Those below instructions from professor.

Performance Assessment Tips:

• It’s best not to attempt the Task until you have reviewed the Course Material entirely.
• Be sure to answer each prompt under the Task Instructions and feel free to check your work against the provided rubric.
• As this course is personal and reflective in nature, there is no expectation for citations or references in this work. Citations and references are only required if sources other than the 5 Dynamics report and course materials are used and/or if content is directly quoted.
  • Otherwise, these items will be scored as “N/A” or Pass on your Evaluation Report.

Part One: Working Style

• You will need to take the 5 Dynamics survey and review your personal results before completing this section. Be sure to include all four energies and intensity levels in your reflection.

Part Two: Communication

• This section will have you reflect on the Conversation Meter tools and their impact with Cycles of Value and Waste. You will bring your own conversation experiences to this reflection using those tools.

Part Three: Reflection/Hero’s Journey

• To complete your Task, reflect on the experiences you had in this coursework and how it may serve you on the road ahead, and also, how you may be able to impact others with these tools of mindfulness, communication, and/or leadership.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of a 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. The similarity report that is provided when you submit your task 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.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

1. Write a paper (suggested length of 4–7 pages) reflecting on your experiences during the Interprofessional Leadership and Communication course, including the following APA formatting requirements:
   • double-spaced text with one-inch margins
   • a heading at the beginning of the paper with your name and the course name, instructor name,

assignment, and date

• labels for each of the three parts of the paper

Part One: Working Style

1. Identify your working style results from your personal 5 Dynamics report, including the level of intensity (i.e., Abundant, Effortless, Deliberate, Reserve) for each of the four energies (i.e., Explore, Excite, Examine, Execute) in the success/satisfaction cycle.
2. Reflect on what the working style results from your Working Style Self-Assessment and 5 Dynamics report mean for you by answering the following questions:
   • What are two of your strengths?
   • What are two of your challenges?
   • How do you learn best?
   • How do these energy dynamics, from either your self-assessment or 5 Dynamics report, present themselves in your daily life?
3. Describe a working style you would want a teammate on a professional or class project to have, given your own working style, and explain how the strengths of that working style would help create a balanced team to successfully complete the project.

Part Two: Communication

4. Using the conversation meter (Unit 7.2 within the course material) consider a conversation you had with friends, family, coworkers, or others, and reflect on the following:

1. Describe the conversation noting the listening mode (i.e., Pretense, Sincerity, Accuracy, Authenticity) you were in with specific examples from the conversation experience.
2. Discuss what you have learned about the way you listen.
3. Discuss what you learned about how your listening levels affect your relationships.
4. Using the Conversation Meter (Unit 7.2 within the course material), consider a different conversation you had with friends, family, coworkers, or others, and reflect on the following:

1. Describe the experience, noting the speaking mode (i.e., Pretense, Sincerity, Accuracy, Authenticity) you were in with specific examples from the conversation experience.
2. Discuss what you have learned about the way you express yourself through verbal communication including specific examples.
3. Discuss what you have learned about how you speak and how the way you speak affects your relationships.

6. Explain how your communication style applies the laws of conversation to create cycles of value or cycles of waste in your relationships and your life.
7. Explain how you will use your new communication tools to decrease cycles of waste or increase cycles of value.

Part Three: Reflection/Hero’s Journey

8. Reflect on your experience in this course by addressing the following:

1. Explain what you learned from your experiences with the course material.
2. Discuss what was most challenging for you in the course material.
3. Discuss what was most valuable to you from the course material.

9. Discuss two ways you could help friends, family, coworkers, or others develop the skills you learned in the course and how these skills could benefit them.
10. Explain how you plan to sustain the positive skills and habits you have formed from this course and how you will continue to maintain success in those areas.
11. Discuss the areas of communication and leadership in which you could still develop and how you plan to develop in those areas.

2. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

3. 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

INTRODUCTION

Before you attempt this task, you are required to complete the D235 Interprofessional Communication and Leadership in Healthcare course. This task relies on the completion of several self-assessments such as the 5 Dynamics and reflection on your hero’s journey.

In this task, you will be expected to submit a three-part reflection paper. This paper will help you focus on your experience and insights from the course. This includes what you have experienced and learned about the results of your individual 5 Dynamics Assessment and what they revealed about your personal working style; how you work with others; insights you have gained regarding conversations and interactions you have with friends, family, coworkers, and others; as well as your plans for the future.

The first part of your paper will focus on your working style and what you have learned about how you work with others. The second part of the paper will focus on your experience with the different modes of communication explored in the course. The third part of your paper will focus on your overall course experience, your journey through this course, and what you plan to do with the skills you have learned.

The intent of this paper is to reflect on your learning experiences in the course. You should first complete a draft of the paper and then finalize the submission with additional insights.

Be concise, clear, and authentic in your writing. Use the paper to explore your experience, consolidate insights, and start thinking about how you will use the course to improve your chances for success in the future.

RUBRIC

A:APA FORMAT

NOT EVIDENTA reflection paper is not provided.

APPROACHING COMPETENCEThe reflection paper does not correctly adhere to 1 or more of the given APA formattingrequirements.

COMPETENTThe reflection paper correctly adheres to each of the given APA formatting requirements.

A1:WORKING STYLE RESULTS

NOT EVIDENTThe submission does not identify the working style

APPROACHING COMPETENCEThe submission identifies the working style results from the learner’s 5 Dynamics report

COMPETENTThe submission identifies the working style results from thelearner’s 5 Dynamics report and

results from the 5 Dynamics report.

but does not include the level of intensity for each of the 4 energies in thesuccess/satisfaction cycle.

includes the level of intensity for each of the 4 energies in the success/satisfaction cycle.

