This Document Contains Chapters 8 to 10 Chapter Eight: Developing Training Plans Objectives: 1. Describe the key purposes of a training plan. 2. Identify and perform the key steps in writing a training plan. 3. Develop and use three different types of training plan formats. 4. Write a training plan using four practical training planning tips. 5. Identify, describe, and implement three models of testing the quality of a training plan. Chapter Outline: I. The Purpose of Training Plans. Training plan: a written description of a training session that contains the objectives, a summary of the training content, a description of the training method, and a detailed description of all presentations aids and resources needed to transform the plan into a training session A. Connects what the trainees need to learn (needs assessment) with the training objectives. B. Connects the training objectives with training methods used to master the objectives II. Preparing to Write a Training Plan A. Conduct research to find the most up to date information for your training presentation. B. Develop training content. Training content: information, definitions, descriptions, concepts and skills that you present to trainees. 1. Identify key action steps or skills that trainees need to master. 2. Focus your research using your training objectives. 3. Brainstorm training content based upon research. 4. Content will eventually be based on the amount of time to present the training. C. Determine training time frames. 1. Determine or conform to training time limits. Training time can be dependent upon complexity, importance of skill, and training budget. Standard time formats are typically two-hour sessions, half-day sessions, six-hour sessions, or a full eight-hour day. 2. Training modules: specific blocks of training that focus on a particular skill or concept for 30 minutes to no longer than two hours without a break. D. Determine training methods 1. Consider the amount of training time allotted so as to be efficient and effective with a variety of engaging techniques such as interactivity, worksheets, structured discussions, videos, etc. 2. The size of your audience will influence training methods E. Select training materials. 1. Develop the participant’s guide. Participant’s guide: workbook given to each trainee that includes all the core information, handouts, activities and any other information needed during the training 2. Identify and describe all training tools such as PowerPoint visuals, flip charts, markers, etc. that may be needed III. Training Plan Formats A. Five elements included in any written plan: 1. training objectives-complete statement of all training objectives 2. training content-summary of the information you will present either in lecture, lecture/discussion video, or key information from the participant’s guide 3. time needed for each activity-estimate of amount of time needed for each lecture, activity, video, or other component of the training 4. training methods to be used-clear description of the methods that will be used 5. materials needed-brief description of all materials used in training B. 3 formats for including the five elements: 1. Descriptive format: least structured approach that presents the information using a narrative style using subheadings and paragraphs to describe each training element. 2. Outline format: organizes content using an annotated outline. 3. Multicolumn format: most structured approach that organizes the information in time, content, method and materials columns that support each training objective. IV. Preparing the Participant’s Guide A. Draft content that relates to each learning objective B. Organize the guide to match the training and to keep the focus of the trainees’ attention including a table of contents and page numbers C. Include directions for participating in activities and exercises being presented D. Include bibliographical citations V. Practical Training Planning Tips A. Draft participant’s guide first to help prepare the training plan itself and to ensure key content is covered B. Remember the 20-Minute Rule-change the method or activity every 20 minutes C. Build in the skill training sequence 1. Tell-present the information 2. Show-demonstrate the activity 3. Invite-ask participants to perform skill 4. Encourage-provide positive messages for accurate performances 5. Correct-provide corrective feedback to ensure mastery D. Plan for contingencies by slowing down or speeding up the training session without sacrificing the effectiveness of the training E. Revise, revamp, and reconstruct the training prior to presentation VI. Test the Training Plan A. Use a focus group to get feedback. Focus group: small group of people selected to discuss a particular topic so that others can better gauge how people will respond to a product, topic, or corporation. B. Conduct a pilot test or trial run. Pilot test: test or trial run is performed before being officially released for wider presentation to determine how effective the program is or identify what need to be changed. C. Invite a subject matter expert to review the training material. Chapter Summary: This chapter discusses how to prepare and test the written training plan. Activities and Learning Exercises: 1. Practicing components As students are continuing with the preparation of their training modules, set aside some class time so students can have a small focus group to practice various components of their training. This may include: Set induction Facilitated discussion Experiential activity Use of visual aids 2. Which module is for you? Review the training plan modules in the text as examples for students to follow. Ask students to evaluate whether this format seems more useful to them than the descriptive or outline formats. 