Assessment 2: Self-reflection Essay: Interpersonal Communication   Written Assessment Assessment Title Self-reflection Essay: Interpersonal Communication. Task Description The purpose of this assessment is to provide students with the opportunity to engage in reflective practice, using a range of diagnostic tools and feedback, so as to identify two key areas of personal capability that can be addressed (improved) so an to increase their communication effectiveness. This assignment has three specific components. 1. Diagnosis and Reflection. 1000 words a) Using a minimum of 5 diagnostic tools related to communication, such as the Johari Window, Communications Style Questionnaire, Assertiveness Questionnaires etc., you are to analyse your own communication style across various areas such as verbal communication, active listening, non- verbal, assertiveness perception etc. see Weeks 1 and 2 in The Schedule and also you can base this on your reflection from the first assessment of your oral and written presentation. b) You are to present the findings of the tools and identify 2 of your key communication issues that you have identified as requiring development. c) Reflect on two recent professional interactions that you have had within the past 12 months. Analyse these interactions from the perspective of the two key communication issues that are identified as requiring development.To what extent are these evident and support the need for personal communication development? 2.Literature review 1000 words You are to identify and explain the two issues from your diagnosis and reflection. You are to define the concepts, outline key models and or behaviours that need to be developed so as to demonstrate effective practice. This literature review needs to outline both the conceptually (theoretical) and behavioural (interpersonal skills) that you need to acquire to demonstrate competence in your chose area of communication. 3. Action Plan 500 words As a conclusion you are to develop an action plan of key events and activities that you can undertake over the next 6 months to acquire the knowledge, skills and behaviours identified as requiring development in component 1. This can include the following: · undertaking specific short courses, to develop skills (must be actual courses), · undertaking advanced post graduate communication courses at CQU or other institutions, · a reading plan to acquire conceptual knowledge, that may include specific communication texts and self-help books (must be specified), · maintaining of personal journals reflecting on communication interactions, · Identification of a mentor (evidence must be provided). This section must include actionable items with timelines (such as a Gantt chart) and an indication of how you will measure their successful completion. Refer to the Moodle website for marking rubrics for this assessment. This is a summative assessment so marks will not be released until after Certification of Grades. Assessment Due Date Week 12 Tuesday (30-May-2017) 02:00 PM AEST Return Date to Students Marked assessments will be released after Certification of Grades Weighting 50% Assessment Criteria Definition of key communication concepts and terms. Demonstration of understanding of relevant communication models and concepts as the basis for analyzing personal communication and organisational contexts that impact in effective communication. The use of a minimum of 5 diagnostic tools and discussion of the results. Identify short courses at AIM or other institutions, or specific electives and how these will address the developmental need identified in the earlier section. Demonstrate a breadth and quality of research by using a minimum of 12 academic sources from recommended texts and Journal articles. Ability to prepare a professional presentation in the nominated format. Use of the APA in text referencing system to correctly cite academic sources. As Masters students you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice, and demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”. Each unit in the MBA has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF. In order to demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals and publications, and as Masters students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research. Students should insure that they understand the specific research that is required for each assessment piece and recognise that if they meet this minimum requirement, you will receive the minimum grade for demonstrated research. Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full list of references must be submitted as part of the assessment). Referencing Style American Psychological Association (APA) Assessment 2: Self-reflection essay marking key Criterion HD D C P F Essay structured with title page showing author’s name as shown in Moodle, student number, campus, introduction, body of essay, conclusion containing no new information, reference list (4 marks) A highly professional essay presented with all elements included. A professional essay presented with more than 6 elements included. A professional essay presented but with only between 5 and 6 elements included. An essay with only half of the necessary elements included, leaving room for greater improvement in the future. An essay with less than half of the necessary elements which needs to be rectified in the future. Introduction (attention-getting statement, thesis, main points to be covered, diagnostic tools to be used and applied, transition to the body of the presentation) (3 marks) Superior articulation of the six elements