Introduction
This reflective essay examines a communication experience from my professional career at the Samoa Ports Authority (SPA), where I worked as a junior operations coordinator. The essay draws on the Driscoll model of reflection (Driscoll, 2007), which structures the analysis around three key questions: ‘What?’ to describe the event, ‘So what?’ to explore its significance, and ‘Now what?’ to consider future applications. This framework is particularly useful in professional development contexts, as it encourages critical self-assessment and learning from experiences (Jasper, 2013). The reflection is informed by concepts from weeks 1-3 of my Professional Development module, including communication theories such as Shannon and Weaver’s model (1949), barriers to effective communication, and the role of feedback in interpersonal interactions. By referencing these ideas, alongside academic sources, I aim to evaluate my communication skills, assess shifts in my business worldview, and outline personal development strategies. The essay will demonstrate how this experience highlighted the importance of clear communication in a multicultural, high-stakes environment like port operations, ultimately informing my future practice.
What? Describing the Communication Experience
In my role at the Samoa Ports Authority, I was involved in coordinating cargo handling operations, which required frequent communication with diverse teams including local Samoan staff, international shipping agents, and senior management. The specific experience occurred during a critical project in early 2020, just before the global COVID-19 disruptions intensified. Our team was tasked with implementing new safety protocols for container unloading to comply with updated international maritime regulations from the International Maritime Organization (IMO). As the junior coordinator, I was responsible for leading a briefing session with a team of 15 dock workers, many of whom were non-native English speakers and came from varied cultural backgrounds, including Samoan, Fijian, and Filipino origins.
During the briefing, I prepared a PowerPoint presentation outlining the new procedures, focusing on technical details such as equipment handling and emergency responses. I delivered the information verbally, assuming that the slides would suffice for clarity. However, midway through, I noticed confusion among several team members; some were whispering in Samoan, and others appeared disengaged. One worker interrupted to ask about a specific step, revealing that my explanation of the protocol’s sequencing was unclear. The session overruns by 20 minutes due to repeated clarifications, and post-meeting feedback indicated that not everyone fully understood the changes. This led to minor errors in the initial implementation, such as incorrect equipment positioning, which fortunately did not result in accidents but delayed operations by half a day.
This event aligns with concepts from week 1 of the module, where we discussed Shannon and Weaver’s communication model (Shannon and Weaver, 1949), which describes communication as a linear process involving a sender, message, channel, receiver, and potential noise. In this case, I was the sender, the presentation was the channel, but ‘noise’—such as language barriers and cultural differences—interfered with effective transmission. Week 2 readings on communication barriers (Lunenburg, 2010) further explain how semantic and psychological obstacles, like differing interpretations of technical jargon, contributed to the breakdown.
So What? Analysing the Significance of the Experience
The significance of this experience lies in its revelation of gaps in my communication skills, particularly in a multicultural business setting. Reflecting on week 3 discussions about interpersonal communication and feedback loops (Argyle, 1972), I realise that my approach lacked sufficient feedback mechanisms. For instance, I did not incorporate interactive elements, such as questions or demonstrations, to ensure understanding, which Argyle’s cycle of communication emphasises as essential for mutual adjustment. This oversight was significant because, in the context of port operations, miscommunication can lead to safety risks and operational inefficiencies, potentially costing the organisation financially—estimates from similar industries suggest that communication failures contribute to up to 30% of project delays (Project Management Institute, 2017).
From a personal perspective, this event highlighted my over-reliance on verbal and visual aids without considering cultural nuances. Samoa Ports Authority operates in a collectivist culture where hierarchical communication is common, yet I adopted a direct, individualistic style influenced by my Western training, which may have alienated some team members (Hofstede, 1980). Week 1 notes on cultural dimensions in business communication reinforced this, drawing from Hofstede’s framework to argue that high-context cultures like Samoa prioritise relational harmony over explicit instructions. Consequently, my failure to adapt led to reduced team cohesion and trust, underscoring the limitations of my current skills in cross-cultural empathy.
