Self assessment is crucial for understanding the skills and competencies of an individual, which are required for interpersonal communication within professional or personal field. Thus, to assess my communication skills, I need to assess the presence of these skills through various communication skill assessment tools. For instance, the first one that I am going to discuss is Johari Window (Erozkan, 2013). This assessment tool includes four square grids, i.e. four quadrants for representing and understanding personal information about any person. In this context, I have done the assessment for myself. These four quadrant consist of open area, that tells about knowledge about myself, blind area, telling about the unknown facts about myself, hidden or avoided area, my traits that are not known by others and the unknown areas, representing the areas, which neither I known, nor other know. From this tool, I have revealed that I have knowledge about my positive skills, like openness, hardworking, respectful, active, accepting, challenging, independent, friendly, organized and self assertive. In second quadrant, I discovered that several traits were not known to me. For instance, From my colleague’s and friend’s feedback, I got to know that I have a bold attitude, in addition to my other traits including introvert, sentimental and lack of patience (Subramaniam, & Harun, 2013). In the third quadrant, I revealed that I am self conscious and observant and like to deal with critical challenging tasks. In the fourth quadrant, it was revealed that I have lack of confidence, trustworthy and spontaneous.
Another communication assessment tool that has been used by me is ‘communication style questionnaire’ assessment tool, which helps to identify individual’s communication style. There are four types of communication styles identified by the theorist in this context, i.e. activist, reflector, theorist and pragmatist. Assessing my own skills and activities, I have revealed that my communication style is ‘activist’ (Liu et al., 2016). I scored 21 as an activist. It is because, as I have demonstrated in the previous test that I am open minded and spontaneous in nature. In addition, I like to take initiative in critical tasks; I am hardworking, active and self assertive. All of these traits are indicating that I am an activist. An activist like to involve them entirely into new experience, without biasness, are open-minded, act first and then consider consequences and tend to thrive for challenge taking. Therefore, this activist style is perfect for my communication style.
The third tool that I have used for assessing my skills is the ‘assertive questionnaire’. There are four categories of assertiveness trait for individual, which included passive, aggressive, manipulation and harmonious assertiveness. Appearing on this 20 questions test, I revealed that I have assertive skills, as I have shown positive communication skills; however, I also revealed that I have less patient and bold attitude, which also increased the score for aggressive attitude (Grace, 2014). Thus, it can be interpreted that I need to bold attitude and should learn how to keep more patience.
The next tool that I have gone through for assessing my communication skills is “IABC communication skill assessment tool”. This tool focuses upon holistic assessment of communication skills required for interpersonal communication. In this context, initially, I revealed that I consist of intermediate skill level. The personal skill test indicated that I am self-directive, sensitive, coordinative and can have creative thinking skill. In case of written communication, I also represented effective score through appropriate understanding of writing style, grammar, punctuation and editing. I score high in problem solving but low in consultation and discussion, as I have less patience. In client relationship management I scored low, as I have inappropriate listening skill, as a consequence of my low patience level. Moreover, my verbal and linguistic skills are also low, which also lowered my score for customer relationship. Risk assessment skills are appropriate for me (Gelfman et al., 2014). I also scored low in time management, showing the need for improvement. Moderate score was revealed in competitive environment, business process, planning, and organizational knowledge.
The last tool that I have used is “Optimal thinking interpersonal communication skill assessment quiz”, for optimizing my overall interpersonal communication skills. Here, I got the result that I have more that average positive communication skills, but I lack optimizing my communications with others, as I am introvert, according to the first communication assessment tool discussed here. However, optimal thinking empowers a person to maximize, not just to improve the communication, ultimately helps to gain best result (Shokri et al., 2014). Thus, it can be interpreted that I should optimize my communication and ideas with others.
From the above five communication skill tests, I have revealed that my communication skill and communication styles are appropriate, along with the assertiveness and overall perception. However, two key issues that I have identified in my communication skills are the less patience, which is due to poor listening skills and language inefficiency. In this context, I revealed that I have poor listening skills, which I have also identified before, in some of my personal incidences, where people have suggested me to improve my patience. Less patience is promoting my negative communication skills, while interacting with other employees or customers (Tarmizi, 2014). Moreover, I have poor knowledge regarding the other knowledge instead of English, which is a hindrance for me in the diversified culture of my organization. Therefore, I also need to improve linguistic skills in order to improve my overall communication skills.
Last month I have experienced a professional communication issue, while dealing with a non-English client. As I have a poor knowledge of other languages, I have to take assistance from the interpreters in the organization. However, due to some organizational issues, the interpreter was not present at that time, so I had to wait for her, but the client was disappointed with the service. The incident significantly reduced my self-esteem in the organization. Moreover, the incidence significantly affected the organizational image as well as my position at my office. Thus, I have understood that I need to improve this potential flaw in my communication skill.
