Week 1 Course Project Part 1: Selecting A Communication Goal ✓ Solved

Week 1 Course Project Part 1 Selecting A Communication Goal

Complete the following steps to identify a communication goal related to interpersonal communication that you wish to improve. First, create a list of six challenges you experience in communicating with others, detailing each behavior and providing an example. Then, revise each challenge by substituting "I won't" for "I can't" and explain if this is more accurate. Next, modify your list by replacing "I can't" with "I don't know how to" and describe why this revision fits better. Narrow your list to one specific issue to address in this project, providing a narrative explaining your selection process. Finally, write a clear project statement describing the specific communication behavior you will work on and the individuals involved. Research an outside scholarly source related to your challenge, summarize it, and explain how it informs your understanding and strategies for change. Submit a comprehensive paper including all parts, formatted in APA style, covering about 4-5 pages.

Sample Paper For Above instruction

Effective interpersonal communication is fundamental to building and maintaining meaningful relationships, yet many individuals face persistent challenges that hinder their ability to communicate effectively. The first step toward improving communication skills involves identifying specific behaviors or patterns that require change. This paper articulates a structured approach to recognizing communication challenges, revising perceptions of these challenges, choosing a primary issue to focus on, and utilizing scholarly resources to inform intervention strategies.

Part 1A: "I Can't" List

My initial challenge is that I can't ask my friends for favors when I need their help. I often hesitate to request assistance, fearing that I might impose or appear dependent. For example, I remember hesitating to ask a close friend to proofread my thesis, even though I knew I needed support. My reluctance to ask often results in increased stress, procrastination, and feelings of isolation when I face tasks that I would prefer to share or delegate.

Another difficulty I face is that I can't discipline my daughter without becoming angry. When she misbehaves, my instinctive response is frustration, which clouds my judgment and affects my relationship with her. For instance, when she refused to clean her room, I responded with raised voice and harsh words, which made the situation worse and left both of us upset.

I also find it hard that I can't say "no" when my boss asks me to work overtime. I often accept extra hours to be helpful, even when I am overwhelmed, leading to burnout. For example, I agreed to work late last weekend, sacrificing personal plans, and felt resentful afterward.

Another challenge is that I can't address employees directly or clearly when corrective action is needed. I struggle to communicate feedback assertively, sometimes resorting to vague language or avoidance. This affects team performance and my credibility.

Additionally, I find that I can't stop coming across as sarcastic during conversations. My dry humor may be unintended or misinterpreted, which damages my relationships and professional image. For example, I made a sarcastic remark during a team meeting, which was poorly received and created tension.

Finally, I can't keep my staff focused during meetings. I tend to digress or get sidetracked, leading to unproductive discussions. During team meetings, I find myself losing track of the agenda and needing to steer the conversation back on course.

Part 1B: "I Won't" List

After evaluating each of these challenges, I realize that some are better described as choices rather than limitations. For instance, I could choose to ask for help, but I often don't because I fear rejection. Therefore, I revise the first challenge to: "I won't ask my friends for favors when I need their help," because my reluctance stems from unwillingness rather than inability. I acknowledge I have the skills to ask, but I choose not to due to anxiety about dependency.

Similarly, I won't discipline my daughter without becoming angry because I choose to avoid conflict rather than lack the capacity to remain calm. To illustrate, I often avoid addressing her behavior directly, allowing frustration to build, which leads to outbursts. Recognizing that this is a choice rather than inability helps focus on changing my mindset and reactions.

Part 1C: "I Don't Know" List

Revisiting the remaining challenges, I realize that I don't know how to address employees assertively when corrective action is needed. I actually know how to communicate feedback, but I lack the skills or confidence to do so effectively. For example, I tend to soften my language or avoid confrontation altogether, which diminishes the clarity of my message.

Furthermore, I don't know how to keep my staff focused during meetings. I understand the importance of maintaining the agenda but lack specific techniques to manage interruptions or off-topic discussions effectively. This realization indicates that targeted skill development, rather than inability, is necessary to improve these behaviors.

Part 1D: Issue Selection

In reviewing my "I don't know how to" list, I prioritized developing assertiveness in addressing employees as my primary focus. This issue is manageable because I already possess communication skills; I simply need to learn and practice specific techniques for delivering constructive feedback confidently. Eliminating other challenges that are rooted in unwillingness or lack of skills allows me to concentrate my efforts effectively.

Part 1E: Project Statement

My specific communication goal is to learn how to communicate corrective feedback assertively and clearly to my employees during meetings. I intend to focus on my team members in my department, aiming to enhance their understanding of expectations and improve overall team performance. This project will involve practicing specific communication strategies, seeking feedback, and reflecting on progress to develop confidence and skills in delivering effective feedback.

Research Summary and Insights

The scholarly article "Effective Communication Skills in the Workplace" by Johnson (2019) emphasizes that assertive communication is critical in leadership and management. The article highlights that assertiveness involves expressing oneself honestly and respectfully while considering others' perspectives. It also discusses techniques such as using "I" statements, maintaining eye contact, and managing tone of voice, which foster clarity and reduce defensiveness. Understanding these principles is essential for my goal because they provide practical strategies to constructively address performance issues without appearing aggressive or passive.

This source has offered valuable insights into the importance of developing specific communication skills, such as assertiveness training, and adopting a positive, respectful tone when providing feedback. Applying these strategies can help me overcome my hesitation and deliver constructive criticism effectively, promoting better workplace relationships and enhanced team productivity. Additionally, the article underscores the necessity of continual practice and self-awareness, which I plan to incorporate into my development process.

References

• Johnson, L. (2019). Effective communication skills in the workplace. Journal of Business Communication, 56(3), 295-312.
• McLean, S. (2018). Exploring Interpersonal Communication (2nd ed.). Boston, MA: Flatworld.
• Brown, P. (2020). Assertive communication techniques for managers. Leadership Quarterly, 31(2), 102-117.
• Adler, R., Rosenfeld, L. B., & Proctor, R. F. (2018). Interplay: The Process of Interpersonal Communication. Oxford University Press.
• Gamble, T. K., & Gamble, M. (2021). Communication Works. McGraw-Hill Education.
• Hargie, O. (2016). Skilled Interpersonal Communication: Research, Theory and Practice. Routledge.
• Knapp, M. L., & Hall, J. A. (2019). Nonverbal Communication in Human Interaction. Cengage Learning.
• McCornack, S. (2019). Revelation: Exploring Interpersonal Communication. Bedford/St. Martin’s.
• Tannen, D. (2017). You Just Don't Understand: Women and Men in Conversation. Ballantine Books.
• Williams, M. R. (2020). Developing effective feedback skills. Management Communication Quarterly, 34(4), 402-419.