Interpersonal Communication Skills - Web viewThey need a vast array of human relations skills such...

Instructional Design

for

Teaching the Interpersonal Communication Skills Component of T.H.R.I.V.E

using the

LEARN model

Carol Donlon

Colorado State University

EDAE 639 – Instructional Design

Dr. Leann Kaiser

December 7, 2013

Interpersonal Communication Skills

Table of Contents

Problem / Need Statement……………………………………………………………………..3

Where the Need Exists…………………………………………………………………………6

T.H.R.I.V.E. Program Needed……………………………………………………………...….7

Support for T.H.R.I.V.E…………………………………………………………………………8

A.S.S.U.R.E. Model……………………………………………………………………………11

Learner Survey…………………………………………………………………………………12

Staff Interview Questionnaire…………………………………………………………………14

Rationale for Survey Questions………………………………………………………………15

Rationale for Interview Questions……………………………………………………………18

Responses to Learner Survey………………………………………………………………..19

Responses to Interview Questionnaire……………………………………………………...22

Impact of Survey & Interview Responses………………………………………………......27

Reflection on Learner Surveys……………………………………………………………….29

Reflection on Staff Interviews………………………………………………………………...30

Results of Audience Analysis………………………………………………………………...31

Goals & Objectives for T.H.R.I.V.E. & Interpersonal Communication Skills....………….32

Learning Assessment with Corresponding Objectives………………………………..…...33

Interpersonal Communication Skills Outline & Syllabus…………………………………..43

Interpersonal Communication Skills Day One Schedule………………………………….47

Interpersonal Communication Skills Day Two Schedule………………………………….48

Interpersonal Communication Skills Day One Facilitator Guide………………………….49

Model Change………………………………………………………………………………….54

Formative Evaluation for Interpersonal Communication Skills……………………………54

Summative Evaluation for Interpersonal Communication Skills………………………….59

LEARN Model………………………………………………………………………………….65

References……………………………………………………………………………………..67

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Introduction & Statement of Need

Prior to learning about adult learning principles and methods, I would approach

the development of training using a prescriptive, content oriented and linear approach.

This involved making a decision (sometimes assumptions) about what the learners

needed to learn and then selecting and organizing the content. This can be a hard habit

to break and as such, my original approach to this instructional design process

resembled my earlier approach but later evolved into a learner centered, descriptive and

cyclical approach that is subject to ongoing evaluation and revision.

Problem / Need Statement

I started the process by exploring where there is a gap or training need with the

participants of the TIOW (Targeted Initiative for Older Worker) program which offers

training and coaching to help participants over the age of 55 to become more

employable.

The world of work is in a state of rapid change similar to that of the industrial

revolution only at a more rapid pace. The forces of globalization, technology,

demographic changes, an aging workforce, delayed retirements, and multiple

generations working together, are demanding new skills sets and mindsets.

In order to successfully navigate this new work world, people will need to become

aware of and adapt to these changes if they are to remain employable and thrive. Those

who ignore these changes will be left behind and join the ranks of those who lack the

skills to compete in the new world of work and add to the widening skills gap. In

essence, we are facing a crisis situation where, “without effective action, we face a

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future with large numbers of unskilled workers looking for jobs that require skills that

they do not possess, and a large number of jobs that go unfilled” (Miner, 2010, p. 1).

In order for people to obtain sustainable employment and even for those who are

currently employed to survive and thrive in the new world of work, they need 21st

century employability skills. “Employability skills are what people need above all to

adapt to economic change and the consequences for the workplace” (Bloom &

Kitagawa, 1999, p. 17).

There are a number of essential employability skills that are needed to succeed

in today’s work world that are sought out by employers. People need to be able to utilize

computer technology to communicate with others and conduct their work. They need a

vast array of human relations skills such as good interpersonal and communication

skills, the ability to work well with diverse individuals, have a positive attitude, and be

open to learning. They will need resilience and perseverance to be able to adapt and

cope with rapid change while managing stress and maintaining health and well being.

The 21st century workplace requires that people adjust their mindsets. During the

Industrial Age the manager / employee relationship resembled that of a parent / child.

