Description
PART A (150 words)In lecture, we explored some of the different styles of leadership, including authoritarian, democratic, and laissez-faire. As you learned, no one style of leadership is necessarily better than another. The most effective style of leadership will depend on the group members and the tasks the group is faced with.
Use the following weblink to complete an assessment to determine your leadership style. This link was also provided in the lecture. Note, a box may pop up asking you to create a login to save your score. You do not need to do this. You can simply close out of the box and scroll down to see your score and what it means.
What’s your leadership style?
After completing your leadership style assessment, write an initial post in which you address the following:Share your score and explain what it means. Indicate which leadership style you possess.Evaluate the sorts of situations and groups where you believe your leadership style would be most effective. Justify your reasoning.Based on this assessment and what you learned in lecture this week, indicate whether you think you would be a successful leader. Detail whether leadership positions are something you hope to pursue personally or professionally. PARTBFor this portion of your slideshow, express how your primary source research compares to the research findings from your two secondary sources. Discuss how your findings along with those from your two secondary sources builds upon your own prior learning. Also, reflect on how the study of this primary source will influence your perspective of the sex, gender, ethnicity, generation, race, and culture you chose to study in the future. For this portion of your slideshow, express how the overall work you completed on this project will lead to future career & life success. Specifically, be sure to analyze how adjustments in your own attitudes and beliefs regarding the sex, gender, ethnicity, generation, race, or culture selected for study demonstrates your willingness to engage with diversity, along with an ability to assess the impact of assumptions, judgments, and/or biases in how others treat your subject.
So, that you can address the synthesis of your research and the career as well as life application of your project, you are to submit the following:Create a PowerPoint slide in which you outline how your findings from your primary source examination supports the findings in your two secondary sources.Create a PowerPoint slide in which you reflect on how your findings will influence your future career and/or life success in relationship to the subject you chose to study. For instance, some questions you may want to address include:How will your research within this project equip you with the sensitivities and awareness needed for collaborating with the group you selected in the workplace? In what ways?How will your research influence your choices and impact your life decisions with respect to your life and your own professional growth? PART C (500 words )This week, you will individually complete a written narrative at least 500 words in length, using the information you have learned about group decision-making from your interaction with your group members.
The narrative will evaluate the various decision-making tools. It will also analyze the effectiveness of group decision-making and problem-solving techniques and the processes that can be used to influence others. You will defend which tool is the best to use for the individuals in the provided case study.
In your narrative, please address the following:Explain the conflict or issue(s) seen in the case study and its updates. Indicate what the major problems were for the individuals in the case study.Identify and define the various group decision-making tools (from the lecture and group debate).Describe which of the decision-making tools would be most and least effective in the situation presented in the case study and its updates. Justify your rationale.Evaluate how an individual might influence processes and outcomes in a work team/group using these decision-making tools or other strategies you have learned about in class.For instance, consider how you tried to influence your group members on which decision-making strategy to use. Explain how you used your knowledge of group interaction patterns to influence others. PART D This week, you will individually complete a written narrative at least 500 words in length, using the information you have learned about group decision-making from your interaction with your group members.
The narrative will evaluate the various decision-making tools. It will also analyze the effectiveness of group decision-making and problem-solving techniques and the processes that can be used to influence others. You will defend which tool is the best to use for the individuals in the provided case study.
In your narrative, please address the following:Explain the conflict or issue(s) seen in the case study and its updates. Indicate what the major problems were for the individuals in the case study.Identify and define the various group decision-making tools (from the lecture and group debate).Describe which of the decision-making tools would be most and least effective in the situation presented in the case study and its updates. Justify your rationale.Evaluate how an individual might influence processes and outcomes in a work team/group using these decision-making tools or other strategies you have learned about in class.For instance, consider how you tried to influence your group members on which decision-making strategy to use. Explain how you used your knowledge of group interaction patterns to influence others.
HUSS360 – Communication and Interviewing Skills for Human Services
Portfolio Project Directions and Rubric
This Portfolio Project is worth 20% of your grade
Completing this Assessment will help you to meet the following:
Course Outcomes
• Accurately perform an intake interview with clients or client groups typically seen by the human and
social services profession while sustaining behaviors that are congruent with the values, ethics and legal
requirements of the profession.