A2:REFLECTION ON WORKING STYLE RESULTS

NOT EVIDENTA reflection on the working style results is not provided.

APPROACHING COMPETENCEThe reflection on the working style results from the learner’s self-assessment and 5 Dynamics report does not logically answer 1 or more the given questions or does not relate each of the answers tothe learner.

COMPETENTThe reflection on the working style results from the learner’s self-assessment and 5 Dynamics report logically answers the given questions and relates each of the answers to the learner.

A3:TEAMMATE’S WORKING STYLE

NOT EVIDENTA description of the working style the learner would want a teammate to have is not provided.

APPROACHING COMPETENCEThe description of the working style the learner would want a teammate to have does not accurately identify strengths of that working style, or the description does not provide a logical explanation of how the identified strengths would balance the working styles of the team to successfully complete the project.

COMPETENTThe description identifies the working style the learner would want a teammate to have for a work or class project and accurately identifies the strengths of that working style. The description provides a logical explanation of how the identified strengths would balance the working styles of the team to successfullycomplete the project.

A4A:LISTENING MODE

NOT EVIDENTA description of the experience and preferred listening mode is not provided.

APPROACHING COMPETENCEThe description does not identify a listening mode on the Conversation Meter, or the description does not include specific examples from the conversation experience that demonstrate this preference. Or the description includesinaccuracies regarding the listening mode.

COMPETENTThe description identifies a listening mode and includes specific examples from the conversation experience that demonstrate this preference. The description is accurate regarding the listening mode.

A4B:LISTENING AND LEARNING

NOT EVIDENTA discussion on what was learned is not provided.

APPROACHING COMPETENCEThe discussion does not logically address what the learner learned about the waythey listen, or the discussion

COMPETENTThe discussion logically addresses what the learner learned about the way they

does not include specific examples.

listen, including specific examples.

A4C:LISTENING AND EFFECT

NOT EVIDENTA discussion on how listening levels affect relationships is not provided.

APPROACHING COMPETENCEThe discussion does not logically address what the learner learned about listening levels or how the levels affecttheir relationships.

COMPETENTThe discussion logically addresses what the learner learned about listening levels and how those levels affecttheir relationships.

A5A:SPEAKING MODE

NOT EVIDENTA description of the experience and speaking mode used is not provided.

APPROACHING COMPETENCEThe description does not identify the speaking mode used, or the description does not include specific examples from the conversation experience that demonstrate this speaking mode. Or the description includes inaccuracies regarding thespeaking mode.

COMPETENTThe description identifies the speaking mode used and includes specific examples from the conversation experience that demonstrate this speaking mode. The description is accurate regarding the speaking mode.

A5B:SPEAKING AND LEARNING

NOT EVIDENTA discussion on what was learned is not provided.

APPROACHING COMPETENCEThe discussion does not logically address what the learner learned about the way they express themselves through verbal communication, or thediscussion does not include specific examples.

COMPETENTThe discussion logically addresses what the learner learned about the way they express themselves through verbal communication, including specific examples.

A5C:SPEAKING AND EFFECT

NOT EVIDENTA discussion on how speaking affects relationships is not provided.

APPROACHING COMPETENCEThe discussion does not logically address what was learned about the way the learner speaks or how itaffects their relationships.

COMPETENTThe discussion logically addresses what was learned about the way the learner speaks and how it affects theirrelationships.

A6:LAWS OF CONVERSATION

NOT EVIDENTAn explanation of thelearner’s communication styleis not provided.

APPROACHING COMPETENCEThe explanation of thelearner’s communication style does not logically describe how the communication style applies the laws ofconversation. Or the

COMPETENTThe explanation identifies thelearner’s communication style and logically describes how the communication style applies the laws of conversation. Theexplanation logically addresses

explanation does not logically address how this application creates cycles of value or cycles of waste in theirrelationships and life.

how this application creates cycles of value or cycles of waste in their relationships and life.

A7:COMMUNICATION TOOLS

NOT EVIDENTAn explanation of the communication tools the learner will use is not provided.

APPROACHING COMPETENCEThe explanation of the communication tools the learner will use does not logically address how these tools will decrease cycles of waste or increase cycles ofvalue.

COMPETENTThe explanation identifies the communication tools the learner will use and logically addresses how these tools will decrease cycles of waste or increase cycles of value.

A8A:COURSE EXPERIENCES

NOT EVIDENTAn explanation of what was learned is not provided.

APPROACHING COMPETENCEThe explanation does not logically describe what the learner experienced and learned, or the explanation is not relevant to the coursematerial.

COMPETENTThe explanation logically describes what the learner experienced and learned from the course material.

A8B:COURSE CHALLENGES

NOT EVIDENTA discussion of what was most challenging for the learner is not provided.

APPROACHING COMPETENCEThe discussion does not logically address what was most challenging for the learner, or the discussion isnot relevant to the course material.

COMPETENTThe discussion logically addresses what was most challenging for the learner in the course material.

A8C:COURSE VALUE

NOT EVIDENTA discussion of what was most valuable is not provided.

APPROACHING COMPETENCEThe discussion does not logically describe what was most valuable for the learner or does not include specific examples from the course material. Or the discussion does not logically describe why each example was valuable tothe learner.

COMPETENTThe discussion includes specific examples of what was most valuable for the learner from the course material and logically describes why each example was valuable to the learner.