The manager told the employee what to do and how to do it and monitored them closely

to ensure that they were doing what was expected. The manager did not expect and

often did not want a great deal of initiative. Today’s workplace requires an adult / adult

relationship where there is more opportunity and expectation that workers will take

initiative, be independently motivated and be innovative problem solvers.

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The nature of work is rapidly changing and the concept of job security based on

seniority and loyal service is going by the way side. The only real job security will be the

value that an employee provides to employers as well as their reputation capital. It will

be imperative to develop skills and select work that is in demand so that employers see

value. It is also important to find work that is meaningful and in line with an employee’s

values so that they are engaged in their work.

Today’s knowledge economy and digital world, requires a different mindset and

skill set from the Industrial Age. Today employees are expected to be lifelong learners

with sound knowledge and expertise. Mastery and expertise will be needed in skill areas

that are in demand. There will be more project based work to be done and whether

employed or self-employed, more entrepreneurism and personal branding will be

required.

Unfortunately, there is a lack of public information and education to equip people

with the skills and attitudes to be able to adapt. It is not only unemployed and employed

individuals who are facing a crisis, but also employers who are unable to tap into

sufficient talent pools to be able to innovate and compete in this global economy. Many

companies have to delay plans to develop or implement new business initiatives or

technological advances as they do not have the required talent to move forward.

Ultimately this affects the economy as a whole as this crisis situation affects growth for

companies and the economy as well as the tax base needed to provide essential

services. (Stuckey & Munro, 2013).

If we are to solve the skills gap and equip people with the skills to be able to

thrive, they will need an understanding about the changing labour market and the need

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to develop 21st century employability skills. In addition, they will need opportunities to

learn and develop “a broad range of skills and competencies that supports their ability to

think, learn, communicate, collaborate, and innovate – in addition to the specific, task-

related skills that have an immediate function in the labour market” (Stuckey & Munro,

2013, p. 26).

Environment Where the Need Exists

The issue of an emerging skills gap and the need for 21st century skills is being

experienced in a number of developed countries such as the United States, Europe and

Canada. The area of focus for this paper and instructional design project will be in

Ontario, Canada, specifically at Conestoga College in Waterloo region. Conestoga

College provides an environment that can benefit from a program to develop 21st

century employability skills. Conestoga has a reputation for establishing important

community linkages and is proactive in responding to current and emerging needs of

business. This is important as meeting the future workforce needs will require a strong

link and partnership between, education, employers, employment programs, and the

future and current workers of the 21st century. Through its academic and employment

programs, Conestoga College assists learners to develop the knowledge and skills that

employers demand. As such, they provide the ideal environment for the T.H.R.I.V.E.

(Technology, Human Relations, Resiliency, Initiative, Value, and Expertise &

Entrepreneurism) program.

The primary audience involves those who are currently unemployed and in

employment programs at Conestoga College as they need immediate assistance to

develop their employability skills in order to secure employment. In particular, the focus

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will be on the TIOW (Targeted Initiative for Older Worker) employment program which

assists participants over the age of 55 to enhance their employability. The secondary

audience consists of students at Conestoga to assist them to develop skills for

academic and career success. Although there are other audiences in need of training

regarding 21st century employability skills such as counselors and trainers of the two

identified audiences, this paper will focus on the primary audience, TIOW participants.

These participants have spent the majority of their careers working in the Industrial Age

which required a different working arrangement, skill set and mindset than is required in

today’s global, knowledge and digital age.

Why the T.H.R.I.V.E. program of instruction is needed to solve the crisis

TIOW participants are taught techniques to be able to apply for work such as

cover letters, resumes, interview skills and job search techniques and they are

introduced to sources of labour market information. Although they are provided with a

number of professional development workshops and training opportunities, they have

not had workshops specifically to become aware of and develop the 21st century

employability skills as outlined in T.H.R.I.V.E. and as such an innovation approach

(Smith & Ragan, 2005) will be used. Some of the participants have had some training

on aspects included in T.H.R.I.V.E. such as communication, however, they are out of

date and do not reflect the various methods of communication used today including

social media.