3. Peer evaluation Allow time for students to work in dyads or peer groups to evaluate drafts of their training modules. Particular areas for evaluation should include : Introduction Did it help establish the set? Did it provide an overview of the topic? Did it provide motivation to learn? Did it catch trainees’ attention? Organization Was it clear, appropriate, and logical? Training Methods Did the methods used invite involvement of the trainees? Was there a variety in the methods used? Was there appropriate stimulus variation? Was this appropriate for adult learners? Test Questions: Multiple Choice Questions: 1. An effective training plan should a. connect the needs assessment with the training objectives. b. connect the training objectives with the training methods. c. connect the needs assessment with the assessment methods. d. Both a and b e. a, b, and c Answer: d 2. An effective training plan a. describes the step-by-step behaviors that the trainer performs. b. provides the sequence of the training. c. provides a detailed overview of what will be presented. d. All of the above e. Only b and c Answer: d 3. Training plans are used by a. the person who develops them. b. other trainers. c. new employees to learn about their job. d. all of the above e. both a and b Answer: e 4. A trainer should analyze organizational/trainee needs a. only during the needs analysis. b. at every point in the needs-centered training model. c. before presenting the training. d. when developing the participant’s guide. Answer: b 5. Prior to writing a training plan, it is necessary to a. connect the training method with the training objectives. b. develop training content. c. determine the learning objectives. d. select training materials. Answer: c 6. Based on a needs analysis, Althea was preparing a training session on building interactive forms in webpages. In conducting her research, she found some excellent information on conducting web based searches that she was planning to include. What problem is there with Althea’s plan? a. It does not focus on trainees needs. b. It will not fit into the time frame. c. It does not contain definitions. d. It is not suitable lecture material. Answer: a 7. In conducting the research for training content, your text recommends a. gathering as much information as possible. b. basing your research on your brainstorming ideas. c. finding the most up-to-date information aligned with needs. d. drafting content off the top of your head. Answer: c 8. Factors to consider when determining the amount of time necessary for training include a. the complexity and importance of the skill. b. the training budget. c. the training facility. d. both a and b e. both a and c Answer: d 9. One of the primary cost factors associated with training is the a. cost of the training facility. b. fees paid to the trainer. c. lost work time for employees. d. ineffective training. Answer: c 10. Your text describes a specific block of training that is focused on a particular skill or concept and is conducted without a break as a training a. session. b. module. c. time frame. d. period Answer: b 11. According to your text, most training modules run from a. one to two hours. b. thirty minutes to two hours. c. two to two and one half hours. d. thirty minutes to one hour. Answer: b 12. When working with adult trainees, it is preferable to choose training methods that a. utilize mostly lecture based material. b. actively involve trainees. c. utilize a great amount of discussion. d. utilize material at a low reading level so all can understand. Answer: b 13. Thom’s trainees were struggling to find information in the participant’s guide as he referred to it in their training session. What would have been helpful for Thom to include or reference? a. training objectives b. instructions for activities c. page numbers d. topic headings. Answer: c 14. Which training plan format includes time cues for each activity? a. Descriptive Format b. Outline Format c. Multicolumn Format d. Notes Format Answer: c 15. Which of the following is an/are appropriate participant’s guide(s)? a. 3-ring binder of material b. printed PowerPoint visuals c. professionally published guides d. all of the above e. only a and c Answer: d 16. Althea has begun to develop her training plan using narratives and subheadings to describe each training element. Which type format is she using? a. outline format b. descriptive format c. multi column format d. notes format Answer: b 17. According to our text, if you have a one-hour training session, how many different types of training activities should you have within this one-hour session? a. five b. two c. one d. three Answer: d 18. The 20-minute rule states that a. participants are given a break every 20 minutes to refresh their focus. b. trainers should change their method or activity every 20 minutes. c. participants are allowed to discuss what they have learned in 20 minute intervals. d. trainers should scan the room every 20 minutes to ensure trainees are focused. Answer: b 19. Vanessa’s training module covered “How to Use Active Listening Techniques”. After describing the skill in the lecture, she asked her trainees to practice this new skill. What prior step did she need to include? a. Tell b. Show c. Invite d. Encourage e. Correct Answer: b 20. What strategy(ies) will help eliminate training problems? a. Conducting a focus group b. Conducting a pilot test c. Having an expert review the material d. All of the above Answer: c True-False Questions: 1. An effective training plan can consist of having a general idea in your head of how you will conduct the training. Answer: False 2. Supervisors or human resources personnel are good sources of information when assessing trainee needs. Answer: True 3. The first step in preparing to write a training plan is to develop the training content. Answer: False 4. One of the key criteria for determining what will be included in your training session is the amount of time you have to present your training. Answer: True 5. Work sheets and videos can be effective training methods when you need to present information in a short period of time. Answer: