Assignment(s): Read the introduction, required readings, and conduct research about the following: Core leadership communication skills and assessment (Barrett, 2014). AMIA-CAHIIM leadership core competency skills for health informaticians at a master’s degree level (Valenta, et al., 2018). Physicians: AMIA defined core competencies for Clinical Informatics Sub-specialists (Silverman, 2019). Use research and supplemental readings as needed. Assignment—Communication for Leadership Complete the Minute Paper survey Assignment: Complete the leadership skills self-assessment checklist (attached below) and calculate your communication skills results. Answer the essay questions listed in the assessment form based on your results. Apply the knowledge you learned from the readings and your research. Note the rubrics. This requires some self-reflection, critical thinking, and research. Submit your completed checklist and answer summaries to the assignment folder. Citations and references as appropriate. Syllabus Communication Skills Health Informatics SYLLABUS University of Illinois at Chicago- SP’ 2022 BHIS 503 Communication Skills in Health Informatics Course Instructors: Lead contact Course Description: -Three (3) credit hour, accelerated (8 week) graduate level core (required) course for the health informatics program. Time commitment for 3 hour course is ~ 20-25 hours per week. -Graduate level grammar, mechanics, references and citations are required. -Course elements include extensive reading, use of research and resources, individual assignments, group discussions, unit surveys (minute papers), and a course evaluation. Course Objectives: -Students evaluate and apply professional communication skills applicable to the profession of a health informatician as outlined by the Commission for Health Informatics and Information Management (CAHIIM) and the American Medical Informatics Association (AMIA). Learning Module Topics Unit 1 Communication Skills and Systematic Writing Process Unit 2 Leadership Communication Unit 3 Professionalism Unit 4 Teamwork and Collaboration Unit 5 Communication-Target Audience, Delivery and Content Unit 6 Reports Unit 7 Presentations Unit 8 Resume’ Program policies are outlined in full the Student Handbook (tab to left). Course Policies: -Attend virtual aynchronous course, daily- read announcements, check email, and note calendar deadlines. -If you have an emergency or crisis and cannot submit the assignment by the deadline, please contact the lead instructor or grading instructor immediately. -Post course questions to the bulletin board. Email the instructor for personal issues. -American Psychological Association style format is required for all citations, references and writing guidelines. Calendar- see in course documents tab. All time deadlines are US Central time. Due Dates for each week are listed in the calendar, due before 11:59 p.m. US Central time. • This is an eight week, accelerated course. All units are open to plan and work ahead. You are the best judge of your time management. • Download the calendar to manage your due dates. • You have two attempts to post your individual assignment and one attempt to post the initial post for the discussion and four open days for group discussion. • Late submission- minus 10% for every day and any portion of the day, the assignment is late. After the second day late the grade will be zero. The date and time stamp in Blackboard is official. • If you have a crisis/issue and cannot meet the deadline or complete the assignment-email the lead instructor immediately. • Do not use a phone to post your assignments. Rubrics- see course documents. All citations and references must be in the American Psychological Association (APA) manual style format. Grading Rubrics and Assignments- refer to the assignments and rubrics in the course documents tab. Grading System All grades will be regularly posted to the “My Grades” section under Student Tools on the Blackboard site. Grades for assignments will be provided within approximately one week after the deadline period is ended. Final course grades will be posted within ten days after the completion of the course. Grading scale: A: 93% – 100% B: 85% – 92.99% C: 77% – 84.99% D: 70% – 76.99% Failure: < 70% Late submission- minus 10% for every day and any portion of the day, the assignment is late. The date and time stamp from Blackboard is official. After the second day the grade will be zero. If you have a crisis and cannot complete the assignment email your instructor immediately. This is graduate-level course requires students to assimilate concepts and apply critical thinking skills; consequently, grading techniques applied to this type of course will always be subjective. While students may question any individual weekly grade, be aware that there are many opportunities to earn points throughout the semester. An individual weekly grade is only a small part of the whole; in the end, the final total grade is reflective of the student's ability and performance throughout the semester. Grading Rubrics and Assignments- refer to the assignment activity summary and rubrics in the course documents tab. Grade Dispute Policy If you do not understand why you