of an introduction. Above average articulation of the five elements of an introduction. Clearly articulated less than four of the elements of an introduction. Poor articulation of less than three of the elements of an introduction. Introduction contained less than two of the elements of an introduction. Diagnosis and Reflection Relevant diagnostic tools were used as the basis for analysis (6 marks) 5 diagnostic tools used were relevant to the study and the basis for their inclusion was clear Less than 5 of the diagnostic tools used were relevant to the study and the basis for their inclusion was mostly clear Less than 4 diagnostic tools used were relevant to the study and the basis for their inclusion was clear. However a few diagnostic tools required more explanation. Less than 3 diagnostic tools used were relevant to the study and the basis for their inclusion was mostly clear. However most diagnostic tools required more explanation for their inclusion. Less than 2 diagnostic tools were used and were relevant to the study and the basis for their inclusion was mostly clear. Most diagnostic tools were irrelevant to the topic and most tools required more explanation. Discussion of results of relevant diagnostic tools showing an understanding of the results and being able to apply each to their personal situation (6 marks) All results discussed were relevant to the student and in-depth analysis occurred at a very high standard. All results discussed were relevant to the student and analysis occurred at a high standard. Most results discussed were relevant to the student and some in-depth analysis occurred at satisfactory standard. Some results discussed were relevant to the student but in-depth analysis was missing. Few results discussed were relevant to the student and there was no in-depth analysis. Identification of 2 key communication areas that require improvement (2 marks) 2 key areas identified and relevant reasons given 2 key areas identified but reasons were not always relevant 1 key area identified and reasons were relevant 1 key area identified and reasons were not relevant No key areas identified 2 recent professional interactions identified and analysed based on key areas requiring development which support the need for further personal communication development (4 marks) 2 recent professional interactions were identified and analysed in-depth based of key areas requiring development 2 recent professional interactions were identified but not analysed in-depth based of key areas requiring development 1 recent professional interaction was identified and analysed in-depth based of key areas requiring development 1 recent professional interactions was identified but not analysed in-depth based of key areas requiring development No recent professional interactions were identified Literature review Identify 2 key issues from your diagnosis and reflection (2 marks) 2 key issues were clearly identified based on diagnosis and reflection 2 key issues were identified but there was no basis for including both based on diagnosis and reflection Only 1 key issue was clearly identified based on diagnosis and reflection More than 1 key issue was identified but there was no basis for including both based on diagnosis and reflection No key issues were clearly identified Identification and issues arising from diagnosis and reflection (6 marks) Both issues were defined, concepts and key models were clearly identified. Both issues were defined, concepts and key models were identified. Both issues were defined, however, concepts and key models were hard to identify. One issue was defined, concepts and key models were identified. No issues were defined, concepts and key models were not identified Identification and issues arising from diagnosis and reflection (8 marks) Theoretical and behavioural skills were clearly identified. Theoretical and behavioural skills were identified but lacking depth. Theoretical and behavioural skills were not clearly identified. Theoretical and behavioural skills were identified. Theoretical and behavioural skills were not identified. Action plan for next 6 months (5 marks) Detailed 6 month action plan with timeline and success measure included. 6 month action plan lacking details with timeline and some success measure included. 6 month action plan lacking details with timeline and success measure not included. Less than 6 month action plan included but lacking a timeline and success measure. No detailed 6 month action plan with timeline and success measure included. Breadth and quality of research reflected in number and reference style of cited source material (2 marks) 12 academic sources were used. Sources are all credible. The sources were correctly referenced using APA. Between 5 and 12 academic sources. Sources are all credible. The sources were referenced using APA. Between 5 and 12 academic sources were used. Sources are not all credible/used in a way that was relevant. The sources were mostly referenced using APA. Less than five academic sources were used. The sources were not all credible. The sources were referenced sometimes using APA. Less than four academic sources were used. The sources were not all credible. The sources were referenced but the style was not using APA. Standard of written Communication (2 marks) Superior written communication. Above average written communication. Average written communication. Poorly written communication. The written communication was very difficult to understand. Total mark = /50 Grade = Late submission -2.5 marks for every day/part thereof late = New mark for late submission =