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Who are you as a Facilitator Essay?
Who are you as a Facilitator Essay?
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Description/Paper Instructions
Who are you as a Facilitator Essay?
DISCUSSION BOARD #3 ASSIGNMENT: WHO ARE YOU AS A FACILITATOR?
Basic Assignment
The purpose of this discussion post is to reflect on your own stories about yourself and how those stories influence your facilitation style. You will also use this 1 -2 page discussion post as an opportunity to set goals for yourself and to extend, enrich, and change the aspects of your story that you want to improve.
Benefits of the Exercise
For this discussion post, you will use reflection as your primary resource. Writing and reflection go hand in hand. This is an opportunity to reflect on your strengths and the areas of yourself that you’d like to “extend, enrich, and change.”
Directions/Organization of the Message
First, for this assignment you will read Pearce’s chapter, “Who are you? Who are you? Who are you?: The Importance of Knowing Who You are as a Facilitator.”
Second, you will take the questionnaire (pp.25 – 29 in the Pearce Reading).
Third, you will use the results of this questionnaire to reflect in your essay on four categories: conflict, listening, curiosity, and facilitating. You should consider the following questions for each of these four areas in your essay:
Questions 1-8 ask you to reflect on conflict situations or disagreements and how your views and responses may vary depending up the type of relationship you have with the person. These questions are designed to help you think about the stories you have about yourself in a variety of conflict situations. Are there patterns you notice about your style of managing conflict? What differences do you notice in your response if you don’t know the person or don’t feel much stake in the outcome verses feeling passionate about the topic and/or the relationship? (Make sure to discuss at least three different contexts in your analysis.)
Question 9 is about your listening patterns. What do you notice about your listening? When is listening easy for you and when is it difficult? When are you listening openly and when do you tend to listen for the flaw in the argument or perhaps listen half-heartedly? (Make sure to discuss at least three different contexts in your analysis.)
Question 10 relates to your level of curiosity in conversations. To what degree and what contexts are you curious to know experiences and perspectives of others? What engages your curiosity and what closes it down? How do you show your curiosity during conversations? (Make sure to discuss at least three different contexts in your analysis.)
Questions 11-14 invite you to think about your views about yourself as a facilitator. Please reflect on the following 3 questions: What stories do you have about your strengths and fears? What are the hallmarks of a successful facilitation? What areas would you like to develop?
Finally, you will end your paper with a fifth section entitled “Extending and Enriching My Story.” The stories you have been able to tell about conflict, listening, curiosity, and facilitating are the stories that you author and, therefore, are the stories that you can enrich, extend, and change. Once you have an idea of areas you would like to develop, here are some questions to provoke your thinking for this final section:
Being as specific and concrete as possible, identify the areas that you would like to develop or change.
For each area that you identify, describe concrete steps to move you closer to your desired goal.
As you think about the steps you’ll take, identify the people and outside resources that will support you. Think of role models that you might observe and who might also work with you. And think of people who are also committed to their own growth and development who might be interested in providing and receiving mutual support.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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