received a specific grade on any assignment, wait at least 24 hours (and no more than seven days) after the posting of the grade to email the grading instructor and copy the lead course instructor. You must identify in the email how you met the requirements as defined in the rubric, and the specific areas/items that are of concern to you. Keep in mind, the instructor's review of the grade does not guarantee a higher grade. If after communicating with the lead instructor, you still remain dissatisfied with your grade, please contact the Office of Student Affairs https://policies.uic.edu/educational-policy/student-academic-grievancepolicy/ Sanctions for Academic Dishonesty and Plagiarism (see Student Handbook) First Violation: • At the first documented violation of any of the nine aspects of Academic Dishonesty a student(s) will be notified in writing by email of the incident of academic dishonesty. The notification will outline each detail with evidence of the offense. • The first violation will be reported via email to the student's program director and academic advisor, and for students from other colleges, to their program directors. The instructor may file an incident report with the university student conduct process http://www.uic.edu/depts/dos/conductforstudents.shtml. • The student(s) will be provided with details that clearly explain the nature of the offense and explain the sanction for the violation. The student(s) will have 72 hours to respond by email to the instructor that the explanation of and sanction for the violation have been understood and agreed to. If the student does not send an email within 72 hours Department of Biomedical and Health Information Sciences (BHIS), HI Program 07.01.2019 Page 29 or does not agree with the sanction, the instructor may file an incident report with the Office of Dean of Students to resolve the matter. • Depending on the degree of the violation, the student will receive a minimum of 10% reduction of the grade to a maximum of a 'F' grade on the assignment and at the sole discretion of the instructor of record. Second Violation: • Upon the second documented violation of the Academic Dishonesty policy student(s) will be notified in writing by email of the incident of academic dishonesty. The notification will outline each detail with evidence of the offense. • The second violation will be reported via email to the departmental director of graduate studies (DGS), the program director and academic advisor and for students from other colleges, to their program directors. The instructor will file an incident report with the university student conduct process https://dos.uic.edu/community-standards/academicintegrity/ . • Depending on the degree of the violation, the student will receive a minimum of a 'F' grade for the assignment to a recommendation to the Graduate College for the student's removal from the BHIS program. TEXTBOOKS BHIS 503 Communications skills in health informatics. Required textbooks: The course is 8 weeks, select the option that best fits the time frame for the course. If you purchase any other version or edition the page numbers may not coordinate with the course assignments. 1. eBook Guffey/Loewy (2018)- Business communication: Process and product (9th ed.) Cengage Learning ISBN 9781337095686 OR Loose-Leaf Print Guffey/Loewy (2018) Business communication: Process and product (9th ed.) Cengage Learning. ISBN 9781337095686 Cengage Info: https://www.cengage.com/c/business-communication-process-product9e-guffey/9781305957961PF/# 2. Publication manual of the American Psychological Association (2020) 7th edition. American Psychological Association. https://doi.org/10.1037/0000165-000 ISBN: 978-1-4338-3215-4 Hardcover OR ISBN: 978-1-4338-3216-1 Softcover OR ISBN: 978-1-4338-4338-3217-8 Spiral Bound OR eBook: eISBN: 9781433832185 from https://uic.vitalsource.com/products/publicationmanual-of-the-american-psychological-v9781433832185?term=9781433832185 UNIT TOPICS Unit 1 Communication Skills and Systematic Writing Process Unit 2 Leadership Communication Unit 3 Professionalism Unit 4 Teamwork and Collaboration Unit 5 Communication-Target Audience, Delivery and Content Unit 6 Reports Unit 7 Presentations Unit 8 Resume' Course Evaluation Name: Unit #: Self-Assessment of Leadership Communication Capabilities - checklist Adapted from Barrett, D. (2014) Leadership communication. McGraw Hill, p. 405, Appendix A Read through the list of capabilities and, for each one, mark (x) your present level of expertise in the table below. The instructions on determining your average follow the table. 