A9:HELPING OTHERS

NOT EVIDENTA discussion of 2 ways to help friends, family, coworkers, or

APPROACHING COMPETENCEThe discussion of 2 ways to help friends, family,coworkers, or others develop

COMPETENTThe discussion identifies 2 feasible ways to help friends,family, coworkers, or others

others develop skills is not provided.

skills includes 1 or more ways that are not feasible for developing skills learned in the course, or the discussion does not logically describe how these skills could benefit thoseindividuals or groups.

develop skills learned in the course and logically describes how these skills could benefit those individuals or groups.

A10:SUSTAINING POSITIVE SKILLS AND HABITS

NOT EVIDENTAn explanation of skills or habits is not provided.

APPROACHING COMPETENCEThe explanation of skills and habits includes 1 or more skills or habits that are not positive or are not formed from the course. Or the explanation does not provide a logical plan to sustain these skills or habits. Or the explanation does not logically address how the learner will continue to maintain success in thoseareas.

COMPETENTThe explanation identifies positive skills and habits formed from the course and provides a logical plan to sustain these skills and habits. The explanation logically addresses how the learner will continue to maintain success in those areas.

A11:AREAS OF COMMUNICATION AND LEADERSHIP

NOT EVIDENTA discussion of areas of communication and leadership is not provided.

APPROACHING COMPETENCEThe discussion of areas of communication and leadership does not identify areas in which the learner could still develop or does not logically describe how the learner plansto develop in those areas.

COMPETENTThe discussion identifies the areas of communication and leadership in which the learner could still develop and logically describes how the learner plans to develop in those areas.

B:APA SOURCES

NOT EVIDENTThe submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.

APPROACHING COMPETENCEThe submission includes in- text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APAstyle.

COMPETENTThe submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.

C:PROFESSIONAL COMMUNICATION

NOT EVIDENTContent is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar.Vocabulary or tone is

APPROACHING COMPETENCEContent is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion.

COMPETENTContent reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by thelearner. Terminology is

unprofessional or distracts from the topic.

Terminology is misused or ineffective.

pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation andunderstanding.

THIS IS COURSE MATERIAL FOR PART ONE PAPER: WORKING STYLE

Lesson 4: Working Styles and Energy Dynamics

Everyone has strengths and faces challenges in different areas. Some people enjoy meeting and interacting with others. Other people prefer self-reflection and quiet. Some are outgoing, charismatic, emotional, and aware of others’ needs. Others are more methodical, driven by facts and data, preferring reason and logic over taking risks. These strengths and challenges are called working styles, or energy dynamics.

Essential Reading: Energy Intensities

Energetic dimensions show you where different kinds of energies come together in people. Most people have combinations of energies, like internal and external, flexible and orderly, etc. Some have high examination energy or low explore energy. Many have energy intensities that take precedence over all others and could interfere with other phases of the cycle. Think about people you know— family, work colleagues, etc. Can you identify which kinds of energies they might have? How might these energies affect their working styles?

Abundant: Participation in a phase of the success/satisfaction cycle at abundant energy intensity takes precedence over any other phase. It is the most natural and easy to activate and requires a lot of energy to defend so it can become a liability when it becomes necessary to move to other phases of the cycle. If you think of energy intensities as floating on water, then abundant energy is like being caught in a tsunami—you are swept along in an overwhelming wave and cannot escape without outside help. With what dynamic do you think you operate at the abundant energy level?

Effortless: Participation in a phase of the success/satisfaction cycle at effortless energy intensity takes precedence over all other phases except abundant. It is natural, flexible, and energy efficient. It expends the least amount of overall energy. With effortless energy, you are being carried along with the current in exactly the direction you need to go with very little difficulty. With what dynamic do you think you operate at the effortless energy level?

Deliberate: Participation in a phase of the success/satisfaction cycle at deliberate energy intensity can be consciously selected. It is not smooth or flowing, and it expends a lot of energy to determine whether it should be used. In the floating metaphor, the waters are still with deliberate energy, so you are having to work to get anywhere though the effort is not very difficult. With what dynamic do you think you operate at the deliberate energy level?

Reserved: Participation in a phase of the success/satisfaction cycle at reserved energy intensity is consciously avoided. It takes the most energy and is the least natural. With reserved energy intensity, the water is choppy, so it takes more effort to move. You get tired much more quickly. With what dynamic do you think you operate at the reserved energy level?

Lesson 4.2: Working Styles and Energy Dynamics

Essential Questions

• What are the strengths and challenges of various working styles?
• What are the five energy dynamics and their connection to working styles?
• Which working style do you identify the most with?
• Which energy dynamic do you identify the most with?

Overview

Working style energies define the ways people see and react to the world. Some people see the way the world could be and focus on realizing future goals. Others prefer to live in the moment, valuing people and relationships. Some seek results through a challenge, a competition, and concrete measurable goals, while others are focused on why things happen and are comfortable with using logic and data to understand the world. Each of these dynamic energies is important for success. In this lesson, you will learn about energy dynamics and how they relate to working styles.

Essential Reading: Characteristics of People

Each energy dynamic has unique characteristics. Every person has characteristics that fit with each style but may be stronger in one style than in the others. Which energy dynamic do you identify the most with?

Explore energy: People who are high in explore energy like to create new ideas and solve problems using atypical methods. They see future implications in every action and are aware of feelings and how to connect the unconnected. They are

often imaginative, idealistic, independent, empathetic, and feelings-based, and they want to know the answer to the how question.

Excite energy: People high in excite energy love to share ideas and feelings and generate excitement. They are entertaining and enthusiastic about communicating by whatever means necessary. They are often optimistic, spontaneous, opportunistic, and charming; and they want to know the answer to the who question.

