Written Assessment Report 2 Sample

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Written Assessment Report 2 Sample

The goal of this assessment is to assess students’ knowledge and application of communication and conflict resolution skills in community services.

1. Watch video: https://www.youtube.com/watch?v=O4eObpGH3l0

2. Complete copy of Thomas-Kilmann Mode Instrument.

3. Look at results provided – student identifies 2 conflict resolution modes on which they score highest.

4. Discuss results with other class members.

5. Provide written reflection to following questions.

Students will reflect on their activities from class regarding communication skills and write a reflection on the skills they have developed over the trimester (e.g. use of micro-skills, including active listening skills, open and closed questions, reflection of content, reflection of feeling, nonverbal communication and conflict resolution).

• Have the course materials and role play activities led to personal development and an increase in your communication skills?

• Reflect on the feedback you received over the Trimester – is there evidence of growth and development?

• If you felt nervous and uncomfortable during the role plays, what was your reaction to this and what did you do to help yourself overcome these feelings?

• What did you learn about observing non-verbal cues?

• Why are active listening and attending skills so important? What has been your experience with the development of these skills?

• What did you learn about managing communications in settings such as the workplace between colleagues or between client/community service worker?

• What are the two Thomas-Kilmann Conflict Mode results identified from the TKMI that you scored highest? Explain these in your own words. (Use the text-book pp. 266 - 269 and resources on the unit site to assist.)

• Provide two examples of when you have demonstrated these conflict modes in action either at work or in personal relationships.

• If you disagree with the results, provide two examples of the conflict mode(s) you believe you actually use in conflict situations.

Connections must be made between the literature and the course learning material in order to support ideas and demonstrate knowledge of subject matter. Integration of material from the text-book is essential, as well as 5 scholarly articles.
All resources must be cited correctly using APA 7 referencing.

Do NOT utilise sources such as chatGPT or www.tutor2u.com and other such web tools as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.

Solution

Introduction

In the field of community services, the ability to resolve conflicts and communicate effectively is crucial. Successful relationships between qualified individuals, clients, and people in the community are built on these abilities. University Assignment Help, They serve as the foundation of interpersonal interactions in this industry, facilitating the development of empathy, trust, and understanding in addition to the provision of services. This paper explores the process of personal development with a focus on interpersonal skills and dispute resolution abilities. It looks at how people who work in community services can use micro-skills like active listening, asking both open-ended and closed-ended questions, reflecting on their thoughts and feelings, using nonverbal cues, and using the ideas of the

Thomas-Kilmann Conflict Mode Instrument (TKI) to improve communication and resolve conflicts.

In addition to being a self-reflection activity, evaluating one's journey provides a chance to get a deeper understanding of the processes that underpin effective community service work. People add to the profession's collective expertise by sharing their experiences, perceptions, and areas for improvement. This makes it possible to improve best practices and provide more significant, compassionate, and meaningful amenities for the communities they serve.

Discussion

My communication skills in the realm of community services have improved and my personal growth has been greatly aided by the course resources and role-play exercises. This path has been marked by a variety of encounters and insights, enabling significant advancement in a number of areas related to interpersonal interaction and dispute resolution.

First of all, the course resources provide a strong theoretical basis for comprehending the complexities involved in dispute resolution and successful communication (Zhu et al. 2020). I presented and expanded upon concepts like micro-skills, which include active listening, open-ended and closed-ended questioning, reflection of feeling and content, and nonverbal communication. These resources not only expanded my knowledge but also gave me useful application tools.

On the other hand, the role-playing exercises provided a dynamic setting for using and improving these abilities in a mock setting. The gap across theory and practice was significantly closed thanks to these activities. I was able to gain personal knowledge of the problems that community service professionals face by participating in role plays. They made it possible for me to try out various approaches to communication and conflict resolution, which helped me get a deeper comprehension of how they are used in real-world situations.

Feedback is an essential component of communication skill development on a personal level. I received comments from classmates and teachers throughout the trimester, which was really helpful for my own development. The remarks helped me identify my areas of strength and growth. Specifically, constructive criticism served as a spark to improve my conflict resolution and communication techniques.

When one considers the comments, progress and growth are well demonstrated. I saw progress during the trimester in a number of areas. I became more conscious of my nonverbal clues and how they affect conversation, for example (Todorova et al. 2022). Making eye contact, utilizing acceptable facial expressions, and preserving good body language were frequently emphasized in the criticism I got. I thus made a conscious effort to develop my nonverbal communication skills, which greatly increased the efficacy of my relationships.

There were times throughout the role-playing exercises when I felt uneasy and anxious. The strain of replicating real-life situations and the anxiety of making mistakes were the main causes of this pain. I developed a number of coping mechanisms to assist me in getting over these emotions. I reminded myself that these were chances to learn and concentrate on mindfulness practices to stay in the present (Lee et al. 2022). I also tried to keep my cool and collected and to breathe deeply.