Another incidence that I have faced during professional communication is when I was communicating with my team regarding an important business project. Initially I proposed my views, but as it was a team project, the other members also started to share their views in the discussion. At that time, as I discovered some flaws in those views, I interrupted them more than one time. Although I was correct, my communication style was not professional, I should have patience. My colleagues pointed that I have poor listening skill and have less patience, which again demotivated me significantly and hampered the maximum success of the teamwork. Thus, I should provide significantly effort to improve those skills.
From the diagnosis and reflection, various issues are found. However, the literature review focuses on the two key issues. The key issues are lack of patience and the language barrier. According to McQuail and Windahl (2015), the language barrier can hamper the progress of the business. In a business, the employers belong to other language and ethnic group and the employees belong to the other language and ethnic group, it will create problem. As a result, the production of the organization will be hampered (Gelfman et al., 2014). This will hamper the reputation of the organization as well. For example, if the employer belongs to Australia and employees come from India, there will be a huge gap in understanding. Another problem due to the language barrier can affect the customer and employer relationship. The employees need to listen the requirements of the customers carefully before performing any action. Hence, it is necessary to reduce the communication gap in between the employees and employers as well as in between the employees. In such circumstances, Arnold and Boggs (2015) mentioned that in case of the development of the organization, the relation in between the employees plays the significant role for the teamwork. Another key issue of the communication in case of business is the lack of patience.
It is very necessary to have the patience that will help to develop the communication skill. Farsad et al., (2014) mentioned that the employees need to have the patience that helps to develop the active listening skill. The importance of having patience will help the employees to develop the listening skill. When the listening skill of the employees will develop, it will be easier to develop the communication skills and the relationship with others such as with others employees and the employers. In such context, the employees need to modify their behaviors by effective communication models and skills (Cadeñanes & Arrieta, 2014). They need training to develop the communication skill. Moreover, they need to avoid the use of jargons and develop the appropriate body language for the effective communication. They need to know about the different types of communication skills such as verbal communication, non- verbal communication. They can practice medication to develop their patience, which will help them to develop the active listening skill (Vl?du?escu, 2014). The models of the effective communication to develop the communication skills are discussed below:
Constructionist model: According to Jackson (2014), the communication is the rival to over encompass the usage of the CBS model. CBS model is pursued to the further transmission model. According to the CBS model, the communication process needs clarity, sincerity and the brevity. This is the only purpose for prosing discourse. The rhetoric analysis leads people to the necessary questions about the prose style (Vermylen et al., 2017). The process constructs and deconstructs the meaning of the deserved analysis. The socio- cultural behavior development is necessary for the effective and efficient communication. The approaches of the model help the employees to develop their professional skills to develop the performance level. Therefore, it is necessary to understand the theory of the model in appropriate manner so that the people, who are lack of communication skill, can develop their skills and adjust with the organizational culture (McQuail & Windahl, 2015). It will be easier to develop the communication skills and the relationship with others such as with others employees and the employers. In such context, the employees will get help from the constructionist model to modify their behaviors by effective communication models and skills. It is also required for improving the language related skills (Gillis, Morris & Ridgway, 2014).
Communication Theory Framework: This theory helps to examine the mechanistic, psychological, social, systemic, and critical construction of the communication (Farsad et al., 2014). This model will help to modify the behavior and improve the communication skills. The model helps to identify the gaps of communication skill of the employees to develop those areas of gaps. The theory pointed that the people have poor listening skill and have less patience, which again demotivated them significantly and hampered the maximum success of the teamwork. Thus, one should provide significantly effort to improve those skills. They need training to develop the communication skill. Moreover, they need to avoid the use of jargons and develop the appropriate body language for the effective communication (Arnold & Boggs, 2015). Risk assessment skills are appropriate for the employees. The employees need to score strong marks in time management, showing that will help in improvement. Moderate score was revealed in competitive environment, business process, planning, and organizational knowledge (Gillis, Morris & Ridgway, 2014). To improve patience and listening skills, employees need to undergo professional development courses.
The constitutive Meta model: This model helps to show the communication as the practical art of discourse. Moreover, the model helps to develop the sign language. West and Turner (2013) stated that the model helps to develop the experience of people, which will influence positively the communication skill of the people. This model helps to make a flow in the communication in between the people. Moreover, the model helps to develop the interaction of the individuals. The constitutive Meta model helps to develop the socio psychological skills of the people. The socio- cultural behavior development is necessary for the effective and efficient communication. The approaches of the model help the employees to develop their professional skills to develop the performance level. The model helps to overcome the challenges of the language barrier and develop the patience skills (Murrant et al., 2015). The model describes the communicative behavior of the employees in the professional area. This helps to develop the organizational skills of the employee. Therefore, it is necessary to understand the theory of the model in appropriate manner so that the people, who are lack of communication skill, can develop their skills and adjust with the organizational culture (Shokri et al., 2014).
After identifying the key issues in my professional communication, I need to develop a potential action plan, to make the changes in my skills through a systematic way. The two key issues that have been identified are lack of linguistic diversity and lack of patience, developing poor listening skills. The following action plans are developed for specific improvement in communication skills.
