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FROM LEADING TO LISTENING: GROWING AS A COMMUNICATOR

"The most important thing in communication is to hear what isn't being said" -- Peter Drucker


Background

When I was asked to step into the department chair role, my first thought wasn’t excitement, it was, “Am I even qualified for this?” . I wasn’t the loudest voice in the room or the most seasoned teacher on the team. But what I did have was the ability to listen, to connect with people, and to navigate tough conversations with empathy.


That skill set became my anchor. It’s what helped me support two international teachers adjusting to a new educational system, mediate disagreements between colleagues, and advocate for resources our science department desperately needed. Whether I was sitting in on a lesson to offer constructive feedback or rewriting a poorly designed curriculum guide, communication, especially listening with empathy, kept me moving forward.


In this post, I'll share my communication strengths, confess my growth areas, outline my action plan, and explore how these skills will shape my professional identity. For instructional design and academic leadership, communication isn't a destination. As the field has shown us since studies began over a century ago, with more than 126 published definitions of communication alone, it's an evolving and iterative process (Dance & Larson, 1976).


Communication Strengths

If I had to name the communication skill I feel most confident in, it’s active listening. As department chair, I’ve seen firsthand how listening with empathy and inclusivity can make all the difference, especially when working with colleagues from diverse cultural and educational backgrounds. Earlier this year, I supported two international teachers who were navigating their first year teaching in the U.S. They were not only adjusting to new standards and expectations but also a completely unfamiliar education system. 


Now I'll admit my first instinct was to do what most department chairs do; jump straight into fix-it mode. I started scheduling meetings, developing their lesson plans, creating resources based around subject resources. I was so focused on solving that I completely skipped the understanding part. It was half way through the school year when I realized we were not getting anywhere. So bluntly put, I decided I needed to shut up and listen.


"Active listening refers to the process of pairing outwardly visible positive listening behaviors with positive cognitive listening practices."


Fast forward to semester two. Instead of coming in with all the answers, I focused on understanding their perspectives and needs. By asking questions, giving them space to share their experiences, and validating their challenges, I was able to help them adapt lesson plans, labs, and even classroom management strategies. This experience reinforced what I’ve always believed and that is that effective communication begins with listening, not just to respond, but to truly understand.


Area of Opportunity

This term, I’m focusing on improving my persuasive writing skills. Coming from a background as a science teacher and department chair, I’m used to communicating in a clear, straightforward way using evidence to explain the facts. But as a learning designer, I’ve learned that clarity isn’t always enough. Eventually I'll need to convince a Subject Matter Expert (SME) or business owner of the why behind a design decision. That means writing in a way that’s not just logical, but also engaging, empathetic, and convincing.


One of my biggest challenges? Translating what’s in my head into well-written words. I often know what I mean, but when I try to write it out, it’s like trying to fold a fitted sheet. When it's done it doesn't look neat or polished no matter how many times I try. Finding the right words to capture my intent, especially in a persuasive way, can be frustrating. Still, I know this is a skill worth building. Getting better at persuasive writing will help me advocate more effectively for learner-centered design, build stronger partnerships, and create learning experiences that actually stick. Improving this skill will help me bridge the gap between good ideas and meaningful impact for learners and for the learning experience as a whole.


Future Steps Forward

To get better at persuasive writing this term, I’m planning a few things. First, I want to check out how others do it by reading examples of design proposals or emails that really convince people. Then, I’m going to try slowing down when I write and focus more on the tone and flow instead of just getting my point across quickly. I also want to get feedback from friends or mentors about how my writing feels to determine if it connects or just informs. One big thing I want to work on is bringing the empathy I use when I listen to people into my writing. I’m good at hearing what others care about in conversations, but I want that to come through in my words too. If I can do that, I think I’ll build stronger connections.


Connecting to My Identity as a Learning Designer

Right now, my style is pretty clear and informal and kind of straight to the point which makes sense since I was a science teacher and department chair. It works for getting things done, but sometimes it doesn’t hit the emotional notes that persuasive writing needs. As I grow in to the role of learning designer, I want to write in a way that not only explains things but also really speaks to people. I want my writing to show the same curiosity and empathy I bring when I’m talking with people. At the end of the day, I want my communication to feel real, honest, and help me build trust while pushing for better learning experiences.


LibreTexts. (2022). 5.3: Improving listening competence. In Communication in the real world: An introduction to communication studies. https://socialsci.libretexts.org/Bookshelves/Communication/Introduction_to_Communication/Communication_in_the_Real_World_-_An_Introduction_to_Communication_Studies/05%3A_Listening/5.03%3A_Improving_Listening_Competence


Written with support from ChatGPT, an AI developed by OpenAI.

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