• Accurately record and document all elements of client interactions typically involved in the human and social
services profession while sustaining behaviors that are congruent with the values, ethics and legal requirements of
the profession.
Program Outcomes
• Demonstrate professional competencies related to the successful planning and implementation of human
services, inclusive of values, attitudes and ethics common to the field.
Institutional Outcomes
• Information Literacy and Communication – Utilize appropriate technology and resources to locate and
evaluate information needed to accomplish a goal, and then communicate findings in visual, written,
and/or oral formats.
• Relational Learning – Transfer knowledge, skills and behaviors acquired through formal and informal
learning and life experiences to new situations.
• Thinking Abilities – Employ strategies for reflection on learning and practice in order to adjust learning
processes for continual improvement.
• Quantitative and Scientific Reasoning – Follow established methods of inquiry and mathematical
reasoning to form conclusions and make decisions.
• Community and Career – Participate in social, academic, and professional communities for individual
growth and to function as a citizen of a multicultural world.
Deadline
Deliverable items for the Portfolio Project will be required at different points during the
course. Details for each submission are included below in the Deliverable Descriptions.
Scenario
You are employed as an aide working in a behavioral and mental health clinic. Part of your
job entails conducting initial intake interviews with clients and completing documentation of
those interviews. From there, you work with other professionals in the clinic to provide
services and recommendations during meetings with the client. After that, you follow up with
clients as necessary and discontinue services/discharge the client when needed. You record
HUSS360 – Portfolio Project
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and document all elements of your interactions with clients and do so in a way that is
congruent with values, ethics, and legal responsibilities of professionals in the field.
For this project, you will complete a video recording along with written documentation of
your interactions with a “client.” You will work with the same client for the entirety of your
project. The client you work with will be portrayed by a willing family member, friend,
coworker, etc. of your choosing. This person must be willing to be recorded (with the
recording submitted to your instructor) and to act to portray an individual with a behavioral
or mental health concern. For instance, they might portray an individual with concerns or
symptoms related to:
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•
•
•
•
•
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Depression
Anxiety
Bipolar disorder
Substance or alcohol use disorder
Intimate partner violence, or other problems within their family or romantic
relationship
Personality disorder
Post-traumatic stress disorder (PTSD)
Directions
Requirements and Formatting
The written portions of you final Portfolio Project must follow proper APA guidelines,
including a title page, introduction paragraph, conclusion paragraph, and reference list. The
Student Resources button in your course has additional details and examples on using APA
style.
Deliverable Descriptions
Week 2: Client Background/Concerns and Interview Questions
• Due by the end of Week 2 at 11:59 pm, ET.
This week you will begin to consider your upcoming work with your client. In so doing, write
a narrative at least 250 words in length in which you address the following:
•
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Identify who will be assisting you with your project and acting/portraying your client.
Explain the concerns that led your client to seek treatment. Indicate the symptoms
and/or difficulties the client is experiencing.
o A list of potential disorders and concerns is provided above, in the scenario
section. However, you can choose any disorder or concern you believe might
HUSS360 – Portfolio Project
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lead an individual to seek help from a behavioral or mental health clinic. Once
you have selected a topic, use your narrative to detail the symptoms or
difficulties you think an individual with this disorder/concern might present for
treatment with.
Given the concerns your client is presenting for treatment with, outline the interview
questions and intake assessment instruments you will use in your first meeting with the
client.
o You want to select questions and assessment instruments that will help to
solidify your diagnosis and enable you to begin a treatment plan for the
individual.
For this portion of your paper, make sure to include APA style citations and a reference
list with at least one scholarly resource. Resources for this section will likely be related
to the interview questions and assessment instruments you plan on using.
Week 4: Intake Assessment and Interview
• Due by the end of Week 4 at 11:59 pm, ET.
This week you will conduct your initial intake interview and assessment. Your interview
should be video recorded and uploaded to YouTube for your instructor to see. Directions on
uploading to YouTube can be found in the Student Resources area on Blackboard.
For this intake interview and assessment, you must have a friend, family member, coworker,
etc. act and portray your client. The concerns your client is presenting with were part of your
Week 2 submission. Your client should behave and respond to questions in accordance with
the narrative you submitted in Week 2. The questions and assessment instruments you utilize
with your client were also submitted in Week 2. Use these to guide your interview.
