Table of Contents
* Interpersonal Dimensions
* Conflict Style
In the class, I was given an elaborate overview of interpersonal relationships. I was taught about the different impacts of interpersonal relations on an individual and how these can determine his personality, quality of lifestyle and the status of his relations with those related to him personally and professionally. I was also given an idea about human communication, the chief features of human communication and its major determinants. The class also gave me an idea on how can I identify the strengths and weaknesses of my personal interpersonal relationships and how can I implement ways that can rectify my weaknesses and help me in redesigning my personality. I believe that the class notes will be of immense help in the personal as well as professional aspects of my life. Interpersonal Dimensions
After going through the class lectures and notes, I have analyzed that my interpersonal effectiveness lies in the fact that I am a great provider of feedback. The way in which I deliver my instructions and the way I train my teammates to function as per the instructions have always proved successful. Thus, I believe that I have the basic skills of a good team leader and qualities to mould my teammates to agree upon one common goal and one universal idea by virtue of my verbal skills. I am well aware of the fact that the basic skills of a good speaker is to be concise and clear while delivering instructions and stick to time frame, and most importantly, stick to the verbal deliverables that have relevancy with the topic that needs to be talked about (Memorial University Of Newfoundland, 2004). I keep these in my mind wherever I am assigned any task of delivering an instruction. Consequently, my audiences find these feedbacks easy to understand and convenient to follow. I also make it a point to show my confidence whenever I deliver any instruction, as I believe that the basic characteristic of a good speaker is that he/she should depict his/her mastery on the subject and inherent ability to do justice with it. Thus, as a part of my homework I make it a point to practice, speak and correct myself several times at home before I finally deliver my verbal feedback at the intended event. I wish to mention here that I believe that a great way to show that I am confident about my work is to go slow. Hence, I speak slowly and also give occasional pause after words and sentences, some of which are a bit longer while others are shorter. This makes my verbal feedbacks look natural and not robotic. Moreover, those who are listening to me distinctly hear all of the words that I utter. A practical instance of when my skills as a good giver of feedback was proved was when I was assigned that task to role play as a team leader and instruct the teammates to take up subjective tasks as per my instructions. I was able to execute the task given to me perfectly well and won applause. This was a testimony of my skills. ii) Challenge
Self-analysis of my personality traits has made me realize that I am not a good listener. Whenever I am supposed to be a listener when someone else is speaking, I become impatient after some time. This is especially prevalent when the speech drags too long. To be honest, I fail to hold the uniformity of concentration all throughout the verbal message that gets delivered to me by a different person. Consequently, I lose the tract of the introduction and conclusion of such verbal feedbacks that are delivered to me. Sometimes it so happens that my inattentiveness gets reflected in my facial expressions too. As a result, the speaker or those present around me either detect a lost look in my face or find me busy fidgeting with...
References: * Memorial University Of Newfoundland. (2004). Characteristics of a good speaker. Sir Wilfred Grenfell College Learning Centre. Retrieved from http://www.grenfell.mun.ca/learning-centre/Documents/factsheets/good.pdf
* McCrae, R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258–1265.
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