Executive Solution Overview
attached **files (3)** – ## refle8.docx – ## modulo8new.docx – ## refle8new.docx **## refle8.docx** Module 8: Relationships, Feedback, and Conflict The supervisory relationship is one of the most critical connections in the career of a behavior analyst. Cultivating and growing these relationships is…
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**files (3)**
– ## refle8.docx
– ## modulo8new.docx
– ## refle8new.docx
**## refle8.docx**
Module 8: Relationships, Feedback, and Conflict
The supervisory relationship is one of the most critical connections in the career of a behavior analyst. Cultivating and growing these relationships is often et of skills that supervisors take for granted; however, research has indicated the importance of positive supervisory relationships repeatedly. In this lesson, strategies for creating effective relationships with supervisees/trainees are shared, including developing positive rapport, embracing culture in the supervisory process, and delivering high-quality, functional feedback to enhance performance. With the understanding that we often will end up in disagreements with supervisees/trainees (or be responsible for moderating disagreements between employees), this course will also provide strategies to prevent conflicts in organizations, and a process for handling them when conflict inevitably occurs.
IMPORTANT: This module consists of two parts, 8-1 and 8-2. It is slightly longer than previous modules, and includes 2 quizzes. Module 9, in turn, will be shortened to compensate for the extra time spent during this module.
Tasks to Prepare Before Class:
· Curry, S. M., Gravina, N. E., Sleiman, A. A., & Richard, E. (2019). The effects of engaging in rapport-building behaviors on productivity and discretionary effort.
_Journal of Organizational Behavior Management_
· Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts.
_Behavior Analysis in Practice._
· Ehrlich, R. J., Nosik, M. R., Carr, J. E., & Wine, B. (2020). Teaching Employees How to Receive Feedback: A Preliminary Investigation.
_Journal of Organizational Behavior Management_
· Watch the
[Module 8-1 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-1-lecture) (1 hours, 40 minutes)
· Watch the
[Module 8-2 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-2-lecture) (1 hour, 12 minutes)
**## modulo8new.docx**
2
Module 8: Relationships, Feedback, and Conflict
The supervisory relationship is one of the most critical connections in the career of a behavior analyst. Cultivating and growing these relationships is often et of skills that supervisors take for granted; however, research has indicated the importance of positive supervisory relationships repeatedly. In this lesson, strategies for creating effective relationships with supervisees/trainees are shared, including developing positive rapport, embracing culture in the supervisory process, and delivering high-quality, functional feedback to enhance performance. With the understanding that we often will end up in disagreements with supervisees/trainees (or be responsible for moderating disagreements between employees), this course will also provide strategies to prevent conflicts in organizations, and a process for handling them when conflict inevitably occurs.
IMPORTANT: This module consists of two parts, 8-1 and 8-2. It is slightly longer than previous modules, and includes 2 quizzes. Module 9, in turn, will be shortened to compensate for the extra time spent during this module.
Tasks to Prepare Before Class:
· Curry, S. M., Gravina, N. E., Sleiman, A. A., & Richard, E. (2019). The effects of engaging in rapport-building behaviors on productivity and discretionary effort.
_Journal of Organizational Behavior Management_
· Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts.
_Behavior Analysis in Practice._
· Ehrlich, R. J., Nosik, M. R., Carr, J. E., & Wine, B. (2020). Teaching Employees How to Receive Feedback: A Preliminary Investigation.
_Journal of Organizational Behavior Management_
· Watch the
[Module 8-1 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-1-lecture) (1 hours, 40 minutes)
· Watch the
[Module 8-2 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-2-lecture) (1 hour, 12 minutes)
Upon Completion of Module 8, students should be able to:
· Identify the difference between rapport building and positive feedback delivery
· Select strategies to establish cultural competency and humility in supervision
· Determine the differences between appreciation, coaching, and evaluative feedback
· Identify issues in feedback delivery that can impact relationships with supervisees/trainees
· Select examples of high-quality feedback receipt
· Determine effective strategies for mitigating and managing conflicts in supervision
**## refle8new.docx**
2
Cultivating positive relationships with supervisees and trainees can be difficult. Based on this week's lecture, what do you think your greatest strength will be when developing and maintaining these relationships? What do you think your biggest challenge will be, and how will you use the concepts from this week's module to overcome that challenge?
