2/12/2020 WGU Performance Assessment QVP1 — QVP TASK 2: CONVERSATION RECAP PROFESSIONAL COMMUNICATION AND LEADERSHIP IN HEALTHCARE — C820 PRFA — QVP1 COMPETENCIES 1013.1.1 : Self-Discovery and Mindfulness The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness. 1013.1.3 : Effective Communication The graduate demonstrates appropriate patterns of effective communication. INTRODUCTION Communication requires both parties to make choices. These choices determine if the conversation will create value or create waste. These choices mostly consist of recognizing when a bioreaction occurs, how it impacts listening, and being aware of listening differently. 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. An originality report is provided when you submit your task that 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. Select a conversation where you had a disagreement that had an impact on you and triggered a bioreaction. The conversation could have been a long time ago or recently. A. Explain what happened during the disagreement by answering the following questions: • Describe the situation that led to the conversation. • When did you realize that there was a disagreement during the conversation? • Describe a bioreaction(s) that was experienced during the disagreement. • How did the conversation end? B. Analyze the conversation by answering the following questions: • Using the four levels of the conversation meter, what level were you listening at, and what level was the other person listening at? • Give examples of two factors that describe how you and they were listening in at these levels in the conversation meter: feelings, behaviors, language, or tone. • What were your points of alignment or disagreement? C. Reflect on how the conversation encouraged you to listen differently by answering the following questions: https://tasks.wgu.edu/student/000565091/course/14100005/task/253/overview 1/3 2/12/2020 WGU Performance Assessment • How could you have listened differently moving up the conversation meter, and what effect would that have had on the disagreement? • How could you incorporate listening for needs, purpose, or concern to create value in the conversation (including describing what that would look like)? • What have you learned about accuracy and authenticity that could be used to improve the conversation? D. 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, 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. DESCRIPTION OF CONVERSATION: NOT EVIDENT COMPETENT An explanation of what APPROACHING COMPETENCE happened during the The explanation is missing or contextual details of what disagreement is not provided. unclear details of what occurred occurred during the during the disagreement. Or the disagreement, including a clear description of the situation or description of the situation and bioreaction(s) is unclear or bioreaction(s) experienced, the includes minimal details of when realization that there was the disagreement occurred. Or disagreement, and the the explanation is missing the conclusion of the conversation. The explanation includes conclusion of the conversation. B. ANALYSIS OF CONVERSATION: NOT EVIDENT COMPETENT An analysis of the conversation APPROACHING COMPETENCE is not provided. An analysis of the conversation includes a description of the includes an unclear description listening levels of both parties, of the listening levels of both according to the four levels of parties, or it does not reference conversation meter. Examples of the four levels of conversation specific feelings, behaviors, meter. Examples of specific language, or tone are well behaviors, language, and tone detailed and support the level of are poorly detailed or listening identified for both insufficiently support the parties. The analysis also listening levels identified for includes an appropriate https://tasks.wgu.edu/student/000565091/course/14100005/task/253/overview The analysis of the conversation 2/3 2/12/2020 WGU Performance Assessment either parties; or the analysis discussion of point(s) of includes an unspecific or missing alignment or disagreement. discussion of point(s) of alignment or disagreement. C. IMPACT OF CONVERSATION: NOT EVIDENT COMPETENT A reflection on how the APPROACHING COMPETENCE conversation encouraged the The reflection demonstrates a conversation encouraged the candidate to listen differently is lack of, or unclear, candidate to listen differently not provided. understanding of the effect of demonstrates a thorough listening differently during the understanding of the effect of disagreement, including an listening differently during the impractical explanation of how disagreement, including a accuracy and authenticity can feasible explanation of how be used to improve the accuracy and authenticity could conversation. The reflection be used to improve the includes unclear insights of how conversation. The reflection incorporating listening for includes insights on how needs, purpose, and concern can incorporating listening for needs, create value in a conversation, purpose, or concern create value or it does not address how that in a conversation and what that would look in practice. looks like in practice. COMPETENT Content is unstructured, is APPROACHING COMPETENCE disjointed, or contains pervasive Content is poorly organized, is detail, is organized, and focuses errors in mechanics, usage, or difficult to follow, or contains on the main ideas as prescribed grammar. Vocabulary or tone is errors in mechanics, usage, or in the task or chosen by the unprofessional or distracts from grammar that cause confusion. candidate. Terminology is the topic. Terminology is misused or pertinent, is used correctly, and ineffective. effectively conveys the intended The reflection on how the D. PROFESSIONAL COMMUNICATION: NOT EVIDENT Content reflects attention to meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. https://tasks.wgu.edu/student/000565091/course/14100005/task/253/overview 3/3
Purchase answer to see full attachment