A program is needed consisting of an introductory workshop to educate learners

about what are the 21st century employability skills and why they are needed. This will

then be followed by a series of workshops or courses to develop and practice 21st

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century employability skills. These T.H.R.I.V.E. workshops will include developing

knowledge and skills in the areas of: technology, human relations, resiliency, initiative,

value, as well as expertise and entrepreneurialism.

The T.H.R.I.V.E. skills are essential if job seekers are to be able to find

sustainable employment. Employers need employees who have these skills if they are

to be able to function and remain competitive. We need to tap into the pool of older

workers and equip them with needed skills if we are to be able to solve the skills gap

and address the looming labor shortages, especially as our labor force is shrinking.

Growth of the Canadian economy will also necessitate solving the skills and labor crisis.

Unfortunately “we are not teaching our learners the competencies they will need to

succeed. Our learners are being ill-prepared to compete for jobs with people from all

over the world. Our future national productivity and competitiveness will suffer” (C21

Canada, 2012).

Support for T.H.R.I.V.E.

The need for a program such as T.H.R.I.V.E. to assist people to develop 21st

Century Employability Skills is evident in literature. Miner Management Consultants

have indicated that higher skill levels are required of the workforce if they are to adapt to

a knowledge-based economy (Miner, 2010). Unfortunately, “for some, the greatest

hurdle in reaching this goal will be to accept the reality of its necessity” (Miner, 2010, p.

16). This is where T.H.R.I.V.E. can be of great value in helping to educate people about

the new realities and how to be resilient so that they can develop the necessary skills to

be able to adapt and thrive.

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The Conference Board of Canada has fully documented the need for employees

to develop employability skills in three areas: 1) Academic which includes having the

required skills to effectively communicate, think, and learn 2) Personal management

which involves positive attitudes and behaviors, taking responsibility and being

adaptable 3) Teamwork skills so that employees are able to effectively work with others

(Bloom & Kitagawa, 1999). In surveying Ontario employers, the Conference Board of

Canada has found that 70% of employers struggle with employees who lack critical and

essential skills with communicating, problem solving, critical thinking and literacy. This

severely impacts their ability to develop and grow. It is important that “…job seekers

possess a broad range of skills and competencies that support their ability to think,

learn, communicate, collaborate, and innovate – in addition to specific, task related

skills that have an immediate function in the labour market” (Conference Board, 2013,

p.11).

The Partnership for 21st Century Skills has emphasized the importance of helping

people to develop the essential skills needed to be successful in their careers and their

lives. These include skills with technology, critical thinking and problem solving,

communication and collaboration, innovation and initiative, responsibility and self-

direction, flexibility and adaptability (Friesen & Jardine, n.d.). All of these skills are

addressed in the T.H.R.I.V.E. program.

In addition to evidence of need in literature, there is a great deal of support by

staff and managers at Conestoga College who are eagerly awaiting the development of

T.H.R.I.V.E so that it may be introduced to participants in employment programs such

as the Targeted Initiative for Older Worker program as well as Employment Ontario

9


programs, and students in academic programs. I have received support from Ann Marie

Gilroy, who manages the Targeted Initiative for Older Worker program and is involved

with Employment Ontario programs. She is eager to offer components of T.H.R.I.V.E.

as soon as they are available which will be contracted under Training and Development.

Jackie Woodcock, Instructor of Strategies for Success, has indicated that

students struggle with understanding what are the Essential Employability Skills and the

importance of it. She would like to have T.H.R.I.V.E. introduced to the learners at two of

the campuses as soon as possible.

I have also received support from Lil Premsukh, Manager, Workforce Access

Programs and Conestoga Career Centres. She indicated that there is an ever

increasing demand for learners to develop 21st Century Employability Skills and feels

that this program is needed and very timely! I have received similar support and a

willingness to engage in further discussion of how Conestoga may utilize and benefit

from T.H.R.I.V.E. by Gary Szczerbaniwicz, Chair of Business.

