conflict styles help

See attached docs

Due on 9/20 10pm pst

Instructions are attached.

Rubric is also given. Sample  are also shared for reference

 Application 5.1 my scores I have attached.  Do your score, then compare and contrast
 

THOM

A

S-KILMANN CONFLICT MODE QUESTIONNAIRE

Consider situations in which you find your wishes differing from those of another person. How do you usually respond to such situations?

On the following pages are several pairs of statements describing possible behavioral responses. For each pair, please circle the “A” or “

B

” statement which is most characteristic of your own behavior. In many cases, neither the “A” nor the “B” statement may be very typical of your behavior, but please select the response which you would be more likely to use.

When done answering, transfer your answers to the scoring sheet on the last page, and sum each of the columns.

· A. There are times when I let others take responsibility for solving the problem.

· Rather than negotiate the things on which we disagree, I try to stress those things

upon which we both agree.

· A. I try to find a compromise solution.

· I attempt to deal with all of another’s and my concerns.

· A. I am usually firm in pursuing my goals.

· I might try to soothe the other’s feelings and preserve our relationship.

· A. I try to find a compromise solution.

· I sometimes sacrifice my own wishes for the wishes of the other person.

· A. I consistently seek the other’s help in working out a solution.

· I try to do what is necessary to avoid useless tensions.

· A. I try to avoid creating unpleasantness for myself.

· I try to win my position.

· A. I try to postpone the issue until I have had some time to think about it.

· I give up some points in exchange for others.

· A. I am usually firm in pursuing my goals.

· I attempt to get all concerns and issues immediately out in the open.

· A. I feel that differences are not always worrying about.

· I make some effort to get my way.

· A. I am firm in pursuing my goals.

· I try to find a compromise solution.

· A. I attempt to get all concerns and issues immediately out in the open.

· I might try to soothe the other’s feelings and preserve our relationship.

· A. I sometimes avoid taking positions which would create controversy.

· I will let another have some of their positions if they lets me have some of mine.

· A. I propose middle ground.

· I press to get my points made.

· A. I tell another my ideas and ask them for theirs.

B. I try to show him the logic and benefits of my position.

· A. I might try to soothe the other’s feelings and preserve our relationship.

· I try to do what is necessary to avoid tension.

· A. I try not to hurt the other’s feelings.

· I try to convince the other person of the merits of my position.

· A. I am usually firm in pursuing my goals.

· I try to do what is necessary to avoid useless tensions.

· A. If it makes the other person happy, I might let them maintain their views.

· I will let the other person have some of their positions if they let me have some of mine.

· A. I try to get all concerns and issues immediately out in the open.

· I try to postpone the issue until I have had some time to think it over.

· A. I attempt to immediately work through our differences.

· I try to find a fair combination of gains and losses for both of us.

· A. In approaching negotiations, I try to be considerate of the other person’s feelings.

· I always lean toward a direct discussion of the problem.

· A. I try to find a position that is intermediate between mine and another person’s.

· I assert my wishes.

· A. I am often concerned with satisfying all my wishes.

· There are times when I let others take responsibility for solving problems.

· A. If the other’s position seems important to them, I would try to meet their wishes.

· I try to get the other person to settle for a compromise.

· A. I try to show the other person the logic and benefits of my position.

· In approaching negotiations, I try to be considerate of the other person’s wishes.

· A. I propose a middle ground.

· I am nearly always concerned with satisfying all my wishes.

· A. I sometimes avoid taking positions that would create controversy.

· If it makes the other person happy, I might let them maintain their views.

· A. I am usually firm in pursuing my goals.

· I feel that differences are not always worth worrying about.

· A. I propose middle ground.

· I feel that differences are not always worth worrying about.

· A. I try not to hurt the other person’s feelings.

· I always share the problem with the other person so that we can work it out.

