Communicative Constitutions of Organizations

Student’s Name
Professor’s Name
Course
Date
Application Logs
Chapter 20- Communicative Constitutions of Organizations
I had a chance to secure an internship in one of the banking organizations in California, United States. In the beginning, I encountered numerous challenges working together with qualified personnel, while I hardly understood my duties in the position. I think one of the significant challenges was failing to understand what I precisely needed to do. Although I had worked as part of a team before, I presumed that the new members were overqualified, which possibly affected my self-esteem. I realized that most of the colleagues had the ethos that I feared I would not match, unlike in the areas I had worked before. However, according to McPhee, I understood self-structuring to understand the need for communication in determining the relationship within an organization (Griffin 248). I was confident that I would exchange ideas with the team members to acquire knowledge and experience.
I understand the imperativeness of flows as circulating fields of messages that constitute an organization. Notably, the top management implemented split groups to ensure that teams could learn from each other. I am glad to have learned that communication is an aspect that brings an organization into existence in-persons a conversation that co-constructs social worlds. I am pleased that membership negotiation continued after the members accepted me into the organization. However, I am determined to all the aspects of being a member of an organization through socialization. Communication constitutes an organization and not something that happens among the members. During my first days at the company, I was very reluctant to raise any point during meetings based on the thought that I was not a member.
Chapter 21- Critical Theory of Communication in an organization
In my opinion and based on the critical theory of communication in an organization, I recognize that interpersonal relationships require frequent negotiation of set expectations and related privacy rules. Just as highlighted by Stanley Deetz, I believe in the importance of reclaiming open negotiations for power. I have encountered several incidents that require my attention to manage the tension between organizations having authority in making all the relevant decisions (Griffin 261). In other instances, I choose to keep points to myself to ensure that teachers enjoy parties’ freedom as dominant in class. I have realized that a classroom setting is one of the most complex spaces of power management. Teachers and students alike ought to manage personal conflicts in communication while enacting their related responsibilities. I have realized that teachers rarely recognize students as authorized co-owners of private information. However, students should learn the importance of managing critical and personal information.
In our class, teachers revealed the key benefits and risks of diverse interests while maintaining their professional boundaries. One of the power imbalances is causing damage to the credibility of teachers and power imbalance. Equally, disclosure of confidential information might interfere with student’s comfort zone. For tha...