True 6. The five key elements in any training plan include the objectives, training content, time, method, and budget. Answer: False 7. The participant’s guide should include all information used in the workshop. Answer: False 8. As trainees are learning a new skill, it is always necessary to provide trainees with corrective feedback on their skill performance. Answer: True 9. One technique for adapting to the need for slowing or speeding up a training session is to alter the size of groups for activities. Answer: True 10. A focus group is not an effective method for getting feedback on a training program. Answer: False Short Essay Questions: 1. Discuss how you would develop a training plan on effective problem solving techniques. Answer: Conduct a needs analysis Conduct research Develop training content Determine time frames Determine training method Select training materials Choose a training plan format Prepare the participant’s guide Plan the training itself Test the training plan 2. Althea had completed the needs analysis for an upcoming training session on building webpages that revealed the trainees were already familiar with locating information on the internet but needed additional training on building specific types of web based forms. Althea’s training plan included a module on web based searches. What advice would you offer to Althea? Answer: Althea should refer to her needs analysis to ensure that her training is effectively addressing the trainee needs. 3. Describe the three types of training plan formats and the benefits of each. Answer: Descriptive format: least structured approach that presents the information using a narrative style using subheadings and paragraphs to describe each training element. Outline format: organizes content using an annotated outline. Multicolumn format: most structured approach that organizes the information in time, content, method and materials columns that support each training objective. 4. The text recommends four practical suggestions for writing a training plan. Identify and discuss these suggestions and why they are important. Answer: a. Develop training content information, definitions, descriptions, concepts and skills that you present to trainee that focuses on their needs. b. Determine training time frames that address the complexity of the skill, importance of skill, and training budget to be efficient. c. Determine training methods so as to be effective with a variety of engaging techniques such as interactivity, worksheets, structured discussions, videos, etc. d. Select training materials such as the participant’s guide that includes all the core information, handouts, activities and any other information needed during the training to direct their attention and retain focus. 5. Identify three methods for testing the quality of a training plan and the benefits offered by each. Answer: Use a focus group to get feedback that gauges how people will respond to a product, topic, or corporation. Conduct a pilot test or trial run to determine how effective the program is or identify what need to be changed. Invite a subject matter expert to review the training material for accuracy. Chapter Nine: Delivering Training Sessions Chapter Objectives: 1. Deliver a training session that considers the physical and psychological needs of the trainees. 2. Identify and analyze and appropriately use environmental factors to enhance the training sessions. 3. Describe four characteristics of seating arrangements as they relate to training delivery and response. 4. Describe and use nonverbal techniques that promote nonverbal immediacy during a training session. 5. Describe and make language choices that promote verbal immediacy during a training session. Chapter Outline: I. Planning Your Delivery A. Consider your trainees 1. Consider the physiological needs such as access to food and water. 2. Vary training methods to allow for an attention span of about 20 minutes. 3. Adopt an extemporaneous approach that allows you the flexibility to adapt to your audience. B. Consider your physical training environment 1. Where the training will take place. 2. Access to services and facilities. 3. Other activities taking place in the same building. 4. Room temperature, lighting, and audiovisual controls. 5. Seating arrangements determine the amount of interaction you’ll receive during training. a. Choose row and column for lecture. b. Choose horseshoe or circle for interaction and discussion. 6. Consider your position in relation to your audience and your use of visual aids. 7. Potential sources for distraction could come from rules, regulations, activities, or events. 8. Ask trainees to turn off cell phones. C. Consider your psychological training environment 1. Assess the organizational culture to identify norms, rules, policies, practices, values, history and organizational characteristics. 2. Assess the mindset of your trainees. II. Establishing Nonverbal Immediacy A. Immediacy is the degree of physical or psychological closeness between people (Meharabian). B. Instructors who are perceived as immediate enhance student learning, motivation, and ratings of instruction. C. Verbal immediacy includes the way you use words to convey a sense of interest and involvement with others. D. Nonverbal immediacy focuses on the unspoken aspects of how you present yourself. 1. Nonverbal communication is more loaded with emotion than verbal communication. 2. Nonverbal communication is more believable than verbal. 3. If there is a discrepancy between the verbal and nonverbal message, trainees will almost always believe the nonverbal. Nonverbal channels can be used to promote immediacy A. Your personal appearance affects how your audience will respond to you and your message. 1. Strive for a professional but approachable look. 2. Dress at the same level or slightly more formal than your trainees. 