Course Project: Part 2 – Describing Communication Patterns Assignment Required R

Course Project: Part 2 – Describing Communication Patterns
Assignment
Required Resources
Read/review the following resources for this activity:
Textbook: Review chapter(s) specific to your goal
Lesson
Week 2 CCC TemplateLinks to an external site. (Use this template to complete the assignment.)
Introduction: Communication Change Challenge (CCC)
In Week 2 of your CCC, you will be laying the foundation and putting together a plan for the change you will implement in Week 3. The challenge you identified and had approved in 1E during Week 1 is the challenge that will be your focus for Weeks 2 and 3.
Note: The headings identified below and detailed on your template must be used to keep your submission organized.
Project Timeline
The following is a breakdown of what will be covered in each part of the project:
Due Description
Week 1 Selecting a communication goal and conducting research
Week 2 Describing communication pattern, analyzing goal, and developing a plan
Week 3 Implementation of the plan and evaluation of your progress
Instructions
Before you try to repair the communication challenge identified in Week 1 Part 1E, you first need to identify a pattern and understand where the breakdown takes place. Consider your encounters over the last few weeks. When did this challenge occur? If you have selected as your challenge “keeping a calm voice when instructing my children,” then identify when you did not keep a calm voice. Next, identify your challenge as a behavioral pattern. Here is this challenge stated above as a behavioral goal, “I want to keep a calm voice when instructing my children.” Now it is your turn, write your behavioral challenge as a behavioral goal that begins with the phrase, “I want to….”
Next, put yourself in someone else’s shoes. . . someone who has the same communication challenge you identified in 1E in Week 1. Answer the following questions as if you were watching the challenge take place.
What did that person do to escalate the communication challenge?
What could that person have done to de-escalate the communication challenge?
What must that person be saying and/or doing for me to say that he/she has achieved the communication goal that he or she shares with you?
Part 1: Identifying Patterns (2 pages)
Sometimes, stepping outside yourself and viewing the communication challenge objectively can help you to see trigger points and strategies more clearly. Now that you have had an opportunity to do that, brainstorm a minimum of three strategic steps that could be taken based on what you have learned thus far from the textbook. You will need to search through the textbook for specifics, and those specifics will need to be cited within this section using APA in-text citations.
Strategic Step 1:
Strategic Step 2:
Strategic Step 3:
Based on the three strategic steps you have identified above, now it is time to write out some declarative statements. Following each declarative statement, you will need to share what will help you and what will hinder you as you move toward reaching your own communication challenge goal.
Declaration 1: In order for me to achieve my goal of . . ., I will . . .
Declaration 2: In order for me to achieve my goal of . . ., I will . . .
Declaration 3: In order for me to achieve my goal of . . ., I will . . .
Remember to follow each declaration with a paragraph that provides further insight.
Part 2: Plan and Practice (1-2 pages)
Now that you have a clear goal and declarative statements, it is time to plan a rehearsal. A rehearsal can be helpful when you need to think through all the details needed for a production to go well. You are not putting on a play, but you are moving toward your event in Week 3 when you will apply all that you have been doing and learning. So, let’s consider what is needed for your rehearsal.
A covert rehearsal is an effective way of trying out new communication behaviors. Think about a time and place that will allow you to practice your new interpersonal communication skill to meet your goal as outlined in your new behaviors listed in Part 1 (above). By covertly rehearsing in your mind, you make it much more likely that you will perform the behavior comfortably and effectively in real life situations. For example, if you are planning to initiate and maintain a conversation with your neighbor, you should think through a number of possible topics and questions before finally choosing what you perceive to be the best options. In other words, think before you speak. Plan what you will say and do in a particular situation where you can practice your goal.
If you are having a hard time talking to people in your mind, speak to yourself out loud or speak to your reflection in the mirror. Think about the following:
Identify the situation you would like to practice. Do you want to plan a new conversation, or replay a past situation but change the outcome?
Where will you have this conversation – in the kitchen, on the bus, in the cafeteria at lunch, at school in a classroom, in the board room, in your manager’s office, or at a friend’s house?
Consider how your physical surroundings will affect your rehearsal.
Consider the conversation: What would make it effective? What would need to change?
