Personal Communication

“Personal communication takes many forms and serves many purposes, and the literacies used are equally varied and wide ranging” (Barton, 2001b, p.24). The research participants in my research employ various literacies in the area of personal communication. “Our Corps, like other sister and brother uniformed groups in the city, involves thousands of members who are mainly volunteers so effective communication is vital to overall development” (Winnie, reflective report, 2013).

Personal communication links with the ‘mutual engagement’ dimension of CoP (Wenger, 1998) to a large extent in my research context. Voluntary members of the CoP interact with each other frequently and shape the community culture as well as its practices. In this section, I will redefine the original scope of personal communication in Barton & Hamilton (2012) which focus on notes, letters and cards sent by people and classifies different forms of communication into talk-oriented, text-oriented and talk around text.

4.5.3.1 Talk-oriented Communication

The first example of talk-oriented personal communication is information sharing in the format of face-to-face information sessions, which are conducted on training bases in the voluntary youth group very often. As is evident in Data extract 4.22, Sam remarked that he would share information on intellectual property protection with his cadets after attending a training programme about the protection of copyright when photocopying publications and downloading files from the Internet. In

view of the worsening situation regarding illicit trade and pirated and counterfeit goods, the Hong Kong government, in collaboration with local UGs, launched several publicity campaigns including an “I Pledge” Anti-Internet Piracy Campaign to promote intellectual property rights protection in 2011. Sam agreed with the importance of civic education to raise the public’s awareness of the issue and felt positive about this type of cadet development initiative, so he encouraged his cadets to join the “I Pledge” campaign. After taking a Train-the-trainer course, Sam conducted a Google search to crosscheck the accuracy of all the official terminology prior to his presentation at squadron base.

Data extract 4.22 Sam: ‘I will share the information that I have obtained to cadets by holding talks regularly’

The second example is having clear and effective oral communication with both cadet and adult members, as reported by Holiday. She observed that her fellow Corps members come from all walks of life and ‘have different opinions, values, beliefs, and needs’ (Holiday, reflective report, 2013). As a result, she listed some of her literacy practices when she had to interact with others in the Corps (see Data extract 4.23).

Data extract 4.23 Communication Skills reported by Holiday

In order to learn more about the protection upon copyright matters and to share such knowledge to my fellow cadets, I had taken the Train-the-trainer Course organized by Hong Kong Customs & Excise Department (the law enforcing agency in Hong Kong for intellectual property protection) in December 2006. I was also appointed to be the Youth Ambassador Against Internet Piracy (the certificate at Annex E). All along, I am kept informed of the updated trends of the piracy related crimes. I will share the information that I have obtained to cadets by holding talks regularly.

(Sam, reflective report, 2010)

Listen and let people know you have heard what they said.

It is very important things when I order some to my cadets. I also ask question for clarification about my idea.

Concentrate on facts.

When I want to collect more idea in my colleagues and cadets, I never ask too much on my feelings. I didn’t want to ask for my comment will affect their opinions. It is provide a good conversation surrounding and more new point of views from my colleagues.

Don't interrupt other people when they are talking,

I should try hard to listen and understand what they are trying to say. When I got some opinions on cadets training program, I must understand more background on my cadets. So, I want to know more real facts on cadets.

4.5.3.2 Text-oriented Communication

Written texts are central to HKACC activities. Every Sqn, Wing, Unit or our HQ has its own rules, guidelines and forms to constrain the literacy practices of volunteers. Personal communication among volunteers cannot be successful without written texts in the HKACC. For example, as shown in Data extract 4.24, I evaluated my own literacy practice of circulating a memorandum to my fellow volunteers and associated texts including guidelines and meeting minutes around this practice in my VQ assignment.

Data extract 4.24 Winnie: ‘Written communication is the core way to share information to a large audience through mass mailings effectively’

4.5.3.3 Talk Around Text Communication

Some written texts are not unique in our Corps but can serve the purpose of facilitating “Talk around texts” (Barton, 2001a, p.99) discussions among UGs. Speech events appear around literacy events. For example, footdrill manual is a mandatory and must-not-miss text for all foot drill instructors as well as those cadet non-commissioned officers (NCOs) or senior NCOs who plan to take the foot drill instructor training course. In spite of the differences in the nature of training activities, all UGs share the same training component — footdrill or simply known as drill.

“Drill is a powerful aid to discipline. It develops a sense of corporate pride, alertness, Written communication is the core way to share information to a large audience through mass mailings effectively. Written communication can also provide official records and references. Memoranda and electronic mail correspondence are the most typical less formal circulars in our Corps. To enhance document accuracy, before I send out a memo to my fellow members through HQ, I would not only refer to the useful guidelines, namely, ‘Notes on Word Processing of Service Documents’ but also circulate the draft to my team members for them to comment on. A sample memo and a sample of meeting minutes prepared by me can be seen in the appendix 3.

(Winnie, reflective report, 2013)

When saying no, be decisive. Explain why you are refusing

When my senior cadets rise up some idea on squadron meeting, I will considering [sic] their point of views is or not reasonable on their case. If their idea not a suitable solution, I will ask them more suggestion on their problem.

(Holiday, reflective report, 2013)

precision and readiness to obey orders instantly. Good drill in aircraft is directly fostered by the habit of drilling smartly on parade. Officers and cadets are better prepared for combat and any work they have to do - on the ground or in the air - if fit and mentally alert” (Hong Kong Air Cadet Corps, 2009, p.4). As in Data extract 4.25, as one of the footdrill trainers at HKACC, Chris recognized a strong need to have bi-directional exchange with the other footdrill trainers from other UGs. Chris recommended sharing the footdrill bible with other UGs so that different UGs can learn from each other and achieve the advancement of professional drill training out of friendship.

Data extract 4.25 Chris: ‘Among the uniformed youth organisations, one of the ways to show friendship is exchange drill manual’

So, UGs in Hong Kong have their own routine training activities, organize collaboration projects or have joint activities from time to time. My data show that inter- and intra-organisation activities are notable examples of talk around text communication. Data extract 4.26 presents Chris’s account of his attempt to exchange his opinions and experience on the drill manual with footdrill trainers from another UG.

Data extract 4.26 Chris: ‘During the workshop, I recommended the British Minister of Defence (MOD) Drill Manual for them’

I was asked to organize a workshop for a uniformed organisation in Hong Kong in 2011. This organisation have [sic] years of history, they have their own drill manual but only few members could check it out. During the workshop, I recommended the British Minister of Defence (MOD) Drill Manual for them, like the foundation, how to deliver words of command, the definition of regulation pause, how to form up a formation and its direction flank, etc. In the advanced level, a manual can provide ideas on how to organize a parade, the procedure of a parade and how to use teaching aids. I dug that information from the MOD Drill Drill Manual is a tool to drive the organisation to maintain their standard and style of their own. Collecting drill manuals from other countries and organisations may treasure our drill and ceremonial concept.

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In fact we are not doing it for our career, but if we do not teach it frequently, it may be lost. However, we are going to deliver professional training. For the preparation of the drill lesson, reading manual is a way to make sure what we are going to teach are correct, at the same time refresh our mind in teaching sequence.

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Among the uniformed youth organisations, one of the ways to show friendship is exchange drill manual. If we can put the drill manual into our Corps’ web site, then it would be more convenience for members to refer.

(Chris, thesis, 2011)