SCORING THE THOMAS-KILMANN CONFLICT MODE QUESTIONNAIRE

B

A

A

B

A

B

A

B

A

B

A

B

A

A

B

B

A

A

B

A

B

B

A

B

A

B

A

B

A

B

A

A

B

B

A

A

B

A

B

B

A

B

A

A

B

B

A

A

B

B

A

A

B

A

B

A

B

B

A

																																																																																																																																																										Competing		Collaborating		Compromising		Avoiding	Accommodating
	(Forcing)		(Problem		(Sharing)		(Withdrawal)		(Smoothing)
	Solving)
1.																															A																														B
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

Competing

Collaborating

Compromising

Avoiding

(Forcing)

(Problem

(Sharing)

(Withdrawal)

(Smoothing)

Solving)

_____

_____

_____

_____

Total the number of letters circled in each column.
Withdrawing
				_____

Smith – 1

Conflict Style Assessment and Analysis

Jane Student Smith

SOC 350 – Conflict Resolution

Siena Heights University

April

21

,

20

12

Analyzing personal conflict management styles is essential because conflict permeates every aspect of life, and effectively managing conflict can improve relationships at home, school, and work. To understand how I can better handle conflict we will explore my strengths and weaknesses and then discuss the benefits of improved conflict management skills. We will do this by examining my assessment results, discussing known information about conflict resolution tactics, and evaluating strategies that may work better for me.

After completing the
Conflict Style Analysis assignment, I was able to examine my own perceptions and compare and contrast them with the opinions of two other people who know me well. During this process it became clear that my dominant styles are compromise, accommodation, and collaboration, while my secondary styles are avoidance and competition. I was quite surprised to see that my styles varied between my home and work environments, and even more surprised that my evaluators’ assessments were quite different from my own assessment. What I discovered was that I had more improvements to make than I originally thought.

BACKGROUND/RESEARCH

Research for this study was completed using the Conflict Styles Analysis worksheet provided in class. After I completed the survey, I asked my husband and my direct supervisor to complete the worksheets. I chose these two evaluators because they have known me for a long time, know me in contrasting roles, are able to be objective, and are willing to be candid. Additionally, I have a high degree of respect for both of these men and value their insight and opinions, and trust that their assessment responses are an accurate indication of my behaviors in the selected environments.

14

23

24

14

12

23

19

23

Analysis	Avoidance	Competition	Compromise	Accommodation	Collaboration
Self Analysis	11	10		24	16	21
Work-life Analysis			14	20		19				23
Home-life Analysis	17		12	22
Average

I compiled the raw data into the chart to display the data in a more concise, meaningful way. This chart allows the viewer to see key results in an unbiased fashion:

While the chart gives insight into the results I obtained, it does not adequately allow visualization of the implications of the data collected. For ease of comparison, and to gain a better understanding of the trends in my behavior, I created a line-chart. The chart vividly displays global preferences in my choices of conflict management styles. Additionally, it allows the viewer to see how my perceptions are not entirely congruent with the other two evaluators and how, although similar, my conflict management styles vary between work and home life. The line-chart is displayed below:

My usage of the five styles of conflict management is summarized below:

· Avoidance – I scored highest on this style at home, and self-rated this style significantly lower than my evaluators. Avoidance tactics are often used as a method to side-step or deflect conflict, and sometimes multiple avoidance tactics are used at once. Avoiding conflict is both “unassertive and uncooperative”, and leads to a “lose/lose” situation because the conflict is ignored, instead of resolved (Lussier & Achua, 2010, p. 211).

· Competition – I scored higher on this style at work than home, yet both scores were higher than I self-scored. Competition is generally associated with negative connotations, like confrontation, attempts to “win” arguments at the expense of others, and may lead to aggressive, rather than assertive, behaviors in high conflict situations (Wilmot & Hocker, 2007, p. 145).

· Accommodation – This behavior was scored in the upper teens to low twenties by both evaluators. I, however, gave this area a modest score of 16. Accommodation is one of the most widely used methods of conflict managements, and is used to promote peace and harmony while giving up self interests (Wilmot & Hocker, 2007).

