IQ1002 Describing Interpersonal Relationships Explore The St

Iq1002describing Interpersonal Relationshipsexplore The Stages Of Re

Describe a personal or professional relationship that you have experienced or observed. Identify at least one interpersonal need met (or not met) in the relationship. (1–2 paragraphs)

Using the personal or professional relationship described, identify at least two “coming together” stages and two “coming apart” stages, including resources or examples to support your selection. (1–2 paragraphs)

Identify at least one dialectical tension in the relationship and provide evidence and/or examples. (1–2 paragraphs)

Assess at least two strategies to improve the relationship from an outside perspective, including resources or examples to support each strategy. (1–2 paragraphs)

Paper For Above instruction

The intricate nature of interpersonal relationships encompasses various evolving stages, interpersonal needs, tensions, and strategies for improvement. Understanding these dimensions is crucial in evaluating and enhancing both personal and professional bonds, contributing significantly to effective communication and relational satisfaction.

To exemplify these concepts, I will describe a professional relationship I observed between a team leader and team members in a corporate setting. This relationship initially centered around achieving project goals, with clear roles and responsibilities. An interpersonal need met in this relationship was understanding, as the leader demonstrated empathy by listening to team members’ concerns. However, a need that was not fully met involved a sense of recognition; some team members felt their contributions were undervalued, leading to decreased motivation and engagement. These dynamics highlight the importance of meeting fundamental interpersonal needs for fostering healthy relationships.

Within this professional relationship, the stages of "coming together" included the forming and storming phases. The forming stage was characterized by introductions and establishing roles, supported by onboarding training and initial team meetings (Tuckman, 1965). The storming stage involved resolving conflicts over authority and workload distribution, exemplified through team meetings and management interventions aimed at clarifying expectations. Conversely, the "coming apart" stages included the norming and adjourning phases. Norming was evident as the team developed cohesion and established norms for collaboration, while adjourning occurred at project completion, when members disbanded and reflected on their experience (Tuckman, 1965). Understanding these stages enables managers to facilitate smoother transitions and support team development.

A significant dialectical tension present in this relationship was autonomy versus connection. While team members valued independence in managing their tasks, they also needed a sense of belonging and recognition within the team (Baxter & Montgomery, 1996). For instance, some members expressed a desire for autonomy in decision-making but still wished for acknowledgment from the leader, creating tension that required careful balancing. This tension impacts how trust and mutual respect are cultivated within the relationship, influencing overall cohesion and performance.

From an outsider’s perspective, two strategies can be suggested to improve this relationship. First, implementing regular feedback sessions can enhance communication, allowing team members to express concerns and receive recognition, thereby addressing unmet needs for acknowledgment (London & Smither, 1999). Second, fostering team-building activities outside formal work settings can strengthen interpersonal bonds, fostering a sense of community and reducing tensions related to autonomy and connection (Kauffeld & Lehmann-Willenbrock, 2012). These strategies, supported by relevant literature, can promote healthier, more productive relationships by addressing the core interpersonal needs and tensions identified.

References

• Baxter, L. A., & Montgomery, B. M. (1996). Relating: Dialogues and dialectics. Guilford Press.
• Kauffeld, S., & Lehmann-Willenbrock, N. (2012). Meetings matter: Effects of team social cohesion and team climate on team performance. Small Group Research, 43(2), 130-155.
• London, M., & Smither, J. W. (1999). People management skills and performance appraisal satisfaction. Leadership & Organization Development Journal, 20(2), 71-79.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399.