Assignment Prompt & Instructions
– 2 years ago
**files (4)**
– ## Instructions.docx
– ## Assessment_Writing_Checklist.docx
– ## RubricCriteria.docx
– HM4002WrittenResponseTemplate.docx
**## Instructions.docx**
**Instructions**
Answer a series of related questions to demonstrate your understanding of emotional intelligence, its elements, its influence on leadership style, and its application in the healthcare workplace.
Emotional intelligence (EI) is a calculation of an individual’s awareness of their own emotions and the emotions of others. The health field demands a high level of EI in interprofessional relationships and in providing patient-centered care. Individuals with well-developed emotional intelligence improve their leadership styles and workplace strategies in healthcare management. Leaders with emotional intelligence also have greater positive influence to affect health outcomes. In this competency, you will also assess your own EI, as a part of analyzing the influence of EI on leadership style. This Written Response Assessment consists of 7 items about the elements of EI, how it is assessed, how it impacts leadership styles, how it is applied and strategized in a healthcare setting, and how it can positively affect health outcomes. Assessment Submission Length: 7 items with responses ranging from 1–4 paragraphs each in length Competency Modules: • Module 1: What Is Emotional Intelligence? • Module 2: Emotional Intelligence and Leadership Styles • Module 3: Emotionally Intelligent Strategies for Positive Health Outcomes
**## Assessment_Writing_Checklist.docx**
**Academic Writing Expectations Checklist**
The faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:
**Sentence-Level Skills**
|_| Constructing complete and correct sentences
**Note:** See an explanation of
[sentence components](http://academicguides.waldenu.edu/writingcenter/grammar/sentences) and how to avoid
[sentence fragments and run-ons](http://academicguides.waldenu.edu/writingcenter/grammar/runonsentences).
|_| Using and spelling words correctly
**Note:** See a list of
[commonly misused words](http://academicguides.waldenu.edu/writingcenter/grammar) and information on
[MS Word’s spell check](http://waldenwritingcenter.blogspot.com/2011/03/making-word-work-for-you.html).
|_| Using punctuation appropriately
**Note:** See the different types of
[punctuation](http://academicguides.waldenu.edu/writingcenter/punctuation) and their uses.
|_| Using grammar appropriately
**Note:** See a
[Grammarly tutorial](http://academicguides.waldenu.edu/writingcenter/grammarly) to catch further errors.
**Paragraph-Level Skills**
|_| Using paragraph breaks
**Note:** See a description of
[paragraph basics](http://academicguides.waldenu.edu/writingcenter/paragraphs).
|_| Focusing each paragraph on one central idea (rather than multiple ideas)
**Note:** See an explanation of how
[topic sentences](http://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences) work.
**Use of Evidence**
|_| Using resources appropriately
**Note:** See examples of
[integrating evidence](http://academicguides.waldenu.edu/writingcenter/evidence) in a paper.
|_| Citing and referencing resources accurately
**Note:** See examples of
[citing and referencing resources](http://academicguides.waldenu.edu/writingcenter/apa/citations) in a paper.
_|_|_ Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source
**Note:** See
[paraphrasing strategies](http://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective).
**Formatting Written Assignments**
|_| Using appropriate APA formatting, including title page, margins, and font
**Note:** See
[APA overview](http://academicguides.waldenu.edu/writingcenter/apa) and
[APA template](http://academicguides.waldenu.edu/writingcenter/templates) from the Writing Center.