Goal 1: Increasing linguistic diversity
|
Activity |
Description |
Time |
|
Specific short courses |
The University of Adelaide provides the opportunity for continuous professional development courses that include language learning courses, which could help me to build up linguistic skills, making me able to communicate with non-English employees and clients (Cadeñanesm & Arrieta, 2014) |
The course would take approximately 6 months |
|
Advanced post graduate communication course at CQU |
It is also required for improving the language related skills. There are several options for me to undertake postgraduate courses for language development. For instance, UNIVERSITY OF SOUTHERN QUEENSLAND (USQ), CQU and the university of QUEENSLAND also provide the opportunities for courses of Masters inn Applied Linguistic, which would significantly help me to improve the linguistic barrier (McQuail & Windahl, 2015) |
The course will take 2 years |
|
Reading plan |
I would also need to improve my own knowledge regarding the professional communication skills through advanced reading, searching books, journals, online blogs and the taking suggestion from my seniors |
It would take approximately 6 months |
Goal 2: Increasing patience and improving listening skills
|
Activity |
Description |
Time |
|
Specific short courses |
To improve patience and listening skills, I need to undergo professional development courses. For instance, in University of Sydney professional development courses are provided, which I would undertake |
approximately 6 months would be needed for the completion of this course |
|
Advanced post graduate communication course at CQU |
CQU is a centre of professional development, where I would attend short courses and workshop for understanding and adopting strategies to improve my listening skills (Gillis, Morris & Ridgway, 2014) |
The course will take 2 years |
|
Adopting skills in personal life |
I would apply the skills and strategies that I have adapted through the courses to my personal life, while communicating with friends and family. I would also engage more in teamwork to assess the improvement in skills |
It would take approximately 6 months |
Reference List
Arnold, E. C., & Boggs, K. U. (2015). Interpersonal relationships: Professional communication skills for nurses. Elsevier Health Sciences.
Cadeñanes, J., & Arrieta, M. A. G. (2014, June). Augmented Reality: An Observational Study Considering the MuCy Model to Develop Communication Skills on Deaf Children. In International Conference on Hybrid Artificial Intelligence Systems (pp. 233-240). Springer International Publishing.
Erozkan, A. (2013). The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy. Educational Sciences: Theory and Practice, 13(2), 739-745.
Farsad, N., Kim, N. R., Eckford, A. W., & Chae, C. B. (2014). Channel and noise models for nonlinear molecular communication systems. IEEE Journal on Selected Areas in Communications, 32(12), 2392-2401.
Gelfman, L. P., Lindenberger, E., Fernandez, H., Goldberg, G. R., Lim, B. B., Litrivis, E., … & Kelley, A. S. (2014). The effectiveness of the Geritalk communication skills course: a real-time assessment of skill acquisition and deliberate practice. Journal of pain and symptom management, 48(4), 738-744.
Gillis, A. E., Morris, M. C., & Ridgway, P. F. (2014). Communication skills assessment in the final postgraduate years to established practice: a systematic review. Postgraduate medical journal, postgradmedj-2014.
Grace, J. (2014). Sensory stories: literature for service users: Joanna Grace explains how she set up a project to improve communication skills among people with profound and multiple learning disabilities. Learning Disability Practice, 17(1), 36-38.
Jackson, D. (2014). Business graduate performance in oral communication skills and strategies for improvement. The International Journal of Management Education, 12(1), 22-34.
Liu, C., Lim, R. L., McCabe, K. L., Taylor, S., & Calvo, R. A. (2016). A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study. Journal of Medical Internet Research, 18(9).
McQuail, D., & Windahl, S. (2015). Communication models for the study of mass communications. Routledge.
Murrant, C. L., Dyck, D. J., Kirkland, J. B., Newton, G. S., Ritchie, K. L., Tishinsky, J. M., … & Richardson, N. S. (2015). A Large, First-Year, Introductory, Multi-Sectional Biological Concepts of Health Course Designed to Develop Skills and Enhance Deeper Learning. The Canadian Journal of Higher Education, 45(4), 42.
Shokri, N. M., Lin, E. Y. E., Radzi, H. M., Mokhtar, R., Ghazali, F., Muslimen, M. A., & Tarmizi, M. A. A. (2014). Communication skills: A-must-have skills for today’s leaders. In Proceedings of the 2nd Conference on Innovative Trends in Multidisciplinary Academic Research.
Subramaniam, G. K. J., & Harun, R. N. S. R. (2013). The ability of the polytechnics marketing student in using good English oral communication skills during industrial training. English for Specific Purposes World, 14, 39.
Vermylen, J., Wood, G., Wayne, D., & McGaghie, W. (2017). Raising the Bar: Applying a Mastery Learning Approach to Communication Skills Training. Journal of Pain and Symptom Management, 53(2), 388-389.
Vl?du?escu, ?. (2014). Uncertainty Communication Status. International Letters of Social and Humanistic Sciences, (21), 100-106.
West, R., & Turner, L. H. (2013). Introducing Communication Theory: Analysis and Application (2013 Ed.).
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