Examine energy: People with high levels of examine energy like to solve problems by looking at all the information, organizing, and creating structure and systems.

They like to finish projects by a deadline. They are adept at researching and collecting data, as well as exposing flaws and correcting mistakes. They are often introverted, rational, detail oriented, organized, and precise and want to know the answer to the why question.

Execute energy: People who are high in execute energy like the challenge of finishing everything by a deadline. They are good at getting others to do their jobs and are driven to achieve goals no matter what is in the way. They move forward best in structures and systems and are great at getting and giving rewards. They are often ambitious, leaders, willful, intense, action oriented, and challenging and want to know the answer to the what question.

Essential Reading: Understanding Working Styles and Energy Dynamics

As a way of understanding the different working styles or energy dynamics that shape people’s characteristics, you will look at an energy intensity flow (EIF) matrix (developed by 5 Dynamics) later in this section. The framework is based on the idea that everyone gets energy in a variety of ways and that this manifests in how they complete their work. Everyone has their own working style or energy dynamic. How you act determines your journey, as well as your results.

To practice with the working styles framework, you will be asked to score movie characters using the energy intensity flow (EIF) matrix later in the course.

Think back to when you last completed a project. The project had a beginning, middle, and end. The life cycle of a project has some regular phases or parts. Recall

that there are five dynamics required to accomplish any task. They form a five-step cycle:

1. Explore: Every initiative starts with an awareness, idea, or concept.
2. Excite: The idea or awareness is energized, radiated, and championed to advance it toward planning.
3. Examine: The energized idea is then analyzed and developed into a detailed plan with procedures, standards, and timelines.
4. Execute: All tasks from the plan are actively completed with energy and awareness; people hold themselves and others accountable.
5. Evaluate: The cycle is evaluated by whether it has been completed with success and satisfaction.

Essential Reading: The Hero Within

All people have innate qualities, and within everybody is a latent hero. How they meet the challenges they face shapes the kind of heroes they become.

There are two kinds of heroes:

• outer or action heroes
• inner heroes who discover and change themselves

This course focuses on your inner hero by helping you search for and find your gifts and strengths. Inner heroes change their behaviors over time to become authentic and use their gifts and strengths.

Reflection: Inner Hero

Reflect on past experiences that have helped you become aware of your inner strengths. Note at least five adjectives that describe the characteristics that compose your inner hero (e.g., quiet, strong, stubborn). You can write down the adjectives on a piece of paper and save them for future reference.

Lesson 4.3: Self-Assessment of Working Style

Essential Questions

• What are the five energy dynamics and their connection to working styles?
• Which working style do you identify with most?
• Which energy dynamic do you identify with most?

Overview

People’s attention shifts as they move through the dynamics of any process. Their natural energy preferences drive their focuses and actions. External success and internal satisfaction come from applying energies to their goals. Based on what you know about the 5 Dynamics, what are your innate energy preferences? How do these dynamics show up for you? In this unit, you will take what you learned from your 5 Dynamics report and assess your working style.

Essential Reading: Energy Intensities and Patterns

Review the following information on energy intensities and energy patterns. To be effective in what you do and how you interact with others, you will need to understand working styles and the energies that define them.

Essential Reading: Learning Strategies for Working Styles

As previously mentioned, you will receive a 5 Dynamics report about your learning approach. Pay attention to areas in which you are effortless or higher on your assessment.

Review the following learning strategies for each working style (energy) and identify which learning strategies you want to make into habits.

Explore

• Remain aware (positive).
• Use the Pomodoro study technique (smaller, more consistent bursts of study time).
• Schedule study time. Make it a part of your routine.
• Read ahead to better understand broader ideas.
• Use recorded videos and cohort recordings to review.
• Copy and reorganize notes.
• Do it now!

Excite

• Always remember to read materials and notes first.
• Engage in cohort opportunities and live sessions whenever possible.
• Schedule appointments for both school and leisure time.
• Plan time. Be habitual. Use study groups, not chat groups.
• Use diagrams and mind maps.

Examine

• Outline your notes.
• Be less detailed for test prep.
• Anticipate questions on the test then prepare.
• Use color coordination to organize your notes.
• Some students benefit from separate notebooks for each subject.

Execute

• Organize study groups.
• Read materials ahead of the class.
• Volunteer and answer questions.
• Create daily and weekly to-do lists to stay focused.
• Take notes.
• Ask study group members to help anticipate questions that might be on the test.

This is for part two:communication

Lesson 5: Cycles of Waste and Value

Lesson Introduction

Think about how you would talk to a friend who seems upset. How would you react? You would probably want to understand why your friend is upset. Your goal would be to understand your friend’s emotional need so you can do something to help. When you communicate in this way, you are moving toward the cycle of value.

Essential Reading: Cycle of Value

The cycle of value begins by aligning yourself to the needs of others. For long-term gains (the type you will need in your family, at work, in your classes, and at school), you need cooperation and the benefits that come with working together—or the cycle of value.

To begin the cycle of value, you must learn to observe, to watch, and to suspend judgment.

Review each phase of the “Cycle of Value,” and reflect on a time when you participated in a conversation that had value. From the cycle of value, choices in a conversation need to add value and lead to alignment. Good choices lead to greater alignment, improved relationships, greater learning, and increased value. Language choices such as making requests and observations about the situation lead to creating trust between the parties. Being assertive, taking personal responsibility, or focusing on a win-win attitude are examples of behaviors that can lead to trust.