**Comments:**
©2014 Walden University 1
## image1.wmf
## image2.png
## image3.png
## image4.png
## image5.png
**## RubricCriteria.docx**
| | | | |
| — | — | — | — |
| Rubric Criteria | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
| Learning Objective 1.1: Analyze emotional intelligence and its elements. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 1.2: Analyze the lack of emotional intelligence in individuals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete |
| Learing Objective 1.3: Apply your emotional intelligence in communications to employees. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 1.4: Evaluate communications to reflect emotional intelligence. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 2.1: Analyze how a delegative leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.2: Describe how a pace-setting leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.3: Describe how a transactional leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.4: Identify the elements of emotional intelligence in a participative leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.5: Identify the elements of emotional intelligence in a servant leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objectives 2.6: Identify the elements of emotional intelligence in a transformational leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 3.1: Apply emotionally intelligent strategies to address a sensitive situation. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.2: Apply emotionally intelligent strategies that are effective for communicating as a manager. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.3: Analyze the link between emotionally intelligent care and improved health outcomes. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.4: Identify elements of emotional intelligence in personal experiences. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Mastery Rubric | **No** | **Yes** |
| Learning Objective: Recommend well-developed and insightful responses that illustrate emotional intelligence as a leader in healthcare settings. | Responses do not include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. References and/or citations do not entirely follow APA guidelines. | Responses include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. Responses are well written, engaging, and informative. Responses are supported by well-documented sources. References and citations follow APA formatting and are used effectively in responses. |
| | | | |
| — | — | — | — |
| Professional Skills Building | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
| | | | |
| Written Communication WC 1.1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills) | Sentences are incoherent and impede reader’s access to ideas. | Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader's access to ideas. | Sentence structure effectively conveys meaning to the reader. |
| Written Communication WC 1.2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence-Level Skills) | Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. | Some inaccuracies in grammar and mechanics limit reader’s access to ideas. | Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
| Written Communication WC 1.3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills) | Paragraphs, or lack of paragraphs, impede reader’s access to ideas. | Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. | Main idea and/or supporting paragraphs effectively convey meaning to reader. |
| Written Communication WC 1.4: Use supporting material to support a claim. (AWE 2; Use of Evidence) | Supporting materials are not present. | Supporting material is used inconsistently or inappropriately. | Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
| Written Communication WC 1.6: Identify sources (AWE 2; Credit to Source) | Sources are missing. | Writing inconsistently identifies or misrepresents sources. | Writing clearly identifies the source of nonoriginal material and/or ideas. |
| Inquiry and Analysis IA 1.1: Identify a problem or question in a selected area of study. | No problem or question is presented. | The problem or question is vague or inappropriate to the selected field of study. | The problem or question is clearly stated in a form appropriate to the selected field of study. |
| Inquiry and Analysis IA 1.2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study. | Elements or parts of the problem or question are not presented. | Elements or parts of the problem or question are presented in a disorganized manner. | Elements or parts of the problem or question are presented in an organized manner. |
| Inquiry and Analysis IA 1.3: Evaluate theories and approaches to explain complex problems within a chosen field of study. | No theoretical approach is presented. | A theoretical approach is vaguely presented. | A theoretical approach to the problem or question is presented and justified. |
| Inquiry and Analysis IA 1.4: Apply organizing principles and theoretical approaches to identify solutions to a problem. | No attempt is made to connect theories or organizing principles to solutions to the problem. | Connections between theories or organizing principles solutions to the problem are vague. | Theories and organizing principles are used to make connections, identify gaps, and/or provide evidence for showing solutions to the problem or questions. |
**HM4002WrittenResponseTemplate.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hm4002writtenresponsetemplate-docx)
**HM4002WrittenResponseTemplate.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hm4002writtenresponsetemplate-docx)
**## Instructions.docx**
**Instructions**
Answer a series of related questions to demonstrate your understanding of emotional intelligence, its elements, its influence on leadership style, and its application in the healthcare workplace.
Emotional intelligence (EI) is a calculation of an individual’s awareness of their own emotions and the emotions of others. The health field demands a high level of EI in interprofessional relationships and in providing patient-centered care. Individuals with well-developed emotional intelligence improve their leadership styles and workplace strategies in healthcare management. Leaders with emotional intelligence also have greater positive influence to affect health outcomes. In this competency, you will also assess your own EI, as a part of analyzing the influence of EI on leadership style. This Written Response Assessment consists of 7 items about the elements of EI, how it is assessed, how it impacts leadership styles, how it is applied and strategized in a healthcare setting, and how it can positively affect health outcomes. Assessment Submission Length: 7 items with responses ranging from 1–4 paragraphs each in length Competency Modules: • Module 1: What Is Emotional Intelligence? • Module 2: Emotional Intelligence and Leadership Styles • Module 3: Emotionally Intelligent Strategies for Positive Health Outcomes
**## Assessment_Writing_Checklist.docx**
**Academic Writing Expectations Checklist**
The faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:
**Sentence-Level Skills**
|_| Constructing complete and correct sentences
**Note:** See an explanation of
[sentence components](http://academicguides.waldenu.edu/writingcenter/grammar/sentences) and how to avoid
[sentence fragments and run-ons](http://academicguides.waldenu.edu/writingcenter/grammar/runonsentences).