_Remember to review the Reflection Paper rubric and instructions for reviewing a peer's submission in the Important Course Information module._
_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._
Rubric
**Reflection Paper Rubric 4.9.26 Edits**
| | | |
| — | — | — |
| Reflection Paper Rubric 4.9.26 Edits |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
| This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
| This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |
Total Points: 30
**## refle8new.docx**
2
Cultivating positive relationships with supervisees and trainees can be difficult. Based on this week's lecture, what do you think your greatest strength will be when developing and maintaining these relationships? What do you think your biggest challenge will be, and how will you use the concepts from this week's module to overcome that challenge?
_Remember to review the Reflection Paper rubric and instructions for reviewing a peer's submission in the Important Course Information module._
_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._
Rubric
**Reflection Paper Rubric 4.9.26 Edits**
| | | |
| — | — | — |
| Reflection Paper Rubric 4.9.26 Edits |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
| This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
| This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |
Total Points: 30
**## refle8.docx**
Module 8: Relationships, Feedback, and Conflict
The supervisory relationship is one of the most critical connections in the career of a behavior analyst. Cultivating and growing these relationships is often et of skills that supervisors take for granted; however, research has indicated the importance of positive supervisory relationships repeatedly. In this lesson, strategies for creating effective relationships with supervisees/trainees are shared, including developing positive rapport, embracing culture in the supervisory process, and delivering high-quality, functional feedback to enhance performance. With the understanding that we often will end up in disagreements with supervisees/trainees (or be responsible for moderating disagreements between employees), this course will also provide strategies to prevent conflicts in organizations, and a process for handling them when conflict inevitably occurs.
IMPORTANT: This module consists of two parts, 8-1 and 8-2. It is slightly longer than previous modules, and includes 2 quizzes. Module 9, in turn, will be shortened to compensate for the extra time spent during this module.
Tasks to Prepare Before Class:
· Curry, S. M., Gravina, N. E., Sleiman, A. A., & Richard, E. (2019). The effects of engaging in rapport-building behaviors on productivity and discretionary effort.
_Journal of Organizational Behavior Management_
· Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts.
_Behavior Analysis in Practice._
· Ehrlich, R. J., Nosik, M. R., Carr, J. E., & Wine, B. (2020). Teaching Employees How to Receive Feedback: A Preliminary Investigation.
_Journal of Organizational Behavior Management_
· Watch the
[Module 8-1 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-1-lecture) (1 hours, 40 minutes)
· Watch the
[Module 8-2 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-2-lecture) (1 hour, 12 minutes)
**## modulo8new.docx**
2
Module 8: Relationships, Feedback, and Conflict
The supervisory relationship is one of the most critical connections in the career of a behavior analyst. Cultivating and growing these relationships is often et of skills that supervisors take for granted; however, research has indicated the importance of positive supervisory relationships repeatedly. In this lesson, strategies for creating effective relationships with supervisees/trainees are shared, including developing positive rapport, embracing culture in the supervisory process, and delivering high-quality, functional feedback to enhance performance. With the understanding that we often will end up in disagreements with supervisees/trainees (or be responsible for moderating disagreements between employees), this course will also provide strategies to prevent conflicts in organizations, and a process for handling them when conflict inevitably occurs.
IMPORTANT: This module consists of two parts, 8-1 and 8-2. It is slightly longer than previous modules, and includes 2 quizzes. Module 9, in turn, will be shortened to compensate for the extra time spent during this module.
Tasks to Prepare Before Class:
· Curry, S. M., Gravina, N. E., Sleiman, A. A., & Richard, E. (2019). The effects of engaging in rapport-building behaviors on productivity and discretionary effort.
_Journal of Organizational Behavior Management_
· Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts.
_Behavior Analysis in Practice._
· Ehrlich, R. J., Nosik, M. R., Carr, J. E., & Wine, B. (2020). Teaching Employees How to Receive Feedback: A Preliminary Investigation.
_Journal of Organizational Behavior Management_
· Watch the
[Module 8-1 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-1-lecture) (1 hours, 40 minutes)
· Watch the
[Module 8-2 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-2-lecture) (1 hour, 12 minutes)
Upon Completion of Module 8, students should be able to:
· Identify the difference between rapport building and positive feedback delivery
· Select strategies to establish cultural competency and humility in supervision
· Determine the differences between appreciation, coaching, and evaluative feedback
· Identify issues in feedback delivery that can impact relationships with supervisees/trainees
· Select examples of high-quality feedback receipt
· Determine effective strategies for mitigating and managing conflicts in supervision
**## refle8new.docx**
2
Cultivating positive relationships with supervisees and trainees can be difficult. Based on this week's lecture, what do you think your greatest strength will be when developing and maintaining these relationships? What do you think your biggest challenge will be, and how will you use the concepts from this week's module to overcome that challenge?
