b'MISSISSIPPI GULF COAST COMMUNITY COLLEGESemester Three: SITUATIONALSituational CommunicationSLO #2Listening*Students will apply healthy communication skills in a variety of situations during the third semester.C. Situational Listening in the Workplace Ultimately, this semester is about negotiation and (Identifying Follow-up Questions):50% of problem solving in communication.The students students will identify appropriate follow-upwill display an understanding of the appropriate questions in response to a request made by a means of communicating in a given scenario.Once customer or coworker by scoring a 3, or again, the scenarios discussed will be derived higher, on a 4-point rubric.from a collaboration with Career advisory council members and industry partners.Specifically, theySLO #3Speaking*will demonstrate that a given problem or situation is understood, alternatives are stated and evaluated,C. Situational Workplace Speaking (Content):and appropriate follow-up questions are asked that 75% of students will speak effectively across demonstrate active listening.a variety of workplace contexts by scoring a 3,or higher, on a 4-point rubric.Through the scenarios, students will also demonstrate their ability to communicate in a variety of contexts.*Appendix K contains the rubrics.For example, students must understand the nuancedand feedback. Face-to-face classroom lessons will differences between speaking with a coworker, boss,focus on the teaching of the QEP SLOs 2C and 3C.and customer.Finally, students will also be expected toThese lessons will make relevant connections between employ the nonverbal and workplace communicationthe essential skill and the workplace by providing skills learned during the first and second semestershands-on activities, reflection exercises, and relevant, of training. Students will be assessed via the QEPreal-world scenarios. Classroom lessons will be SLO Listening and Speaking rubrics. reinforcedwith virtual lessons delivered via Canvas. Implementation in the third semester will focus onPublic Speaking instructors will develop an activity situational communication, specifically situationaldesigned to reinforce the skills learned during the first, listening (characterized by the students ability tosecond, and third semesters of training. This activity identify and ask appropriate follow-up questionswill be carried out by trained learning lab instructors. to a request) and effective speaking (characterized by the students ability to adapt the message to a variety of workplace contexts). Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skills,LEARNING LABAt the end of the semester, Public Speaking instructors will evaluate students situational communication skills using the QEP Listening and Speaking rubricsusing lines 2C and 3C.MGCCC QEP 2019 45'