· Collaboration – This style was given an average score of 23, and my evaluators gave me modestly higher scores than I did in this area. Collaboration is an assertive style of conflict resolution where cooperation between parties helps facilitate a solution that is agreeable to all parties involved (Lussier & Achua, 2010).

· Compromise – My average score was a 23, yet I chose this method of conflict resolution at home more than work. Compromise is a style where all the parties involved make some concessions to reach a mutually agreeable outcome. As a mildly assertive and cooperative style, this style is often confused with collaboration, however, compromise involves “trade-offs and exchanges” (Wilmot & Hocker, 2007, p. 157).

ANALYSIS

My self-scoring of this assessment was lower in the more negative styles of conflict management than it was in the more positive styles. While no style is inherently negative, as they all have appropriate uses, avoidance, competition, and accommodation are conflict styles that can have negative results when used in the wrong situation. Conflict styles like collaboration and compromise have more positive attributes associated with them, and while I scored high in both these areas, for the purpose of self improvement, we will continue to focus on the areas where I have the most room for growth.

In reviewing the results it is obvious that I believe that I use avoidance, competition, and accommodation less frequently than my evaluators. After thoughtful reflection and applying the information I know about conflict management styles, I have summarized my analysis of the three areas below:

· Avoidance – the two biggest offensives I commit are joking about a topic and changing subjects when I don’t want to talk or deal with a situation that makes me uncomfortable. I also occasionally use the “twin cycle of avoidance” style two at home, where avoidance leads to escalation, and then a return to avoidance behaviors (Wilmot & Hocker, 2007, p.137). Avoidance is a negative means of handling conflict in my life, and has the ability to alienate my loved ones.

· Competition – I am more competitive than I’d like to, or need to, be. The biggest challenge I face in this area is being aggressive, instead of assertive. While I use this area often at work under urgent conditions, and where this style is an accepted norm, I also tend to use this style when time isn’t a mitigating factor (Wilmot & Hocker, 2007, p. 146). I frequently use this style as a means to change the opinion or position of others when I am not willing to change my own (Lussier &Achua, 2010).

· Accommodation –. I regularly engage in this behavior, and it leaves me at risk for not asserting my needs and desires well, which often leaves me feeling unappreciated. I use this tactic most often in an effort to repair damage from times when I acted a little more aggressive than I meant to be. Accommodation is a style where the user is unassertive but cooperative, and is different from avoidance because in accommodation the user confronts the conflict, but passively allows the other party to “get their own way” (Lussier & Achua, 2010, p. 212).

OPINION

I think that I can use conflict management styles more effectively. I don’t believe that I am using them to the best of my ability, and it is evidenced by not only my behaviors during conflict, but the outcomes as well. When I use my native tactics I really have the best of intentions, but applying them in the wrong situations has lead to some problems in both my personal and professional life. When I engage in these conflict management styles, I am genuinely trying to problem solve, even though my attempts are often ineffective. After careful reflection, I have summarized my opinions below:

· Competition – I don’t mean to use phrases that are counterproductive to conflict management, or be aggressive. By identifying the thought pattern that accompanies them and reframing my perception of the events, I can prevent myself from using aggressive speech.

· Avoiding – What I am really trying to do is keep the peace. However, when I feel used or unappreciated, I tend to become competitive and then feel bad for the way I acted or things I said, so I return to the avoidance style. Avoidance tactics can sometimes be positive, as it affords me time to deliberate about a situation, but, more often than not, I use it in an unhealthy way.

· Accommodation – In a heated dispute, I use tactics like “giving up/giving in” or disengage in the conflict, especially if I have been a little aggressive in my attempts to “win the argument” (Wilmot & Hocker, 2007, p. 161). While accommodation can work well in situations where the relationship means more than the conflict, but can also be counterproductive to conflict resolution (Lussier & Achua, 2010).

CONCLUSION

I really believed that I had a pretty good handle on my conflict management skills. What I didn’t realize was how much I didn’t know about my habits. I learned that my preconceived notions about my conflict management styles actually interfere with my personal growth. I realize that I have the power to:

· Become more solution oriented instead of avoiding issues.

