Communication Self Analysis and Professional Development Plan

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Listening is a considerable strength. The Myers-Briggs Indicator of ISFJ indicates the traits of being considerate, concerned with how others feel, and notices and remember specifics about people who are important. These definitely fit my repertoire. Additionally, according to the results of the Communications Test, I am “fairly adept at interpreting others people’s words and actions and seeing things from their perspective”.

Nonverbal skills balance each other out. There are strong ones and weak ones. Maintaining eye contact during direct communication is a weakness. As soon as I realize that all attention is centered on me, the nervousness sets in, and I divert my eyes from the source of discomfort. Using gestures is strength.

Narrative Results

At my request, the principal completed a questionnaire (Appendix 1). His results indicate that written and verbal communications are strengths. Words used to describe skills were “at ease”, “sensitive to needs of others”, and “clear and effective”. It was noted that good eye contact, smiles, and nodding of the head are often used.

Also, at my request, a veteran 3rd grade teacher completed the questionnaire. Her comments indicated the communication skills are good, with appropriate feedback. She noted that in a large crowd it would be beneficial to increase the volume of my voice. Also, that interruption of others is seldom, and written communications are clear, consistent, and beneficial. Nonverbal skills listed were facial expressions of approval, disapproval, and confusion.

Cultural Background and Experiences

Growing up with a low socioeconomic background and in a high poverty area had a great impact on communication abilities. While reading and writing was highly emphasized throughout school, oral speaking was almost nonexistent. Thus, oral speaking was never learned as a skill, and college life was difficult. The pressure of not being able to ‘speak correctly’ was embarrassing and eventually led a slight fear of public speaking. This fear inhibited the amount of intelligent thoughts that were able to be produced and communicated. Although the information was stored in the brain, it was difficult transmitting it into sound. The next year, I came back home and decided to pursue my education through Tele-TechNet courses, something that was less obtrusive.

Due to the illiteracy rate in the county, the schools ensured that books were consistently available to all students. I took advantage of that opportunity, and books became my saving grace. I believe that reading triggered my love for writing.

Aspirant Position

My ultimate goal is to be a Director of Special Education, which requires speaking at many venues, including Advisory Boards, School Boards, court settings, and whenever the need arises. The “whenever the need arises” is the part that I am not comfortable with. I need time to formulate my thoughts before speaking.

Writing and discoursive communication skills are a benefit for this career choice. Although most Directors have secretaries for the majority of written communications, he/she still has to be proficient in this skill. Directors of Special Education have to submit annual plans and other important documents to the State Department of Education. Therefore, writing is essential.

Christian Principles

I truly believe in the Biblical principle of “let everything be done in decency and in order” (NKJV, 1 Corinthians 14:40) and “in all things showing yourself to be a pattern of good works” (NKJV, Titus 2:7). These principles help direct emotional situations in everyday life. I will often fall silent when people say things that don’t agree with my Spirit. I know that if I speak at that moment, the words may not be ones that edify. By waiting, I have time to evaluate the situation, and pray about it, and speak in decency and order. Writing allows me the opportunity to refine my speech in accordance with the Bible “Let your speech always be with grace, seasoned with salt, that you may know how you ought to answer each one” (NKJV, Colossians 4:6).

Professional Development Plan

Source of Data

Findings from the Data

Improvement Activity

Desired Outcome

Willingness to Communicate Scale and Individual Analysis

Moderate fear of public speaking

- Practice visualizing self in public speaking venues

- Engage in planned sessions of public speaking

a. increased perception of ability to speak in public

b. increased skills and preparation for unannounced speaking venues

Questionnaire response from colleague and Individual Analysis

Low tone of voice when speaking in large groups

- Engage in voice training activities

- Develop cues to monitor voice level when speaking

- Monitor listeners’ expression when speaking

- Engage a third party observer to assess oral speaking skills in large group sessions

- Increased knowledge of range of voice application

- Increased perception of voice level

- Develop sensitivity to listeners’ level of understanding

- Secure feedback on listeners’ ability to hear and

Individual Analysis

Inability to maintain eye contact

- engage a partner to practice maintaining contact

- develop mental cues to focus contact during conversations

- improved confidence in maintaining contact

- increased

References

Communications Test. Available from http://www.queendom.com/queendom_tests/transfer

Optimal Thinking. (2008).