As you conduct your interview and engage with your client, remember to do so in a way that
is consistent with the values, ethics, and legal responsibilities of a professional in the human
and social services field. You should also take detailed interview and assessment notes, as you
have learned to do in class, in addition to displaying effective verbal and nonverbal
communication.
Once your interview and assessment are complete and uploaded to YouTube, copy and paste
the link to your YouTube video into a Word Document to submit in Blackboard. Your Word
Doc should also include your interview/assessment notes, as an image (if the notes were
handwritten) or typed. Below the YouTube link and notes, write a narrative at least 250 words
in length in which you address the following:
•
Explain the verbal and nonverbal behaviors you utilized with your client that you
think were particularly effective in conducting the interview and assessment.
HUSS360 – Portfolio Project
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•
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Describe whether you think any of your verbal or nonverbal behaviors were
ineffective in working with the client and detail how might improve those behaviors
for future interviews.
Evaluate how your behaviors and notes during your interaction with your client
were consistent with the values, ethics, and legal responsibilities of professionals in
the human and social services field. Justify your rationale.
Week 6: Follow-Up Communication and Documentation
• Due by the end of Week 6 at 11:59 pm, ET.
This week you will explain how you will follow up and communicate with your client to
ensure that treatment and any recommended services are effectively meeting their intended
goal or purpose. For instance, though your client might have been prescribed medication,
referred to a doctor or clinician within the practice, or encouraged to attend a treatment group
outside the facility, it is still your job to monitor their progress.
In a narrative at least 250 words in length, address the following:
•
•
•
•
•
Describe how you would monitor the progress of your client and whether treatment
is effectively reaching its goals and objectives.
Explain how you would communicate with your client and with other professionals
working with your client to ensure satisfactory progress is being made in treatment.
Outline the methods you would use to document and record your client’s progress
over time.
Include drafts of any emails, text messages, phone call scripts, etc. you would use
when interacting with your client or with other professionals in regard to your
client’s progress in treatment.
Evaluate how the phone calls, emails, and other interactions you anticipate having
with your client and other professionals regarding the client’s progress are
consistent with the values, ethics, and legal responsibilities of professionals in the
human and social services field. Justify your rationale.
Week 7: Termination of Services and Final Submission to ePortfolio
• Due by the end of Week 7 at 11:59 pm, ET.
This week is the final submission of your Portfolio Project. In this final week, you will
consider how you would terminate services with your client, in addition to combining all of
your submissions in one cohesive document. To begin, write a narrative at least 250 words in
length in which you address the following:
•
As you have learned in class, there are many reasons that services might be
discontinued or that a client might be discharged from services. Briefly describe some
of these reasons. Include citations as necessary.
HUSS360 – Portfolio Project
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5
Explain how you would communicate with your client about their discharge or
discontinuation of services. Make sure to include detail on any aftercare plans.
Include drafts of any emails, text messages, phone call scripts, face-to-face scripts, etc.
you would use when interacting with your client, explaining their discharge or
discontinuation of services.
Evaluate how the phone calls, emails, and other interactions you anticipate having with
your client regarding discontinuation of services and/or discharge are consistent with
the values, ethics, and legal responsibilities of professionals in the human and social
services field. Justify your rationale.
Combine your submissions from Weeks 2, 4, and 6 and your answers to the prompts above
into one cohesive document. Make sure to include transitions and APA style citations where
necessary. You might also decide to make use of headings to aid in organizing your paper.
Add an introduction and conclusion to your paper to provide an overview and summary of
the major themes in the paper. Incorporate instructor feedback, make any additional
corrections, and submit to your ePortfolio.
Upload your Portfolio Project to the Program Outcome in your ePortfolio listed below. Use
the following naming convention: HUSS360 – Portfolio Project:
•
Demonstrate professional competencies related to the successful planning and
implementation of human services, inclusive of values, attitudes and ethics common to
the field.
For directions on how to upload your project to your ePortfolio, please see Student Resources
in Blackboard on the navigation pane.
Week 7.5: Reflection
• Due by the end of Week 7.5 at 11:59 pm, ET.
For the final piece of your Portfolio Project, you will reflect upon the course and how it directly
relates to your future workplace.
This reflection will be delivered orally in the format of a PowerPoint with Voiceover. The total
recording should be 2-3 minutes in length.
For this reflection:
a) Analyze the importance of this project to your future career.
b) In your own words reflect on how this project meets the Program and Institutional
outcomes as stated on the first page.