· Decrease competition by being more cooperative with others and fostering an environment of “constructive conflict” by working toward collaborative solutions with others (Wilmot & Hocker, 2007, p. 147).

· More effectively assert my needs instead of accommodating as a response to being a little too competitive or aggressive in a previous conflict.

I learned that some of my natural styles of conflict management more than a little dysfunctional (Wilmot & Hocker, 2007). However, developing other styles of conflict management styles can help improve my ability to successfully navigate disagreements and disputes. Increasing productive behaviors and employing positive methods of approaching conflict has many benefits in my relationships with others. As a matter of fact, effectively managing conflict is described as a central task “of maintaining a marriage”, and serves as a model for my children (Wilmot & Hocker, 2007, p. 3). By ending the avoidance-competition-avoidance cycle I am able to help all of us constructively manage conflict and, more fully, enjoy life together. While avoidance, competition, and accommodation have valid uses at times, my findings indicate that I am able to use collaboration, compromise, and synergistic tactics more often than I do (Covey, 2011).

Thank you for the opportunity to explore more appropriate styles of conflict management and the opportunity improve my relationships with others. I am planning on pursuing further education in conflict resolution. My employer offers a conflict resolution class based on
The 3rd Alternative by Steven Covey, and I have been approved to take it this summer. Taking these steps will help me become more cooperative and solution oriented, better able to resolve problems and strengthen relationships, as well as growing as a person, wife, mother, and team member at work.

References

Covey, S. (2011).
The 3rd alternative: Solving life’s most difficult problems.   New York, NY: Free Press.

Lussier, R., & Achua, C. (2010).
Leadership: Theory, application & skill development (4th ed.). Mason, OH: Cengage Learning.

Wilmot, W., & Hocker, J. (2007). Interpersonal conflict (7th ed.). New York, NY: McGraw Hill.

Self Analysis Avoidance Competition Compromise Accommodation Collaboration 11 10 24 16 21 Work-life Analysis Avoidance Competition Compromise Accommodation Collaboration 14 14 20 19 23 Home-life Analysis Avoidance Competition Compromise Accommodation Collaboration 17 12 23 22 24 Average Avoidance Competition Compromise Accommodation Collaboration 14 12 23 19 23

T

here

will be a final, 6-8 page comprehensive paper involving a deeper exploration of your conflict styles. The pre-class assignment will start you thinking about how you handle interpersonal conflicts in your life. The final paper will give you an opportunity to research and critically analyze your perceptions and different strategies for intervention and conflict resolution.

 

                 

This paper will include an analysis of your own results and the results of two other people assessing your conflict styles using Application 5.1, Measuring Your Conflict Style, on pages 154-155 (11th edition) or 147-148 (10th edition). After completing Application 5.1, you will examine your own perceptions, then compare and contrast them with the opinions of two other people who know you well. These individuals should be ones who know you in two different environments (i.e., home and work). We will be looking more closely at conflict styles in Week 4.

Before starting this paper, please read and carefully follow the directions and format outlined in the 

Sample Format: Conflict Style and Analysis

Analysis document. The document also contains the grading rubric I will be using for the paper. An example of a former student’s paper can be found 
here
 

nstructions on how to format paper
The font to use should be Times New Roman (12 point). The first sentence of a new
paragraph should be indented ½ inch. Double space all typing. Please follow the format as
displayed on the following pages including the use of titles of each section. The margins for the
entire paper should be:
1.5 inches on the left side
1 inch on the bottom
1 inch on the top
1 inch on the right side
This paper should be at least six and no preferably no more than eight pages. The title
page and references page do not count. Use a running heading with page numbers as I
have in this sample.
Adequately proofread the paper as spelling, punctuation or grammatical errors
will result in a loss of points. The instructor highly recommends that you have another person
read the paper and/ or read it aloud to yourself to make sure that it sounds like you would like
it to if you were going to present it in person to the class and to instructor. The assignment is
worth 25 points.