|_| Using and spelling words correctly
**Note:** See a list of
[commonly misused words](http://academicguides.waldenu.edu/writingcenter/grammar) and information on
[MS Word’s spell check](http://waldenwritingcenter.blogspot.com/2011/03/making-word-work-for-you.html).
|_| Using punctuation appropriately
**Note:** See the different types of
[punctuation](http://academicguides.waldenu.edu/writingcenter/punctuation) and their uses.
|_| Using grammar appropriately
**Note:** See a
[Grammarly tutorial](http://academicguides.waldenu.edu/writingcenter/grammarly) to catch further errors.
**Paragraph-Level Skills**
|_| Using paragraph breaks
**Note:** See a description of
[paragraph basics](http://academicguides.waldenu.edu/writingcenter/paragraphs).
|_| Focusing each paragraph on one central idea (rather than multiple ideas)
**Note:** See an explanation of how
[topic sentences](http://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences) work.
**Use of Evidence**
|_| Using resources appropriately
**Note:** See examples of
[integrating evidence](http://academicguides.waldenu.edu/writingcenter/evidence) in a paper.
|_| Citing and referencing resources accurately
**Note:** See examples of
[citing and referencing resources](http://academicguides.waldenu.edu/writingcenter/apa/citations) in a paper.
_|_|_ Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source
**Note:** See
[paraphrasing strategies](http://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective).
**Formatting Written Assignments**
|_| Using appropriate APA formatting, including title page, margins, and font
**Note:** See
[APA overview](http://academicguides.waldenu.edu/writingcenter/apa) and
[APA template](http://academicguides.waldenu.edu/writingcenter/templates) from the Writing Center.
**Comments:**
©2014 Walden University 1
## image1.wmf
## image2.png
## image3.png
## image4.png
## image5.png
**## RubricCriteria.docx**
| | | | |
| — | — | — | — |
| Rubric Criteria | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
| Learning Objective 1.1: Analyze emotional intelligence and its elements. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 1.2: Analyze the lack of emotional intelligence in individuals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete |
| Learing Objective 1.3: Apply your emotional intelligence in communications to employees. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 1.4: Evaluate communications to reflect emotional intelligence. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 2.1: Analyze how a delegative leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.2: Describe how a pace-setting leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.3: Describe how a transactional leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.4: Identify the elements of emotional intelligence in a participative leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.5: Identify the elements of emotional intelligence in a servant leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objectives 2.6: Identify the elements of emotional intelligence in a transformational leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 3.1: Apply emotionally intelligent strategies to address a sensitive situation. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.2: Apply emotionally intelligent strategies that are effective for communicating as a manager. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.3: Analyze the link between emotionally intelligent care and improved health outcomes. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.4: Identify elements of emotional intelligence in personal experiences. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Mastery Rubric | **No** | **Yes** |
| Learning Objective: Recommend well-developed and insightful responses that illustrate emotional intelligence as a leader in healthcare settings. | Responses do not include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. References and/or citations do not entirely follow APA guidelines. | Responses include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. Responses are well written, engaging, and informative. Responses are supported by well-documented sources. References and citations follow APA formatting and are used effectively in responses. |
| | | | |
| — | — | — | — |
| Professional Skills Building | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
| | | | |
| Written Communication WC 1.1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills) | Sentences are incoherent and impede reader’s access to ideas. | Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader's access to ideas. | Sentence structure effectively conveys meaning to the reader. |
| Written Communication WC 1.2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence-Level Skills) | Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. | Some inaccuracies in grammar and mechanics limit reader’s access to ideas. | Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
| Written Communication WC 1.3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills) | Paragraphs, or lack of paragraphs, impede reader’s access to ideas. | Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. | Main idea and/or supporting paragraphs effectively convey meaning to reader. |