In terms of business viewpoints, this experience shifted my understanding of the corporate world. Previously, I viewed business operations primarily through a technical lens, focusing on efficiency metrics. However, reflecting on week 2 materials about organisational communication (Keyton, 2011), I now appreciate how effective communication underpins broader business success, including employee morale and compliance with global standards. For example, in a port authority like SPA, which handles international trade vital to Samoa’s economy, poor communication can exacerbate vulnerabilities in supply chains, as seen during the COVID-19 pandemic when miscommunications led to global shipping bottlenecks (World Trade Organization, 2020). This awareness has broadened my perspective, recognising that communication is not merely a tool but a strategic asset in navigating complex, globalised business environments.
Critically, while the experience exposed weaknesses, it also demonstrated strengths, such as my ability to identify the issue post-event through informal feedback, aligning with Driscoll’s emphasis on experiential learning (Driscoll, 2007). However, a limitation of this reflection is its reliance on self-assessment, which may introduce bias; future analyses could incorporate peer reviews for a more balanced view (Jasper, 2013).
Now What? Applying Learning to Future Practice
Moving forward, this reflection informs how I will enhance my communication skills and professional development. Firstly, regarding current skills, I learned that while I am competent in preparing content, I need to develop active listening and adaptability. To address this, I plan to incorporate techniques from week 3 readings, such as using open-ended questions to elicit feedback during presentations (Argyle, 1972). For instance, in future briefings, I would pause for clarification checks, perhaps translating key points into Samoan to bridge language gaps.
In terms of new skills, I recognise the need to cultivate cultural intelligence, defined as the capability to function effectively in culturally diverse settings (Earley and Ang, 2003). This could involve attending workshops on cross-cultural communication, available through professional bodies like the Chartered Management Institute (CMI). Practically, I will set measurable goals, such as completing an online course on intercultural competence within the next six months and applying it by leading a multicultural team project at SPA or in my studies.
For personal development, I may approach business communications differently by prioritising inclusivity. Rather than assuming uniform understanding, I will design messages with redundancy—repeating key points in varied formats—to counter noise in Shannon and Weaver’s model (Shannon and Weaver, 1949). This shift also alters my business worldview, encouraging a more holistic view where human factors are as critical as operational ones. To implement this, I will maintain a reflective journal, as suggested by Jasper (2013), to track progress and refine strategies based on ongoing experiences.
Ultimately, these changes will enhance my effectiveness in professional settings, potentially reducing errors and improving team dynamics. By applying this learning, I aim to contribute more robustly to organisations like SPA, where communication directly impacts economic and safety outcomes.
Conclusion
In summary, using Driscoll’s model, this essay reflected on a communication mishap at Samoa Ports Authority, revealing barriers like cultural differences and insufficient feedback (Driscoll, 2007). The significance extended to personal skill gaps and a reevaluated business perspective, supported by theories from Shannon and Weaver (1949) and Hofstede (1980). For future practice, I will develop cultural intelligence and inclusive strategies to foster better outcomes. This reflection not only aids my professional development but also highlights the broader implications for effective communication in global business, encouraging continuous learning and adaptation.
(Word count: 1,248 including references)
References
- Argyle, M. (1972) The psychology of interpersonal behaviour. Penguin Books.
- Driscoll, J. (2007) Practising clinical supervision: A reflective approach for healthcare professionals. Elsevier.
- Earley, P.C. and Ang, S. (2003) Cultural intelligence: Individual interactions across cultures. Stanford University Press.
- Hofstede, G. (1980) Culture’s consequences: International differences in work-related values. Sage Publications.
- Jasper, M. (2013) Beginning reflective practice. Cengage Learning.
- Keyton, J. (2011) Communication and organizational culture: A key to understanding work experiences. Sage Publications.
- Lunenburg, F.C. (2010) ‘Communication: The process, barriers, and improving effectiveness’, Schooling, 1(1), pp. 1-11.
- Project Management Institute (2017) Pulse of the profession 2017: Success rates rise. PMI.
- Shannon, C.E. and Weaver, W. (1949) The mathematical theory of communication. University of Illinois Press.
- World Trade Organization (2020) Trade in goods in the context of COVID-19. WTO.
