Ash 1 Analysis of Emotional Hijacking Many of us agree on the significance of group cohesiveness as contributing factor towards achieving organizational objectives. Some of us embrace the ability to pursue a high level of education –literally –as a dream come true. However, what it is clearly underestimated in college, are the boundaries, the norms, and the interpersonal communications skills, that can influence our ability to communicate in an effective and efficient manner, especially when working in group projects. One particular aspect to
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This led me to evidenced Samsara’s poor academic performance as well as our lack of solidity as a team. Furthermore, as someone who dreams to achieve a high level of education, I regard academic performance as serious matter. Thus, after enduring Samsara’s effortless behavior as a group member so long, this event triggered the emotional hijacking I experienced that on that occasion. This affected my interaction with Samsara because it denoted my lack of emotional intelligence at handling the situation, as well as my irrefutable need of self- work when it comes to directing my concerns to others, in a manner that reflects tact, discretion, and communication competence. In retrospect, I think that the emotional hijacking I experienced in such occasion could have been avoided or lessened if I would have waited for Samsara outside the classroom to discuss the state of affairs prior to entering the room. Another approach I could have adopted in this case, was to invite Samsara to join me outside the classroom to examine the situation
This led me to evidenced Samsara’s poor academic performance as well as our lack of solidity as a team. Furthermore, as someone who dreams to achieve a high level of education, I regard academic performance as serious matter. Thus, after enduring Samsara’s effortless behavior as a group member so long, this event triggered the emotional hijacking I experienced that on that occasion. This affected my interaction with Samsara because it denoted my lack of emotional intelligence at handling the situation, as well as my irrefutable need of self- work when it comes to directing my concerns to others, in a manner that reflects tact, discretion, and communication competence. In retrospect, I think that the emotional hijacking I experienced in such occasion could have been avoided or lessened if I would have waited for Samsara outside the classroom to discuss the state of affairs prior to entering the room. Another approach I could have adopted in this case, was to invite Samsara to join me outside the classroom to examine the situation