| Written Communication WC 1.4: Use supporting material to support a claim. (AWE 2; Use of Evidence) | Supporting materials are not present. | Supporting material is used inconsistently or inappropriately. | Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
| Written Communication WC 1.6: Identify sources (AWE 2; Credit to Source) | Sources are missing. | Writing inconsistently identifies or misrepresents sources. | Writing clearly identifies the source of nonoriginal material and/or ideas. |
| Inquiry and Analysis IA 1.1: Identify a problem or question in a selected area of study. | No problem or question is presented. | The problem or question is vague or inappropriate to the selected field of study. | The problem or question is clearly stated in a form appropriate to the selected field of study. |
| Inquiry and Analysis IA 1.2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study. | Elements or parts of the problem or question are not presented. | Elements or parts of the problem or question are presented in a disorganized manner. | Elements or parts of the problem or question are presented in an organized manner. |
| Inquiry and Analysis IA 1.3: Evaluate theories and approaches to explain complex problems within a chosen field of study. | No theoretical approach is presented. | A theoretical approach is vaguely presented. | A theoretical approach to the problem or question is presented and justified. |
| Inquiry and Analysis IA 1.4: Apply organizing principles and theoretical approaches to identify solutions to a problem. | No attempt is made to connect theories or organizing principles to solutions to the problem. | Connections between theories or organizing principles solutions to the problem are vague. | Theories and organizing principles are used to make connections, identify gaps, and/or provide evidence for showing solutions to the problem or questions. |
**HM4002WrittenResponseTemplate.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hm4002writtenresponsetemplate-docx)
**## Instructions.docx**
**Instructions**
Answer a series of related questions to demonstrate your understanding of emotional intelligence, its elements, its influence on leadership style, and its application in the healthcare workplace.
Emotional intelligence (EI) is a calculation of an individual’s awareness of their own emotions and the emotions of others. The health field demands a high level of EI in interprofessional relationships and in providing patient-centered care. Individuals with well-developed emotional intelligence improve their leadership styles and workplace strategies in healthcare management. Leaders with emotional intelligence also have greater positive influence to affect health outcomes. In this competency, you will also assess your own EI, as a part of analyzing the influence of EI on leadership style. This Written Response Assessment consists of 7 items about the elements of EI, how it is assessed, how it impacts leadership styles, how it is applied and strategized in a healthcare setting, and how it can positively affect health outcomes. Assessment Submission Length: 7 items with responses ranging from 1–4 paragraphs each in length Competency Modules: • Module 1: What Is Emotional Intelligence? • Module 2: Emotional Intelligence and Leadership Styles • Module 3: Emotionally Intelligent Strategies for Positive Health Outcomes
**## Assessment_Writing_Checklist.docx**
**Academic Writing Expectations Checklist**
The faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:
**Sentence-Level Skills**
|_| Constructing complete and correct sentences
**Note:** See an explanation of
[sentence components](http://academicguides.waldenu.edu/writingcenter/grammar/sentences) and how to avoid
[sentence fragments and run-ons](http://academicguides.waldenu.edu/writingcenter/grammar/runonsentences).
|_| Using and spelling words correctly
**Note:** See a list of
[commonly misused words](http://academicguides.waldenu.edu/writingcenter/grammar) and information on
[MS Word’s spell check](http://waldenwritingcenter.blogspot.com/2011/03/making-word-work-for-you.html).
|_| Using punctuation appropriately
**Note:** See the different types of
[punctuation](http://academicguides.waldenu.edu/writingcenter/punctuation) and their uses.
|_| Using grammar appropriately
**Note:** See a
[Grammarly tutorial](http://academicguides.waldenu.edu/writingcenter/grammarly) to catch further errors.
**Paragraph-Level Skills**
|_| Using paragraph breaks
**Note:** See a description of
[paragraph basics](http://academicguides.waldenu.edu/writingcenter/paragraphs).
|_| Focusing each paragraph on one central idea (rather than multiple ideas)
**Note:** See an explanation of how
[topic sentences](http://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences) work.
**Use of Evidence**
|_| Using resources appropriately
**Note:** See examples of
[integrating evidence](http://academicguides.waldenu.edu/writingcenter/evidence) in a paper.
|_| Citing and referencing resources accurately
**Note:** See examples of
[citing and referencing resources](http://academicguides.waldenu.edu/writingcenter/apa/citations) in a paper.