Essential Reading: Cycle of Waste

The cycle of waste occurs when people try to “win” an argument. You can see this clearly when candidates meet for formal debates. The intention is not to understand the opposing side but to disagree and undermine the other person’s view. Winning an argument might be satisfying, but it is only a temporary gain. Over time, the debate keeps spiraling down the cycle of waste, and people lose the

benefits that come when they work together. The cycle of waste starts with disagreement, moves to trying to defend a position, and then advances to destroying the other person’s point. The cycle repeats itself in a snowball effect. Think about the last conversation you had that was negative.

Essential Reading: What Is Their Purpose?

The choices you make in a conversation impact your ability to build value or create waste. When in a disagreement, the tendency to blame, make assumptions and judgments, or reject differing perspectives leads to distrust. The lack of trust encourages the parties involved to emotionally disconnect from the interaction and avoid constructive communication. To create value, the focus must shift to understanding the other party’s needs and views.

When communicating with others, ask yourself this question: “What is their purpose?”

Your ability to listen, to absorb the information, and to respond to them, letting them feel heard, is the key to your success. It is essential to establishing the cycle of value in your communications.

Lesson 5.3: Laws of Conversation

Essential Question

• What are the laws of conversation?

Overview

Just as your listening skills can create either value or waste in a conversation, so can the specific words and details you choose to share. These communication choices are usually a result of the laws of conversation. In this unit, you will explore the laws of conversation and some listening dos and don’ts.

Essential Reading: Laws of Conversation

The following are the laws of conversation:

6. All humans have purposes and concerns.
7. When people perceive that you are threatening or unaware of their purposes and concerns, they resist.
8. When people perceive (believe) that you are aware of and sensitive to their purposes and concerns, they communicate and collaborate.

Laws of Conversation and the Cycles of Waste and Value

The cycles of waste and value are intrinsically tied to the laws of conversation. The most important thing to remember about the laws of conversation is that success depends on what people perceive. It does not matter how much you truly care about the needs, concerns, or purposes of those you are having a conversation with. If they perceive that you are threatening or unaware of their needs, they will resist. This starts a cycle of waste. On the other hand, when people perceive that what you are doing aligns with their needs, you start the cycle of value.

Essential Reading: Laws of Conversation Example

Say a nurse wanted to explain a problem to another department. In a very professional voice, they might choose to say, “Maybe your team needs updated training on how to intake patients to our floor. It seems like some of your employees are doing it wrong, and it makes patients so mad. I keep getting patients with nowhere to go.”

Even if the nurse said these words with a smile, there is a good chance a word like “wrong” could trigger a bioreaction in the audience. In this way, the word “wrong” is violent. Other phrases like “makes patients so mad” could also put the listeners on the defensive. The problem is what the nurse said did not recognize and acknowledge the purposes, needs, and concerns of the individual or the department they work in.

Lesson 6: Communicating Needs and Emotions

Lesson Introduction

Everyone has needs. They have basic physical needs—such as food, air, and water—but also more complex needs for intimacy, respect, security, and achievement. When people communicate, it is important to identify the other person’s needs. It is also important to account for emotions in conversations.

Lesson 6.1: Maslow’s Hierarchy of Needs and Communication

Essential Question

• How can Maslow’s hierarchy of needs inform your communication with others?

Overview

To align your conversations, you must be aware of your own needs as well as the needs of those you are interacting with. Maslow’s hierarchy of needs provides you with a guide to understanding needs. In this unit, you will explore how Maslow’s hierarchy applies to communication.

Essential Reading: Maslow’s Hierarchy of Needs

Maslow’s hierarchy of needs organizes all needs into five categories: physiological,

safety, love and belonging, esteem, and self-actualization.

“Maslow’s hierarchy of needs diagram” by Mayrum, Getty Images Content License Agreement

Dropdown

5 points possible (ungraded)

Maslow’s hierarchy of needs consists of five levels that include the following:

• physiological needs
• safety needs
• social belonging needs
• esteem needs
• self-actualization needs

Essential Reading: Maslow’s Needs in Conversations with Others

When you talk with someone, consider the types of needs that person has. What types of needs do you have in the conversation? Understanding both your needs and their needs will help you align and then act.

But what happens when needs are ignored? How do people feel when their needs and emotions are not acknowledged in a conversation? Needs that are ignored or unfulfilled often lead to bioreactions in all parties of the conversation.

Lesson 6.2: Emotion and Communication

Essential Question

• How can you account for both your emotions and the emotions of others while communicating?

Overview

To have effective conversations, you must be aware of your emotions and the emotions of others. In this unit, you will explore the role of emotions in communication.

Essential Reading: Feelings and Emotions

Feelings are signals that your needs are being met or unmet. You can use feeling words to better help you understand your own needs and then communicate them when appropriate.

Sometimes it is easier to state an opinion or a grievance instead of thinking about or talking about your actual feelings. But if you use only feeling words—words that describe the feelings that are caused by outside triggers or your unmet needs—you will get closer to helping people understand what you are trying to say, what you need, or what you want from them.

Sometimes you use the words “I feel . . .” to talk about what you think or believe instead of how you feel. Think of the statement, “I feel like you are really wrong.” Is there a feeling word there? No, there is not. Instead, the speaker stated a thought or opinion and called it a feeling. This is very common. You might also mistakenly use the word feel to help explain that someone hurt you or that someone is to blame for something that happened to you. Using feel in these ways may cause the listener to become defensive or confused and create waste in conversations instead of value.

Emotions fall into two categories: primary emotions and secondary emotions. Primary emotions are universal across cultures and even species. The primary emotions are fear, anger, disgust, surprise, sadness, and happiness. Secondary emotions are nested in the primary emotions. The secondary emotions are sympathy, embarrassment, shame, guilt, pride, jealousy, envy, gratitude, admiration, indignation, and contempt.