3. Your grooming and attire should be crisp, clean, and professional. B. Positive, concerned, and sincere facial expressions produce more immediacy. C. Make sure all trainees receive eye contact during the training. 1. Use an eye scan to start at one side of the room and sweep inclusively to the other side. 2. Use a spot scan to systematically look at specific zones in the room. 3. Garner depth of eye contact to ensure personal visual contact with trainees. D. Use appropriate gestures and movement. 1. Repeating uses gestures to repeat what you are saying. 2. Make sure your verbal gestures do not contradict with your nonverbal gestures. 3. Substitutions take the place of verbal messages. 4. Complementing uses gestures to add emphasis to your spoken message. 5. Emphasizing can underscore an important point. 6. Regulating gestures and nonverbals can help regulate the interaction between you and your trainees. 7. Movement should be consistent with the verbal content and not distracting. 8. Posture should convey poise, confidence, and professionalism. E. Monitor adaptors of both you and your audience. F. Be aware of appropriate use of space 1. Use social and public zones when presenting information during training. 2. Consider appropriate use of social or personal space during breaks. G. Vocal cues can convey emotions and interest in a topic. IV. Establishing Verbal Immediacy A. Use personal pronouns that reference you and your trainees as a team. B. Actively involve trainees in discussion. C. Use personal examples. D. Address trainees by their first names. E. Ask questions and inquire about feelings about the requests and assignments. V. Strategies for Evaluating and Improving Your Delivery A. Identify your strengths and weaknesses by viewing a videotape of your training. B. Pay careful attention to trainee responses on evaluation forms. C. Evaluate your credibility. 1. Be confident. 2. Be well marinated in your material. 3. Be authentic. 4. Be responsive to trainee comments and needs. 5. Be polished in your delivery. 6. Be open to new perspectives. 7. Be professional. 8. Be prepared. 9. Be on time. 10. Be relevant. Chapter Summary: This chapter offers a discussion of perspectives, skills, and rationale for effective delivery. It includes suggestions on how to plan for the delivery of a training presentation that enhances trainer credibility and facilitates learning. Activities and Learning Exercises: 1. Credibility and initial impressions This activity will help students understand, recognize, and improve the elements of nonverbal and verbal delivery that promote immediacy and credibility. Directions: Discuss the importance of initial impressions on trainees and the strategies for making a good first impression. Ask each student to stand and introduce themselves to the group as though they were conducting an actual training session. (If possible, this can be recorded on videotape for the students to review.) Evaluate the trainee on the confidence and poise of their introduction. Ask for feedback from the class on their perceptions. After feedback, ask each student to introduce himself or herself again, incorporating the feedback into this introduction. 2. Verbal and nonverbal immediacy This activity will stress the importance of verbal and nonverbal delivery in establishing and maintaining immediacy. Directions: Before class, videotape one to two set inductions, activities, or lecture discussions. Show the examples to the trainees, asking them to rate the trainer on the aspects of verbal and nonverbal delivery covered in the chapter using the scales below. Rating Verbal and Nonverbal Immediacy Behaviors The trainer demonstrated the following verbal and nonverbal immediacy behaviors: Ratings from 1 - 3 are poor, 4 - 7 are average, and 8 - 10 are excellent. List the verbal immediacy strategies used by the trainer: List the nonverbal immediate strategies used by the trainer: After students have viewed the examples and completed the scales, break them into small groups to discuss their impressions and to offer suggestions for improvement. Test Questions: Multiple Choice Questions: 1. What is the best approach to providing a sense of dialogue during a lecture portion of a training? a. Use jargon throughout the lecture. b. Speak over the trainees’ heads to increase credibility. c. Use extended vocabulary and verbal cleverness. d. Be authentic, sincere, and natural. Answer: d 2. A speaker who utilizes notes or an outline but is not reading or speaking from a memorized script is using the ____________ style of delivery. a. manuscript b. impromptu c. extemporaneous d. memorized Answer: c 3. Mary wants her trainees to conduct a brainstorming exercise. According to your text, which seating arrangement is more beneficial? a. traditional row and column b. modular c. horseshoe d. circular Answer: b 4. In order for trainers to minimize distractions, they should a. train only in buildings that they are familiar with. b. visit the training site in advance to familiarize themselves with the facilities. c. pick up all electronic devices upon entering the room. d. allow breaks every 15 minutes. Answer: b 5. Considerations such as the practices and values of an organization as known as a. psychological needs. b. physical needs. c. organizational culture. d. training culture. Answer: c 6. When planning your training delivery, you should consider a. the trainees and the training environment. b. doing what you feel most comfortable with. c. how much you are getting paid to determine how much information to share. d. how to address negative mindsets Answer: a 7. What are immediacy behaviors? a. behaviors that communicate liking and feelings of pleasure b. behaviors that demonstrate the proximity of trainers and trainees c. behaviors that must be addressed immediately to ensure a successful training d. behaviors that exhibit portray status or power Answer: b 8. Which is NOT considered to be behavior that demonstrates immediacy? a. eye contact b. posture c. movement d. exclusive language Answer: d 9. During training, Larry is