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COMPETENCIES
1013.1.1 : Self-Discovery and Mindfulness
The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness.
1013.1.2 : Working Styles and Leadership Skills
The graduate demonstrates the ability to apply the concept of working styles to leadership skills.
1013.1.3 : Effective Communication
The graduate demonstrates appropriate patterns of effective communication.
1013.1.4 : Communicating in a Community of Peers
The graduate identifies and applies appropriate communication strategies to develop a supportive community of peers.
INTRODUCTION
At the end of the Leadership and Communication course, you will write a four-part reflection paper. This paper will help you focus on your experience and insights from the course. This includes what you have experienced about your working style; how you work with others; insights you have gained regarding conversations and interactions you have with friends, family, coworkers, and others; and strategies you will use to improve your chances for success.
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. 
A.  Reflect on your experience in the Leadership and Communication course by doing the following:
1. Provide a brief overview of your understanding of your Energy Graph from the Learning Report, including two personal strengths and two personal challenges that relate to your working style.
 
Note: Consider discussing your intensity level (Extreme, Effortless, Deliberate, Stress) in your main dynamics—Explore, Excite, Examine, and Execute—and how they relate to your strengths and challenges.
 
2.  Describe your experience(s) of conversations as they relate to the laws of conversation and the four levels of the conversation meter.
3.  Discuss your strategies for being a successful student, including how you will incorporate your strengths and address your challenges.
4.  Reflect on your overall experience in the course and how it applies to two of the following: academic activities, professional career, or personal life.
 
B.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
 
C.  Demonstrate professional communication in the content and presentation of your submission.
File RestrictionsFile 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
RUBRICA1. WORKING STYLE:
NOT EVIDENT
A discussion of 2 personal strengths and 2 personal challenges is not provided.
APPROACHING COMPETENCE
The response includes an impractical or poorly detailed overview of the candidate’s understanding of the Energy Graph, or the response is missing or provides unclear descriptions of 2 personal strengths and 2 personal challenges that relate to the candidate’s working style.
COMPETENT
The response includes a brief overview of the candidate’s understanding of the Energy Graph, including a description of 2 personal strengths and 2 personal challenges as they relate to the candidate’s working style.
A2. COMMUNICATION:
NOT EVIDENT
A description of the candidate’s experiences as they relate to the laws of conversation and the four levels of the conversation meter is not provided.
APPROACHING COMPETENCE
The description of the candidate’s experience(s) is missing a connection or includes an unclear connection to the laws of conversation and the four levels of the conversation meter.
COMPETENT
The description of the candidate’s conversation experience(s) demonstrates a thoughtful, reflective, and detailed connection to the laws of conversation and the four levels of the conversation meter.
A3. STRATEGIES:
NOT EVIDENT
A discussion of the strategies for being a successful student is not provided.
APPROACHING COMPETENCE
The discussion includes unfeasible strategies for being a successful student, or the discussion includes a missing or unclear understanding of how to incorporate personal strengths and address challenges to support success.
COMPETENT
The discussion includes feasible, applicable strategies for being a successful student. The discussion includes a thorough understanding of how to incorporate personal strengths and address challenges to support success.
A4. REFLECTION:
NOT EVIDENT
A reflection of the candidate’s overall experience in the course or how the candidate’s experience applies to academic activities, professional career, or personal life is not provided.
APPROACHING COMPETENCE
The reflection on the candidate’s overall experience in the course does not identify how specific course concepts apply to 2 of the following: academic activities, professional career, or personal life.
COMPETENT
The reflection on the candidate’s overall experience in the course is thoughtful, insightful, and identifies how specific course concepts apply to 2 of the following: academic activities, professional career, and personal life.
B. SOURCES:
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
C. PROFESSIONAL COMMUNICATION:
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.Energy Map
Ketty Jane

Ketty Jane

Energy Map

This is a chart of how much energy this person

applies in typical situations, from start to finish.

Spending prolonged periods of time outside of a

zone of comfort will drain a person and

ultimately lead to mental and physical stress

and lower results.

1
EXPLORE

Energy Map

Ketty is Deliberate

It takes a bit of effort for Ketty to move through this Dynamic.

She completes the required actions but it takes conscious application.

1st Dynamic What Ketty is like in 1st Dynamic

DESCRIPTION:

This Dynamic requires focused effort and

attention inward on ideas, feelings and

concepts. Explore Energy within a person is

creative, independent and fluid.

DESCRIPTION:

Ketty has a fair degree of energy that occurs

internally. She can immerse herself in the

world of ideas and possibilities but does so

with discernment.

ORIENTATION:

This Energy asks, “How?”

It is process-oriented.

ORIENTATION:

She does not require a full understanding of

the “bigger picture” in order to move forward

on anything.

APPLICATION:

Explore Energy is most useful at the

beginning of projects when new ideas,

creativity and open-mindedness are required.

APPLICATION:

She needs to maintain her energy level in

order to keep her interest on the broad and

vast landscape of the Explore Dynamic.

PERFORMANCE: PERFORMANCE:
Page 1 of 9

PERFORMANCE:

The Explore Dynamic is most effective when

participants think broadly, considering more

ideas, information, connections and

possibilities.

PERFORMANCE:

It would help her creative development if she

would put more energy into searching for more

options and possibilities at the beginning of

projects.

2
EXCITE

Energy Map

Ketty is Deliberate

It takes a bit of effort for Ketty to move through this Dynamic.

She completes the required actions but it takes conscious application.

2nd Dynamic What Ketty is like in 2nd Dynamic

DESCRIPTION:

Activity within the Excite Dynamic is

expressive and outward, sharing and

invigorating the conceptual process from the

Explore Dynamic.

DESCRIPTION:

She generates enthusiasm and excitement

during occasions that call for them.

ORIENTATION:

This Energy asks, “Who?”

It is interaction-oriented.

ORIENTATION:

She is not terribly concerned with “who.”

However, she can be rather particular about

with whom she connects and communicates.

APPLICATION:

Excite Energy provides the impetus for

progress. It generates synergy through

inspiration, influence and persuasion.

APPLICATION:

Ketty has a measured ability to animate people

and her environment. She must apply some

effort to uplift others using motivation,

optimism and humor.

PERFORMANCE:

The Excite Dynamic is most effective when

participants generate substantive, active

discourse among stakeholders through both

verbal and non-verbal communication.

PERFORMANCE:

She requires energy when she has to relate to

people on an ongoing or long-term basis.

3
EXAMIN

  
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