Essential Reading: Feeling and Non-feeling Words

It is important to distinguish between feeling and non-feeling words.

Review the “Feeling and Non-feeling Words” list. Remember that some words that you think are feelings are not actually feelings but your perceptions of what someone is doing to you. When you come to a word on the non-feeling words list that you think is a feeling (rejected, for example, as many people believe this represents a feeling), ask yourself the following question about the non-feeling word you identified. It can help you distinguish the root emotion.

“When I perceive that I have been rejected, how does that make me feel?”

Reflection: Emotional Event

Identify a particularly emotional event or period in your life and then reflect on what made that event or period so emotional.

Write your responses on a piece of paper or download the “Reflection: Emotional Event” document to record your thoughts.

• Did anyone acknowledge your emotions?
• How did that affect the event or period in your life?
• Do you think your experience is the same as everyone else’s?

Essential Reading: Communicating Effectively

Human beings thrive on connection and on their ability to communicate with others. Communication can work effectively only if people can understand the

needs, purposes, and concerns of others they interact with. If you make the effort to become aware of the purposes and needs of others, they will work with you. If you can do this, you will be able to solve problems and remove barriers.

Essential Video: The Power of Emotional Intelligence

Emotional intelligence is defined as your ability to recognize and understand emotions in yourself and others and your ability to use this awareness to manage your behavior and relationships.

Watch “The Power of Emotional Intelligence” (19:13) from TEDx.

Dr. Travis Bradberry explains how emotional intelligence is a factor when people with average IQs outperform those with the highest IQs 70 percent of the time. This video shows you how to use this critical skill to your advantage.

Reflection: Emotional Intelligence

Consider what you have learned so far, and then spend a few minutes answering the following questions as they apply to your personal or professional environment.

Self-Awareness

• How well do you recognize your emotions in the moment?
• Are you aware of how your emotions might impact what you do or say to others?
• Do you know your strengths and limitations?
• How open are you to candid feedback or different perspectives?

Self-Management

• How do you manage your disruptive emotions?
• Can you remain calm in highly emotional or stressful situations?
• Are you accountable for your choices?
• How do you handle change?

Social Awareness

• Are you aware of other people’s emotions?
• Do you seek to understand the needs of others?
• Do you offer support and coaching to those around you?
• Are you respectful of diversity in people and opinions?

Relationship Management

• Are you a good listener?
• Do you seek to understand others when they see things differently from you?
• Do you lead by example?
• Are you continuously looking for ways to collaborate better?

Tying It All Together: What is the connection between:

• emotional intelligence and mindfulness?
• neuroscience and brain plasticity?
• the cycle of value and the cycle of waste?

What other concepts have you learned in this course so far that can be tied to emotional intelligence?

Essential Reading: Reconnect to Humanity and Empathy

The first law of conversation is that all humans have purposes and concerns. When you try to build value, you need to show people you are aware of and sensitive to their purposes and concerns. You can do this through listening. Nonviolent communication (NVC) is a method that helps people stay focused on their own purposes and concerns as well as those of others so they can use language that leads to collaboration and communication instead of resistance.

When people perceive that you are threatening or unaware of their purposes and concerns, they resist. This is waste. When people perceive (believe) that you are aware of and sensitive to their purposes and concerns, they communicate and collaborate. This is value.

Language choices can be violent. People can use words that trigger bioreactions in other people. This is not about physical violence but, instead, the painful or stressful emotional effects of communication choices.

Nonviolent communication recommends the following four steps to help people reconnect to humanity and empathy in order to better communicate or listen for solutions.

• Speak in observations—Stay focused on facts and pieces of information that everyone can agree on.
• State your feelings—Use feeling words to express emotions.
• State your needs—Connect your feelings to your needs and acknowledge that your feeling comes from an unmet need you have and not something another person is doing to you.
• State what you need as a request and not as a demand—Keep your

request connected to your feelings and needs without blame or threat.

The nurse mentioned in a previous lesson felt worried about the patients, creating two needs that the listeners would not know about without more information. The nurse needs to know that the hospital is trustworthy to patients so that what the nurse tells patients will happen will actually happen. The nurse also needs to feel connected to other people and departments because it creates a feeling of connectedness to the mission of the hospital and makes the day more fun.

If the nurse were aware of these needs, they could use different language to express their request. Using nonviolent language will create more opportunities for value.

After using mindfulness and personal reflection, the nurse could say something like, “I had two patients last week who did not get their discharge paperwork when I said they would. I was a little embarrassed that I had made a mistake, but mostly I was worried because I want the patients to trust me and the hospital. This experience made me realize that our two departments haven’t collaborated in a long time. Do you think we could get together for training soon and check in on how we can help each other? I’d be happy to help. It would be great to see everyone.”

In this second version, the nurse started with an observation that is neither exaggerated nor judgmental. The nurse stated that they had two patients the previous week who had a specific experience with paperwork.

Next, the nurse was open and shared feelings. There was no blame placed on anything or anyone. The nurse was feeling embarrassed and worried.

The nurse then expressed their needs. Although they did not say the word need, they did share that the concern was with the patient trusting the nurse and the hospital. And the audience had likely connected personally to the nurse’s needs, which helped them know which language would help them move forward productively.

Finally, the nurse ended with a request. The request to collaborate did not include anything punitive or shaming. It was open-ended yet direct as to what the nurse thought would meet their need.

In this second version, by using the four components of nonviolent communication, the nurse was able to self-reflect and then share their thoughts in a way that created more value.

