For this Assessment, you will consider implicit and explicit ?messages, overt and subtle cues, and communication behaviors that should ?be clearly addressed as unacceptable in the
Overview
For this Assessment, you will consider implicit and explicit messages, overt and subtle cues, and communication behaviors that should be clearly addressed as unacceptable in the workplace.
Submission Length: 4 items, with responses ranging in length from 1–2 paragraphs per item.
Professional Skills: Written Communication, Information Literacy, Engaging Multiple Social and Cultural Perspectives, and Inquiry and Analysis are assessed in this Competency.
Instructions
To complete the Assessment, do the following:
- Be sure to adhere to the indicated length for each item.
- Download the IQ1004 Written Response Template, which contains the rubric, and answer each question in 1–2 paragraphs.
- Download the Academic Writing Expectations Checklist to review prior to submitting your Assessment.
- Think of a time when you or someone you know either experienced or witnessed harassment in the workplace.
Before submitting your Assessment, carefully review the rubric. This is the same rubric the Assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
All submissions must follow the academic writing expectations. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.
IQ1004: Effective Verbal and Nonverbal Communication: Explain the importance of verbal and nonverbal communication in the workplace.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Instructions
Write your responses where it reads “Enter your response here.” Write as much, as needed, to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.
Item 1
· Describe the time when you or someone you know experienced or witnessed harassment in the workplace. Please be sure to include the following:
· Who was involved? (1-2 paragraphs)
· Where did it take place? (1-2 paragraphs)
· When did it happen? (1-2 paragraphs)
· What verbal and nonverbal communication crossed the line? (1-2 paragraphs)
· What was the outcome of it? (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Module 4: When Communication Behaviors Cross the Line |
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Describe the time when you or someone you know experienced or witnessed harassment in the workplace including who, where, when, and what. LO 4.1.1: Describe a time when you or someone you know experienced or witnessed harassment in the workplace |
Response is not present. |
Description of a time when you or someone you know experienced or witnessed harassment in the workplace is vague, inaccurate, and/or incomplete. |
Item 2
· Identify and provide examples for verbal communication, nonverbal communication, and conflict in your example. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Module 1: Verbal Communication in the Workplace |
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Identify and provide examples for verbal communication, nonverbal communication, and conflict in your example. LO 2.2.1: Identify verbal communication, nonverbal communication, and conflict in the example. |
Response is not present. |
Identification of verbal communication, nonverbal communication, and conflict in the example is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete identification of verbal communication, nonverbal communication, and conflict in the example. |
Item 3
· Aside from the more overt cues, explain some of the more subtle communication cues (verbal and nonverbal) that were inappropriate in the interaction you described. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Module 2: Nonverbal Communication in the Workplace |
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Explain some of the more subtle communication cues (verbal and nonverbal) that were inappropriate in the interaction you described LO 2.3.1: Explain subtle communication cues that were inappropriate in the interaction you described |
Response is not present. |
Explanation of subtle communication cues that were inappropriate in the interaction you described is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete explanation of subtle communication cues that were inappropriate in the interaction you described. |
Item 4
· Explain what we, as individuals, can do to combat the culture of harassment in our communities. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Module 3: Conflict in the Work Environment |
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Explain what we, as individuals, can do to combat the culture of harassment in our communities. LO3.4.1: Explain what individuals can do to combat the culture of harassment in our communities. |
Response is not present. |
Explanation of what individuals can do to combat the culture of harassment in our communities is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete explanation of what individuals can do to combat the culture of harassment in our communities. |
References
Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:
Saylor Academy. (2012). 16.3 Interpersonal needs. In Business communication for success. https://saylordotorg.github.io/text_business-communication-for-success/s20-03-interpersonal-needs.html
Professional Skills Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication, Information Literacy, Engaging Multiple Social and Cultural Perspectives and Inquiry and Analysis. These skills count toward your achievement of the Competency and the Professional Skills.
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Professional Skills Assessment |
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Written Communication: Write with clarity, coherence, and purpose. |
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LO1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills) |
Sentences are incoherent and impede the reader’s access to ideas. |
Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader’s access to ideas. |
Sentence structure effectively conveys meaning to the reader. |
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LO2: Demonstrate the effective use of grammar and mechanics (AWE 2; Sentence-Level Skills) |
Multiple inaccuracies in grammar and mechanics impede the reader’s access to ideas. |
Some inaccuracies in grammar and mechanics limit the reader’s access to ideas. |
Use of grammar and mechanics is straightforward and effectively conveys meaning to the reader. |
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LO3: Create cohesive paragraphs with a clear central idea (AWE 2; Paragraph-Level Skills) |
Paragraphs, or lack of paragraphs, impede the reader’s access to ideas. |
Construction of main idea and/or supporting paragraphs limit the reader’s access to ideas. |
Main idea and/or supporting paragraphs effectively convey meaning to the reader.
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LO4: Use supporting material to support a claim (AWE 2; Use of Evidence) |
Supporting materials are not present. |
Supporting material is used inconsistently or inappropriately. |
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
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LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion (AWE 2; Essay Level Skills) |
Ideas are disorganized with no/poor transitions. |
Ideas are loosely organized with unclear paragraphing and transitions. |
Ideas are organized with cohesive transitions. |
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LO6: Identify sources (AWE 2; Credit to source) |
Sources are missing. |
Writing inconsistently identifies or misrepresents sources. |
Writing clearly identifies the source of nonoriginal material and/or ideas. |
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Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions. |
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LO1: Identify and locate credible sources |
No sources or non-credible sources are present. |
Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment. |
Sources are mostly credible, appropriate, and relevant to the topic and/or assessment. |
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LO2: Analyze information sources |
Analysis is not present. |
Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment, and/or analysis is unclear. |
Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment. |
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Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives. |
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LO1: Recognize the value of one’s own and others’ social and cultural perspectives |
Recognition is not present. |
Response demonstrates a vague understanding of the value of one’s own and others’ social and cultural perspectives. |
Response demonstrates a clear understanding of the value of one’s own and others’ social and cultural perspectives. |
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LO2: Recognize how knowledge from different cultural and social perspectives might affect interpretations of issues in society |
Recognition is not present. |
Response demonstrates a vague understanding of how different cultural and social perspectives might affect interpretations of issues. |
Response demonstrates a clear understanding of how different cultural and social perspectives might affect interpretations of issues. |
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Inquiry & Analysis: Apply strategies to identify, frame, and evaluate problems. |
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LO1: Identify a problem or question in a selected area of study |
No problem or question is presented. |
The problem or question is vague or inappropriate to the selected field of study. |
The problem or question is clearly stated in a form appropriate to the selected field of study. |
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LO2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study |
Elements or parts of the problem or question are not presented. |
Elements or parts of the problem or question are presented in a disorganized manner. |
Elements or parts of the problem or question are presented in an organized manner. |
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
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Mastery Rubric |
No |
Yes |
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Exceeds Expectations: Connections to Experience: Connects relevant experience and academic knowledge |
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Compares relevant experience and academic knowledge to a description of a workplace conflict that crossed the line. |
Responses do not include highly relevant and well-developed examples to describe a workplace conflict that crossed the line. |
Responses include highly relevant and well-developed examples to describe a workplace conflict that crossed the line. |
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Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access Writing Center resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences Note: See an explanation of sentence components and how to avoid sentence fragments and run-ons.
|_| Using and spelling words correctly Note: See a list of commonly misused words and information on MS Word’s spell check.
|_| Using punctuation appropriately Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than multiple ideas) Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately Note: See examples of citing and r
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