presenting the benefits of effective listening skills in conflict resolution. Although his words stress the importance of the skill, his nonverbal delivery is flat and uninteresting. What is the most likely effect of this presentation? a. Trainees will believe his words and see the information as important. b. Trainees will believe his nonverbal delivery and see the information as uninteresting. c. Trainees will ask more questions. d. There will likely be no effect. Answer: b 10. What is the first set of potential nonverbal messages received by trainees? a. appearance b. facial expression c. vocal cues d. eye contact Answer: a 11. A rule of thumb for trainers when choosing their attire is to a. dress formally. b. dress “down” from their trainees, be a little more casual. c. dress at the same level or slightly better than their trainees. d. dress in what they feel most comfortable. Answer: c 12. What is the primary source of emotional expression? a. tone b. face c. appearance d. vocal cues Answer: b 13. Listening faces are a. Facial expressions that should be practiced to look natural. b. Facial expressions that show a trainer is listening to trainees’ comments and questions c. Facial expressions that show trainees are listening to the training d. Facial expressions that a general expression to make everyone think you are listening. Answer: b 14. Which method should an effective trainer use in an effort to achieve good eye contact? a. The spot grid b. The overlook c. The “V” d. The front row look Answer: a 15. As Molly proceeded with her training module, she noticed members of the audience were bouncing their legs or moving their fingers. This type of behavior indicates Molly should a. change her teaching method. b. offer trainees an opportunity for a break. c. monitor her nonverbal signals. d. use suggestion a or b. Answer: d 16. Most training sessions and conversation during breaks is conducted in the ____________ zone of interaction proxemics. a. intimate b. personal c. social d. public Answer: c 17. ____________ refers to volume, articulation, dialects, pitch, inflection, rate and use of pauses. a. Vocal cues b. Intonation c. Verbal delivery d. Speaking cues Answer: a 18. Select the best example of verbally immediate statements from the examples below: a. Why don’t you listen when your supervisor offers suggestions? b. Why don’t I demonstrate the process for you? c. Why should we consider the benefits of using technology to enhance our presentation? d. Why don’t you work with your teammates on improving your presentation? Answer: c 19. Diego wants to improve his training delivery. What should he do? a. Videotape himself and watch it as a participant. b. Ask a family member to critique his training. c. Talk to the trainees and ask them about his delivery. d. Practice in front of the mirror. Answer: a 20. Melissa wants to increase perceptions of her credibility. What should she be aware of? a. Her material is relevant. b. Her eye contact is not as important as her attire. c. Her tone of voice is less important than the words she is saying. d. She doesn’t have to cite her sources since she is the “expert”. Answer: a True-False Questions: 1. Presenting information is the same thing as communication. Answer: False 2. A cold room will keep all trainees awake and ensure the overall success of the training. Answer: False 3. Training delivery should be adapted to organizational culture. Answer: True 4. Distracting movement and gestures used by a trainer do not have an effect on immediacy between the trainer and the trainees. Answer: False 5. The Nonverbal communication tends to be more influential and believable than verbal communication. Answer: True 6. Effective trainers should be aware of and try and eliminate their own adaptors. Answer: True 7. Kinesics is the study of the use of time. Answer: False 8. Gestures that indicate when you want to interact with others are called regulators. Answer: True 9. A trainer who consistently stands in the personal zone of his or her trainees will be seen as less immediate. Answer: True 10. Credibility is something that is given to the trainer by the audience. Answer: True Short Essay Questions: 1. List and explain at least five of the environmental conditions that should be considered when planning for the delivery of your training. Answer: • Where the training will take place. • Access to services and facilities. • Other activities taking place in the same building. • Room temperature, lighting, and audiovisual controls. • Seating arrangements determine the amount of interaction you’ll receive during training. • Consider your position in relation to your audience and your use of visual aids. • Potential sources for distraction could come from rules, regulations, activities, or events. • Ask trainees to turn off cell phones. 2. List and describe (or draw) the three seating arrangements discussed in the text. Discuss the delivery goal and purpose for each type of arrangement. Answer: Traditional seating has all chairs facing forward directed toward the presenter. The delivery goal is lecture and the purpose is information dispensing. Horseshoe seating has participants positioned in a horseshoe around the presenter who stands at the opening of the horseshoe. The delivery goal is facilitated discussion and the purpose is application and participation. Modular seating has participants grouped together and facing each other. The presenter has space to walk between each group. The delivery goal is facilitated small group and the interaction purpose is brainstorming, group discussion, and teamwork. 3. Explain the importance of making eye contact with trainees. What are the benefits of making eye contact? What are some effective methods for accomplishing this goal? What are some of the habits that indicate poor trainer eye contact? Answer: Direct eye contact is expected as a sign of respect, openness, and that a person is listening. The benefits of making eye contact include increased credibility and influence how trainees will respond to the training. Effective methods for achieving good eye contact included a scan and spot grid. Habits indicating poor trainer eye contact include looking only at the center of the room, looking over trainees’ heads, or avoiding eye contact with trainees. 