Upload and submit your final reflection.
HUSS360 – Portfolio Project
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Reflection Grading Criteria
PowerPoint:
• Slides are well organized, and the font color, size, and style is easy to read.
• Slides are in bullet-point format and are not written in long paragraphs
• Bullet points highlight main points of the reflection questions
Oral Presentation:
• Student’s voice should be clear and easy to understand
• Student should vary his/her tone of voice and use pauses effectively to place emphasis
on important points
• Student should provide additional insight to PowerPoint slides in his/her own words.
Student should not read verbatim from the slides.
• Student should avoid non-words (“Um,” “Uh,” “You Know”) and practice using
professional language
For specific grading information, please refer to the Portfolio Project Grading Rubric.
HUSS360 – Portfolio Project
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HUSS360 – Portfolio Project Grading Rubric
Criteria
Identification and
Overview of Client
Concerns
10 points
Intake Interview and
Assessment Video
and Write-Up
30 points
Excellent
8-10 points
Average
5-7 points
Needs Improvement
0-4 points
The project thoroughly
describes the client and
the
concerns/symptoms
that led them to
present for treatment.
Interview questions
and assessment
measures flow
logically and
accurately from the
client concerns.
The project briefly
describes the client and
the concerns/symptoms
that led them to present
for treatment. Interview
questions and
assessment measures
are included, but at
times may not clearly
relate to the client or
their concerns. Parts of
the description may be
limited or difficult to
understand.
The description of the
client and their
concerns/symptoms is
limited. Interview
questions and
assessment measures are
inaccurate, questionable,
missing important
information, or may be
vague.
27-30 points
19-26 points
0-18 points
Video of intake
interview and
assessment shows
effective use of verbal
and nonverbal
communication. The
questions and
assessment measures
are properly utilized
and documented.
Project contains
detailed reflection on
the use of verbal and
nonverbal
communication and
how it might be
improved.
Additionally, there is
thorough description
of values, ethics, and
legal responsibilities in
an initial interview.
This portion of the
Video of intake
interview and
assessment shows
mostly effective use of
verbal and nonverbal
communication, though
there are clear areas for
improvement within the
interview and
assessment. Questions
and assessment
measures may have
been logically selected,
but improperly used or
may not be right for
client concerns.
Documentation of
interview/assessment
may be lacking. Project
contains brief reflection
on the use of verbal and
nonverbal
communication and
how it might be
improved.
Video and/or
documentation of intake
interview and
assessment may be
missing or improperly
done. Questions and
assessment tools used
may be improper or
unethical. The written
reflection on
verbal/nonverbal
communication and
description of values,
ethics, and legal
responsibilities in the
field is lacking,
inaccurate, questionable,
missing important
information, or may be
vague.
Points
HUSS360 – Portfolio Project
Follow Up
Communication
20 points
Discontinuation or
Discharge
20 points
8
paper is clear, logical,
and well-reasoned.
Additionally, there is
some description of
values, ethics, and legal
responsibilities in an
initial interview, though
detail may be lacking.
There are some gaps in
reasoning and/or logic
in this section.
18-20 Points
12-17 points
0-11 points
The project offers a
clear rationale and
outline for follow-up
communication with
client and other
professionals to
document the client’s
progress. It is
apparent how progress
would be recorded and
documented.
Additionally, drafts of
communications are
provided. Finally, it is
obvious and well
explained how these
communications fit
with the values, ethics,
and legal
responsibilities of
professionals in the
field.
The project offers a brief
overview of follow-up
communication with
client and other
professionals to
document the client’s
progress. It is mostly
apparent how progress
would be recorded and
documented, though
there may be some gaps
or inconsistencies in this
plan. Drafts of
communications are
provided, but at times
are unclear or vague.
Finally, there is surfacelevel explanation of how
these communications
fit with the values,
ethics, and legal
responsibilities of
professionals in the
field.
Several of the following
elements are missing or
incomplete: overview of
follow-up
communication with
client and other
professionals to
document the client’s
progress, steps for
recording or
documenting progress,
drafts of
communications,
and/or explanation of
how these
communications fit with
the values, ethics, and
legal responsibilities of
professionals in the
field. This part of the
project is unclear or
poorly reasoned. There
are times where
proposed
communications would
be ineffective or would
violate ethical or legal
responsibilities of a
professional in the field.
