Recent orders
M7A2: Active Listening Exercise
- Due Oct 13 by 11:59pm
- Points 100
- Submitting a text entry box, a media recording, or a file upload
Conceptual image showing sound waves and a human ear. Encyclopedia Britannica Image Quest. (n.d.). Hannah Gal/Science Photo Library [Photograph]. Retrieved from quest.eb.com/search/132_1288999/1/132_1288999/cite
This activity addresses module outcome 4. Upon completion of this activity, you will be able to:
- MO4: Practice using active listening techniques. (CO1, 5)
Watch the following video:
pitchwitch98. (2012). Caucus with Emily (Links to an external site.)[Video file, 3 minutes 9 seconds]. Retrieved from https://www.youtube.com/watch?v=pQ0OMPS7PYM
Summarize the caucus in a minute and a half or less for your recording.
Be sure and include Emily’s position in your written portion of the assignment. How does she defend her position? What is Emily asking the mediator to do (what does she need in the form of actions)? Remember, needs are not always explicitly stated. Also include responses to the following:
- Did you notice a difference in your ability to summarize in this exercise as compared to the one in the last module?
- What skills do you still need to work on?
For the written part of this assignment, compose your work in a .doc or .docx file type using a word processor (such as Microsoft Word, etc.) and save it frequently to your computer. For those assignments that are not written essays and require uploading images or PowerPoint slides, please follow uploading guidelines provided by your instructor.
Check your work and correct any spelling or grammatical errors. When you are ready to submit your work, click “Submit Assignment” in the upper right corner. Click on “Browse,” browse your computer, and select your file. Click “Open” and verify the correct file name has appeared next to the Browse button. Enter your comments, if any, in the Comments area. Click on “Submit Assignment.”
Evaluation
This assignment will be graded using the rubric displayed below. Please review this rubric prior to beginning your work. You can also access the rubric on the Course Rubrics page within the Start Here module. All active listening exercises combined are worth 10% of your final course grade.
Rubric
SPS_Default_Graduate_Writing_Rubric
| Criteria | Ratings | Pts |
|---|---|---|
| This criterion is linked to a Learning OutcomeIntroduction/ Articulation of the topic | 15.0 pts(A) The topic/purpose of assignment is succinct and clearly defined.13.0 pts(B) The topic/purpose of assignment is defined. Minor points need further development.11.0 pts(C) The topic/purpose of assignment is missing information or has too many components.9.0 pts(D) The topic/purpose of assignment is not clear to the reader.7.0 pts(F) The topic/purpose of assignment cannot be determined from the information provided or is inaccurate.0.0 ptsCriterion not addressed/ Did not submit assignment | 15.0 pts |
| This criterion is linked to a Learning OutcomeAnalysis | 30.0 pts(A) The topic and all required components of the assignment are comprehensively and insightfully analyzed using evidence from sources and the student’s own perspective.26.0 pts(B) The topic and required components of the assignment are analyzed using evidence from sources and the student’s own perspective. Minor points require further development.23.0 pts(C) The topic and required components of the assignment are discussed using evidence from sources and the student’s own perspective. Information provided is primarily a restatement of facts. The connection between student’s perspective and source information can be difficult for the reader to see. Key details or discussion of a few components of the selected question are missing.20.0 pts(D) The topic and required components of the assignment are briefly discussed. Information provided is primarily from the student’s perspective. Major details/many components are missing or information demonstrates misconception of the content.16.0 pts(F) The topic and components of the assignment are briefly discussed. Sources are not used in the discussion. Information provided demonstrates major misconceptions with the content or any supporting are not present. Reader cannot ascertain the points the student is making.0.0 ptsCriterion not addressed/ Did not submit assignment | 30.0 pts |
| This criterion is linked to a Learning OutcomeConclusion | 20.0 pts(A) Conclusion is logical and implications reflect student’s critical and informed evaluation of the evidence and content.17.0 pts(B) Conclusion is logical and implications reflect the student’s analysis. Minor points need further development.15.0 pts(C) Conclusion is logical and implications are identified. Details are missing that would clarify the connection between the body of the paper and the conclusion.13.0 pts(D) Conclusion needs additional clarification to demonstrate understanding of the topic. Implications are oversimplified.10.0 pts(F) Conclusion is incomplete and vague. Implications are missing.0.0 ptsCriterion not addressed/ Did not submit assignment | 20.0 pts |
