· The essay must be 3500 words in length
· The essay must conform to the APA style guide. There is a minimum of 25 references
· As this is an essay you must not use headings.
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, to identify two key areas of personal capability that can be addressed (improved) to increase their communication effectiveness. This assessment is aimed to assess your ability to demonstrate advanced knowledge in written communication and your skill to autonomously reflect about good practices in workplace communication. Through the process of self-reflection, you will be able to improve your communication competencies through your knowledge of and ability to perform contextually appropriate communicative behaviours.
This assignment has three specific components.
1. Diagnosis and Reflection. 1500 words
a) Using 5 diagnostic tools related to communication, you are to analyse your own communication style across various areas such as verbal communication, active listening, non- verbal, and assertiveness perception. You will be given the individual diagnostics during the tutorials. Your tutor/lecturer will check and sign-off that you have completed each individual diagnostic during the tutorials. This means that if you fail to attend some or any of tutorial you will not be able to receive and complete the diagnostics. The signed diagnostics must be submitted as a separate PDF file.
b) You are to present the findings of the tools. The scores for each diagnostic must be included in your essay. In doing so you will show your understanding of the results as they apply to your personal situation.
c) Based upon your analysis of the findings you are to identify two key communication issues that you have identified as requiring development.
d) 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 to demonstrate effective practice. This literature review needs to outline both the conceptual (theoretical) and behavioural (interpersonal) skills that you need to acquire to demonstrate competence in your chosen 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 behaviors identified as requiring development in component one. This can include the following:
· undertaking specific short courses, to develop skills based on actual courses that are available,
· 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 which must be specified,
· maintaining of personal journals reflecting on communication interactions,
This section must include actionable items with timelines (such as a Gantt chart) and an indication of how you will measure their successful completion.
Introduction (attention-getting statement, thesis, main points to be covered, diagnostic tools to be used and applied, transition to the body of the presentation)
HD: Superior articulation of the six elements of an introduction.
D: Above average articulation of the five elements of an introduction.
C: Clearly articulated less than four of the elements of an introduction.
P: Poor articulation of less than three of the elements of an introduction.
F: Introduction contained less than two of the elements of an introduction.
Diagnosis and Reflection.
HD:All results discussed were relevant to the student and in-depth analysis occurred at a very high standard.
D: All results discussed were relevant to the student and analysis occurred at a high standard.
C: Most results discussed were relevant to the student and some in-depth analysis occurred at satisfactory standard.
P: Some results discussed were relevant to the student but in-depth analysis was missing.
F: The five signed diagnostic questionnaires were not attached to the essay.
Discussion of results of relevant diagnostic tools showing an understanding of the results and being able to apply each to their personal situation
HD: 2 recent professional interactions identified and analysed based on key areas requiring development which support the need for further personal communication development
D: 2 recent professional interactions were identified and analysed in-depth based of key areas requiring development 2 recent professional interactions were identified but notanalysed in-depth basedof key areas requiring development.
C: 1 recent professional interaction was identified and analysed indepth based of key areas requiring development.
P: 1 recent professional interactions was identified but not analysed in-depth based of key areas requiring development.
F: No recent professional interactions were identified
HD: Both issues were defined, concepts and key models were clearly identified.
D: Both issues were defined, concepts and key models were identified.
C: Both issues were defined, however, concepts and key models were hard to identify. One issue was defined, concepts and key models were identified.
P: No issues were defined, concepts and key models were not identified Identification and issues arising from diagnosis and reflection
F: No literature review was undertaken
Identification and issues arising from diagnosis and reflection
HD: Theoretical and behavioural skills were clearly identified.
D: Theoretical and behavioural skills were identified but lacking depth.
C: Theoretical and behavioural skills were not clearly identified.
P: Theoretical and behavioural skills were identified.
F: Theoretical and behavioural skills were not identified.
Action plan for next six months
HD: Detailed six month action plan with timeline and success measure included.
D: Six month action plan lacking details with either timeline or some success measure included.
C: Six month action plan lacking details with either timeline or success measure not included.
P: Less than Six month action plan included but lacking a timeline and success measure.
F: No detailed Six month action plan with timeline and success measure included.