18 – 20 points
12 – 17 points
0 – 11 points
The project offers a
clear explanation of
why services might be
discontinued or why a
The project offers a brief
overview of why
services might be
discontinued or why a
Several of the following
elements are missing or
incomplete: overview of
why services might be
HUSS360 – Portfolio Project
APA Formatting and
Style
10 points
Spelling/Grammar
10 points
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client might be
discharged.
Additionally, drafts of
communications to the
client are provided.
Finally, it is obvious
and well explained
how these
communications fit
with the values, ethics,
and legal
responsibilities of
professionals in the
field
client might be
discharged. Drafts of
communications are
provided, but at times
are unclear or vague.
Finally, there is surfacelevel explanation of how
these communications
fit with the values,
ethics, and legal
responsibilities of
professionals in the
field.
discontinued or why a
client might be
discharged, drafts of
communications with
client, and/or
explanation of how
these communications
fit with the values,
ethics, and legal
responsibilities of
professionals in the
field. This part of the
project is unclear or
poorly reasoned. There
are times where
proposed
communications would
be ineffective or would
violate ethical or legal
responsibilities of a
professional in the field.
8-10 Points
5-7 points
0-4 points
The project is properly
formatted in APA style
with a title page,
reference page, Times
New Roman or Arial
12-point font, 1-inch
margins and page
numbers in the top
right corner. No or
very minor errors in
formatting are present.
References are
included as needed,
with proper APA style
citations and a
reference list.
The project contains 2-5
serious errors in APA
style. Several errors in
formatting are present
that could have been
rectified if the APA
template or Student
Resources area in
Blackboard was utilized.
References are included
as needed, with citations
and a reference list.
However, there may be
errors present in the
formatting of these
elements.
Project contains more
than 5 serious errors in
APA style. Many errors
in formatting are present
that could have been
rectified if the APA
template or Student
Resources area in
Blackboard was utilized.
Citations and/or
reference list are missing
or have several errors.
8-10 Points
5-7 points
0-4 points
Project contains
minimal errors in
grammar, spelling, and
punctuation. Errors do
not distract the reader
Project contains several
errors in grammar,
spelling, and
punctuation. At times,
errors may distract the
Project contains many
serious errors in
grammar, spelling, and
HUSS360 – Portfolio Project
and/or cloud the
meaning of the
information.
Instructor
Comments:
10
reader and/or cloud the
meaning of the
information. However,
overall content of the
project is still
understood.
punctuation. Writing is
unclear.
Total Points:
HUSS360 – Portfolio Project
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HUSS360 Portfolio Project Reflection Rubric
Criteria
Articulation
60 points
Delivery
40 points
Instructor
Comments
Exceeds Expectations
Meets Expectations
Needs Improvement
54-60 points
42-53 points
0-41 points
Reflection addresses the
assigned Bryant &
Stratton College Program
and Institutional
Outcomes in detail. The
student provides a deep,
thoughtful reflection on
how knowledge gained
from the project will be
relevant to their career.
Reflection briefly
addresses the assigned
Bryant & Stratton College
Program and Institutional
Outcomes. The student
provides a surface-level
reflection on how
knowledge gained from
the project will be relevant
to their career.
Reflection does not
address all the required
elements. The assigned
Bryant & Stratton College
Program and Institutional
Outcomes may be missing
or lacking significant
detail. The student does
not make clear connections
between the project and
their career.
36-40 points
28-35 points
0-27 points
Presentation is easily
understood, does not use
words like, “um,” is
professional in
appearance, and engaging
to watch. The
presentation flows and
transitions naturally
between ideas.
Presentation makes
excellent use of different
inflections, is enthusiastic,
variations in tone are
present, and the presenter
appears comfortable
throughout the
presentation.
Presentation slides are
easy to follow and are
free from spelling and
grammar errors.
Presentation is easily
understood, but may
make use of words like
“um.” Presentation
attempts to use different
inflections, changes tone
occasionally, varies tone,
and the presenter appears
comfortable throughout
the presentation.
Presentation slides are
mostly easy to follow, but
may lack transitions
and/or contain minor
spelling/grammar errors.
