Part3
Read the text and answer the questions below.
Art-based Training for Engineers
A
The CONNECT Program in the Engineering School of The CooperUnion for the Advancement of Science and Art has served as alaboratory for testing the effectiveness of art-based learning for technical graduates.
B
Our underlying concept with CONNECT is that Most communication breakdowns involving engineers happen because they know every aspect of their subject matter and assume that others do too. Engineers spend a great deal of time ensuring their work is accurate, and their solutions to engineering problems are
workable, meet official requirements, are environmentally sound, and so on. They are persuaded by sound content. Others may not
C
Communicating with an audience is essentially a social skill with abehavioral basis. A fact that becomes all too apparent when one’saudience has a divergent set of assumptions. Failing to understandyour audience opens up an ‘audience gap’. To give engineeringgraduates the skills to close this gap, CONNECT turned to thetheatre.Performing artists specializethe effectiveincommunication of any content-good, bad, or indifferent-throughvocal, physical, and socially appropriate behaviors keyed to aparticular audience. CONNECT applied stage movement analysis tointeraction with clients, meetings with colleagues, and jobinterviews. It also made use of vocal and physical exercises anddirecting techniques, to equip technical personnel for the everydaycommunication challenges they face, as well as for formal talks.
D
Attending workshops based on the CONNECT model resulted in observably improved behaviors. Our data demonstrate that, while not every engineer is likely to become a great communicator,almost all are capable of becoming better communicators. In asurvey of corporate recruiters, potential employees who had takenone or more CONNECT workshops were rated higher overall inareas such as confidence and maturity than those who had notparticipated in CONNECT. Those who had taken a range ofworkshops, including one in advanced non-verbal behavior, wererated even higher. These results were achieved after mixed early assessment results led us to significantly refine our methods.
E
Just as important to the improvements we saw after the first yearwas an adjustment to how we approached the students themselves.We needed to practice what we preached, and that meantunderstanding our own audience of young engineers. We needed tobehave in ways that would get through to them. Too often in earlyworkshops, our performer-facilitators assumed that a technicalaudience would respond to theatrical training material in the samepositive way that performers did. However, we came to realize thattechnical audiences need to be approached differently if arts-basedtraining is to achieve its full potential.
F
Adjusting our approach to achieve this was key to the improvement in results. Changing how we behaved toward our audience of young engineers required real sensitivity to what was happening in the workshops, and to how our facilitators related to the students. What we learned during this process can be distilled
into ‘rules’ for maximizing the effectiveness of performing-arts- based training in a technical field.
G
There are at least three approaches possible for facilitating aworkshop, and the final ‘rule’ is to incorporate these in the mostappropriate way. The ‘prescriptive’ approach tells trainees what isnecessary, the ‘experiential’ approach lets them personallyexperience what happens when a new element is added to asituation, and the ‘demonstrative’ approach requires them toobserve certain ways of doing things. The prescriptive approach,although the engineers tended to expect it, was by far the leasteffective, while the experiential approach met resistance becausethe purpose of the exercise was not always immediately obvious.The demonstrative approach, on the other hand, mirrors the waytechnical objects are accomplished, which is to solve problemsthrough testing and observation. The observation of effective andineffective communication behaviors in others proved to be a goodway of demonstrating the options available to everyone. These
rules’ are, of course, only a starting point. We have learned to apply them both rigorously and with flexibility. At the Engineering School of The Cooper Union, customization meant establishing a mini-conservatory. We have learned that you can’t close someone else’s audience gap without looking at things from their
perspective. In another setting, playing to the technical audience might require a completely different sort of customization and a subtly different set of training behaviors. What CONNECT has shown is that knowing one’s audience-and knowing it specifically rather than generally – is fundamental.
Questions 27-32
Complete the summary using the list of words, A-I, below.
Write the correct letter, A-1, in boxes 27-32 on your answer sheet.
The CONNECT workshop
The concept behind the CONNECT program is that the 27_______ in communication
experienced by engineers, 28 _____are due to their tendency to concentrate on technical
29_____ rather than adapt their approach to meet the 30_____ of their audience. This is mainly because engineers are used to focusing on the accuracy of their work and ensuring that it complies with
31_____ Thus, the program aimed to
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答案：
27g
28b
29f
30d
31 i
32a
33 NO
34 NG
35Y
36Y
37C
38C
39A
40B
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