The Interpersonal Communication Skill You Selected Earlier

The Interpersonal Communication Skill You Selected Earlier In This Pro

The interpersonal communication skill you selected earlier in this project is not yet stated in specific behavioral terms. For example, "I want to overcome shyness and meet new people," gives you little direction. Some questions you might want to ask yourself are: What new people? Where will I meet them? When will I meet them? How many do I want to meet? How often? What will I say when I meet them? What do I typically do in these situations that I want to avoid? 4A.

Do you think your goal as written, is to be modified or changed? 4A1. Write down your original goal. 4A2. Write down what you think your updated goal for this project should be now. It may be the same, slightly modified or totally different. For example: “I don’t know how to say no to a family member when they ask for my help” might sound strange to some. Of course you know how, you just say “no.” In reality however, saying no may not be that easy, it may not be your habit, may not come naturally, and so forth. In addition, you may not recognize that there is a time for “yes” and a time for “no” and part of rectifying this communication behavior is establishing criteria by which you evaluate the appropriateness of saying yes or no given the circumstances. Then, you develop the necessary skills, language, and so forth to say no effectively.

“I want to be able to tell my family ‘no’ when I do not want to do something for them. I do not want to be taken advantage of and I want to stop feeling guilty when I do say no.” 4B. Jot down some communication behaviors that you associate with your goal. To arrive at this list, answer the following questions: 4B 1.What must a person be saying and/or doing for me to say that he/she has achieved the goal? 4B 2. Given a room full of people, what is the basis on which I will separate them into two classes: Those who have achieved the goal and those who have not? 4B 3. How will I recognize and measure goal achievement when I see it? 4C. Now, describe each behavior. Do this in a statement that identifies the manner (or extent) of the behavior that is required to achieve the goal. For example: 4C1, Behavior 1: "In order for me to achieve my goal of disciplining my daughter without becoming angry, I will wait until she has finished talking to ensure I hear her side of the story." 4C2, Behavior 2: "In order for me to achieve my goal of disciplining my daughter without becoming angry, I will ask for clarification before I make a decision regarding discipline." Repeat this statement for each behavior on your list. This step helps you to establish the criteria by which you will measure your success in reaching the goal. 4D. Now, look at your behaviors again. Consider this: If someone else performed the behaviors you have outlined, would you be willing to say that person has achieved your goal? Can you answer "yes" to this question for each of the behaviors you listed above in Part 4C? If not, modify the descriptions of the behaviors until you can say, "YES." The answer to Part 4D is YES or NO. Do this over until you can state YES as the answer for each of the behaviors you have listed in 4C above. Explain why these behaviors would exemplify the attainment of your goal. 4E. Conclude with a clearly identified statement of the communication behaviors you intend to implement to achieve your interpersonal communication goal. Be specific. What new people? Where will I meet them? When will I meet them? How many do I want to meet? How often? What will I say when I meet them? How will I say it? What do I typically do in these situations that I want to avoid? Report for CCC Part 4: In this section you are to work through four steps to arrive at a clear statement of the behavioral goals related to your interpersonal communication project. Use the process described in this week's Course Project tab as a framework for this narrative, and include in Part 4 of your report the following items: 4A through 4D. Provide a detailed outline of your movement through these four steps. 4A. Restate your goal for this project: • 4A 1 . Write down your original goal from CCC Part 1E. • 4A 2. Write down what you think your updated goal for this project should be now. It may be the same as, slightly modified, or totally different from Part 1E. • 4A 3. Why is your goal the same as CCC Part 1E, or why did it need to be changed? 4B.Answer these questions: • 4B 1.What must a person be saying and/or doing for me to say that he/she has achieved my goal? • 4B 2. Given a room full of people, what is the basis on which I will separate them into two classes: Those who have achieved my goal and those who have not? • 4B 3. How will I recognize and measure my goal achievement when I see it? 4C. State your goal in specific behavioral terms. What new people? Where will I meet them? When will I meet them? How many do I want to meet? How often? What will I say when I meet them? How will I say it? What do I typically do in these situations that I want to avoid? • 4C 1.Behavior 1: "In order for me to achieve my goal of …, I will . . . • 4C 2. Behavior 1: "In order for me to achieve my goal of …, I will . . . • 4C 3. Behavior 1: "In order for me to achieve my goal of …, I will . . . 4D. YES or NO (Do this over until the answer is YES.) Explain why these behaviors would exemplify the attainment of your goal. 4E. Copy your goal from 4A2 and then add all your specific behaviors from 4C .Conclude with a clearly identified statement of the communication behaviors you intend to implement to achieve your interpersonal communication goal. Be specific. Example- "I don't know how to say no to a family member when they ask for my help" might sound strange to some. Of course you know how, you just say "no." In reality however, saying no may not be that easy, it may not be your habit, may not come naturally, and so forth. In addition, you may not recognize that there is a time for "yes" and a time for "no" and part of rectifying this communication behavior is establishing criteria by which you evaluate the appropriateness of saying yes or no given the circumstances. Then, you develop the necessary skills, language, and so forth to say no effectively. Individual Speech Presentation: Draft Continue researching your topic and create a good thesis statement. Write at least three sentences for the main ideas concerning your topic. This week, update your thesis statement and your main idea sentences, create at least two subtopics for each of the three main points, and add to your research notes. Use these items to write a first draft for your outline. Do the outline tutorial exercises provided in the lecture. Spend time learning about outlining and solving your topic organization, sequence, and outline problems. Your outline is not due this week. You will complete working on this outline next week... Written Assignment: Collaborative Outline Exercise The following is a list of ideas that were brainstormed in a meeting with your company employees. The company needs to include all these ideas in an all-company presentation, but the list is very disorganized right now. What would be the best way to sort these ideas into some sequence of main points with subpoints? With your assigned , unscramble the following statements to create a logical outline for an upcoming business presentation. Use standard outline format. 1. Ensure that the language is used correctly. 2. Speaker credibility influences how listeners feel about the speaker. 3. Character is the quality of being honest, trustworthy, and showing goodwill. 4. Deliver the speech with confidence. 5. Credibility is an extremely important factor in determining speaker effectiveness. 6. Connect the audience to the topic. 7. Practice your delivery. 8. Verbally cite personal subject knowledge. 9. Present error free written materials. 10. Credibility has three primary characteristics: the three Cs. 11. Ensure that typographical errors are eliminated. 12. Charisma is the quality of being assertive, confident, and enthusiastic. 13. Speaker credibility influences the listener's ability to learn or to believe. 14. Demonstrate expertise. 15. Verbally cite expert sources. 16. Connect yourself to the topic. 17. Plan your delivery. 18. Ensure that facts are correct. 19. Competence is the quality of being an expert and intelligent. 20. Connect with the audience on a personal level. 21. Establish common ground. 22. Credibility is established in four ways.