_Remember to review the Reflection Paper rubric and instructions for reviewing a peer's submission in the Important Course Information module._
_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._
Rubric
**Reflection Paper Rubric 4.9.26 Edits**
| | | |
| — | — | — |
| Reflection Paper Rubric 4.9.26 Edits |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
| This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
| This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |
Total Points: 30
**## refle8.docx**
Module 8: Relationships, Feedback, and Conflict
The supervisory relationship is one of the most critical connections in the career of a behavior analyst. Cultivating and growing these relationships is often et of skills that supervisors take for granted; however, research has indicated the importance of positive supervisory relationships repeatedly. In this lesson, strategies for creating effective relationships with supervisees/trainees are shared, including developing positive rapport, embracing culture in the supervisory process, and delivering high-quality, functional feedback to enhance performance. With the understanding that we often will end up in disagreements with supervisees/trainees (or be responsible for moderating disagreements between employees), this course will also provide strategies to prevent conflicts in organizations, and a process for handling them when conflict inevitably occurs.
IMPORTANT: This module consists of two parts, 8-1 and 8-2. It is slightly longer than previous modules, and includes 2 quizzes. Module 9, in turn, will be shortened to compensate for the extra time spent during this module.
Tasks to Prepare Before Class:
· Curry, S. M., Gravina, N. E., Sleiman, A. A., & Richard, E. (2019). The effects of engaging in rapport-building behaviors on productivity and discretionary effort.
_Journal of Organizational Behavior Management_
· Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts.
_Behavior Analysis in Practice._
· Ehrlich, R. J., Nosik, M. R., Carr, J. E., & Wine, B. (2020). Teaching Employees How to Receive Feedback: A Preliminary Investigation.
_Journal of Organizational Behavior Management_
· Watch the
[Module 8-1 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-1-lecture) (1 hours, 40 minutes)
· Watch the
[Module 8-2 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-2-lecture) (1 hour, 12 minutes)
**## modulo8new.docx**
2
Module 8: Relationships, Feedback, and Conflict
The supervisory relationship is one of the most critical connections in the career of a behavior analyst. Cultivating and growing these relationships is often et of skills that supervisors take for granted; however, research has indicated the importance of positive supervisory relationships repeatedly. In this lesson, strategies for creating effective relationships with supervisees/trainees are shared, including developing positive rapport, embracing culture in the supervisory process, and delivering high-quality, functional feedback to enhance performance. With the understanding that we often will end up in disagreements with supervisees/trainees (or be responsible for moderating disagreements between employees), this course will also provide strategies to prevent conflicts in organizations, and a process for handling them when conflict inevitably occurs.
IMPORTANT: This module consists of two parts, 8-1 and 8-2. It is slightly longer than previous modules, and includes 2 quizzes. Module 9, in turn, will be shortened to compensate for the extra time spent during this module.
Tasks to Prepare Before Class:
· Curry, S. M., Gravina, N. E., Sleiman, A. A., & Richard, E. (2019). The effects of engaging in rapport-building behaviors on productivity and discretionary effort.
_Journal of Organizational Behavior Management_
· Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts.
_Behavior Analysis in Practice._
· Ehrlich, R. J., Nosik, M. R., Carr, J. E., & Wine, B. (2020). Teaching Employees How to Receive Feedback: A Preliminary Investigation.
_Journal of Organizational Behavior Management_
· Watch the
[Module 8-1 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-1-lecture) (1 hours, 40 minutes)
· Watch the
[Module 8-2 Lecture](https://uwf.instructure.com/courses/69449/pages/module-8-2-lecture) (1 hour, 12 minutes)
Upon Completion of Module 8, students should be able to:
· Identify the difference between rapport building and positive feedback delivery
· Select strategies to establish cultural competency and humility in supervision
· Determine the differences between appreciation, coaching, and evaluative feedback
· Identify issues in feedback delivery that can impact relationships with supervisees/trainees
· Select examples of high-quality feedback receipt
· Determine effective strategies for mitigating and managing conflicts in supervision
**## refle8new.docx**
2
Cultivating positive relationships with supervisees and trainees can be difficult. Based on this week's lecture, what do you think your greatest strength will be when developing and maintaining these relationships? What do you think your biggest challenge will be, and how will you use the concepts from this week's module to overcome that challenge?
_Remember to review the Reflection Paper rubric and instructions for reviewing a peer's submission in the Important Course Information module._
_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._
Rubric
**Reflection Paper Rubric 4.9.26 Edits**
| | | |
| — | — | — |
| Reflection Paper Rubric 4.9.26 Edits |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
| This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
| This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |
Total Points: 30
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