- 08 Mar, 2021
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APPROACHING COMPETENCE
PROFESSIONAL COMMUNICATION AND LEADERSHIP IN HEALTHCARE — C820
PRFA — QVP1
TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
COMPETENCIES
INTRODUCTION
REQUIREMENTS
RUBRIC
COMPETENCIES
1013.1.1 : Self-Discovery and Mindfulness
The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness.
1013.1.2 : Working Styles and Leadership Skills
The graduate demonstrates the ability to apply the concept of working styles to leadership skills.
1013.1.3 : Effective Communication
The graduate demonstrates appropriate patterns of effective communication.
1013.1.4 : Communicating in a Community of Peers
The graduate identifies and applies appropriate communication strategies to develop a supportive community of peers.
INTRODUCTION
At the end of the Leadership and Communication course, you will write a four-part reflection paper. This paper will help you focus on your experience and insights from the course. This includes what you have experienced about your working style; how you work with others; insights you have gained regarding conversations and interactions you have with friends, family, coworkers, and others; and strategies you will use to improve your chances for success.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Reflect on your experience in the Leadership and Communication course by doing the following:
1. Provide a brief overview of your understanding of your Energy Graph from the Learning Report, including two personal strengths and two personal challenges that relate to your working style.
Note: Consider discussing your intensity level (Extreme, Effortless, Deliberate, Stress) in your main dynamics—Explore, Excite, Examine, and Execute—and how they relate to your strengths and challenges.
2. Describe your experience(s) of conversations as they relate to the laws of conversation and the four levels of the conversation meter.
3. Discuss your strategies for being a successful student, including how you will incorporate your strengths and address your challenges.
4. Reflect on your overall experience in the course and how it applies to two of the following: academic activities, professional career, or personal life.
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1. WORKING STYLE:
NOT EVIDENT
A discussion of 2 personal strengths and 2 personal challenges is not provided.
APPROACHING COMPETENCE
The response includes an impractical or poorly detailed overview of the candidate’s understanding of the Energy Graph, or the response is missing or provides unclear descriptions of 2 personal strengths and 2 personal challenges that relate to the candidate’s working style.
COMPETENT
The response includes a brief overview of the candidate’s understanding of the Energy Graph, including a description of 2 personal strengths and 2 personal challenges as they relate to the candidate’s working style.
A2. COMMUNICATION:
NOT EVIDENT
A description of the candidate’s experiences as they relate to the laws of conversation and the four levels of the conversation meter is not provided.
APPROACHING COMPETENCE
The description of the candidate’s experience(s) is missing a connection or includes an unclear connection to the laws of conversation and the four levels of the conversation meter.
COMPETENT
The description of the candidate’s conversation experience(s) demonstrates a thoughtful, reflective, and detailed connection to the laws of conversation and the four levels of the conversation meter.
A3. STRATEGIES:
NOT EVIDENT
A discussion of the strategies for being a successful student is not provided.
APPROACHING COMPETENCE
The discussion includes unfeasible strategies for being a successful student, or the discussion includes a missing or unclear understanding of how to incorporate personal strengths and address challenges to support success.
COMPETENT
The discussion includes feasible, applicable strategies for being a successful student. The discussion includes a thorough understanding of how to incorporate personal strengths and address challenges to support success.
A4. REFLECTION:
NOT EVIDENT
A reflection of the candidate’s overall experience in the course or how the candidate’s experience applies to academic activities, professional career, or personal life is not provided.
APPROACHING COMPETENCE
The reflection on the candidate’s overall experience in the course does not identify how specific course concepts apply to 2 of the following: academic activities, professional career, or personal life.
COMPETENT
The reflection on the candidate’s overall experience in the course is thoughtful, insightful, and identifies how specific course concepts apply to 2 of the following: academic activities, professional career, and personal life.
B. SOURCES:
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
C. PROFESSIONAL COMMUNICATION:
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
27 Aug 2020 14:23
27 Aug 2020 14:10
Ask for Help Print
QVP1 — QVP TASK 2: CONVERSATION RECAP
PROFESSIONAL COMMUNICATION AND LEADERSHIP IN HEALTHCARE — C820
PRFA — QVP1
TASK OVERVIEWSUBMISSIONSEVALUATION REPORT
COMPETENCIES
INTRODUCTION
REQUIREMENTS
RUBRIC
COMPETENCIES
1013.1.1 : Self-Discovery and Mindfulness
The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness.
