Emotional Intelligence & Interpersonal Communication
COMM 121 coursework ongoing · Reflection method in development
Connecting interpersonal communication study with experience serving hotel guests and rideshare passengers.
Experience and learning
My background includes working at a hotel front desk and providing customer service while driving independently for Uber and Lyft. Those roles brought me into contact with many people and required me to communicate professionally.
I am currently studying interpersonal communication in COMM 121. The course provides concepts for examining those experiences, recognizing my own reactions and assumptions, and developing more thoughtful responses.
Within my Warrior Scholar approach, emotional intelligence means practicing self-awareness, listening, perspective-taking, and respectful conduct. This project uses reflection and examples rather than claiming a standardized EQ score.
Six foundations from COMM 121
The course syllabus identifies the following learning goals. Coursework is ongoing; listing an outcome does not mean I have demonstrated mastery of it.
Course outcomes, paraphrased from the supplied Fall 2026 COMM 121 syllabus
Foundation
Application to examine
Evidence to develop
Communication theories and models
Use a concept to explain an interaction
A reasoned analysis that connects the concept with the situation
Verbal and nonverbal messages
Notice words, tone, expressions, and other contextual signals
An explanation of how a message was expressed and interpreted
Emotions in relationships
Recognize emotional responses without assuming another person’s internal state
A reflection on my reaction and choice of response
Listening styles
Adapt listening and responses to the other person’s message
Examples of clarification, paraphrasing, or checking understanding
Conflict management
Consider appropriate ways to respond to disagreement
A rationale for the response and what could be improved
Self-concept, perception, and diverse perspectives
Examine assumptions and respect different viewpoints
A reflection separating observation from interpretation
Customer-service experience as a starting point
Hotel front-desk and rideshare work provide contexts for examining clear explanations, listening, expectations, professional boundaries, and responses to concerns. Specific examples will be added when I can describe the situation, my actions, and the available feedback accurately.
These roles are customer-service experience. They are not presented as consulting engagements, client testimonials, or proof of every course competency.
Win/Win interpersonal leadership
I am studying Win/Win leadership as a way to pursue my goals while respecting another person’s needs and interests. Drawing on Stephen R. Covey’s Think Win/Win framework in The 7 Habits of Highly Effective People, I connect character and trust with clear agreements, supportive systems, and cooperative problem-solving.
Integrity: Keep commitments and take responsibility for mistakes.
Courage and consideration: Express my needs and boundaries clearly while listening to understand.
Abundance: Look for shared opportunities while recognizing real limits.
Trust: Act honestly and address issues respectfully.
Clear agreements: Define desired results, guidelines, resources, accountability, and consequences.
Mutual benefit: Explore options that respect everyone involved. Where appropriate, choose no deal if a fair agreement cannot be reached.
In laboratory projects, I aim to recognize both individual responsibility and contributions to shared results. Expectations and review methods should support cooperation.
Reflection and quarterly review
Did I express my needs clearly, listen to understand, keep my commitments, and seek an outcome that respected everyone involved?
Each week, identify one interaction that went well, one improvement, and one action to practice. At my quarterly review, use concrete examples to assess consistency and choose the next development goal. Personal interaction records remain private.
Spiritual practice gives me another setting in which to practice keeping commitments. I connect that intention with reliability, patience, and responsibility in relationships.
Situation → course concept → response → observed outcome or feedback → reflection → next action.
Situation: What happened? Describe relevant facts without identifying the other person.
Concept: Which studied idea helps explain the interaction?
Response: What did I actually say or do?
Outcome: What did I observe or hear? Leave unknown information open.
Reflection: Which assumptions, emotions, or communication choices should I examine?
Next action: What will I practice or clarify next time?
This is a proposed record structure. It is not a completed assessment or a record of specific customer interactions.
A fictional practice example
A passenger says a pickup instruction was unclear. I ask which part caused confusion, paraphrase the concern, and explain the next step in plain language. The reflection would examine listening and message clarity.
This is an illustrative scenario, not a reported incident. A successful outcome would need evidence; I would not assume the passenger felt understood simply because I gave an explanation.
Review and progress
Review whether an entry identifies facts, applies a studied concept, records feedback honestly, and produces a specific next action. Track practice and revisions without turning another person’s reaction into a rating of their character.
My service background and current course provide the foundation. A formal EQ reflection register and documented example set are next development steps. Course completion and a final grade have not been claimed.
Connection to consulting
Understanding a need, clarifying expectations, explaining a process, receiving feedback, and handling misunderstandings are relevant to helping others use a business system. This project develops a way to reflect on those skills alongside the technical tools I build.
Future portfolio examples will describe the task, my contribution, and evidence of the result. Personal details and customer records remain private.
Source and project context
Course foundation: the learning outcomes visible in the Fall 2026 COMM 121 Interpersonal Communication syllabus supplied for this project. Outcomes are paraphrased for this page; the full syllabus, instructor details, assignments, and private coursework are not published.
Project note: October 17, 2026. This page documents ongoing learning and experience, not a clinical assessment, verified EQ score, or completed academic credential.
Warrior Scholar: Whole-Person Development
Connect PQ, IQ, EQ, and SQ through a quarterly review of goals, practice, evidence, reflection, and next steps.
