Introduction
Before you attempt this task, you are required to complete the D235 Interprofessional Communication and Leadership in Healthcare course. This task relies on the completion of the 5 Dynamics assessment.
In this task, you will be expected to submit a three-part reflection paper. The reflection paper will help you focus on your experience and insights from the course. This paper includes what you have experienced and learned about the results of your individual 5 Dynamics Assessment and what it revealed about your personal working style; how you work with others; insights you have gained regarding conversations and interactions you have with friends, family, coworkers, and others; as well as your plans for the future.
The first part of your paper will focus on your working style and what you have learned about how you work with others. The second part of the paper will focus on your experience with the different levels of communication explored in the course. The third part of your paper will focus on your overall course experience, your journey through this course, and what you plan to do with the skills you have learned.
The intent of this paper is to reflect on your learning experiences in the course. You should first complete a draft of the paper and then finalize the submission with additional insights.
Be concise, clear, and authentic in your writing. Use the paper to explore your experience, consolidate insights, and start thinking about how you will use the course to improve your chances for success in the future.
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. The similarity report that is provided when you submit your task 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.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Write a paper (suggested length of 4–7 pages) reflecting on your experiences during the Interprofessional Leadership and Communication course, including the following formatting requirements:
• double-spaced text with one-inch margins
• a heading at the top of page one of the paper with your name, the course name, instructor name, assignment title, and date
• labels for each of the three parts of the paper
• Part One: Working Style
• Part Two: Communication
• Part Three: Reflection/Hero’s Journey
Part One: Working Style
1. Using your working style results from your 5 Dynamics report, identify the level of energy intensity (i.e., Abundant, Effortless, Deliberate, or Reserved) for each of the four energy dynamics (i.e., Explore, Excite, Examine, Execute) in the Success/Satisfaction Cycle.
2. Using either your Working Style Self-Assessment or your 5 Dynamics report, describe the following:
• Two of your strengths associated with your working style
• Two of your challenges associated with your working style
• How you learn best
• How your energy dynamics present in your daily life
3. Given your own working style, choose a working style you would want a teammate to have and explain how the identified strengths would balance the working styles of the team to successfully complete the project.
Part Two: Communication
In this part, you will be referencing the Conversation Meter to reflect on different conversations you had with friends, family, coworkers, or others.
4. Consider a conversation you had with others, and reflect on the following:
a. Describe the conversation including how you listened during the conversation and the listening level used (i.e., Pretense, Sincerity, Accuracy, or Authenticity).
b. Explain what was learned about the way you listen.
c. Explain how your listening level affect your relationships.
5. Consider a different conversation you had with others, and reflect on the following:
a. Describe the conversation, including how you spoke, what was said, how it was said, and the speaking level used (i.e., Pretense, Sincerity, Accuracy, or Authenticity)
b. Explain what was learned about the way you speak.
c. Explain how your speaking levels affect your relationships.
6. Consider (any other or all) conversation you have had with others:
a. Explain how your communication style (speaking or listening levels) aligns with the laws of conversation to decrease cycles of waste or increase cycles of value including specific example(s).
b. Explain how you will use your new communication concepts that you learned from the course material to decrease cycles of waste or increase cycles of value.
Part Three: Reflection/Hero’s Journey
7. Reflect on your experience in this course by addressing the following:
a. Explain what you learned from your experiences interacting with the course material.
b. Describe what was challenging for you in the course material including why it was challenging for you. Include a specific example(s).
c. Describe what was valuable to you from the course material including why it was valuable to you. Include a specific example(s).
8. Select two course concepts you would like to share with others:
a. Explain how each concept could benefit them.
9. Reflect on a positive skill or habit gained from this course experience:
a. Identify the positive skill or habit you have formed from this course.
b. Explain how you plan to continue to maintain success in that area.
10. Reflect on the area(s) of communication or leadership which you desire further development in.
a. Explain your action plan to further develop the area(s) of communication or leadership.
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, csv, 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:FORMAT
Not Evident
A reflection paper is not provided.
Approaching Competence
The reflection paper does not correctly adhere to 1 or more of the given formatting requirements.
Competent
The reflection paper correctly adheres to each of the given formatting requirements.
A1:WORKING STYLE RESULTS
Not Evident
The submission does not identify the working style results from the 5 Dynamics report.
Approaching Competence
The submission identifies the working style results from the learner’s 5 Dynamics report but does not include the level of intensity for each of the 4 dynamics in the Success/Satisfaction Cycle.
Competent
The submission identifies the working style results from the learner’s 5 Dynamics report and includes the level of intensity for each of the 4 dynamics in the Success/Satisfaction Cycle.
A2:REFLECTION ON WORKING STYLE RESULTS
Not Evident
A reflection on the working style results is not provided.
Approaching Competence
The reflection on the working style results from the learner’s Working Style Self-Assessment or 5 Dynamics report is provided but does not include 2 strengths, 2 challenges, how they learn best, or how their energy dynamics present in their daily life.
Competent
The reflection on the working style results from the learner’s Working Style Self-Assessment or 5 Dynamics report includes 2 strengths, 2 challenges, how they learn best, and how their energy dynamics present in their daily life.
A3:TEAMMATE’S WORKING STYLE
Not Evident
An explanation of the working style the learner would want a teammate to have is not provided.
Approaching Competence
The explanation of the working style the learner would want a teammate to have does not accurately identify strengths of that working style. Or does not provide a logical explanation of how the identified strengths would balance the working styles of the team to successfully complete the project.
