Reflective Report on Interpersonal Skills COMM2002

Reflective Report on Interpersonal Skills

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The report was compiled to reflect on my interpersonal skills in the 10-minute interview using the DIET reflection method. The interviewee of the 10-minute interview is a lady named Leanne. Her insights and responses were of great value in the analysis and the reflective process. The interview focused on interpersonal communication skills, a key instrument for analysis and the reflective process. During the interview, I asked the interviewee seven questions, four of which I will justify using scholarly literature, as explaining ones action helps significantly with reflection, which is essential for continuous improving as mentioned by Ryan (2015), reflecting on one's learning is one of the most crucial skills for constant learning and improvement (as cited by Alt, Raichel, & Naamati-Schneider, 2022).

Following the interview, I will use the Describe, Interpret, Evaluate, and Plan (DIEP) reflective model to structure my reflection. This model, commonly used by academics and professionals, guides a deeper understanding of the learning process. The DIEP model's four steps, as outlined by the University of Melbourne, University of Charles Sturt, and UMass Boston, are;

• The first step of the DIEP reflective model involves describing the circumstances and situation. This step outlines the objective aspects of the experience or event being reflected upon, including what happened, who was involved, the context, and all relevant facts.
• The second step of the DIEP reflective model involves analysing the experience and identifying new information and insights gained during it. Furthermore, consider how and why the experience or event happened.
• The third step is to evaluate the experience or event and judge its effectiveness and usefulness. You should also connect your observations with your opinion and the value derived from the observation and judgment.
• The fourth and final step is to plan effective action to improve the experience or event quality, including what and how to do things differently. How do insight and judgment improve or influence ones future thoughts, actions, and learning?

Questions Asked

During the interview, I asked the interviewee seven questions that I developed with the help of scholarly literature about interpersonal communication skills: as follows.

1. Hi, Leanne. Thank you for agreeing to this interview. I have explained everything and the confidentiality that goes with this, yes. So, just the few questions I explained to you earlier: Do you perceive a greater presence of consistency or transformation through emotional thoughts or actions as you reflect on your life up to this point? Could you please provide a few samples of it?
2. Thank you for sharing that. Can you recall when these big changes happened and how these values changed you? I do understand that you mentioned when a family member passed away. So, what changed about it regarding, like, how did you feel about the change with that went on that,
3. When it comes to career and friendship, how has that shaped you, and how has that changed for you since you were in high school to the age you are now?
4. Have you observed any shifts in your emotional management or experience as you age, such as emotional stability or change that compares to your younger years?
5. Can you identify any particular skills or knowledge areas which you believe have been developed on the one hand, and then there are other areas in which they have regressed?
6. In your opinion, does culture or society influence our perception of stability and change? In what ways could your culture of embracing all societal norms influence you as you grow older?
7. How do you believe your reflection on past experiences, choices, and personal growth has influenced your perspective on stability and changes in your life?

Justification of Questions

The questions that were justified are the first, second, third, and sixth questions, and the justification for developing those questions is as follows:

Question 1

The first question aimed to initiate a natural flow of conversation, incorporating important information discussed before the interview and weaving it into the discussion. I began the interview by mentioning the discussion about confidentiality details and the questions to be addressed, which is vital for effective interpersonal communication, as noted in Hargie's (2021) book. Furthermore, the question was designed to prompt the interviewee to reflect on their emotional thoughts and actions, examining whether they showed consistency or transformation throughout the development phase.

Question 2:

The second question was crafted with empathy, exploring the reasons behind the interviewee's changes and the circumstances surrounding them. This approach aimed to foster a deeper understanding of the development process and the values that shape an individual. The question was structured to elicit empathy from the interviewee, allowing for verbal feedback and responses that reflected a profound grasp of earlier answers. By starting with an appreciation and incorporating relevant aspects of the previous answer into the inquiry, it sought to promote openness and trust while giving them the feeling of being heard, aligning with the Interpersonal Communication Theory proposed by Yoesoep Edhie Rachmad in 2022 (Rachmad, 2024).

Question 3:

As King and Hoppe (2013) noted in their journal article, effective interpersonal communication, especially in a medical setting, is a crucial skill closely related to the active listening aspect of interpersonal communication, which involves gathering as much information as possible. Consequently, the third question and a few others were posed to collect extensive information about the interviewee. This question was designed to explore further the diverse expectations associated with the physiological development process.

Question 6:

Rochmat et al. (2023) emphasised in their book the importance of considering the opinions of those with whom you communicate. They argued that interpersonal communication is two-way, and everyone's opinion should be equally respected. The sixth question was developed with this emphasis, aiming better to understand the interviewee's perspective on the subject. This approach broadened my self-understanding and highlighted the value I assign to the interviewee's insights.

Reflection of Interpersonal Skills

DIET Reflective Model

The interpersonal skills are reflected based on the Describe, Interpret, Evaluate, and Plan (DIEP) reflective model, designed for academic reflective writing. The model compiles and structures the reflection process. For the reflection process, the following questions have been developed to enhance my understanding of my interpersonal skills and to create an improvement plan;

• Which skills were demonstrated well and which were not? What was easy and what was challenging?
• What is the personal reaction before and after the interview? Influence of beliefs and values?
• What needs to change or be done differently, and what does not?

After reflecting on my interpersonal skills using the questions, I will develop an action plan to enhance my interpersonal skills.