4. Discuss the spatial zones and what activity should occur in each. Answer: Intimate space is 0 to 18 inches and is used to communicating personal information. Personal space is 18 inches to 4 feet and is used to personal conversation with friends. Social space is 4 feet to 12 feet and ins used for working in teams and small groups including business encounters and training sessions. Public zone is 12 feet and beyond and is used for public lectures and presentations. 5. One suggestion to increase your credibility is to be well marinated in your material. Explain the concept and offer at least two suggestions for how to accomplish this goal. Answer: When a trainer is well the material, it means that he/she knows the material backward and forward including the material that surround our actual session material. Suggestions for being well marinated include ensuring the material is current and soak in the material. Chapter Ten: Managing Conflict in the Training Classroom Objectives: 1. Identify strategies to manage quiet, talkative, “big headed”, negative, and aggressive trainees. 2. Describe three conflict management styles and discuss how to select an appropriate style for managing conflicts during training sessions. 3. Use conflict management skills appropriately and effectively during a training session. 4. Reduce conflict during a training session by using appropriate affinity-seeking, nonverbal and verbal immediacy, and pro-social behavior alteration techniques. 5. Manage and eliminate trainer misbehaviors. Chapter Outline: I. Interpersonal conflict occurs between two people and is the result of one person blocking the achievement or goals of at least one other person. A. Consider the underlying interpersonal needs of trainees. 1. Inclusion 2. Affection 3. Control B. Trainees expect trainers to reduce or manage distractions in the training environment. II. Anticipate problem trainees A. Quiet trainees rarely talk and are often misperceived as lacking interest, being a slow learner, being apathetic, or being aloof. 1. Avoid consistently calling on quiet trainees. 2. Avoid assigned seating to allow quiet trainees to find their comfort zone. 3. Avoid evaluating trainees based on how much they have participated in the training classroom. B. Make communication a rewarding experience. 1. Avoid ambiguity, novelty, and evaluation. 2. Increase trainees control over their success. 3. Use the think, pair, share technique to ask trainees to answer questions individually and pair with another to share ideas prior to sharing with the entire group. C. Talkative trainees are compulsive communicators who like to hear themselves talk and dominate training classroom discussion. 1. Use regulatory statements to curb talk. 2. If necessary, discuss trainees’ dominant communication style using conflict management skills. D. Bigheaded trainees are all proclaimed experts who have done and seen it all. 1. Meet their control, inclusion, and affection interpersonal needs. 2. Reduce your communication with them. 3. Move away from them physically. 4. Use their expertise but channel it so it is not disruptive. E. Negative trainees find the fault in everything you and others do. 1. Make the training relevant to their needs. 2. Give trainees some options. 3. Manage negative trainees negative experiences. F. Manage aggressive trainees who lack social skills and go on the attack by using conflict management skills. III. Using conflict management skills A. Understand that individuals have different conflict styles. 1. Nonconfrontational style fails to manage the conflict by avoiding it or giving in to the other’s requests. 2. Confrontational style is a win-lose approach where one wins at the expense of others. 3. Cooperative style views conflict as a win-win: a set of problems to be solved rather than a competition. B. Manage the emotions 1. Take time to cool off and collect your thoughts. 2. Select an appropriate time and place to address the conflict. 3. Remain nonverbally responsive, interested and open to them and their communication. 4. Plan the meeting, outlining your outline and goal for the conversation. C. Describe behaviors rather than evaluate the person 1. Identify and describe the problematic behaviors. 2. Use “I” messages rather than “you” messages. D. Paraphrase content and emotions 1. Ask the problem trainee to paraphrase the content of the conflict conversation. 2. Ask the problem trainees to paraphrase the emotional content of the conflict conversation. E. Adapt communication accordingly based on the trainee’s understanding of the problem. IV. Relational power is granted to instructors by students who like and respect them. A. Affinity seeking is the process by which individuals attempt to get others to like and feel positive about them. 1. Assume equality 2. Comfortable self 3. Conversational rule keeping 4. Dynamism 5. Elicit other’s disclosure 6. Facilitate enjoyment 7. Optimism B. Trainees are more willing to do what is asked of them if they like the instructor V. Use immediacy behaviors A. Nonverbal immediacy behaviors B. Verbal immediacy behaviors VI. Use pro-social behavior alteration techniques A. Behavior alteration techniques are communication strategies that control and direct student behavior. 