. If you had asked if he knew what working together meant back then, he would have confidently said yes. Of course he never thought that things could go so horribly wrong.

So off he went, recruiting people to be part of his committee. There were several rejections, but Brandon was persuasive and brutally efficient. Within the span of a week, he was able to organize the first committee meeting.

At the first committee meeting, everyone was present except for Vanessa. The reason for her absence: a family member of a close friend had recently passed away. Initially, the other members of the committee showed concern for her. However, it soon became clear that this was merely an excuse when she repeatedly failed to turn up for scheduled meetings. Everyone had the same question on their minds: Just how many close friends did she have?

Brandon was most unimpressed. He made the fatal assumption that Vanessa was not interested in being part of the team and then proceeded to replace her. In came Ruth and out went Vanessa. The committee also stopped informing Vanessa of any updates regarding the camp.

A month before the camp, a flustered Vanessa burst into one of the committee meetings. She immediately confronted Brandon, “How could you kick me out of the committee without informing me?”

Brandon was clearly taken aback by the interruption. However he regained his composure fairly quickly and went on the defensive, “I thought you did not want to be in this committee. You never attended a single meeting.”

“It’s not fair! You did not inform me of the recent meetings.”

“You’re always making excuses! If you really wanted to be part of this committee, couldn’t you have taken your own initiative to find out?” Brandon retorted.

More angry exchanges ensued. Eventually Vanessa became so emotionally upset that she stomped out of the room. After making light of the whole issue, Brandon resumed the meeting.

However, the rest of the committee were still affected by the intense argument between Brandon and Vanessa. Even though the committee did not want Vanessa in the team, they realized that they were guilty of not informing her. Brandon, on the other hand, could not understand how the decision to replace Vanessa without her knowledge could have caused so much hurt to her. Moreover, he is a proud man. His egocentric nature often prevented him from making apologies.

If you were one of the members in Brandon’s team, how would you attempt to resolve the conflict between Brandon and Vanessa?