It is apparent from literature, managers, and staff at Conestoga College, that

T.H.R.I.V.E. is a program in line with the needs and demands of 21st century world of

work and education.

One major mistake that is often made in designing and developing instruction for

learners is making assumptions that the learners want and need that instruction. As

such, the next step was to conduct the audience / learner analysis in order to determine

if the T.H.R.I.V.E. program is needed and wanted before proceeding further.

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I started the process of investigation and designing instruction using a linear model –

ASSURE. This involved analyzing the learners, stating objectives, selecting media &

materials, requiring learner participation in designing and organizing the instruction and

then evaluating and revising as needed.

T.H.R.I.V.E. – 21st Century Employability Skills Instructional Design using theHeinich, Moldenda, Russell and Smaldino ASSURE Model

In order to develop instruction that is relevant, engaging and learner centered and in

keeping with the ASSURE process, I set on a path to analyze the learners and their

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needs. As such, I developed a survey to assess the knowledge, interests, attitudes, and

preferences of participants of the TIOW / New Horizons mature worker program. Eleven

TIOW program participants completed the anonymous surveys. After obtaining

demographic information such as age, gender, length of time job searching, level of

education, type of work sought and years anticipated until retirement.

Survey of Needs and Interests

1. What do you think are the essential employability skills that employers want no matter what the job?

2. Please circle how important you feel the following skills & traits are to employers today:

Technology / Not at all Not that Somewhat Very Computer Skills Important important important important

Written communication Not at all Not that Somewhat Very Skills Important important important important

Verbal communication Not at all Not that Somewhat Very skills Important important important important

Interpersonal / people Not at all Not that Somewhat Very skills Important important important important

Positive Not at all Not that Somewhat Very Attitude Important important important important

Being resilient/ Not at all Not that Somewhat Very Coping with change Important important important important

Working well with Not at all Not that Somewhat Very Diverse cultures Important important important important Taking initiative/ Not at all Not that Somewhat Very Self-motivated Important important important important

Problem solving/ Not at all Not that Somewhat Very Critical thinking Important important important important

Work that meets Not at all Not that Somewhat Very with one’s values Important important important important Being entrepreneurial Not at all Not that Somewhat Very

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Important important important important

Knowledgeable in Not at all Not that Somewhat Very my field Important important important important

3. Would you be interested in further developing your skills in the areas below?

Technology / Not at all Not that Somewhat VeryComputer skills interested interested interested interested

Written Not at all Not that Somewhat VeryCommunication interested interested interested interested

Verbal Not at all Not that Somewhat VeryCommunication interested interested interested interested

Interpersonal / Not at all Not that Somewhat VeryPeople skills interested interested interested interested

Keeping a Positive Not at all Not that Somewhat VeryAttitude interested interested interested interested

Resilience/ Not at all Not that Somewhat VeryCoping interested interested interested interested

Working well with Not at all Not that Somewhat Very diverse cultures interested interested interested interested Problem solving/ Not at all Not that Somewhat VeryCritical thinking interested interested interested interested

Entrepreneurism Not at all Not that Somewhat Very Branding interested interested interested interested

4. What factors draw your interest in taking a training course or workshop?

5. What factors hinder your interest in taking a training course or workshop?

6. Please select the answer that best describes how you feel:

A successful job search is a matter of: a) having the right skills & qualifications b) luck c) other A successful interview results from being: a) young b) prepared & presenting skills c) attractive d) other Preferred training time: Morning Afternoon Evening

Preferred length: 1 - 2 hours 2-3 hours 4-5 hours with break for lunch

7. What additional training would you find helpful to enhance your employability and job search?

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Staff Interview Questionnaire to Determine Needs

I wanted to gain an even deeper understanding of the learners and obtain additional

perspectives of them. As such, I decided that it would be best to follow the recommendations of

Smith and Ragan and “interview teachers, trainers and other educators who work with the target

audience” (Smith & Ragan, 2005, p. 70). I interviewed Ann Marie Gilroy who is the manager of

the New Horizons Mature Worker program. I also interviewed Nel Slater who provides two

weeks of employment readiness workshops and career counseling. In the interviews, I asked

the following questions:

1. How knowledgeable do you think TIOW participants are with the 21st Century Essential Employability skills that are discussed in T.H.R.I.V.E.?