1. Pro-social techniques are positive and grounded in constructive relationships. a. Immediate reward from behavior b. Reward from others c. Self esteem d. Responsibility to others e. Normative rules f. Altruism g. Peer modeling h. Positive trainer-trainer relationship i. Trainer modeling j. Expert trainer k. Trainer feedback 2. Anti-social techniques are negative and grounded in destructive relationships. a. Punishment from others b. Guilt c. Negative trainer-trainee relationship d. Legitimate higher authority e. Debt VII. Eliminate trainer misbehaviors A. Make sure the trainer is not the source of conflict. B. Identify potential problem behaviors and seek assistance. Chapter Summary: This chapter discusses the management of conflict in training sessions by covering how to anticipate and minimize unproductive conflict during training, examining conflict management styles, identifying conflict management skills, and offering strategies to prevent or reduce conflict. Activities and Learning Exercises: 1. Train the trainer Option 1: Divide students up into small groups and ask them to prepare a short training module to explain and demonstrate either Nonconfrontational, confrontational, or cooperative conflict management behaviors. Option 2: Present a scenario of a potential conflict situation. Ask for three volunteers to demonstrate a particular conflict style. After the demonstration, place trainees in small groups and assign them a particular style. Have them discuss the following questions and share their conclusions with the group: a. What are the benefits and drawbacks of using the particular style? b. What would they predict to be the outcome of using that style in the scenario? c. When might the style be effective and why? 2. Using role plays for training Set up role play situations so trainees can practice their new skills in dealing with quiet, talkative, “big headed” and negative trainees. Begin the process by explaining the benefits of encouraging and limiting contributions and reviewing the suggestions covered in the text. Next, demonstrate for them effective and ineffective methods for encouraging a quiet trainee. Ask trainees how it felt to experience each method. Continue by inviting trainees to role play with small groups to practice their skills for each scenario. (If necessary, you can write sample scripts or behavior descriptions so students can role play the “big head” and negative parts.) Test Questions: Multiple Choice Questions: 1. ____________ conflict occurs between two people and is the result of a person blocking the achievement of the goals of at least one other person. a. Intrapersonal b. Personal c. Interpersonal d. Achievement Answer: c 2. Terry is not contributing much to the discussion in his training session. What recommendations are offered by your text? a. Call on Terry for more input. b. Make Terry aware if his input is incorrect. c. Wait for Terry to indicate that he would like to make a contribution. d. Assign seating to trainees. Answer: c 3. ____________ trainees are compulsive communicators who like to hear themselves talk and who like to dominate the training classroom discussion. a. Bigheaded b. Talkative c. Negative d. Aggressive Answer: b 4. Tamara is a trainee who has years of experience in the area of discussion. She continues to interrupt the training to speak of her own experience. As a result, the trainer reduces her communication with Tamara and redirects her comments to other trainees in the group and moves way from Tamara’s area. Your text suggests this strategy will a. be successful. b. be unsuccessful. c. will not matter. d. make Tamara resentful. Answer: a 5. According to Frank, a trainee, most of what is covered in the training session will NOT work to solve their problem with poor customer service. He has a “been there, done that” attitude and is passing along his negative feelings to the group. How does your text recommend that you deal with Frank? a. Place his negative experiences in context. b. Empathize with Frank’s past experience. c. Ask Frank to work with a group to offer suggestions for the problem. d. Ask Frank to move ahead and work on another problem. e. Either A or B Answer: e 6. Aggressive trainees: a. lack social skills. b. argue constructively. c. are assertive and then get aggressive as the situation escalates. d. cannot be asked to leave a training session. Answer: a 7. A trainee with a confrontational conflict style will be more likely to a. not discuss the problem directly. b. attack you verbally. c. find ways to compromise. d. make fun of you behind your back. Answer: b 8. When managing conflicts, it is best to a. select and appropriate time and place to address the conflict. b. take care of the problem as it occurs. c. ignore the behavior. d. evaluate the person and why they are acting in that manner. Answer: a 9. Sharon is trying to solve a problem with a difficult trainee who continues to disrupt the training by interrupting others. According to your text, which response would be the most appropriate method for handling this conflict? a. In explaining the problem, she comments, “You have an attitude problem that is disruptive.” b. In explaining the problem, Sharon stands in front of the trainee with her arms crossed. c. The problem does not need to be handled. d. Sharon should identify and describe the problematic behavior. Answer: d 10. After identifying the problem trainees’ behavior, a. the trainer comes up with their own solution. b. the trainee generates solutions. c. the trainer and trainee both generate solutions. d. brainstorm possible solutions with all trainees. Answer: c 11. Conflict management skills include ____________ a. managing everyone’s emotions. b. describing behaviors rather than evaluating the person. c. parrot the messages. d. using your “expert” communication to resolve the conflict. Answer: b 12. When adapting communication to address conflicts, language a. should include “you” statements. b. should be specific and descriptive. c. should be general so as not to offend the trainee. d. should be emotional to reinforce how behavior is affecting others. Answer: b 13. Relational power is a. granted by the students because they like and respect the trainer. b. given by trainees that are related to the trainer. c. granted due to the relational position of the trainer. d. possessed by the trainer