| This criterion is linked to a Learning OutcomeSources & Evidence & APA Formatting* *Requirements are assignment specific. Check assignment directions. | 15.0 pts(A) Clearly identifies scholarly, credible, and relevant sources of evidence (per assignment directions) to develop ideas related to topic. Student clearly and consistently differentiates own thoughts from those of others at all times. Correct APA formatting, per assignment directions, is used in all aspects of the paper.13.0 pts(B) Identifies scholarly, credible, and relevant sources of evidence (per assignment directions) to develop ideas related to the topic. In general, student differentiates own thoughts from those of others. APA formatting, per assignment directions, is used, there may be a few minor formatting errors (e.g., minor errors in reference page, cover page title or paper number missing, etc.).11.0 pts(C) In general, identifies credible and relevant sources of evidence (per assignment directions). Student does not clearly differentiate own thoughts from those of others in several places. APA formatting, per assignment directions, is used; however, there are minor formatting errors (e.g., minor errors in reference page, no cover page, etc.).9.0 pts(D) Sources identified are relevant, but at least some are not credible (per assignment directions). Student does not clearly differentiate own thoughts from those of others in several places. APA formatting, per assignment directions, is used; there are major formatting errors (e.g., not linking in-text citations with reference page, not citing sources, etc.).7.0 pts(F) If sources of evidence are identified (per assignment directions), student does not differentiate own thoughts from those of others OR does not identify sources.0.0 ptsNo submission | 15.0 pts |
| This criterion is linked to a Learning OutcomeOrganization | 10.0 pts(A) Written work progresses logically and ideas are well-developed and cohesive. There is a clear beginning, middle, and end. Paragraphs are well-developed; transitions are seamless.8.0 pts(B) Written work progresses logically and ideas are fairly complete. Transitions between paragraphs and ideas are generally smooth. Paragraphs are developed, but lack cohesion in several areas. However, reader can follow the paper’s flow.7.0 pts(C) Written work usually progresses logically and ideas are fairly complete. Transitions between paragraphs and ideas are occasionally missing or incomplete. Paragraphs are not consistently cohesive; however, reader can follow the paper’s flow.6.0 pts(D) Written work often does not progress logically and ideas are often not fully formed. Transitions between paragraphs and ideas are often missing or incomplete. Lack of cohesion within paragraphs makes it difficult to follow the paper’s flow.5.0 pts(F) Written work lacks logical flow and ideas are not fully formed. Transitions are not visible. Paragraphs are not cohesive and the reader cannot follow the flow of the paper.0.0 ptsDid not submit assignment | 10.0 pts |
| This criterion is linked to a Learning OutcomeSyntax & Mechanics | 10.0 pts(A) Clearly and consistently uses proper grammar, spelling, and punctuation.8.0 pts(B) Uses proper grammar, spelling, and punctuation. There are a few minor errors, which do not interfere with meaning.7.0 pts(C) Generally, uses proper grammar, spelling, and punctuation. There are a few errors that interfere with meaning.6.0 pts(D) There are many grammar, spelling, and punctuation errors that interfere with meaning.5.0 pts(F) There are major grammar, spelling, and punctuation errors that make it extremely difficult to read and understand.0.0 ptsDid not submit assignment | 10.0 pts |
| Total Points: 100.0 |
M7A1: The Intake Coordinator’s Perspective
Zapan09. (n.d.). Pixabay [Web Image]. Retrieved from https://pixabay.com/en/cheques-administration-hand-2672195/
This activity addresses module outcome 3. Upon completion of this activity, you will be able to:
- MO3: Determine the style of mediation most appropriate for a dispute. (CO2)
Consider the variety of conflicts an intake mediator may see, refer to the “Intake Question Model” from Module 2 which provided suggestions on how to collect the following information:
- The involved parties or disputants and their relationship
- The profile of the parties and subject matter
- The general nature of the dispute or conflict to be mediated
- Questions to determine if there is a need for a team
In addition, remember, it is important to address the costs to the parties. The service provider’s ability to connect on a community level with the parties is an important factor, as well as consideration of any external forces that may come into play, such as a court or governmental agency.
Using this, choose five of the following scenarios. For each scenario
- Determine the most appropriate mediation style (transformative, facilitative, or evaluative) to address the dispute type, and justify your answer.
- Discuss the pros and cons of choosing a CDRC or a private sector mediator to handle the mediation.
Complete your assignment in 150-200 words (1 page).
Scenarios:
- Parent/child – (usually deals with 12-16-year-old ungovernable child with the goal of developing an agreement between child and parent regarding behavior accountability for the child.
- Custody/visitation dispute between separating parents referred by a court to give the parents a chance to work out specifics and avoid a court hearing.
- Customer/merchant dispute about a defective product sold to the customer by the merchant.
- Landlord/tenant dispute regarding repairs to an apartment made by the tenant and the tenant withholding all or part of monthly rent payments as the tenant determined without consulting or asking permission of the landlord.
- Parent/elementary school dispute about special education service needs for the 10-year-old child.