_|_|_ Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source
**Note:** See
[paraphrasing strategies](http://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective).
**Formatting Written Assignments**
|_| Using appropriate APA formatting, including title page, margins, and font
**Note:** See
[APA overview](http://academicguides.waldenu.edu/writingcenter/apa) and
[APA template](http://academicguides.waldenu.edu/writingcenter/templates) from the Writing Center.
**Comments:**
©2014 Walden University 1
## image1.wmf
## image2.png
## image3.png
## image4.png
## image5.png
**## RubricCriteria.docx**
| | | | |
| — | — | — | — |
| Rubric Criteria | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
| Learning Objective 1.1: Analyze emotional intelligence and its elements. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 1.2: Analyze the lack of emotional intelligence in individuals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete |
| Learing Objective 1.3: Apply your emotional intelligence in communications to employees. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 1.4: Evaluate communications to reflect emotional intelligence. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 2.1: Analyze how a delegative leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.2: Describe how a pace-setting leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.3: Describe how a transactional leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.4: Identify the elements of emotional intelligence in a participative leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 2.5: Identify the elements of emotional intelligence in a servant leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objectives 2.6: Identify the elements of emotional intelligence in a transformational leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
| Learning Objective 3.1: Apply emotionally intelligent strategies to address a sensitive situation. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.2: Apply emotionally intelligent strategies that are effective for communicating as a manager. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.3: Analyze the link between emotionally intelligent care and improved health outcomes. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Learning Objective 3.4: Identify elements of emotional intelligence in personal experiences. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
| Mastery Rubric | **No** | **Yes** |
| Learning Objective: Recommend well-developed and insightful responses that illustrate emotional intelligence as a leader in healthcare settings. | Responses do not include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. References and/or citations do not entirely follow APA guidelines. | Responses include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. Responses are well written, engaging, and informative. Responses are supported by well-documented sources. References and citations follow APA formatting and are used effectively in responses. |
| | | | |
| — | — | — | — |
| Professional Skills Building | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
| | | | |
| Written Communication WC 1.1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills) | Sentences are incoherent and impede reader’s access to ideas. | Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader's access to ideas. | Sentence structure effectively conveys meaning to the reader. |
| Written Communication WC 1.2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence-Level Skills) | Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. | Some inaccuracies in grammar and mechanics limit reader’s access to ideas. | Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
| Written Communication WC 1.3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills) | Paragraphs, or lack of paragraphs, impede reader’s access to ideas. | Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. | Main idea and/or supporting paragraphs effectively convey meaning to reader. |
| Written Communication WC 1.4: Use supporting material to support a claim. (AWE 2; Use of Evidence) | Supporting materials are not present. | Supporting material is used inconsistently or inappropriately. | Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
| Written Communication WC 1.6: Identify sources (AWE 2; Credit to Source) | Sources are missing. | Writing inconsistently identifies or misrepresents sources. | Writing clearly identifies the source of nonoriginal material and/or ideas. |
| Inquiry and Analysis IA 1.1: Identify a problem or question in a selected area of study. | No problem or question is presented. | The problem or question is vague or inappropriate to the selected field of study. | The problem or question is clearly stated in a form appropriate to the selected field of study. |
| Inquiry and Analysis IA 1.2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study. | Elements or parts of the problem or question are not presented. | Elements or parts of the problem or question are presented in a disorganized manner. | Elements or parts of the problem or question are presented in an organized manner. |
| Inquiry and Analysis IA 1.3: Evaluate theories and approaches to explain complex problems within a chosen field of study. | No theoretical approach is presented. | A theoretical approach is vaguely presented. | A theoretical approach to the problem or question is presented and justified. |
| Inquiry and Analysis IA 1.4: Apply organizing principles and theoretical approaches to identify solutions to a problem. | No attempt is made to connect theories or organizing principles to solutions to the problem. | Connections between theories or organizing principles solutions to the problem are vague. | Theories and organizing principles are used to make connections, identify gaps, and/or provide evidence for showing solutions to the problem or questions. |
**HM4002WrittenResponseTemplate.docx**
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