due to their title. Answer: a 14. Choose the behaviors from the list below that have been shown to enhance perceptions of closeness: a. gesturing while talking to class b. moving around the classroom while teaching c. holding a stiff and upright body position d. Both a and b e. Both b and c Answer: d 15. Dynamism is an affinity-seeking strategy in which the trainer ____________ a. gives the impression that nothing is bothersome. b. is active and enthusiastic. c. is positive and avoids complaining. d. makes the trainees feel like they are their friend. Answer: b 16. What are the behavioral alteration techniques? a. pro-social and anti-social b. pro-social and physical c. anti-social and physical d. anti-social and optimism Answer: a 17. Select the pro-social behavior alteration technique from the list below: a. You will make others unhappy if you don’t comply. b. It’s a policy. c. All of your friends are doing it. d. You said you would try this time. Answer: c 18. A misbehavior is a behavior from ____________ that is unacceptable and detracts from the learning environment. a. the trainer b. the trainee c. both the trainer and trainee d. the trainer, trainee, and the developer of the training material Answer: c 19. According to your text, the instructor misbehavior that occurs most frequently is a. straying from the subject. b. boring lectures. c. unfair testing. d. late returning work. Answer: b 20. Communication strategies and behaviors that enhance trainer-trainee relationships include a. anti-social behavior alteration techniques. b. pro-social behavior alteration techniques. c. reducing trainer misbehaviors. d. increasing emotions and personal anecdotes. Answer: b True-False Questions: 1. According to Schutz, the three interpersonal needs are exclusion, affection, and control. Answer: False 2. Communication apprehensive students want to sit immediately in front of the trainer. Answer: False 3. Not dealing with a problem trainee will cause problems for the entire training session. Answer: True 4. A confrontational conflict style is a win-lose approach to managing conflict. Answer: True 5. An important part of conflict management is to be able to manage your emotions. Answer: True 6. When managing conflict it is best to ask the problem trainee to parrot your message. Answer: False 7. Trainees who like and respect their trainer will be less likely to offer resistance to training. Answer: True 8. Nonverbal immediacy behaviors are effective in managing conflict and tension. Answer: True 9. Using anti-social behavior alteration techniques will reduce conflict in the classroom. Answer: False 10. Attempting to direct trainees’ behavior by indicating that their group depends on them is an anti-social behavioral alteration technique. Answer: False Short Essay Questions: 1. List and explain five suggestions for dealing with quiet trainees. Answer: Avoid consistently calling on quiet trainees, let them indicate when they would like to say something. Avoid assigned seating to allow quiet trainees to find their comfort zone. Avoid evaluating trainees based on how much they have participated in the training classroom, let them demonstrate their mastery such as by completing and exam or performing a skill in a comfortable environment. Make communication a rewarding experience by praising and encouraging trainees. Avoid ambiguity, novelty, and evaluation by making all activities and assignments clear. Increase trainees control over their success by allowing them multiple ways to demonstrate their knowledge and proficiency. Use the think, pair, share technique to ask trainees to answer questions individually and pair with another to share ideas prior to sharing with the entire group. 2. Molly has a group of individuals in her training session who continue to chat with each other during the training rather than joining in with others. Analyze this situation by determining the interpersonal needs that may be motivating this group and include communication strategies for managing the situation. Answer: These trainees are talkative trainees that are compulsive communicators who like to hear themselves talk and dominate training classroom discussion. Trainers should use regulatory statements to curb talk and if necessary, discuss trainees’ dominant communication style using conflict management skills and find ways to allow other trainees to have input. 3. List and discuss the three conflict management styles covered in your text. Answer: Nonconfrontational style fails to manage the conflict by avoiding it or giving in to the other’s requests. Confrontational style is a win-lose approach where one wins at the expense of others. Cooperative style views conflict as a win-win: a set of problems to be solved rather than a competition. 4. Discuss how to effectively manage emotionally charged situations. Answer: Take time to cool off, collect your thoughts, and analyze the situation. Select an appropriate time and place to address the conflict that does not create feelings of humiliation and resentfulness. Remain nonverbally responsive, interested and open to them and their communication to appear approachable and to help reduce defensiveness. Plan the meeting, outlining your outline and goal for the conversation. 5. Discuss pro-social and anti-social behavior alteration techniques and how they may affect the trainer reaching their training objectives. Answer: Pro-social techniques are positive and grounded in constructive relationship. If a trainer uses prosocial techniques, trainee conflict will be reduced and trainee willingness to participate will increase. Anti-social techniques are negative and grounded in destructive relationships thus making trainees resist your training attempts and increasing the opportunity for conflict. Test Bank for Training and Development: Communicating for Success Steven A. Beebe, Timothy P. Mottet, K. David Roach 9780205924226, 9790205006129
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