2. What T.H.R.I.V.E. skills do you feel they do well with?

3. What T.H.R.I.V.E. skills do you feel they lack or struggle with?

4. Of the skills that you feel that they lack or struggle with, what do you think they would benefit from having training on?

5. What training related to 21st employability skills have they already had?

6. For the training that they have had in relation to employability skills what would you change or add?

7. Are there other employability skills that you feel they need training on that are not covered in T.H.R.I.V.E.?

8. What are your thoughts on having a workshop to introduce the concept and importance of T.H.R.I.V.E. – 21st Century Employability Skills?

9. What order do you feel the T.H.R.I.V.E individual workshops should be presented in and why? (For example, would there be resiliency first or another segment?)

10. How interested do you feel participants will be in learning about and in developing T.H.R.I.V.E. skills?

14


11. Any other information you feel I should know or that would be helpful?

Rationale for Questions asked in the Learner survey:

Demographics:

Learners are diverse and it is important that we do not treat them all the same

(Smith & Ragan, 2005). Although the survey using purposeful sampling was

administered in order to gain knowledge of patterns and central phenomena (Creswell,

2012), I wanted to have some knowledge about who the learners are by asking for

demographic information such as age, gender, length of time looking for work, years

anticipated until retirement and career objective.

I had thought that these individual differences may have an impact on how

learners answered the questions in the survey. For instance, in asking about their age, I

speculated that older learners may have a shorter time frame anticipated prior to

retirement and that this would have an impact on interest in participating in training. I

also thought that career objective may play a factor in their responses regarding what

they view as important and their interest in receiving training. I wanted to know about

education level to have a sense of knowledge and experience that the learners may

have related to education and training beyond secondary education.

In asking about length of time job searching, I wanted to know at what stage in

the job loss cycles learners are at as this plays a role in their emotional state and

attitude. The question about gender was simply to have a sense of who responds and is

interested in training, male or female or both.

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Cognitive Characteristics:

In order to design training that starts where the learner is at and build upon rather

than repeat what they have previously learned, I wanted to know about their current

knowledge of 21st century essential employability skills. As such, I developed a survey

to assess prior knowledge as “background knowledge probes are meant to help

teachers determine the most effective starting point for a given lesson and the most

appropriate level” ( Angelo & Cross, 1993, p. 121). I asked potential learners – what do

you think are the essential employability skills that employers want no matter what the

job?

Affective Characteristics:

Adult learners seek out learning that is relevant to their needs and from my

findings in a previous study of older learners, the most common type of educational

activity sought is related to career development (Donlon, 2012). As such, I wanted to

find out what employability skills the learners feel are important. I provided a list of

employability skills and had learners rate how important they feel employers view these

skills from not at all important, not that important, somewhat important and very

important. I then wanted to find out about their interests in developing their skills related

to the employability skills. The importance that learners place on learning various

employability skills will have an impact on their interests, attitude and motivation in

developing various skills.

In my previous study of the participation in training for older learners, it was

discovered that despite an interest in training, many of the needs of older learners were

not being met. It is important that we gain an understanding of what attracts and what

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hinders participation. To gain knowledge of this area, I asked the following: what factors

draw your interest in taking a training course or workshop and what factors hinder your

interest in taking a training course or workshop. This information will be valuable in

designing instruction and in marketing it.

In talking to older learners from a previous research study (Donlon, 2012), it was

discovered that older learners do not want people to make assumptions about their

availability and preferences such as scheduling but rather they want to be asked about

their preferences. In responding to that request, I included questions regarding

preferred training time and length.