Introduction
This section should briefly (in one or two paragraphs) outline the contents of the paper
from your conflict style assessment (Application 5.1, Measuring Your Conflict Style, textbook
pages 154-155) and your analysis of your primarily style(s). You should state your conflict
assessment results in terms of your primary styles and in which environments they occur, how
others see your style, a brief statement about what you discovered as a result of analyzing the
information, and a statement regarding your reaction to your analysis.

Background/Research
This section should contain the FACTS surrounding your conflict assessment results in a
succinct format. In order to reduce the chances of plagiarism, discuss the facts in your own
words as if you were presenting the information in person to the instructor and the class.
This section includes your results and the results of two other people assessing your conflict style.
The following questions will be addressed in this section:
1. Without naming full names, who were the two people that you selected to take the
assignment on your behalf? Why did you choose these two people?
2. What were your scores on each of the five conflict styles at work or another non-home
environment? What were your scores in your home/family environment*?
3. What were the results of each of the people who took the assessment the assessment on
your behalf?*
Note: you can put the answers for questions two and three in a table or graph, if you would
like, to enhance your narrative answer. A table or graph is NOT required but would help the
reader understand your interpretation of the data.

Analysis
Tell us how this information compares and contrasts to your knowledge and
experience. That is, based on your experience and/or knowledge of the field (including what you
have learned in the class), does your research reinforce your impressions of your conflict style
assessment results? Incorporate FACTS from your knowledge and experience to explain and
support this section. Incorporate answers to the following questions in this section:
What reaction and/or impressions did you have when you compared and contrasted your results
with those of the two people who took the assessment on your behalf? Any surprises or not and
why?
Based on this assignment, what insights did you gain about yourself? Did the results reinforce
what you already know about your primary conflict style(s) or not, and why?
In Chapter 6, the authors of the text say you must assume self-responsibility, in terms of
emotions, in order to transform your conflicts with others? What changes could you make to
assume self-responsibility and improve how you manage conflicts?

Conclusion
Your conclusion is your chance to have the last word on the subject. The conclusion
allows you to have the final say on the issues you have raised in your paper, to summarize your
thoughts, and to demonstrate the importance of your ideas. It is also your opportunity to make a
good final impression and to end on a positive note.
Your conclusion can go beyond the confines of the assignment. The conclusion pushes
beyond the boundaries of the prompts and allows you to consider broader issues, make new
connections, and elaborate on the significance of your findings.
Did your analysis of your conflict style assessment results for this paper support or refute

CONFLICT STYLE ASSESSMENT 5
the original opinion that you held about your primary conflict styles prior to taking this class?
Before taking this class, did you have any pre-conceived notions or ideas about your style,
how it was interpreted by others, and what influence it had (both good and bad) on the conflict
communication process? Were you surprised with your conflict assessment results and/or the
opinions of the two other people or not, and why? Finally, what additional thoughts or research
would you like to complete if you were to pursue this topic further beyond the requirements for this paper

References
List references you used to complete your paper. These should be listed separately on
the last page. The references should be listed alphabetically with the second line of any reference
indented ½ inch (hanging indent). If Internet sites are used, you must still provide an author, title,
date, and the URL. (See the APA Style website for more information.). You will be held to
following APA guidelines for citing work. Three to five citations of outside sources beyond the
text are expected for this paper. Remember each entry must have a matching in-text citation. Refer
to the section on APA style under COURSE HOME.

CONFLICT STYLE ASSESSMENT 7

Conflict Style Assessment and Analysis Paper

Name

SOC 350 – Conflict Resolution

Siena Heights University

February 28, 2015

Instructions on how to format paper

The font to use should be Times New Roman (12 point). The first sentence of a new

paragraph should be indented ½ inch. Double space all typing. Please follow the format as

displayed on the following pages including the use of titles of each section. The margins for the

entire paper should be:

· 1.5 inches on the left side

· 1 inch on the bottom

· 1 inch on the top

· 1 inch on the right side

This paper should be at least six and no preferably no more than eight pages. The title

page and references page do not count. Use a running heading with page numbers as I

have in this sample.