1 = Need to develop, essentially need a lot of work on this capability 2 = Need some work on this capability 3 = Acceptable, but could be stronger 4 = Very good abilities, close to leadership communication level 5 = Excellent abilities, leadership communication level achieved Section 1 – Assessment of Core Capabilities Area and Capability Leadership Communication Ethos/Image 1. Understanding the characteristics of leadership communication 2. Recognizing and able to distinguish transformational leaders 3. Understanding how I am seen by others 4. Knowing how my personal style differs from others 5. Asking others to comment on my style 6. Assessing my own strengths and weaknesses 7. Setting goals for personal change 8. Willing to work on improving personal effectiveness 9. Influencing the behavior of others 10. Inspiring trust in others 11. Projecting confidence 12. Making ethical decisions Totals Audience Analysis and Strategy 1. Analyzing the context for communication 2. Analyzing audiences 3. Tailoring messages to different audiences 4. Selecting the most effective medium (channel) 5. Developing a complete communication strategy Totals Social Media and Other Written Communication 1. Deciding on communication purpose 2. Clarifying your purpose 3. Organizing your written communication 4. Using formatting effectively 5. Using language correctly 6. Writing clearly 7. Writing concisely 1 2 3 4 5 Avg Score 8. Writing confidently Area and Capability 1 2 3 4 5 Avg score 1 2 3 4 5 Avg score 9. Using an appropriate style and tone 10. Knowing how to use social media in professional settings 11. Writing correspondence (texts, tweets, e-mails, etc.) 12. Writing formal documents and reports 13. Writing executive summaries and abstracts 14. Proofreading your own work Totals Oral Communication Skills 1. Delivering an impromptu presentation 2. Delivering an extemporaneous presentation 3. Organizing your presentation 4. Talking in small groups 5. Talking in large groups 6. Answering questions 7. Asking questions 8. Drawing others out 9. Summarizing and clarifying others' ideas 10. Keeping to the topic 11. Summarizing a discussion Totals Visual Communication 1. Recognizing when to use graphics 2. Selecting and designing effective data charts 3. Creating meaningful and effective text layouts 4. Employing fundamental graphics content and design principles 5. Ensuring 'so what' is captured 6. Creating presentation visuals and slides Totals Emotional Intelligence 1: Dealing with Own Feelings 1. Knowing own personality type 2. Recognizing other types and their effect on behaviors 3. Being aware of own feelings 4. Identifying and controlling feelings 5. Asserting own ideas and rights 6. Stating own needs 7. Expressing feelings to others Totals Emotional Intelligence 2: Dealing with Others Area and Capability 1. Listening 2. Recognizing non-verbals Area and Capability 1 2 3 4 5 Avg score 1 2 3 4 5 Avg score 3. Being sensitive to others' feelings 4. Asking people how they feel 5. Acknowledging people's feelings 6. Helping others express their feelings 7. Dealing with anger 8. Dealing with hostility and suspicion 9. Being comfortable with conflict 10. Withstanding silences Totals Diversity and Intercultural Communication 1. Realizing the value of diversity 2. Defining and appreciating cultural differences 3. Understanding differences is values and preferences 4. Recognizing general communication preferences (direct or indirect, explicit or implicit) 5. Understanding differences in attitudes toward authority, time, risk, and change 6. Knowing customs common to cultures encountering 7. Communicating in intercultural social situations Totals Section 2—Group and Organizational Communication Area and Capability Group and Team Communication and Dynamics 1. Identifying and clarifying goals and objectives 2. Clearly defining the problem under discussion 3. Examining all facets of the problem 4. Encouraging others to generate ideas 5. Using creativity to develop new ideas 6. Evaluating options 7. Helping groups make decisions 8. Exploring the people aspects of the problem 9. Encouraging groups to develop action plans 10. Helping the team to confront difficult issues 11. Sensing tension in the group 12. Being sensitive to how people in the group are feeling 13. Being aware of how open or closed the group is 14. Helping groups explore their commitment to group decisions and or agreements 15. Surfacing vested interests and feelings about issues 16. Identifying those issues that are avoided 17. Drawing attention to unhelpful behavior 18. Helping the team deal with conflict or other tension 19. Supporting individuals against group pressure Area and Capability 20. Helping team members acknowledge each other's strengths 21. Helping team members give each other feedback 22. Facilitating team review and critique Totals Organizational Communication 1. Recognizing different organizational structures 2. Understanding the human relations approach 3. Displaying ability to motivate others 4. Recognizing the organizational role of communication 5. Understanding how power works in supervisor /subordinate relationships 6. Knowing what it takes to build trust in supervisor/ subordinate relationships 7. Establishing communication protocols with supervisors 8. Recognizing the ethical expectations in an organization 9. Creating an ethical environment 10. Being able to see the organizational cultural differences 11. Realizing which organizational cultures fit best with my own individual personality and style 12. Giving praise and appreciation to peers and supervisors 13. Recognizing who talks to whom 14. Soliciting feedback from others 15. Providing constructive feedback to individuals or groups 16. Receiving feedback without being defensive 17. Dealing with supervisors and more senior people 18. Mentoring others 19. Coaching others 