Presentation makes
excessive use of words
like, “um.” The
presentation may be stilted
or jarring and monotone
throughout. Presenter
appears uncomfortable
throughout the
presentation. Presentation
slides are difficult to
follow and/or contain
spelling/grammar errors
that distract from purpose
of the presentation.
Total
Points
Points
SOSC301 Interpersonal Relations and Group Dynamics
Weeks 2, 3, and 4: Group Debate
Week 5: Individual Report on Group Debate
This assessment is worth 15% of your grade
Deadline
Your individual report is due by the end of Week 5 at 11:59 pm, ET. However, you
must also participate in the group debate during Weeks 2, 3, and 4.
Outcomes
Completing this Assessment will help you to meet the following:
Course Outcomes
•
•
Apply task group interaction patterns to influence processes and outcomes in a work team.
Defend the effectiveness of various group decision-making and problem-solving techniques.
Directions
For this assessment, you will participate in a group debate across several weeks and
then write an individual report on what you learned. During the debate, you will seek
to influence others on the best group-decision making tool.
You will see a few sets of directions below. In Weeks 2, 3 and 4, you will participate in
a debate with assigned group members. In Week 5, you will independently write a
report about group decision making tools and what you learned from your interactions
with your group members.
Week 2:
This week, you will begin to participate in a debate with a group of classmates assigned
to you by your instructor. The debate will continue into Weeks 3 & 4.
Begin by reviewing the case study provided in Appendix A of this document. Your
instructor will then divide the class into small groups of 4-6 students. Within your
group, your instructor will assign each member a different decision-making strategy.
Your job will be to try to persuade your group members how your assigned decisionmaking strategy would benefit the individuals in the provided case study.
SOSC301 – Group Debate
2
In your main post in the group debate this week, explain to your group members why
your assigned strategy would be useful for the people in the provided case
study. Address the following:
•
•
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Analyze and define the group decision-making tool that you were assigned.
Evaluate and explain why your assigned decision-making tool would be the
most effective in the situation described in the provided case study.
Include references and citations in your post.
In reply posts to your group members, defend your assigned decision-making
tool. Justify why your decision-making tool is the better choice for the people in the
case study. Please remember to remain respectful and kind to one another.
Week 3:
This week, you will continue to participate in a debate with the group assigned to you
by your instructor in Week 2. The debate will carry on into Week 4.
Review the provided case study in Appendix A and the update to the case study in
Appendix B. Both appendices are included at the end of this document.
In your main post in the group debate this week, please address the following:
•
•
•
•
Given the new information provided in the Week 3 case study update,
evaluate and explain why the decision-making tool you were assigned in
Week 2 would be the most effective in the situation described.
Since Jamal and Amber are both experts in their field and authority figures to
their team, analyze whether they should just make the decision for their team.
o This decision-making strategy could be considered “decision by
authority” or “decision by expert.” So, here, you will want to explain
whether you think decision by authority and/or decision by expert
would be useful in this situation.
Considering your understanding of group processes, predict whether
attending the conference as a group will help the new group member
(described in Appendix B) to fit in and bond with her team members.
Include references and citations in your post.
Make sure to dialog with your group members. The purpose of this debate is to
influence your group members on the best decision-making strategy and to reach a
sound, informed decision about the most effective technique to apply to the provided
case study.
SOSC301 – Group Debate
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Week 4:
This week will conclude the group debate portion of this assessment.
Review the provided case study in Appendix A and the updates to the case study in
Appendices B and C.
In your main post in the group debate this week, please address the following:
•
•
•
Identify and explain the group decision making tool that you would use in
this situation, given the new information provided in the Week 4 case study
update.
Considering your understanding of group processes, formulate a plan that
Jamal and Amber might use to build morale and unity within their team.
Include references and citations from at least two outside scholarly sources.
Make sure to dialog with your group members. Again, the purpose of this debate is to
influence your group members on the best decision-making strategy and to reach a
sound, informed decision about the most effective technique to apply to the provided
case study. You will write about what you have learned from this group debate in
Week 5.
Week 5:
This week, you will individually complete a written narrative at least 500 words in
length, using the information you have learned about group decision-making from your
interaction with your group members.
The narrative will evaluate the various decision-making tools. It will also analyze the
effectiveness of group decision-making and problem-solving techniques and the
processes that can be used to influence others. You will defend which tool is the best to
use for the individuals in the provided case study.