Adequately proofread the paper as spelling, punctuation or grammatical errors

will result in a loss of

points.

The instructor highly recommends that you have another person

read the paper and/ or read it aloud to yourself to make sure that it sounds like you would like

it to if you were going to present it in person to the class and to instructor.
The assignment is

worth 25 points.

Create the document with Microsoft Word ( or x).

Your paper will be returned to you electronically with my comments and the points

earned. Late assignments are not accepted unless prior arrangements have been made with the

instructor.

Introduction

This section should briefly (in one or two paragraphs) outline the contents of the paper

from your conflict style assessment (Application 5.1,
Measuring Your Conflict Style, textbook

pages 154-155) and your analysis of your primarily style(s).
You should state your conflict

assessment results in terms of your primary styles and in which environments they occur, how

others see your style, a brief statement about what you discovered as a result of analyzing the

information, and a statement regarding your reaction to your analysis. This section is worth 10

points.

Background/Research

This section should contain the FACTS surrounding your conflict assessment results in a

succinct format. In order to reduce the chances of plagiarism, discuss the facts in your own

words as if you were presenting the information in person to the instructor and the class.

This section includes your results and the results of two other people assessing your conflict style.

The following questions will be addressed in this section:

1. Without naming full names, who were the two people that you selected to take the assignment on your behalf? Why did you choose these two people?

2. What were your scores on each of the five conflict styles at work or another non-home environment? What were your scores in your home/family environment*?

3. What were the results of each of the people who took the assessment the assessment on your behalf?*

Note: you can put the answers for questions two and three in a table or graph, if you would like, to enhance your narrative answer. A table or graph is NOT required but would help the reader understand your interpretation of the data.

This section is worth 10 points.

Analysis

Tell us how this information compares and contrasts to your knowledge and

experience. That is, based on your experience and/or knowledge of the field (including what you

have learned in the class), does your research reinforce your impressions of your conflict style

assessment results? Incorporate FACTS from your knowledge and experience to explain and

support this section. Incorporate answers to the following questions in this section:

What reaction and/or impressions did you have when you compared and contrasted your results with those of the two people who took the assessment on your behalf? Any surprises or not and why?

Based on this assignment, what insights did you gain about yourself? Did the results reinforce what you already know about your primary conflict style(s) or not, and why?

In Chapter 6, the authors of the text say you must assume self-responsibility, in terms of emotions, in order to transform your conflicts with others? What changes could you make to assume self-responsibility and improve how you manage conflicts?

This section is worth 10 points.

Conclusion

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper,
to summarize your thoughts, and to demonstrate the importance of your ideas. It is also your opportunity to make a good final impression and to end on a positive note.

Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompts and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Did your analysis of your conflict style assessment results for this paper support or refute

the original opinion that you held about your primary conflict styles prior to taking this class?

Before taking this class, did you have any pre-conceived notions or ideas about your style,

how it was interpreted by others, and what influence it had (both good and bad) on the conflict

communication process? Were you surprised with your conflict assessment results and/or the

opinions of the two other people or not, and why? Finally, what additional thoughts or research

would you like to complete if you were to pursue this topic further beyond the requirements for

this paper? This section is worth 10 points.

References

List references you used to complete your paper. These should be listed separately on

the last page. The references should be listed alphabetically with the second line of any reference

indented ½ inch (hanging indent). If Internet sites are used, you must still provide an author, title,

date, and the URL. (See the

APA Style website

for more information.). You will be held to

following APA guidelines for citing work. Three to five citations of outside sources beyond the

text are expected for this paper. Remember each entry must have a matching in-text citation. Refer

to the section on APA style under COURSE HOME. This section is worth 10 points.