Describe

The communication in this case is an interview regarding physiological development and diversity. The interviewee, Leanne, is a Catholic Christian born and raised in a family with strong familial and religious values, which she has also adopted as her own. This background is significant as it provides a context for understanding her values and their influence on her development. It is crucial for a comprehensive reflection on my interpersonal skills.

I asked questions such as whether she perceived an increased consistency or change in her emotional thoughts and actions and how and why her values had changed. What was it like during high school, and how did growing up influence the career and friendship aspects that shaped the interviewee? Did the interview feel any shift in how she manages her emotions and experiences? The skills that the interviewee developed over time and skills that regressed over time. Asked for the interviewee's opinion on the influence of culture and society on the perception of stability and change and its impact on the interviewee as she grew older. Lastly, I asked the interviewee about the effect of the reflection of their past experiences, choices, and personal growth on her perspective of stability and changes in her life. And close the interview by showing appreciation for the interview.

The flow of conversation began with the interviewee and her family's familial and spiritual beliefs, diverging to how her beliefs had evolved and how, after becoming a mother herself, she understood some of her parents' values and how change comes with maturity. I then diverted the conversation to the influence of friendship and career on shaping her from high school to the present. She responded with a positive impression of her career's impact on her friendships while expressing a negative impression of her school friendships. I then led the conversation by asking about the skills that had been developed and those that had regressed, and she answered that she had improved her ability to stabilise her emotions but had lost patience with the children. After this, I shifted the conversation to the influence of culture and society on the perspective of change and asked for her opinion. Which she answered affirmatively. Her feedback on the impact of the reflections on stability and change in her life was a significant part of the conversation. Then, I end the interview with a thank you.

Interpret

I primarily set the flow of the conversation. The conversation flowed naturally, except for a few instances where I deliberately changed the flow or topic, such as asking if any skills had developed or regressed over the years. The interviewee was given the proper time and was not disturbed while answering. The interviewee could express herself effectively and comfortably during the discussion and felt listened to, as evidenced by her continuous and flowing answers. At the start of the interview, the interviewee seemed nervous and hesitant; however, as the interview progressed, her voice and tone became more relaxed and consistent, which indicated signs of trust, comfort, and effective communication.

Evaluate

Overall, my performance during the interview was satisfactory, except for a few points I noticed while reviewing the audio recording. I think starting engagement was good; however, I realised I had not provided sufficient feedback or response to her answer after the second question. I mostly asked questions, which I understand as a sign of a lack of significant skills. Moreover, sometimes, I forcibly changed the flow of conversation instead of gently shifting the topic. Besides that, I could build trust, actively listen, and adapt the questions with the flow. My reaction did not change; I had always believed that one's values evolve, reflecting the person's increasing real-life experience. I found it easy to flow with the conversation. However, I found it difficult to change the topic without forcing it.

Plan

One of my improvement plans involves attending counselling and training courses regarding interpersonal communication skills. The results from the journal article of Alisah, Oktasari, and Ar (2024) show that counselling has significantly improved all aspects of interpersonal skills: verbal communication, nonverbal communication, empathy and active listening, conflict resolution, and assertiveness among the students. Another study by Bosman, Chaffanjon, and Bellier (2022) demonstrated that the training courses enhanced students' interpersonal communication skills.

One additional strategy I would incorporate is conducting repeated interviews and engaging in other forms of communication to refine my interpersonal skills. As Bruner (2001) concludes in his paper, repetition is essential to any learning process.

Hayes (2002) provides another strategy I could use in his book. It involves observing, modifying, and practicing behaviours suited to different situations and circumstances to improve specific microskills and enhance overall performance.

Lastly, the last strategy I used to improve my interpersonal communication skills is to promote higher-order thinking skills necessary for effective interpersonal communication. I would use RJs, or learning journals or logs, as Moon (2006) called the RJs, the vehicle that drives the reflections.

Reference

Alisah, M. J., Oktasari, R., & Ar, S. (2024, November 29).THE IMPACT OF SOCIAL GUIDANCE ON STUDENTS INTERPERSONAL INTERACTION SKILLS. https://journal.ikipsiliwangi.ac.id/index.php/fokus/article/view/26272

Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher Education Students Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study.Frontiers in Psychology,12. https://doi.org/10.3389/fpsyg.2021.707168

Bosman, L., Chaffanjon, P., & Bellier, A. (2022). Impact of physicianpatient relationship training on medical students interpersonal skills during simulated medical consultations: a cross-sectional study.BMC Medical Education,22(1). https://doi.org/10.1186/s12909-022-031717

Bruner, R. F. (2001). Repetition is the First Principle of All Learning.ResearchGate. https://www.researchgate.net/publication/228318502_Repetition_is_the_First_Principle_of_All_Learning

Hargie, O. (2021).Skilled Interpersonal Communication. https://doi.org/10.4324/9781003182269

Hayes, J. (2002). Interpersonal Skills at Work. InRoutledge eBooks. https://doi.org/10.4324/9780203465783

King, A., & Hoppe, R. B. (2013). Best Practice for Patient-Centered Communication: A Narrative Review.Journal of Graduate Medical Education,5(3), 385393. https://doi.org/10.4300/jgme-d-13-00072.1

Rachmad, Y. E. (2024). Interpersonal Communication Theory.OSF. https://doi.org/10.17605/OSF.IO/5XG6U