THIS IS FOR PART THREE

Section Introduction

Section Introduction

Effective communication requires that individuals be aware of their own needs as well as others’. Sometimes this requires shifting the focus from themselves to others. In this section, you will go a step further than “you” and move toward communication with “them” in mind. This helps you create cycles of value by meeting the needs of both sides of a conversation.

Leadership requires that you be able to speak to and for others. To do that, you need to understand these audiences and present your most authentic self. As the saying goes, “people know when you are faking it.” This section will help you understand how to communicate authentically and how to develop the mindset of a leader.

Section 4 covers one competency, Use Communication Strategies. To help you build proficiency in this competency, this section is organized into two lessons that you can progress through at your own pace and in as much depth as you need.

Lesson 7 focuses on the ladder of listening, the conversation meter, and sharing

perspectives on social justice topics. Lesson 8 focuses on learning the communication and behaviors of leaders, assessing your communication courage and competence levels, and envisioning the future and strategic planning.

Build Employability Skills and Competence

Leadership communication requires that you understand and meet the needs of your audience to foster positive connection and engagement. This requires attention and effort on your part. Knowing which strategies are available to you will help you engage listeners and encourage connection. This section helps you begin building the following two skills that employers seek when hiring or promoting healthcare professionals:

• Apply a variety of strategies to establish productive groups.
• Implement oral communication techniques for relationship building.

In this course, you will demonstrate these skills by passing a final assessment that measures whether you have mastered the following competency:

• Competency 738.10.4 Use Communication Strategies: The learner uses communication strategies to foster a supportive peer community.

Lesson 7: Conversation

Lesson Introduction

There are multiple ways to engage in conversations. Each of these strategies has a place in your life. It is important, however, to apply the appropriate strategy to the current situation. This requires you to be aware of what strategies are available to you and to listen to know which strategy is the right one for the conversation.

Listening helps you relate to others. Improving your listening skills can help you feel more connected to people and makes it possible to understand their situation.

Once you understand them, you can engage with them in a manner that meets their needs and creates positive dialogue, even when the conversation is difficult or when you disagree.

Lesson 7.1: Ladder of Listening

Essential Questions

• How do the different levels on the ladder of listening relate to conversations with others?
• What are some patterns

of ineffective listening in conversations?

Overview

The key to communication is the ability to listen. In this unit, you will learn about the ladder of listening.

Essential Reading: Ladder of Listening

The ladder of listening provides the framework for understanding what people should be paying attention to in a conversation. Starting at the bottom, each rung of the ladder represents a level, or stage, of listening.

Rung 0 (bioreaction): If you are at zero, you are not on the ladder. If you are in bioreaction, you are not listening. How do you get control back from the amygdala? Stop the assumption, take a breath, check your feelings, and be aware. It comes down to using your mind.

Rung 1 (content): If you want to get on the ladder of listening, the first thing you must do is listen to content, or the facts. If you want to get out of bioreaction, you must get curious. Listen for content (data).

Rung 2 (compassion): What is listening for compassion? It is putting yourself in the shoes of others. It means to feel what is being said in your body; it means that you are listening for the feelings and needs of others, which will give you insight into their purposes and concerns. Sometimes you can feel other people’s feelings. Have you ever been in a room with an angry person? What does that feel like?

Rung 3 (essential purpose): Essential purpose is listening for people’s needs, concerns, or purposes. It is the essence of what people have to say, or their intended meaning. You could just ask for their purpose, but sometimes they are not ready to talk about it (or do not know). So, you ask yourself the following:

• What is behind all of this?
• What is the essence of what they are saying?
• What are they trying to communicate?
• What is important to them?

Rung 4 (intersection): Places of intersection are where you find things in common with the other party. They are where the reason you are in the conversation and the reason the other people are in the conversation come together. If you can discover their needs, purposes, or concerns and how they intersect with yours, you can create win-win outcomes. You can create success and satisfaction in what you are doing together.

Reflection: Which Rung Am I On?

After analyzing each rung on the ladder of listening, did you notice any patterns in your conversations? Think about a recent conversation you have had. Then either answer the following questions on a piece of paper or download “Reflection: Which Rung Am I On?” to record your thoughts.

• Which rung on the ladder of listening do you think you were on? Why?
• How did that conversation go?
• What could you have done to improve that conversation?

How you listen and communicate is absolutely within your control. It is important to note that even though you cannot change other people, you can influence them by the choices you make. You will find value by suspending judgment, recognizing needs, and responding appropriately.

Lesson 7.2: Conversation Meter

Essential Question

• What are the different levels of engagement in conversations?

Overview

When you engage in any conversation, you have an opportunity to build value. Knowing which level you are at is the first step. In this unit, you will explore the different levels of engagement in conversations.

Essential Reading: Conversation Meter

The conversation meter can help people gauge how both parties are listening and speaking. Pretense describes the lowest level of engagement while authenticity describes the highest. At each level, the focus of the conversation shifts according to willingness to engage in the conversation.

Pretense: Pretense is a direct conflict between what you say in one situation and what you say in another (i.e., lying and/or withholding information). The focus is on avoiding difficulty.

Sincerity: Sincerity or brutal honesty is an honest report of your perspective. It includes certainty that your view is accurate without consideration of other perspectives. The focus is on being honest and defending your honest position.

Accuracy: Accuracy is separating mutually observable facts from the explanation of those facts. It includes the recognition that your perceptions are not reality. The focus is on revealing facts and comparing explanations for value.

Authenticity: Authenticity is being in a place of genuine appreciation of various views and factors, researching where they intersect for new insight and opportunity. The focus is on clarifying the essential purpose and revealing intersections that can be used for action.

