Interpersonal Communication Reflection

1814 Words 8 Pages
Register to read the introduction… We had the opportunity to test out our group and teamwork skills, identify our individual shortcomings as well as our weaknesses as a group and work towards producing an outstanding piece of work. While working on the task, I took advantage of the opportunity to reflect upon my interpersonal and communication skills. M. Bambacas and M. Patrickson (2008, p.52) argue that “Interpersonal communication explains "the means" by which organisational activities, such as managing, controlling, planning, and leading are delivered”. This area of interpersonal communication has also been explored by Hunsaker and Alessandra (1986), who had identified four Interpersonal Styles underlain by the degree of responsiveness and assertiveness each one of them suggests. Having reflected on my involvement in the group work, I came to the conclusion that I use the Analytical Interpersonal Style, which is characterised by self-actualisation and security, cautious actions and decisions, low degree of responsiveness and assertiveness. One of its key weaknesses, however, is that it is associated with unwillingness of involvement with other group members and focus on autonomous work. From my viewpoint, a practical strategy or technique for dealing with this problem is to start building up from a small base by getting to know other group members better to feel more at ease and to make a decision to speak at least once during the meeting (Cottrell, 1999, p.97). Furthermore, drawing on my experience with teamwork, one of the major risks for unsatisfactory performance I had identified in groups and teams is not realising that different individuals have different interpersonal styles with both their weaknesses and strengths. …show more content…
However, no matter the stage of the learning process, considerable attention should be paid to a straightforward but insightful framework for maximising individual performance capacity, namely the equation: Performance = Ability x Support x Effort (Shermerhorn, 2004, p.49). Even though this model is aimed at human capital at organisations, it can also be related to academic performance. According to Shermerhon, ability is the capacity to perform through job-relevant knowledge and skills. At university students acquire this ability through covering the relevant academic material and taking advantage of the educational opportunities the university gives them. The second variable in the equation – support- is associated with the opportunity to perform in an environment that stimulates and supports one’s application of job-relevant capabilities to one’s work. In terms of university education, making use of lecturers’ and tutors’ help and the university resources would provide one with this kind of “support”. Last, the willingness to perform, to do well, is displayed by effort. This means that university students should always try to reflect on their personal and academic skills, identify areas of strength and areas that should be improved and develop strategies and techniques to improve overall performance. From my perspective, a good strategy for a student to achieve high and persistent performance results and to manage his/her own skills development is to keep those factors in mind and try to maximise

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