Now that you have thought through this conversation scenario, you are ready to select a communication event, related to your goal, for which you will prepare covertly. Choose a communication event that mirrors the communication goal you have selected, then you will begin to prepare for this event privately or secretly – covertly. As you imagine yourself practicing your new skill, focus hard on specific interactions. Actually think about what you would say and how the other person might respond. Don’t just go through the motions. Really see yourself asking specific questions, making specific comments, and hearing the other person replying. As you imagine the sequence, apply principles you are learning so that you can practice precisely what you want to say and how you want to say it. Experiment with what appears to be the most effective and comfortable way for you to implement the new behaviors you have been learning.
Now it is time to do some writing. In this section, you will submit a detailed narrative that identifies your selected communication challenge and the potential plan you want to implement in Week 3. Include the following:
2A. Surroundings
Describe the potential surroundings – specific room, physical surroundings and so forth. Include an explanation of how your physical surroundings might affect your plan negatively, positively, or both.
2B. People
Describe the people who will potentially participate in this communication event
What will be the elements of the conversation?
How might the other person respond?
What could go well?
What might derail your success in meeting your communication goal?
In a quiet place, begin thinking about the plan for your conversation event; consider how you would like to see it evolve. When you hit rough spots, try a variety of options until you find a response that pleases you. If you are having trouble with this, pretend you are an author planning to write the dialogue for a reality TV episode, or you are composing lines for characters in a play or movie or book. Use the mirror technique and take turns role-playing both people in the conversation. You can also use puppets, stuffed animals, socks on your hands, or different hats or coats to take the parts of two people having a conversation.
Practice through the plan using different scenarios. In your imaginary practice, make sure that you are always aiming toward achieving your communication goal.
2C. Reflection
In a well-written paragraph, explain how your covert rehearsals helped to equip you for implementing your plan in Week 3.
Writing Requirements (APA format)
Length: 3-4 pages
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (textbook citation)
Grading
This activity will be graded based on the W2 CCC Grading Rubric.
Outcomes
CO 2: Determine which listening strategies are appropriate for specific communication situations.
CO 4: Determine the meaning of nonverbal communication.
CO 5: Identify the issues of language in verbal communication.
CO 7: Describe how interpersonal relationships shape self-concept, self-image, self-esteem, and self-disclosure.
Due Date
By 11:59 p.m. MT on Sunday
Rubric
W2 CCC Grading Rubric
W2 CCC Grading Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
5 pts
Meets length requirement
0 pts
Does not meet length requirement
5 pts
This criterion is linked to a Learning OutcomePart 1: Strategic Steps
15 pts
Three excellent strategic steps with textbook in-text citations along with three excellent declarative statements and accompanying explanation.
12.75 pts
Three very good strategic steps with textbook in-text citations along with three excellent declarative statements and accompanying explanation.
11.25 pts
Three good strategic steps with textbook in-text citations along with three excellent declarative statements and accompanying explanation.
9 pts
Three poor strategic steps with textbook in-text citations along with three excellent declarative statements and accompanying explanation.
0 pts
No effort
15 pts
This criterion is linked to a Learning OutcomePart 2A: Surroundings
15 pts
Excellent description of surroundings with important details and explanations.
12.75 pts
Very helpful description of surroundings with helpful details and explanations.
11.25 pts
Helpful description of surroundings with limited details and explanations.
9 pts
Unhelpful description of surroundings with unhelpful details and explanations.
0 pts
No effort
15 pts
This criterion is linked to a Learning OutcomePart 2B: People
15 pts
Paragraph with excellent details regarding rehearsal and implementation.
12.75 pts
Paragraph with very good details regarding rehearsal and implementation.
11.25 pts
Paragraph with good details regarding rehearsal and implementation.
9 pts
Paragraph with poor details regarding rehearsal and implementation.
0 pts
No effort
15 pts
This criterion is linked to a Learning OutcomePart 2C: Reflection
15 pts
Reflection exhibits a thoughtful analysis of covert rehearsals.
12.75 pts
Reflection exhibits an analysis of covert rehearsals. Additional details would strengthen the points.
11.25 pts
Reflection exhibits an analysis of covert rehearsals, but additional details or examples are needed for clarity and support.
9 pts
Reflection exhibits a weak analysis of covert rehearsals with few details or examples.
0 pts
No effort
15 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage
10 pts
The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.
8.5 pts
The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.
7.5 pts
The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.
6 pts
The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.
0 pts
No effort
10 pts
Total Points: 75