Essays on Interpersonal and Group Communication Experiences Essay

Download full paperFile format: .doc, available for editing

The paper "Interpersonal and Group Communication Experiences" is a great example of a business essay.   Group discussion forums and help individuals work through a range of issues while exploring and improving their interpersonal profiles. In this reflective essay, I propose to put theory to practice by reflecting on my interpersonal and group discussion experience regarding the planning of a group presentation project. The group members consisted of individuals from different racial and cultural backgrounds - two Chinese ladies and one Korean lady. At first, we did not know each other and we had difficulties interacting with each.

We, however, had to overcome this difficulty if at all we had to make good of our group work. Before forming the group, none of the group members was sure of what to expect and our interpersonal communication skills were generally modest. On our first meeting, feelings of anxiousness and nervousness came over each of us as we were all unsure where to start or how deep the session would go. It seemed okay for me to ask other members to prioritize what issues we thought were important and think about specific issues that we had to consider.

I worried about talking too often as I felt there were many issues to be discussed. In a way, group work has helped us deepen our interpersonal communication skills. We agreed to meet once a week to share what we have done, check on what we should do to improve and assign new work. This helped us achieve friendship and improve on our interpersonal communication skills. Reflecting back on the progress that we made as to the group, one can say that it was a forum with a lot to offer.

All group members felt that they not only learnt new ways to reach all other members but also new ways to make a group discussion more memorable and enjoyable. Essentially, most of the discussion brought in much of the interpersonal communication skills we had learnt in class and it was only through this that we could understand each other (Silver, Hanson, Strong & Schwartz 2003, p. 33). Most of us in the group lacked self-expressive skills and had to rectify that.

Having learnt a number of important communication skills and strategies, we were able to develop a positive atmosphere that facilitated the discussion. Each one of us in the group could skillfully provide information and opportunities for others to practice and hone their interpersonal skills (Udai 2001, p. 56). As a group, we realized that mastery of concepts was very important as far as our group discussion was concerned because it helped in memorizing important information and skills (Stephens 2001, p. 67). Therefore, group members had to incorporate the understanding model to enable others to explain what they have learnt.

Members had difficulties digging deep into concepts to make sure that there were no misconceptions which could cause problems in the future as others begin to apply their knowledge into more advanced situations. Each group member could explain an aspect of material and also tell how it relates to other concepts. By doing this, we could develop good reasoning skills and understanding of concepts, proofs and patterns of ideas.


Anders, S. L. & Tucker, J. S. (2000). Adult attachment style, interpersonal communication competence, and social support. Personal Relationships, 7, 379–389.

Carver, C. S. Sutton, S. K. & Scheier, M. F. (2000). Action, emotion, and personality: Emerging conceptual integration. Personality and Social Psychology Bulletin, 26, 741– 751.

Collins, N. L. & Read, S. J. (1999). Adult attachment, working models, and relationship quality in dating couples. Journal of Personality and Social Psychology, 58, 644–663.

Fraley, R. C. & Shaver, P. R. (2000). Adult romantic attachment: Theoretical developments, emerging controversies, and unanswered questions. Review of General Psychology, 4, 132–154.

Holmes, J. G. (2002). Interpersonal expectations as the building blocks of social cognition: An interdependence theory analysis. Personal Relationships, 9, 1–26.

Silver, H. F., Hanson, J. R., Strong, R. W. & Schwartz, P. B. (2003). Teaching styles & strategies. Ho-Ho-Kus, NJ: the Thoughtful Education Press.

Stephens P. (2001). Organisational Behaviour. New York: Prentice Hall

Udai, P. (2001). Conflict and Collaboration in Organisations. Oxford: IBH.

Download full paperFile format: .doc, available for editing
Contact Us