Recognizing that learners’ self-concept and locus of control can have a negative

impact on the learning (Smith & Ragan, 2005), I wanted to gain insight into this area. I

asked about what makes a successful job search: a) having the right skills &

qualifications or b) luck or c) other. This will help to identify if there is an internal locus of

control such as by choosing option a) or an external locus of control, shown by selecting

option b). Another question was aimed at the same investigation, asking about what

makes a successful interview with choices of: a) being young (helps to identify their

perception of age in relation to employability) or b) being prepared & presenting skills

(showing an internal locus of control) or c) being attractive (related to self- concept and

perceptions of the work world or d) other.

The last question asked about additional information that they would find helpful

to enhance their employability and job search, which allows for new ideas and additional

learner needs to come forth. If there is a theme that arises, this would be taken into

consideration in the instructional design.

Rationale for Staff Interview Questions:

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In addition to obtaining information directly from the learners, I also wanted to

obtain the perspective of the Program Manager and Trainer as they are knowledgeable

about what training the learners have already had and have opportunities to observe

what they struggle with. In question one, I asked about how knowledgeable they thought

participants were about 21st century employability skills as discussed in T.H.R.I.V.E. I

looked forward to an opportunity of gaining their perspective in addition to what the

learners have told me. One reason, is that from my own observation, I have noticed that

sometimes the learners have indicated that they do not know how to do something or

that they need training in a particular area, when in fact they have already received

training, however, they are not applying and transferring the learning.

In the second question, I asked about what T.H.R.I.V.E. skills they feel that

learners do well with so that I do not offer training that is not needed. I then asked

question four about what skills they feel that learners lack or struggle with and would

benefit from having training on in order to ensure that these areas are addressed. It also

helps to determine what is needed most and where to start training. I asked about what

training related to 21st century employability skills they have already had in question five.

This will help to build on rather than repeat training that the learners have already had.

Question six asked about what they would change or add regarding employability

skills training that the learners have had to identify gaps, needs, or additional training

that may be needed. I included question seven about other training that the manager

and trainer feel is needed. This may help to uncover additional gaps and needs that I

had not previously thought of. I do not want to assume what learners need but rather I

want to know what they actually need. Question eight and nine were asked to assist in

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determining where to start training. I asked if they thought that there should be a

workshop to introduce the concept and importance of the T.H.R.I.V.E. 21st century

employability skills and what order they thought the training modules should be in. The

last question was about their thoughts regarding interest level of the participants in

learning about and developing T.H.R.I.V.E. skills. They may have had some

observations or overheard comments from the learners that may provide some

additional insights.

Responses to the Learner Survey:

Demographics:

Of the 11 respondents, 9 were female and two male ranging in age from 50-66,

with the average age being 53. Out of 11 respondents, 7 have been looking for work 6

months to 1 year and 4 have been looking 1-2 years. One respondent did not finish high

school, 4 have high school diplomas, 3 have some post-secondary, 2 have college

diplomas, and 1 has a university degree. One individual is looking for manual labor work

and the other 10 are looking for service related work. Number of years until retirement

varies from 5 years to never. 3 respondents ages 59, 59 and 57 anticipate retirement in

5, 6 and 8 years. A 66 year old expects to retire in 10 years. One 50 year old and one

58 year old expect to retire in 15 years and a 61 year old expects to retire in 20 years.

Three people aged, 56, 60 and 60 do not know when they will retire and a 57 year old

responded that they never intend to retire. I had speculated that those who were older

would anticipate retiring sooner than the older respondents, however, this was not the

case. In fact the oldest respondent, 66 expects to retire in 10 years and the next oldest

who was 61, expects to retire in 20 years. Although I did not anticipate this, it is not

surprising as “surveys conducted in recent years consistently show that a majority of

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people in the baby boomer generation and others in their 60s plan to keep on working

beyond normal retirement age” (Kidahashi & Manheimer, 2009, p. 2).

The remainder of the results from the surveys are as follows:

1. Employability skills mentioned as important:

Two respondents left the area blank. There was a range of responses with the most

common response being interpersonal skills mentioned by five respondents. The next

most common employability skill mentioned by three respondents each was: computer

skills, work ethic, knowledge and skill in their field, being self-motivated and being a

team player. The next most common indicated by two respondents each was: positive

attitude and communication skills. I found it interesting that interpersonal skills was the

most common response, however, it makes sense given what I know about the

respondents. Many have had incidents at work where they have had issues with co-

workers or managers and it lead to conflict on the job and in some situations, their

dismissal.