Lesson 7.3: Communication and Social Justice Topics

Essential Question

• What are some ways to engage productively in communications about social justice topics?

Overview

Social justice issues are difficult to talk about because they affect many people on a personal level. People base opinions and beliefs about these topics on their own experiences or those of someone they care about. People often fear talking about these types of topics because they know others will disagree with their position on the topic and those disagreements can cause hurt feelings. In this unit, you will explore ways to engage productively in communications about social justice topics.

Essential Reading: Social Justice Issues

Social justice issues are issues in your community that have created injustice in your life or the lives of others. Typically, these issues are topics you and others feel passionate about. Examples include, but are not limited to, the following:

• drug abuse and addiction
• domestic violence
• gangs
• police brutality
• educational opportunity
• physician-assisted suicide
• medical marijuana
• federal-mandated insurance coverage
• the opioid crisis
• abortion
• children making medical decisions

It can be difficult to talk about social justice topics if you let your emotions overwhelm you.

Lesson 8: Leadership Communication

Lesson Introduction

Everyone can identify someone who they feel is a great leader. But what is it about this person that makes such a good leader? What in their character or communication has created this characteristic?

This lesson explores what you know about leaders and leadership. The concepts in this lesson will help you become the leader you are meant to be. This involves communication, courage, casting vision, planning, and commitment—many of the skills you have already developed. Pay attention as you read and reflect to see where you have strengths and where you have opportunities for continued development.

Essential Reading: Getting to Authenticity

Recall from the conversation meter that authenticity is genuinely appreciating various views and factors to create new insights and opportunities. It is a key part of high-value conversations.

Leaders get to authenticity by clearly explaining and taking responsibility for their feelings, empathizing with others, seeing universal needs, motivating others, and finding the intersection of their own and others’ needs, purposes, and concerns. In doing so, they arrive at a shared purpose.

Essential Reading: Effective Leadership and Bioreactions

Effective leaders are aware of their bioreactions. Bioreactions are the root of the pretense and sincerity, which keeps people from fully engaging in a conversation. Effective leaders learn to be mindful of their needs and the needs of others, which enables them to make conscious, deliberate choices to avoid pretense and sincerity and work instead in accuracy and authenticity.

Essential Reading: Courage and Competence

Naturally, being an effective leader requires courage and competence. Competence is about using the conversation meter approach. Your future success as a student and in life depends on your strength in these two attributes.

You will experience disappointment as you develop the skills to communicate effectively. When that happens, you have a choice: to let that diminish your courage to keep learning the communication methods, or to keep learning the communication method to become more competent.

Reflection: Courage and Competence

Examine the following courage and competence matrix:

“Courage and Competence matrix” ©2021 Western Governors University – WGU. All Rights Reserved.

Record your answers to the following questions on a piece of paper or download and save the “Reflection: Courage and Competence” document to record your thoughts.

• Where do you see yourself on the matrix? Why?
• Where do you want to go on the matrix? How do you plan to do that?

After you have assessed where you are on the matrix, consider how that applies to your education.

• As you prepare for college, what do you feel are your strengths and weaknesses?

Essential Reading: Ways to Envision Your Future

There are different ways to envision your future. In fiction, futures are generally told within the constructs of one of the themes that follow. The consequence wheel (described later in this unit) does not subscribe to any of the three following storylines (utopian, dystopian, and retro-utopian). Instead, it seeks to envision the future as a result of basic cause-and-effect steps. All three storylines could, however, be outcomes of the consequence wheel.

Utopian: A utopia is a place of future perfection, especially in terms of law, government, art, and social conditions. This story describes the ideal place to live. The original utopian literature from Plato’s Republic to Thomas More’s Utopia explores the promise of an idealized society.

Dystopian: A dystopia is an imaginary place where people lead dehumanized and fearful lives. This is the worst of all possible worlds—a place in which you do not want to live. An example is the book 1984, written by George Orwell, in which the despotic government controls everything.

Retro-utopian: A retro-utopia is a place where reverting to an imaginary past is proposed as the ideal future. An example of this could be the future that President Reagan described. It was the vision of the 1950s with a homemaker mother, a working father, and nice kids. This view is exemplified by the TV program Leave It to Beaver.

Essential Reading: Strategic Planning

To see the future as a result of cause and effect, you need to do some strategic planning. Strategic planning is the process of defining strategy or direction and making decisions about how you will use your time and energy to pursue that strategy. To determine the right strategy or direction, you must first understand where you are now and what the possible paths available to you are.

Take a moment to think about the following quote from Gandhi and what it means for planning your future. As you plan for your future at WGU and beyond, you will make decisions today that will have consequences that continue into the future.

Part of strategic planning involves anticipating the consequences of your decisions. The consequence wheel is a tool that will help you anticipate different paths and consequences.

“The future depends on what you do today.”

Essential Reading: Consequence Wheel

—Mahatma Gandhi

In choosing a direction, you need to study how your present actions or habits will have a long-term effect. The consequence wheel is a tool that will help you see the possible outcomes of an action by looking at the immediate effect and how that effect leads to future outcomes (like a possible future chain reaction). On the consequence wheel, each circle and line represent a different consequence or action and its interaction.

“Consequence Wheel matrix” ©2021 Western Governors University – WGU. All Rights Reserved.

The consequence wheel works by mapping how different outcomes may result in different futures. First, identify an action, and then write down the possible consequences (good and bad) of that action. Moving to the right, write down the consequences of those possible outcomes, and so on.

For example, what might happen if you continue to worry about money, schoolwork, or other things (i.e., mental preoccupation)?