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Susan Lee

National University of Singapore, Singapore

 

Abstract

Professional communication skills courses are developed with the intention to prepare students for the workplace. To ensure and enhance relevance and workplace readiness, theoretical frameworks on situated learning (Brown et al., 1996), and deliberate design and practice-based learning (Boud, 2016) are consulted in the design of communication courses and workshops. This reflection will share anecdotal observations from a professional communication course and a workplace communication workshop on assertive communication. The focus on assertive communication in the context of workplace interaction is based on the principles of situated learning. The workshop expands on a component from a semester-long professional communication course, and the observations on students’ perceptions about assertiveness are consistent in the course and workshop. This reflection considers the reasons behind students’ perceptions of assertive communication by referencing a recent survey finding on Generation Z (Gen Z)’s predispositions. Through insights gained from the finding and feedback from workshop participants, I plan to incorporate scenarios more relatable to Gen Z’s concerns in my content. These include expanding the range of topics for difficult conversations to include issues like advocacy and work-life balance. Additionally, in-person role-play practices can also be continued on a generative AI platform after a workshop, to provide an alternative for online learning as an extension of classroom engagement.

 

Keywords

Assertive communication, difficult conversations, Gen Z