1013.1.3 : Effective Communication
The graduate demonstrates appropriate patterns of effective communication.
INTRODUCTION
Ask for Help Print
QVP1 — QVP TASK 2: CONVERSATION RECAP
PROFESSIONAL COMMUNICATION AND LEADERSHIP IN HEA
MY WGULTHCARE — C820
PRFA — QVP1
TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
COMPETENCIES
INTRODUCTION
REQUIREMENTS
RUBRIC
COMPETENCIES
1013.1.1 : Self-Discovery and Mindfulness
The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness.
1013.1.3 : Effective Communication
The graduate demonstrates appropriate patterns of effective communication.
INTRODUCTION
Communication requires both parties to make choices. These choices determine if the conversation will create value or create waste. These choices mostly consist of recognizing when a bioreaction occurs, how it impacts listening, and being aware of listening differently.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Select a conversation where you had a disagreement that had an impact on you and triggered a bioreaction. The conversation could have been a long time ago or recently.
A. Explain what happened during the disagreement by answering the following questions:
• Describe the situation that led to the conversation.
• When did you realize that there was a disagreement during the conversation?
• Describe a bioreaction(s) that was experienced during the disagreement.
• How did the conversation end?
B. Analyze the conversation by answering the following questions:
• Using the four levels of the conversation meter, what level were you listening at, and what level was the other person listening at?
• Give examples of two factors that describe how you and they were listening in at these levels in the conversation meter: feelings, behaviors, language, or tone.
• What were your points of alignment or disagreement?
C. Reflect on how the conversation encouraged you to listen differently by answering the following questions:
• How could you have listened differently moving up the conversation meter, and what effect would that have had on the disagreement?
• How could you incorporate listening for needs, purpose, or concern to create value in the conversation (including describing what that would look like)?
• What have you learned about accuracy and authenticity that could be used to improve the conversation?
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A. DESCRIPTION OF CONVERSATION:
NOT EVIDENT
An explanation of what happened during the disagreement is not provided.
APPROACHING COMPETENCE
The explanation is missing or unclear details of what occurred during the disagreement. Or the description of the situation or bioreaction(s) is unclear or includes minimal details of when the disagreement occurred. Or the explanation is missing the conclusion of the conversation.
COMPETENT
The explanation includes contextual details of what occurred during the disagreement, including a clear description of the situation and bioreaction(s) experienced, the realization that there was disagreement, and the conclusion of the conversation.
B. ANALYSIS OF CONVERSATION:
NOT EVIDENT
An analysis of the conversation is not provided.
APPROACHING COMPETENCE
An analysis of the conversation includes an unclear description of the listening levels of both parties, or it does not reference the four levels of conversation meter. Examples of specific behaviors, language, and tone are poorly detailed or insufficiently support the listening levels identified for either parties; or the analysis includes an unspecific or missing discussion of point(s) of alignment or disagreement.
COMPETENT
The analysis of the conversation includes a description of the listening levels of both parties, according to the four levels of conversation meter. Examples of specific feelings, behaviors, language, or tone are well detailed and support the level of listening identified for both parties. The analysis also includes an appropriate discussion of point(s) of alignment or disagreement.
C. IMPACT OF CONVERSATION:
NOT EVIDENT
A reflection on how the conversation encouraged the candidate to listen differently is not provided.
APPROACHING COMPETENCE
The reflection demonstrates a lack of, or unclear, understanding of the effect of listening differently during the disagreement, including an impractical explanation of how accuracy and authenticity can be used to improve the conversation. The reflection includes unclear insights of how incorporating listening for needs, purpose, and concern can create value in a conversation, or it does not address how that would look in practice.
COMPETENT
The reflection on how the conversation encouraged the candidate to listen differently demonstrates a thorough understanding of the effect of listening differently during the disagreement, including a feasible explanation of how accuracy and authenticity could be used to improve the conversation. The reflection includes insights on how incorporating listening for needs, purpose, or concern create value in a conversation and what that looks like in practice.
D. PROFESSIONAL COMMUNICATION:
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.