Competent
The explanation of the working style the learner would want a teammate to have accurately identifies strengths of that working style and provides a logical explanation of how the identified strengths would balance the working styles of the team to successfully complete the project.
A4a:LISTENING MODE
Not Evident
A descriiption of the conversation and listening level is not provided.
Approaching Competence
The descriiption of the conversation is provided but does not include how the learner listened or the listening level used.
Competent
The descriiption of the conversation includes how the learner listened and the listening level used.
A4b:LISTENING AND LEARNING
Not Evident
An explanation on what was learned about the way the learner listened is not provided.
Approaching Competence
The explanation includes what the learner learned, but the explanation is not relevant to the way the learner listened.
Competent
The explanation of what the learner learned about the way the learner listened is relevant.
A4c:LISTENING AND EFFECT
Not Evident
An explanation of how the learner’s listening affects relationships is not provided.
Approaching Competence
The explanation includes the learner’s listening level, but the explanation is not relevant to how the listening level affects relationships.
Competent
The explanation of how the learner’s listening level affects relationships is relevant.
A5a:SPEAKING MODE
Not Evident
A descriiption of a different conversation and speaking level used is not provided.
Approaching Competence
The descriiption of the conversation is provided but does not include the speaking level, how the learner used the speaking level, what was said, or how it was said. Or the conversation described does not differ from part 4.
Competent
The descriiption of the conversation included the speaking level, how the learner used the speaking level, what was said, and how it was said. And the conversation described differs from part 4.
A5b:SPEAKING AND LEARNING
Not Evident
An explanation on what was learned about the way the learner speaks is not provided.
Approaching Competence
The explanation includes what the learner learned, but the explanation is not relevant to the way the learner speaks.
Competent
The explanation of what the learner learned about the way the learner speaks is relevant.
A5c:SPEAKING AND EFFECT
Not Evident
An explanation of how the learner’s speaking levels affect their relationships is not provided.
Approaching Competence
The explanation includes the learner’s speaking level, but the explanation is not relevant to how the speaking level affect relationships.
Competent
The explanation of how the learner’s speaking level affects relationships is relevant.
A6a:LAWS OF CONVERSATION
Not Evident
An explanation of the learner’s communication style is not provided.
Approaching Competence
The explanation of the learner’s communication style does not address how the communication style aligns with the laws of conversation to decrease cycles of waste or increase cycles of value. Or does not include specific example(s).
Competent
The explanation identifies the learner’s communication style and addresses how the communication style aligns with the laws of conversation to decrease cycles of waste or increase cycles of value. And includes a specific example(s).
A6b:COMMUNICATION CONCEPTS
Not Evident
An explanation of how the learner uses the new communication concepts is not provided.
Approaching Competence
The explanation includes how the learner uses the new communication concepts but does not address how they decrease cycles of waste or increase cycles of value.
Competent
The explanation addresses how the learner uses the new communication concepts to decrease cycles of waste or increase cycles of value.
A7a:COURSE EXPERIENCES
Not Evident
An explanation of what was learned is not provided.
Approaching Competence
The explanation does not describe what the learner experienced and learned interacting with the course material. Or the explanation is not relevant to the course material.
Competent
The explanation describes what the learner experienced and learned interacting with the course material.
A7b:COURSE CHALLENGES
Not Evident
A descriiption of what was challenging for the learner is not provided.
Approaching Competence
The descriiption does not address what was challenging for the learner in the course material. Or the discussion is not relevant to the course material. Or does not include a specific example(s). Or does not address why it was challenging to the learner.
Competent
The descriiption includes what was most valuable for the learner from the course material and describes why it was challenging to the learner. And includes a specific example(s).
A7c:COURSE VALUE
Not Evident
A descriiption of what was valuable is not provided.
Approaching Competence
The descriiption does not address what was valuable for the learner in the course material. Or the discussion is not relevant to the course material. Or does not include a specific example(s). Or does not address why each example was valuable to the learner.
Competent
The descriiption includes what was most valuable for the learner from the course material and describes why each example was valuable to the learner. And includes a specific example(s).
A8:HELPING OTHERS
Not Evident
An explanation of 2 course concepts the learner would like to share with others is not provided.
Approaching Competence
The explanation of 2 course concepts the learner would like to share with others is provided but does not explain how each concept could benefit them.
Competent
The explanation of 2 course concepts the learner would like to share with others includes how each concept could benefit them.
A9a:POSITIVE SKILLS AND HABITS
Not Evident
A submission to identify of a skill(s) or habit(s) is not provided.
Approaching Competence
The submission to identify a skill(s) or habit(s) the learner formed is provided but the skill(s) or habit(s) is not positive or is not formed from the course.
Competent
The submission identifies a positive skill(s) or habit(s) formed from the course.
A9b:MAINTAIN SUCCESS
Not Evident
An explanation of how the learner plans to continue to maintain success is not provided.
Approaching Competence
The explanation includes a plan, but the plan is not relevant to how the learner plans to continue to maintain success.
Competent
The explanation includes a relevant plan of how the learner plans to continue to maintain success.
A10a:AREAS OF COMMUNICATION AND LEADERSHIP
Not Evident
An explanation of the area(s) of communication or leadership is not provided.
Approaching Competence
The explanation includes an action plan, but the action plan is not relevant to how the learner plans to further develop the area(s) of communication or leadership.
Competent
The explanation includes a relevant action plan of how the learner plans to further develop the area(s) of communication or leadership.
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.