Paper For Above instruction

Effective interpersonal communication is foundational to building strong relationships, fostering trust, and achieving mutual understanding in various contexts. A deliberate focus on developing specific interpersonal skills, such as the ability to say no assertively, can significantly improve personal and professional interactions. This paper explores the process of setting precise behavioral goals to enhance interpersonal skills, specifically focusing on learning how to refuse requests from family members without guilt or feeling taken advantage of. Through a structured four-step approach, the goal is clarified, behavioral criteria are established, and effective actions are identified to facilitate meaningful change.

The first step involves clarifying and possibly revising the initial goal. Originally, the goal might have been expressed vaguely, such as "I want to be better at saying no." Upon reflection, it becomes evident that the goal needs to be specific—for example, "I want to be able to say no to family members when I do not want to do something." This specific formulation provides clarity on the context and scope of the interpersonal skill to be developed. The aim is to assert boundaries confidently without feeling guilty, while avoiding being manipulative or passive. The revised goal is aligned with the core issue of establishing personal boundaries in familial interactions.

Next, the criteria for recognizing successful achievement of the goal are established. Achievement can be indicated when others verbally acknowledge or act in a manner consistent with respect for the boundary set. For instance, when a family member accepts the “no” without disagreement, or refrains from pressuring further, these behaviors signal accomplishment. A broader assessment involves observing whether the individual consistently maintains boundaries across different situations and with various family members, and whether they feel less guilt and more confidence when refusing requests. When coupled with internal feelings of assertiveness and diminished guilt, these indicators serve as benchmarks for success.

After establishing these criteria, the specific behavioral actions necessary to reach the goal are articulated. For example, behaviors could include clearly expressing refusal, providing brief explanations to reinforce the boundary, or using assertive language that conveys confidence. One behavior might be, "When a family member asks for my help, I will respond with a clear and firm ‘no’ without wavering." Another could be, "Before declining, I will take a moment to compose myself to ensure my tone is calm and respectful." These behaviors serve to build consistency and habit in assertively setting limits while maintaining respectful communication.

Following the formulation of behaviors, a critical step is to evaluate whether these behaviors exemplify goal achievement. If someone else demonstrated these behaviors, would I believe they have successfully set boundaries? If the behaviors are sufficiently clear, confident, and respectful, then the answer should be “yes.” If not, then the behaviors need refining until they truly reflect goal attainment. This iterative process ensures that the behavioral criteria are both realistic and meaningful, ultimately guiding the individual toward authentic interpersonal progress.

In conclusion, a structured approach to defining and practicing interpersonal communication behaviors is essential for personal development. For example, aiming to say no confidently in familial contexts involves specific, observable behaviors, clear achievement criteria, and ongoing refinement. By systematically implementing these steps, individuals can develop the skills to establish boundaries effectively, reducing guilt and avoidance, and fostering healthier relationships. This process exemplifies how deliberate behavioral planning can facilitate meaningful interpersonal change, leading to greater self-confidence and authentic interactions.

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