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Managing Communications in an Organisation

Before I went to college, I once worked as an English tutor (an intern) in a private educational company in China. I taught pupils from Grade 1 to Grade 5 and helped them learn English from both textbooks and extracurricular materials. Due to the specific educational situation in China, where most of the students (potentially their parents) pay more attention on their grades than gaining knowledge, I encountered loads of communication obstacles especially with the pupils’ parents who were the actual customers of the company since I was in favour of teaching students how to learn English rather than duck-feeding them to get grades. The following context first presents an analysis of my communication within the educational company through the lens of several intra and inter-personal communication theories and then offers recommendations on being a more effective communicator based on the analysis.

Analysis of the intrapersonal communication
Intrapersonal communication means the communication with one’s self, such as self-talk, recall and memory, and acts of imagination and visualisation (Mclean, 2005). Thus to measure an individual’s intrapersonal communication lies in one’s self and the primary task is to know oneself.

Judge et al. (2001) have proposed a construct called core self-evaluations indicated by its four traits. The first trait is self-esteem which is considered to be the most fundamental factor as it manifests the overall appraisal of oneself and worth in the world as a human (Bono et al., 2003; Stumpp et al., 2003 & Chang et al., 2012 ). Dodgson et al. (1998) suggest that a person with high self-esteem always have optimism in a challenging job and even failure while a person with low self-esteem views a challenge as an undeserved chance or the possibility of failure. When I worked as an English teacher in China, the biggest challenge I was facing is keeping the balance between helping my students with their English grades and taught them to learn a language despite the grades. At the very first beginning, it was really hard for me to convince their parents that the capability of use a language was far more important than doing grammar exercises and the young pupils were actually fed up with the textbook English and English examinations. Nevertheless, after several classes in which I integrated the textbook English and other English practices in one section, the students began to show interest in my class and at the same time their results of their English examination at school improved gradually. So in this case I tended to be a person with high self-esteem. The second trait is generalized self-efficacy – an estimate of one’s capability to successfully perform and cope in a variety of situations (Judge, 2001; Stumpp, 2010; Chang, 2012). Yiu et al. (2012) agree that people with high level of self-efficacy are always confident in their ability to complete a specific task and they will focus on how to succeed with persistency. Although I was a tutor with high self-esteem, I had not much confidence in coping and performing in all sorts situations. For example, my lack of experience in English speaking and knowledge of the history of English-speaking countries made my English lessons less reliable. The third trait of core self-evaluation is internal locus of control—the capability of controlling one’s environment (Bono et al., 2003). With respect to this trait, I found myself not so good at controlling my working environment. For example, a parent of my student once complained about my carelessness that I had not checked her son’s school homework. I got irritated and told the parent that it was not my duty, which made our communication embarrassed. Emotional stability --reflecting a person’s confidence, positive or negative view of the world—comes as the last trait of core self-evaluation (Stumpp, 2003). For me, as a teacher, to be emotionally...
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