In your narrative, please address the following:
• Explain the conflict or issue(s) seen in the case study and its updates. Indicate
what the major problems were for the individuals in the case study.
• Identify and define the various group decision-making tools (from the lecture
and group debate).
• Describe which of the decision-making tools would be most and least
effective in the situation presented in the case study and its updates. Justify
your rationale
SOSC301 – Group Debate
4
• Evaluate how an individual might influence processes and outcomes in a
work team/group using these decision-making tools or other strategies you
have learned about in class.
o For instance, consider how you tried to influence your group members
on which decision-making strategy to use. Explain how you used your
knowledge of group interaction patterns to influence others.
SOSC301 – Group Debate
Criteria
Main Post
50 points
Replies
40 points
Grammar and
Spelling
10 points
5
SOSC301 – Group Debate Grading Rubric (Weeks 2, 3, and 4)
Exceeds
Meets Expectations Needs Improvement
Expectations
45 – 50 points
Main post completed with
correct details. The
assigned group decisionmaking tool accurately
analyzed and applied to
the case study and its
updates (Weeks 2 and 3)
and/or a group decision
making tool is selected and
correctly applied (Week
4). Main post addressed all
provided
prompts/instructions with
supporting details and
references.
30 – 44 points
Main post completed with
mostly correct details. The
assigned group decisionmaking tool was briefly
defined and applied to the
case study and its updates
(Weeks 2 and 3) and/or a
group decision-making tool
was selected and applied
(Week 4). However,
application or reasoning
may not have been entirely
clear. Main post addressed
provided
prompts/instructions, but
would have benefited from
additional detail or
explanation.
0 – 29 points
Main post completed
inaccurately and/or had
missing information.
Definitions, application
and/or defense reflected
several incorrect or weakly
supported arguments.
36 – 40 points
Reply posts defend
assigned (Weeks 2 and 3)
or selected (Week 4) group
decision-making tool.
Reply posts are
persuasive/compelling, yet
also professional and
polite. Attempts to reach
understanding of best
group decision-making
tool are clear. Some replies
may be used to ask
prompting questions of
fellow group members.
24 – 35 points
For the most part, reply
posts focused on assigned
(Weeks 2 and 3) or selected
(Week 4) group decisionmaking tool. Reply posts
would benefit from
additional detail. At times
reply posts do not defend
the assigned or selected
decision-making tool
and/or do not ask clear
questions of fellow group
members. Attempts to
reach understanding of best
group decision-making tool
are not always clear.
0 – 23 points
Reply posts are missing,
unrelated to the group
debate topic, or contain
several incorrect details.
Reply posts do not defend
selected or assigned group
decision-making tool
and/or do not ask
prompting questions of
fellow group members.
Attempts to reach
understanding of best
group-decision making tool
are not evident. Reply
posts may be
unprofessional or rude.
9 – 10 points
Makes minimal (0-2)
grammar, spelling, and
punctuation errors. Errors
do not distract reader or
cloud meaning of the
message. Writing is clear
with no “text” or “chat”
language.
7 – 8 points
Makes few (3-5) grammar,
spelling, and punctuation
errors. Errors do not distract
reader or cloud meaning of
the message. Writing is clear
with no “text” or “chat”
language.
0 – 6 points
Makes many (6+) errors in
grammar, spelling, and
punctuation. Errors distract
reader and/or cloud
meaning of the message.
Some “text” or “chat”
language is used.
Total Points:
Instructor
Comments:
Points
SOSC301 – Group Debate
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SOSC301 – Individual Reflective Narrative Grading Rubric (Week 5)
Exceeds
Needs
Criteria
Meets Expectations
Expectations
Improvement
Summary of
Conflict
20 points
Group DecisionMaking Tools
40 points
Influencing
Processes/Outcomes
30 points
18 – 20 points
Narrative begins with
accurate summary of the
main conflict/issues seen
in the case study and its
updates.
12 – 17 points
Narrative begins with
mostly accurate summary
of the main conflict/issues
seen in the case study and
its updates. However,
important details may be
missing and/or
unnecessary details may
be provided.
0 – 11 points
Summary provided at the
beginning of the narrative
does not accurately
summarize or reflect the
information presented in
the case study or its
updates. Many important
details are missing and/or
unnecessary details are
provided.