Conflict Style and Analysis Rubric
Instructor: Dr. Moore
Category	0 points deducted	1 – 3 points deducted	4-6 points deducted	7-9 points deducted	10 points deducted
Introduction (10 points maximum)	The introductory paragraph(s) clearly summarize the writer’s view and the others’ views of conflict style, results of analysis, and the writer’s reaction.	The introductory paragraph(s) partially summarize the writer’s view and the others’ views of conflict style, results of analysis, and the writer’s reaction.	The introductory paragraph(s) lists the writer’s view or the others’ views of conflict styles, but not all views. The results of analysis and the writer’s reaction to the data may be missing or not substantive.	The introductory paragraph partially describes the writer’s view or the others’ views of the conflict style. Summary of the elements of the paper is missing.	The introductory paragraph lists but does not describe either the writer’s view or the others’ views of the conflict style OR there is no introductory paragraph.
Background/ Research (10 points maximum)	The writer clearly includes a list of comprehensive facts surrounding his/her conflict assessment in his/her own words. All prompts are clearly addressed.	The writer clearly includes a list of some facts surrounding his/her conflict assessment in his/her own words. Most prompts are addressed.	The writer vaguely includes a list of some facts surrounding his/her conflict assessment in his/her own words. Prompts are only partially addressed.	The writer vaguely includes a list of comprehensive facts surrounding his/her conflict assessment in his/her own words. Prompts are not clearly addressed.	The writer does not include facts from his/her conflict assessment and/or does not describe the facts in his/her words. Prompts are not addressed.
Analysis (10 points maximum)	The writer clearly and comprehensively compares his/her assessment results to facts based upon his/her knowledge and/or experience.	The writer clearly and partially compares his/her assessment results to facts based upon his/her knowledge and/or experience.	The writer vaguely and partially compares his/her assessment results to facts based upon his/her knowledge and/or experience.	The writer vaguely compares his/her assessment results to facts based upon his/her knowledge and/or experience.	The writer does not include both his/her assessment results and/or facts based upon his/her own knowledge and experience.
Conclusion (10 points maximum)	The conclusion is strong and leaves the reader solidly understanding what the writer has learned by completing this process. All prompts clearly addressed.	The conclusion is recognizable. The author’s position is restated within the first two sentences of the closing paragraph.	The conclusion is vague and the author’s position is unclear. Changes not clearly addressed.	The author’s position is restated within the closing paragraph, but not near the beginning. Changes not clearly identified.	There is no conclusion – the paper just ends. Prompts not addressed.
References (10 points maximum)	No errors with in-text or complete references; cites all resources as referenced. Meets or exceeds recommended number of sources.	May cite all references used appropriately with a few omissions or formatting errors. Meets or exceeds recommended number of sources.	Several references not cited appropriately. Includes the minimal number of sources. Generally follows APA formatting of citations with a few errors.	Most references cited inappropriately. Less than the minimal number of sources. Some problems with APA formatting of citations.	Inadequate number or no references used. Serious problems with APA formatting of citations.
Additional Evaluative Criteria
Grammar, spelling and punctuation	Author makes no errors or less than one error per page in grammar, spelling, or punctuation.	Author makes 1-3 errors per page in grammar, spelling, or punctuation.	Author makes 4-6 errors per page in grammar, spelling or punctuation.	Author makes 7-8 errors per page in grammar, spelling or punctuation.	Author makes more than 8 errors per page in grammar, spelling or punctuation.
Structure	All sentences and paragraphs are well-constructed with transitions, varied structure, and clarity. Logical flow of the paper is clear. Effective, smooth transitions. Format followed.	Most sentences are well-constructed and there is some varied sentence structure in the paper. Most paragraphs are clear and cohesive. Basic transitions; easily followed.	Most sentences are well constructed, but there is no variation is structure. Some may be unclear and may interfere with meaning.	Most sentences are not well-constructed or varied. Meaning is not clear to the reader. Difficult to follow with irrelevancies.	All sentences are not well constructed. Meaning is significantly impaired. Format not followed.