A key learning outcome from the training was an improved capacity to detect and decipher nonverbal cues. I discovered that nonverbal cues frequently transmit more information than explicit language. I became more adept at interpreting tone of voice, facial expressions, and body language via practice and criticism (Akanji et al. 2021). This ability was especially helpful in community service contexts when coworkers and customers might not always vocally communicate their emotions. My ability to read nonverbal clues improved my ability to comprehend and relate to others, which improved the overall quality of our interactions.

It has been shown that attentive listening and active listening are essential components of good communication. Their significance was underlined throughout the training materials, and honing these abilities became central to my development. Being totally present during a conversation, empathetic, and offering feedback to the other person are all examples of active listening, which promotes candid and open communication. These abilities really improved, I discovered, with constant practice and criticism. I improved my ability to foster an environment of trust and collaboration by making clients and coworkers feel heard and appreciated.

One of the most important components of the training becomes maintaining communication in work environments, particularly between coworkers and between clients and community service providers. It was essential to comprehend the mechanics of these relationships and know how to handle them skillfully. The Thomas-Kilmann Conflict Mode Instrument (TKI), which was very instructive, was one of the course resources that offered insights into conflict resolution techniques.

Figure 1: Thomas-Kilmann Conflict Mode results

I did best in the "Constructive Competitive" and "Compromising" dispute resolution modes according to my TKI findings. "Constructive Competitive" means striking a balance between aggressiveness and collaboration in order to come up with ideas that work for everyone. "Compromising" is the process of trying to find a middle ground when trying to settle disputes. These findings suggest that I usually take a cooperative approach to resolving disputes and look for win-win solutions.

I have actually shown these conflict forms in a variety of contexts. When resolving difficult issues with coworkers in a work setting, I frequently find myself using "Constructive Competitive" conflict resolution techniques. I concentrate on firmly outlining my viewpoint and actively looking for areas of agreement to reach a settlement. In my personal relationships, I have tried "Compromising" in order to create solutions that meet the demands of both sides when there is conflict.

I have to admit, though, that there have been times when I've deviated from my TKI findings. For instance, I have resorted to the "Avoidance" mode in several personal relationships, opting to temporarily avoid disputes in order to preserve harmony (Abidin et al. 2022). I have occasionally tended to the "Accommodating" mode when faced with intensely emotional circumstances, putting the health of the partnership above stating my own demands.

In summary, I have significantly improved my communication abilities and developed personally as a result of the course materials and role-playing exercises. Insights into opportunities for growth and progress have been gained from the combination of the real-world experiences gained from role plays and the comments obtained over the trimester. I have made significant progress in recognizing nonverbal clues, appreciating the value of attentive listening and active listening, and comprehending the TKI's dispute resolution models. Having these new abilities has made it easier to handle communication in both personal and professional contexts.

Conclusion

In summary, I can say with certainty that the course materials and hands-on training have significantly enhanced my communication and conflict-resolution abilities in the context of community services. I have been able to hone my skills through feedback and introspection, putting a special focus on effective dispute resolution, nonverbal indicators, and active listening. These abilities have shown to be quite helpful in handling communication in both professional and interpersonal settings. Although I generally support cooperative and reasonable approaches to conflict resolution, I do recognize that there may be times when I deviate from these approaches depending on the circumstances. Through this journey of self-improvement, I have acquired the necessary tools to properly negotiate the intricate dynamics of community services, resulting in more meaningful and fruitful interactions.

Reference

Abidin, O. O. N. A., & ÜNSAL, S. (2022). Conflict management in companies: Conflict of interest “a qualitative research”. [??letmelerde çat??ma yönetimi: Ç?kar çat??mas? “nitel bir ara?t?rma”] Business & Management Studies: An International Journal, 10(4), 1256-1272. https://doi.org/10.15295/bmij.v10i4.2130

Akanji, B., Mordi, C., Ajonbadi, H., & Olatunji, D. A. (2021). Exploring cultural values in conflict management: a qualitative study of university heads of departments. [Cultural values in conflict management] Qualitative Research in Organizations and Management, 16(2), 350-369. https://doi.org/10.1108/QROM-06-2020-1953

Lee, H., Zhang, X. A., Sung, Y. H., Lee, S., & Jeong-Nam, K. (2022). Symmetry, inclusion and workplace conflicts: conflict management effects of two leadership strategies on employee advocacy and departure. Journal of Communication Management, 26(3), 349-370. https://doi.org/10.1108/JCOM-01-2022-0011

Todorova, G., Goh, K. T., & Weingart, L. R. (2022). The effects of conflict type and conflict expression intensity on conflict management. International Journal of Conflict Management, 33(2), 245-272. https://doi.org/10.1108/IJCMA-03-2021-0042

Zhu, F., Wang, L., Yu, M., & Yang, X. (2020). Quality of conflict management in construction project context: Conceptualization, scale development, and validation. [Quality of conflict management in construction] Engineering, Construction and Architectural Management, 27(5), 1191-1211. https://doi.org/10.1108/ECAM-09-2019-0497

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