Three competencies for which I feel I am currently strong
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Three competencies for which I feel I am currently strong
Week 1 – Homework
- Three competencies for which I feel I am currently strong are:
(Explain why you feel it that way? Each section should be written with at least three paragraphs (with a minimum of three to four sentences each) of commentary, which is in addition to any quoting from the listing you may choose to do. It may be helpful to explain your thought process and provide examples to give explanation to your descriptions of why you feel that way).
- I look for meaning not only in words but also in nonverbal behaviors. (Explain why you feel that way?)
- Because communication is inevitable, irreversible, and unrepeatable, I look carefully for hidden meanings, am cautious in communicating messages that I may later wish to withdraw, and am aware that any communication act occurs but once. (Explain why?)
- Instead of looking at the punctuation patterns, I also look at the patterns that others might be using in order to understand better the meaning communicated. (Explain why?)
- Three competencies for which I feel I currently need improvement are:
- I am sensitive to the feedback and feedforward that I give to others and that other gives to me. (Explain why you feel that way?)
- I assess my channel options and evaluate whether my message will be more effective if delivered face-to-face, through e-mail, or by some third party, for example. (Explain why?)
- I’m sensitive to contexts of communication. I recognize that changes in physical, cultural, social– psychological, and temporal contexts will alter meaning. (Explain why?)
General Improvement Strategy Using one of the competencies you felt needed improvement in Part I, develop an improvement strategy that follows the Communication Improvement Strategy Table in the weekly lesson. You should have clear labels for the four main areas: problem, goal, plan, and test of measurability.
Communication Improvement Strategy Table Steps in Sequence Purpose Example 1. Problem
(typically only one sentence)
This allows you to identify a challenge which begins your improvement process. · Whenever my spouse confronts me with something upsetting, I constantly have a hard time not yelling.
· When working in a group of people who do not contribute to the team as I would like, because I do not want to make anyone feel bad.
· When providing someone criticism at work, I feel as though I am not describing my impressions clearly enough for others to understand.
(usually written as an infinitive beginning with the word “to”)
This states what you want to change or improve; it begins to offer some solution and how you envision turning this challenge into a success · To address confrontations with my spouse in a more respectful tone
· To find ways that break through my inhibitions and address my observations of not meeting expectations to group members
· To use clearer and more specific language when providing feedback to my colleagues
(often helpful to be written written as a numbered listing of at minimum 4-5 steps)
This provides you with some direction about how you take specific steps to address the problem and move toward the goal in a structured sequence. (In the interest of space, only the first problem is addressed in this example)
· I will first focus on listening without jumping to reactions that make me raise my voice with my spouse.
· I will then research and determine what are the most effective options for me to respond in situations similar to what I have experienced.
· Next, I will take what I have learned and begin to implement the experts’ suggestions into practice conversations.
· I will then take what I have learned from rehearsals and that procedure into place when I experience spousal confrontations.
c. Test of measurability The test attaches accountability to your communication goals and gives you a clear answer about whether or not you accomplished your goal. · I know I will have reached a more respectful level of addressing spousal confrontations when we have at least 3 disagreements in a row where I am able to employ the options I have found and not chosen to raise my voice inappropriately.
· I will have reached the next level of success when I am able to address every under-performing member in a group individually
· I will have achieved my goal when I either:
· walk away from 80% of my feedback sessions with a strong sense that my colleagues were able to understand the intentions of my message OR
· receive overall positive, anonymous feedback on the group post-mortem surveys on my next major project.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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