The first presentation, on Intercultural Communication, established a basis for understanding the diversity that exists. One of the most striking things was the disconnect between my notion of communication as limited to linguistic transfer, and the recognition that communication can be shaped or influenced by a multitude of factors; including one's cultural identity, gender, socioeconomic status, generation, and even our perception of time. For example, when we looked at high-context and low-context cultures, it was great to be able to see and explain a continuum of communication styles, from indirect to direct. This new knowledge reminded me to be aware of how I express myself and how I interpret others.
The idea of cultural humility is what resonated most with me in that presentation: understanding that we all have different experiences and perspectives, and that respect in communication means being willing to learn together. I especially appreciated the discussions about individualistic cultures (such as the U.S.) and collectivist cultures (such as many Latin American and Asian societies). Since many of us are from different backgrounds (even within the classroom), these models help to avoid miscommunication and shape better collaboration.
In the second presentation, Communicating in Groups, we examined all of the groups we are a part of and how the groups work. I appreciated the way we discussed family, workplace, social, and support groups, and how each type of group operates differently and has different communication practices. For example, we discussed family communication patterns (protective, pluralistic, laissez-faire) and this had me thinking about how my upbringing influences how I engage in group work. What resonated with me the most was the groups go through different stages of development: forming, storming, norming, performing, and adjourning. This helped me realize that it is typical for groups to have tensions or confusion in the early meetings, and if the conflict is managed effectively, it could lead to better collaboration later on.
Now leads to our own group presentation, Leadership and Problem Solving, which I feel has been the most significant experience to date. Although the semester has just begun, I feel as though working with my classmates on this project, we were able to apply many of the theories we had only begun to learn. We did not just learn about leadership, we practiced it. From making decisions on whose side was who's, to decide who was going to speak on which slide, this team needed to display effective communication, resolve minor disagreements, and stay on top of the project deadline.
Completing our presentation led me to learn that leadership is not about one person leading everyone, leadership is a process that we do together. All of us offered different traits. Some acted as “task leaders” who paid attention to work completion, and other members joined as team-building leaders or clarity leaders. Actually, we did not plan for this to work; we simply slipped into our own leadership roles through time. We developed into givers, seekers, analyzers, supporters, and gatekeepers, and these roles kept us in balance or productivity.
We also discussed different leadership styles, such as autocratic, democratic, laissez-faire, transformational, and servant leadership. I thought this section was interesting because we were able to identify aspects of leadership in our own actions. Some members preferred to take the lead and delegate work out to other members (transformational), while some depended on members to voice their suggestions and opinions before making decisions themselves (democratic). I think I tended to lean toward a servant leadership style, I liked to check in with members and make sure everyone was comfortable speaking out and taking on the role they wanted.
One of the most useful components of our presentation was the Systematic Problem Solving Process. This was even though it was a topic we investigated for the class, we actually followed the process as we were working. We began by stating "the problem" (how to provide a clear explanation of leadership) analyzed our strengths and then gathered information, generated ideas, and lastly assessed and finalized our slides. It was nice to see this type of structured process make the group work easier. I know I will utilize this in my next assignment.
This experience also highlighted the importance of preparation and communication. We had to schedule a meeting with a time that worked for all, agree on how we would divide the slides, and be prepared to speak confidently as a group in class. I think we worked well as a team. We respected one another's opinions, shared responsibility fairly, and encouraged each other's participation. I think if we had more time, another group rehearsal would have polished some of the transitions between speakers, but overall I think we worked great as a team.
To sum up, after only our fourth class I feel that I am learning practical skills that I can apply in school and beyond. The presentations helped me to learn about the role of culture in communication, the dynamics that contribute to making a group successful, and lastly, the leadership techniques that allow a group to continue moving forward. Working on the leadership project allowed me to grow not only as a student but also as a peer and developing leader. I look forward to learning more about this as the course moves forward and am assured the skills we are developing now will continue to meet me as we progress through the semester and for my future career.
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