36 – 40 points
Narrative accurately
identifies and defines the
various group decisionmaking tools. Explanation
is provided for which tool
would best and worst suit
the individuals in the
given case study and its
updates. This part of the
narrative is well reasoned
and exemplifies higherlevel thinking.
24 – 35 points
Narrative briefly
identifies and defines
several group decisionmaking tools. Narrative
notes what tool would
best and worst suit the
individuals in the
provided case study and
its updates. Explanation
would benefit from
additional clarity and
detail. For the most part,
this section of the
narrative is well-reasoned
and exemplifies some
degree of higher level
thinking.
0 – 23 points
Narrative incorrectly
identifies or defines group
decision-making tools or
this section is absent from
the narrative. It is unclear
which group decisionmaking tool would best
and worst suit the
individuals in the
provided case study or the
reasoning is difficult to
follow. This portion of the
narrative completed
inaccurately and/or has
missing information.
27 – 30 points
Narrative concludes with
evaluation/explanation of
how to influence group
processes and outcomes.
It is clear how these
suggestions tie to class
material and/or to
behavior in the group
debate. This part of the
narrative shows evidence
of creative thought and
higher-level thinking.
18 – 26 points
Narrative concludes with
brief description of how
to influence group
processes and outcomes.
For the most part, it is
apparent how these
suggestions tie to class
material and/or to
behavior in the group
debate. However,
additional detail or
explanation could be
provided. Overall, this
portion of the narrative
shows evidence of
creative thought and
higher-level thinking.
0 -17 points
This portion of the
narrative is missing or
incomplete. Strategies to
influence group processes
and outcomes are not clear
and/or are not tied to
class material or behavior
in the group debate.
Points
SOSC301 – Group Debate
Grammar and
Spelling
10 points
9 – 10 points
Narrative includes three
or fewer errors in
grammar, spelling, or
punctuation. Narrative is
at least 500 words in
length.
7
7 – 8 points
Narrative includes four to
six errors in grammar,
spelling, or punctuation.
Narrative is at least 500
words
0 – 6 points
Narrative includes seven or
more errors in grammar,
spelling, or
punctuation. Narrative is
less than 500 words.
Total Points:
Instructor
Comments:
SOSC301 – Group Debate
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Appendix A – Case Study
Jamal and Amber have a successful small business with ten employees. Their entire
team has been invited to two professional conferences, but they’re only able to attend
one.
The employees are arguing as some would rather go to the Florida conference while
others want to go to the one in California.
The Florida conference is being held at a hall on the property of a major theme
park. On site lodging is included, but meals are not. The speakers will be other small
business owners and the topics will be centered around customer service. This
conference lasts three days and is scheduled to end the day before Christmas.
The California conference has celebrity guest speakers, free meals, and two days of
workshops. The conference is midweek in July. The workshop topics would be more
beneficial to employees on a management track or already working in management.
The lodging is in a less desirable area far from the conference. Attendees will have to
find transportation to and from the convention hall.
Jamal and Amber want to use the best possible decision-making tool to help bring their
group to a decision. Which method should they choose?
SOSC301 – Group Debate
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Appendix B – Week 3 Update to Case Study
A new member has joined the team! The other employees are very bonded and have not
fully warmed up to her yet. She is excited to hear about the trip and hopes that it will
give her a chance to get to know her coworkers better.
The new employee is pregnant and has doctors clearance to fly to Florida but is not
allowed to fly the distance to California. With her pregnancy-related blood pressure
problems, the added flight time could be dangerous.
Amber and Jamal could step in and decide the team will attend the Florida conference
in order to accommodate the new employee. Both Amber and Jamal are experts in their
field and are authorities over this group. Should they just make the decision for their
team?
SOSC301 – Group Debate
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Appendix C – Week 4 Update to Case Study
After successfully choosing a conference destination, funding fell through and the trip
was cancelled! Morale is down and employees are disappointed.
Jamal wants to do something to lift the workers’ spirits. He and Amber have discussed
a picnic at the local park, an afternoon at the movies, a paint night, or a catered lunch
for the employees.
They hope whatever activity they choose will bring the group together and lessen the
sadness of the cancelled trip. The employees have worked very hard this year and Jamal
and Amber want to do something nice to show their appreciation for them. They want
the group to regain the tightknit connection that they had before.
Would you use the same decision-making tool you were assigned in Week 2 or a
different one? Why?
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