IQ1002 Describing Interpersonal Relationships Explore 392289

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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 at least one resource or example to support your selection. (1–2 paragraphs)

Using the relationship described, identify at least one dialectical tension and provide evidence or an example.

As an outside communication consultant, assess at least two strategies to improve the relationship, supporting each with at least one resource or example. (1–2 paragraphs)

Paper For Above instruction

The dynamics of interpersonal relationships are fundamental to understanding human behavior in both personal and professional contexts. These relationships evolve through various stages, meet ongoing needs for connection and understanding, and are often characterized by tensions that influence their development and stability. This paper explores these components by analyzing a specific relationship, identifying its stages, tensions, and potential strategies for enhancement, grounded in relevant communication theories and research.

Introduction

Interpersonal relationships are central to human social life, encompassing bonds formed through continuous interaction. These relationships—whether personal, such as friendships and familial ties, or professional, like coworker collaborations—are influenced by the stages they undergo, the needs they fulfill, and the tensions they experience. Understanding these elements provides insight into how relationships develop, dissolve, and can be strengthened. This paper aims to examine a specific relationship, classify its stages, identify key tensions, and propose strategies for improvement from an outside consultant's perspective, supported by scholarly sources.

Description of a Relationship and Interpersonal Need Met

The relationship selected for analysis is a professional collaboration between a project manager and a team member within a corporate setting. This relationship was characterized by frequent communication, shared goals, and mutual reliance on each other's skills to accomplish project tasks. An interpersonal need met in this relationship was the need for affiliation, as both parties sought a collegial environment that fostered cooperation and shared success. However, there was also an unmet need for clarity and trust, especially regarding role expectations, which sometimes led to misunderstandings and tension.

The clear communication of expectations was lacking, leading to frustrations that affected the overall success of the collaboration. The mutual reliance and open communication initially addressed the need for affiliation but failed to meet needs related to trust and clarity, which are critical for long-term cohesion.

Stages of Relationship Formation and Dissolution

In analyzing this professional relationship, certain stages of relationship development and dissolution are identifiable. According to Knapp’s model of relationship stages, “coming together” stages include the initiating and intensifying phases. The initiating stage, where the project manager and team member first started working together, involved superficial interactions and an effort to establish rapport. This was supported by formal introductions and the sharing of limited personal information, aimed at creating a professional foundation. Subsequently, the intensifying stage involved deeper interactions, increased sharing of ideas, and collaborative problem-solving, which strengthened their working bond.

The “coming apart” stages were evident through the differentiation and circumscribing phases. Differentiation manifested when disagreements arose about roles and responsibilities, causing the parties to emphasize individual differences. The circumscribing stage occurred when communication became more restricted, with less shared information and reduced collaboration, often due to frustrations stemming from unmet needs for trust and role clarity. These stages serve as typical markers of relationship progression and regression, supported by research indicating that conflicts and misunderstandings frequently lead relationships to move toward dissolution (Stanley & Markman, 1992).

Dialectical Tensions within the Relationship

A key dialectical tension present in this relationship was the contradiction between autonomy and connection. The project manager sought to foster a sense of independence to empower the team member, while simultaneously desiring close cooperation to ensure project success. For example, the manager encouraged autonomy by delegating tasks but expected frequent updates, creating tension between independence and dependence. This dialectic often led to misunderstandings when the team member perceived the supervisor’s expectations as intrusive or controlling, illustrating the ongoing struggle to balance these opposing needs (Baxter & Montgomery, 1996). Such tensions are inherent in professional relationships and influence their durability and quality.

Strategies for Relationship Improvement

From an external perspective, several strategies could enhance this relationship. First, implementing structured communication protocols, such as regular check-ins and clear documentation of expectations, could reduce misunderstandings and increase trust. For example, establishing weekly one-on-one meetings would provide space for feedback and clarification, aligning with research emphasizing the importance of consistent communication in strengthening workplace relationships (Lingo & O’Connor, 2001).

Secondly, fostering a culture of mutual respect and active listening can help mitigate dialectical tensions. Training sessions focused on interpersonal skills could equip both parties with techniques for managing conflicts and balancing autonomy with connectedness. For instance, workshops that teach perspective-taking and empathetic listening align with findings that improving emotional intelligence enhances relationship quality (Goleman, 1995). These strategies, supported by theoretical frameworks and practical applications, can promote healthier, more resilient professional relationships.

Conclusion

Understanding the stages, needs, tensions, and potential improvements within interpersonal relationships provides valuable insights into enhancing human interaction in various contexts. By examining a specific professional relationship through the lens of established models and theories, we see that relationships are dynamic and require deliberate management. Strategies such as structured communication and emotional intelligence development are essential tools for fostering stronger, more effective connections. Recognizing and addressing these elements fosters healthier relationships, ultimately contributing to personal satisfaction and organizational success.

References

• Baxter, L. A., & Montgomery, B. M. (1996). Relating: Dialogical, contextual, and reflexive perspectives. Guilford Press.
• Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
• Knapp, M. L. (1978). Social interaction and the development of close relationships. In J. R. Feagin (Ed.), Social interaction: Readings in social psychology (pp. 253-274). Prentice-Hall.
• Lingo, R., & O’Connor, T. (2001). Communicative practices and relationship management across organizations. Journal of Business Communication, 38(3), 311-335.
• Stanley, S. M., & Markman, H. J. (1992). The role of communication in the maintenance of long-term relationships. Family Relations, 41(3), 334-340.