20. Networking Total Transformational Leadership and Internal Communication 1. Selecting the most appropriate leadership style 2. Knowing how to adjust leadership styles when needed 3. Recognizing the characteristics of transformational leaders 4. Developing an internal communication strategy 5. Developing a vision 6. Communicating a vision 7. Targeting messages to different levels in an organization 8. Creating a change communication program 9. Implementing a change communication program Totals 1 2 3 4 5 Avg score External Corporate Communication 1. Developing an external communication strategy 2. Managing reputation Area and Capability 1 2 3 4 5 Avg score 3. Analyzing external stakeholders 4. Developing targeted messages for all external stakeholders 5. Communicating with the news media 6. Dealing with a communication crisis situation Totals Barrett, D. J. (2014). Leadership Communication (4th Ed.). Appendix, p. 405-411. McGraw-Hill Irwin. Part 1: Assess Your Own Leadership Communication Abilities Using the information gained from completing the checklist, assign a score for your improvement need in each skill area (use the key provided below). KEY 1 = Need lots of work in this area 2 = Need some work in this area 3 = Acceptable, but could be stronger 4 = Very good abilities, close to leadership communication level 5 = Excellent abilities, leadership communication level achieved Instructions: To calculate your average in each communication area, take the following steps: 1. Add the number of marks within each column under the capability area 2. Multiply the number of marks times the scale number (1–5) at the top of each column 3. Record this number in each column in the totals row provided 4. Total the row across 5. Then, divide by the number of capabilities listed and record your average in the box. Example: Section 1 – Assessment of Core Capabilities Area and Capability 1 2 3 4 Low High Leadership Communication Ethos/Image 1. Understanding the characteristics of leadership communication x 2. Recognizing and able to distinguish transformational leaders x 3. Understanding how I am seen by others 4. Knowing how my personal style differs from others 5. Asking others to comment on my style 5 x x 6. Assessing my own strengths and weaknesses 7. Setting goals for personal change x 8. Willing to work on improving personal effectiveness x 9. Influencing the behavior of others x 10. Inspiring trust in others x Avg 11. Projecting confidence x 12. Making ethical decisions Totals (number of marks X score) x 0 2x2=4 3x3=9 4x4=16 Calculation=total score/# of questions in section=Avg. Score Final Avg Score Results by Section 5x1=5 =34 34/12 =2.8 Score/No. of question s Communication Capability Summary Ethos/Image Audience Analysis and Strategy Social Media and Other Written Communication Oral Communication Visual Communication Dealing with Own Feelings Dealing with Others Cultural Communication Competence Group and Team Communication and Dynamics Organizational Communication Internal Communication External Communication Barrett, D. J. (2014). Leadership Communication (4th Ed.). Appendix, p. 405-411. McGraw-Hill Irwin. Note which skills you excel and which need some work. Answer the following questions, based on the results of the survey, readings and research. 1. What do you consider your major communication strengths (describe 3 strengths)? 2. What do you consider your major communication areas needing improvement (describe 3 areas needing improvement)? 3. Describe three communication skills you currently apply in your organization based on the categories listed in the survey and readings? Describe how do you demonstrate or implement those skills? QUESTION 1 1. The unit was intellectually challenging and stimulating. 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree QUESTION 2 1. The content helped me to understand the learning objectives for this unit. 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree QUESTION 3 1. Can you apply the concepts or applications from this unit in your career or work? QUESTION 4 1. The unit organization was excellent. 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree QUESTION 5 1. The unit instructions were clear. 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree QUESTION 6 1. The unit readings, resources were useful and applicable (textbook, articles, UIC library, supplemental resources, etc.) 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree QUESTION 7 1. What changes to the unit would improve your learning? QUESTION 8 1. What resources were most beneficial? What resources do you need? QUESTION 9 1. I was familiar with the AMIA/CAHIIM competencies for a health informatician before this course? 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree QUESTION 10 1. I was well prepared for the unit. 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree QUESTION 11 1. What was the biggest obstacle for you this week? QUESTION 12 1. List one thing you could do to improve your performance in this unit QUESTION 13 1. Other feedback? Purchase answer to see full attachment Explanation & Answer: 7 pages Tags: leadership communication Clinical Informatics User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.