Skill Improvement Or Relationship Improvement Project

Skill Improvement Or Relationship Improvement Projectthis

This project is your opportunity to synthesize the theories and ideas learned in class with your own communication experiences. This assignment will be a written documentation of your efforts to improve a communication skill or interpersonal relationship of your choice. This assignment will take the entire term to complete and will be graded in the following three stages: First, you will select and describe a communication skill or interpersonal relationship you would like to improve (1-2 pages).

All written assignments should be double spaced with 1-1.5 inch margins and 10 or 12 sized fonts. Please do not use fancy report covers or binders. All papers must be proofread, not just spellchecked. Papers with more than four errors per page will be returned to you for resubmission. While grading will be based primarily on content, the content must be presented with respect to scholarly writing and organization. At the top of your assignments, please list using single spacing, your name, course name, assignment, and date turned in. Cover pages are not necessary.

Paper For Above instruction

The skill of effective communication or the enhancement of interpersonal relationships plays a critical role in personal and professional success. Throughout my academic journey, I have recognized specific communication challenges I face, particularly in articulating my thoughts clearly and listening actively. To address these issues, I embarked on a systematic effort to improve my communication skills over the semester, grounded in communication theories such as active listening, non-verbal cues, and assertiveness training.

Initially, I identified my goal as becoming a more attentive listener, aiming to decrease misunderstandings and strengthen my interpersonal relationships. I started by practicing active listening techniques, such as paraphrasing what others said, maintaining eye contact, and providing verbal affirmations. According to Rogers' (1951) person-centered theory, empathetic understanding is vital for meaningful communication. Applying this theory, I made a conscious effort to listen without interrupting and to validate the speaker’s feelings, which improved my rapport with peers and family members.

Furthermore, I studied Bar-on's (2006) emotional intelligence framework, which emphasizes self-awareness and self-regulation as key to effective communication. I incorporated mindfulness exercises into my daily routine to become more aware of my emotional responses during conversations. This helped me curb impulsive reactions and respond more thoughtfully, thereby reducing conflicts and enhancing mutual understanding.

In addition to active listening, I worked on improving my non-verbal communication skills. Recognizing that body language significantly influences interpersonal interactions, I consciously adopted open postures, maintained appropriate eye contact, and reduced nervous gestures such as fidgeting. A study by Burgoon et al. (2016) emphasizes that non-verbal cues substantially impact perceptions of credibility and warmth, which are essential for relationship building.

To evaluate the effectiveness of my efforts, I kept a journal documenting my interactions and reflecting on my improvement. Over the semester, I noticed a marked increase in positive responses from others and a decrease in misunderstandings. Feedback from friends and classmates suggested that I appeared more attentive and approachable, confirming the positive impact of my communication skill development.

In the broader context, enhancing my communication abilities aligns with the transactional model of communication by Barnlund (1970), which views communication as a dynamic, continuous exchange influenced by context and perceptions. By becoming more aware of the process, I was able to adapt my behaviors and foster more meaningful exchanges. Additionally, adopting assertiveness techniques, drawn from Alberti and Emmons (2008), enabled me to express my needs confidently without infringing on others' rights, further improving my interpersonal effectiveness.

Looking forward, I plan to sustain and build on these improvements by engaging in ongoing practice and seeking feedback. Participating in group discussions, workshops, and role-playing exercises can reinforce my skills. Recognizing that communication is an evolving skill, I will continue to apply theories such as Social Penetration Theory (Altman & Taylor, 1973), which posits that relationships deepen as individuals disclose more personal information gradually, fostering trust and intimacy.

In conclusion, my focused efforts over the semester to improve my communication skills, guided by well-established communication theories, have yielded tangible benefits in my personal and academic relationships. This process underscored the importance of active listening, non-verbal communication, emotional intelligence, and assertiveness. Continued dedication to practicing and refining these skills promises to enhance my interpersonal effectiveness in diverse contexts.

References

• Altman, I., & Taylor, D. A. (1973). Social Penetration: The Development of Interpersonal Relationships. Holt, Rinehart & Winston.
• Bar-On, R. (2006). The Bar-On Model of Emotional-Social Intelligence (ESI). Psicothema, 18(Suppl.), 13-25.
• Burgoon, J. K., Guerrero, L. K., & Floyd, K. (2016). Nonverbal Communication. Routledge.
• Rogers, C. R. (1951). Client-Centered Therapy. Houghton Mifflin.
• Barnlund, D. C. (1970). A transactional model of communication. In K. K. Sereno & C. D. Mortensen (Eds.), Foundations of communication theory (pp. 83-95). Harper & Row.
• Alberti, R. E., & Emmons, M. L. (2008). Your Perfect Right: Assertiveness and Equality in Your Life and Relationships. Impact Publishers.
• Goleman, D. (1995). Emotional Intelligence. Bantam Books.
• Knapp, M. L., & Hall, J. A. (2010). Nonverbal Communication in Human Interaction. Wadsworth Publishing.
• McCroskey, J. C., & McCroskey, L. L. (2001). The Communication Apprehension and Communication Competence Questionnaire. In J. A. Daly & J. C. McCroskey (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (pp. 51–69). Cengage Learning.
• Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1967). Pragmatics of Human Communication. W. W. Norton & Company.