- Small claims court referral for a matter involving a homeowner’s picture window that was broken by the neighbor’s 15-year-old son.
- Co-workers’ dispute regarding the use and daily care of shared office equipment.
- Employee and Supervisor dispute regarding conflicting performance evaluations for the employee.
- Five neighboring homeowners complaining about having to pay part of the repair cost for emergency repairs to a municipal sewer line that served the five homes. The matter was referred by the mayor of the town that manages the sewage system.
- A dispute between the student body of a private college and the college administration about the prohibition of live music events on campus.
- A family owned furniture store that is struggling to develop an owner succession plan to transfer control of the business from the founding owner and spouse to their eldest daughter and their grandson.
- An organic farmer and a non-farmer (new neighbor) complaining about the barnyard flies all over their backyard and asking the farmer to spray pesticides to get rid of the flies.
Compose your work in a .doc or .docx file type using a word processor (such as Microsoft Word, etc.) and save it frequently to your computer. For those assignments that are not written essays and require uploading images or PowerPoint slides, please follow uploading guidelines provided by your instructor.
Check your work and correct any spelling or grammatical errors. When you are ready to submit your work, click “Upload Submission.” Enter the submission title and then click on “Select a file to upload.” Browse your computer, and select your file. Click “Open” and verify the correct file name has appeared next to Submission File. Click on “Continue.” Confirm submission is correct and then click on “Accept Submission & Save.”
Turnitin
This course has Turnitin fully integrated into the course dropbox. This means that you should only submit your assignments to the dropbox below. Please do not submit your assignment directly to Turnitin.com.
Once submitted, your assignment will be evaluated by Turnitin® automatically. You will be able to view an Originality Report within minutes of your first submission that will show how much of your work has been identified as similar to other sources such as websites, textbooks, or other student papers. Use your Originality Report as a learning tool to identify areas of your assignment that you may not have cited appropriately. You may resubmit your assignment through this dropbox as many times as you need to check to see if you have made improvements, until the due date of the assignment. However, once you have made your first submission, you will need to wait 24 hours after each subsequent submission to receive a new Originality Report. Plan accordingly as you draft your assignment. Once the due date has passed, your assignment submission will be considered final.
Evaluation
This assignment will be graded using the SPS ADR671 M7A1 Rubric located on the Course Rubrics page within the Start Here section of the course. Please review the rubric prior to beginning your work so that you ensure your submission meets the criteria in place for this assignment. All written assignments combined are worth 10% of your final course grade.
M7D2: Confidential Communications,In-house Mediator
No unread replies.No replies.
Photograph of a notebook with a chain and padlock on it. Dem10. (n.d.). Getty Images [Photograph]. Retrieved from http://www.gettyimages.com/license/172243359
This activity addresses module outcome 5. Upon completion of this activity, you will be able to:
- MO5: Examine the complexities involved for the in-house mediation coordinator in human resource departments. (CO1, 4)
In a private mediation session, several confidentiality issues may arise. The regulation of activities, such as preserving the privacy of employee medical records or employee disciplinary actions will have a direct impact on the quality of the mediation process.
For this discussion, please refer to the following scenario: Involving the destruction of private property, the complainant has brought this matter to their human resources department for mediation. The respondent is accused of laptop damaged by water in the workplace.
In your initial post, please respond to the following questions:
- Could the complainant ask during the mediation for the employee discipline record of the respondent? Why or why not?
- What if the mediator in this situation knows of the offending employee’s disciplinary record, would that disqualify the mediator from continuing? Explain your answer.
Post your primary response by Friday, 11:59 pm EST. Read any postings already provided by your instructor or fellow students. Read and provide a substantive response to the conclusions drawn by at least two of your classmates by Sunday, 11:59 pm EST. Remember to read the feedback to your own major postings and reply to it throughout the module.
As you will see in the rubric, to maximize your points on the discussions, you should make sure you adhere to the following:
- Consistently synthesize and tie in specific, relevant information and examples from course materials, and from own experiences or current events, to support ideas.
- Frequently make comments that build on what has already been said and extends the discussion, moving it forward. Encourage a deeper analysis of content by asking meaningful, relevant questions about postings.
- Posts are well-organized, clearly, and concisely written. The posts are easy to read and free of spelling and grammatical errors. Sources, if applicable, are present and cited correctly. Posts are courteous and respectful of other viewpoints.
- Posts are made on three separate days throughout the module; AND Number of posts meets or exceeds the number of required posts.
- Makes first substantial and meaningful contribution to academic discussion and posts responses by due dates at 11:59pm.
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on “Reply.” Then copy/paste the text into the message field, and click “Post Reply.” This is a “post first” discussion forum, which means you must submit your initial post before you can view other students’ posts.
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the SPS Default Discussion Rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 50% of your final course grade.