The essay must be 2500 words in length. Two points will be deducted for those essays that are over or under by 200 words. The essay must include a minimum of 12 academic references, one of which may by the assigned textbook for this course. Students should note this is the minimum standard for demonstration of research. Students who only meet the minimum will only receive the minimum grade for this component. There is a late deduction of 2 points per day after the due date. The essay must include a cover page that contains your name, student number, resident campus, assessment title, and lecturer. The essay must conform to the APA style guide. This is a summative assessment so marks will not be released until after Certification of Grades. 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 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 behaviors. This assignment has three specific components. 1. Diagnosis and Reflection. 1000 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 attached to the end of the essay after the references. b) You are to present the findings of the tools. In doing so you will show your understand 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 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 behaviors 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. . Assessment Due Date Week 12 Friday (06-Oct-2017) 05:00 PM AEST Return Date to Students Feedback is provided through Grade Mark on Moodle after the final grades have been realesed Weighting 40% Assessment Criteria Key Criteria Exceeds Expectations Exceeds Expectations (Distinction) 75 - 84% Meets Expectations Meets Expectations Below Expectations (High Distinction) 85-100% (Credit) 65 – 74% (Pass) 50 – 64% (Fail) below 50% Introduction (attention-getting statement, thesis, main points to be covered, diagnostic tools to be used and applied, transition to the body of the presentation) 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. 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. 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 2 recent professional interactions identified and analysed based on key areas requiring development which support the need for further personal communication development 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 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 Identification and issues arising from diagnosis and reflection 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 Detailed 6 month action plan with timeline and success measure included. 6 month action plan lacking details with either timeline or some success measure included. 6 month action plan lacking details with either timeline or 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 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. Presentation and Quality of Writing Quality of writing at a very high standard. Sections are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing is of a high standard. Sections are mostly well structured. Few grammar, spelling and punctuation mistakes. Quality of writing is of a good standard. Few grammar, spelling and punctuation mistakes. Some problems with sentence structure and presentation. Frequent grammar, punctuation and spelling mistakes. Use of inappropriate language. Quality of writing is at a very poor standard so barely understandable. Many spelling mistakes. Little or no evidence of proof reading. Referencing Style American Psychological Association (APA)