The learner uses communication strategies for managing conflict.
INTRODUCTIONConflict is a normal part of life. Managing conflict using effective communication is an important skill for solving problems, innovating, and maintaining productive relationships—particularly in a professional setting. In this task, you will critically analyze the communication in a conflict scenario and provide recommendations for communication strategies to manage and resolve the conflict. Use the RRM3 D268 Task 2 Template located in the Supporting Documents section below the rubric as a guide to complete this task.SCENARIOTwo managers in a health professions setting are upset about recent staff reductions and the effect on worker roles. The characters’ discussion is shown in the “Workplace Conflict” video in the Web Links section located below the rubric. As you watch the video, imagine that you are in the room with the two characters, serving as an observer. Provide feedback for each of the two characters on how to negotiate this conflict.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. 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 live documents or cloud links, such as links to Google Docs, Google Slides, OneDrive, SharePoint, 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, .pptx).
A. Watch the “Workplace Conflict” video in the Web Links section located below the rubric. Then, analyze the interaction shown by doing the following:
1. For each character (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated the conflict.
a. Describe how each of the identified behaviors in prompt A1 escalated the conflict.
Note: The interpersonal communication behaviors could be verbal or nonverbal.
2. For each of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate the conflict.
a. Describe how each of the identified behaviors in prompt A2 could have been used to de-escalate the conflict.
Note: The suggested length for prompt A is 1–2 pages.
B. Recommend how each of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict by specifically addressing each of the 5 steps of negotiation listed below:
• pre-negotiation
• opening
• exploration
• bargaining
• agreement
Note: The suggested length for prompt B is 1–2 pages.
C. Acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.
Note: Sources are NOT required for this task, but if sources are used, they must be acknowledged and cited appropriately.
D. Demonstrate professional communication in the content and presentation of your submission.
Note: See the rubric for what professional communication entails.
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:INTERPERSONAL COMMUNICATION BEHAVIOR
NOT EVIDENT
An interpersonal communication behavior for each character in the video is not identified.
APPROACHING COMPETENCE
The 1 or 2 interpersonal communication behaviors identified for each character include 1 or more behaviors that are not accurate for that character in the video. Or 1 or 2 interpersonal communication behaviors are only provided for 1 of the characters from the video.
COMPETENT
The 1 or 2 interpersonal communication behaviors identified for each character are accurate for that character in the video.
A1A:DESCRIPTION OF BEHAVIORS
NOT EVIDENT
A description for how each behavior observed in prompt A1 escalated the conflict is not provided.
APPROACHING COMPETENCE
A description is provided but does not logically address how each behavior observed in prompt A1 escalated the conflict. Or the description only addresses how 1 character’s behavior(s) observed in prompt A1 escalated the conflict.
COMPETENT
The description logically addresses how the 1 or 2 behaviors of each character observed in prompt A1 escalated the conflict.
A2:ALTERNATIVE COMMUNICATION BEHAVIORS
NOT EVIDENT
Alternative communication behaviors are not provided.
APPROACHING COMPETENCE
Alternative communication behaviors that could have been used to de-escalate the conflict are not provided for each identified interpersonal communication behavior from prompt A1. Or the alternative behaviors provided would be ineffective in de-escalating the conflict.
COMPETENT
Effective alternative communication behaviors that could have been used to de-escalate the conflict are provided for each interpersonal communication behavior identified in prompt A1.
A2A:DESCRIPTION OF ALTERNATIVE COMMUNICATION BEHAVIORS
NOT EVIDENT
A description is not provided.
APPROACHING COMPETENCE
The description does not include each of the identified behaviors in prompt A2 that could have been used to de-escalate the conflict. Or the description is illogical.
COMPETENT
A logical description of how each of the identified behaviors in prompt A2 could have been used to de-escalate the conflict is provided.
B:CONFLICT NEGOTIATION RECOMMENDATION
NOT EVIDENT
A recommendation for each character for managing and resolving the conflict is not provided.
APPROACHING COMPETENCE
The recommendation for each character does not logically explain how that character could have managed and resolved the conflict through the framework of negotiation. Or the recommendation for 1 or more characters does not accurately address each of the given stages of negotiation. Or a recommendation for managing and resolving the conflict is only provided for 1 character.
COMPETENT
The recommendation for each character logically explains how that character could have managed and resolved the conflict through the framework of negotiation and accurately addresses each of the given stages of negotiation.
C:SOURCES
NOT EVIDENT
If sources are used, the submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
If sources are used, the submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.
COMPETENT
If sources are used, 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.
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.