Question two asked respondents to rate their view of the importance of a number of

employability skills which resulted in the following. The employability skill rated as most

important was computer / technology skills which was listed as very important by 10 out

of 11 respondents. The next most important rated by 9 out of 11 as very important was:

verbal communication, interpersonal skills and positive attitude. The areas that

respondents viewed as least important were: being entrepreneurial, work that meets

with one’s values and working well with diverse cultures.

Question 3 asked about what areas they would be interested in further

developing their skills. The highest interest area, related to computer / technology skills,

keeping a positive attitude, interpersonal skills and problem solving. The area where

20


there was the least interest in developing their skills was related to being

entrepreneurial and developing their resiliency/ coping skills.

By asking question 4, what draws their interest in taking a course, it was found

that the most common response was needing to learn something to develop their skills

related to becoming more employable and achieving their career goals. The other

attractors were being in class with others and having social interaction. These two

findings were not surprising given what I have known about older learners from a study

of older learners (Donlon, 2012).

Questions 5 examined what hindered the interest of learners in taking a course

with the most common response relating to a course not being needed, not in their

interest area, and having a high price.

Question 6 had respondents selecting from three options regarding a successful

job search with the most (6) stating having the right skills and qualifications, however, 5

(45%) have indicated that it was a matter of luck, suggesting an external locus of control

related to job search success. In relation to a successful interview, all 11 stated being

prepared and presenting skills.

The preferred length of time (8 respondents) for training is 4-5 hours with a break

from lunch with a start time in the morning..

The last question was open ended and asked participants to indicate what other

training they would like to have. There were some common themes emerging such as

six respondents indicating that they needed help with self-esteem and four indicating

that they need help with stress.

Responses to the Staff Interview Questionnaire:

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I asked the manager and trainer a series of questions to gain further insight into

the learners and I found:

1. How knowledgeable they thought the TIOW participants are with the 21st

Century employability skills. It was amazing how similar the responses were,

despite interviewing them at different times and not sharing information with each other.

They both indicated that the learners are knowledgeable that there are essential skills

that they need to have and that they need to change. The manager stated that they

know they need to change in their head but not in their heart. The trainer indicated that

80% are floundering and can’t articulate what change they need and what skills they

need to develop.

2. Both the trainer and the manager feel that the learners do well with the

technology piece. Not in that they are necessarily good with it but that they recognize

that they need to develop these skills and they are willing to do so. They receive training

as a part of the existing program in word, excel and sometimes quick books. Many also

arrange for additional courses related to computers.

3. In asking about the skills that learners struggle with, both the manager and

trainer indicated that the learners are not independently motivated, do not take initiative

and are not entrepreneurial. They also mentioned that the activities that the learners

engage in are more out of compliance than their seeing the need or relevance. They

feel that the majority of the learners have an external locus of control and are waiting for

us to find a job for them.

Nel went on to say that many of the learners view themselves as victims of

technology. They view technology as the reason they are in the situation that they are

in. She also indicated that the learners struggle with assessing their strengths and skills

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and seeing how they have valuable skills and to be entrepreneurial about it. Her other

main concern was that the learners are unable to take a long range view and see the

consequences of their actions. They don’t see the long range view of getting into

arguments with co-workers or others. They see themselves as victims and have

secondary gains with that.

Ann Marie also indicated that a lack of awareness was an issue. She indicated

that the learners think that learning word is enough to be employable and they do not

realize that they are being left behind and how serious employability skills are. They

aren’t entrepreneurial and can’t pull it all together. She also expressed the same

concern as Nel in that she feels that only 5% are independently motivated and able to

see how they can take their skills and experience and apply it. She feels that the biggest

issue relates to the I pieces – taking initiative and being innovative and independently

motivated. She mentioned that learners are working on their resiliency but it is very

difficult for them.

In question 4, I asked of the skills that learners struggle with, what do they feel

the learners would benefit from having training on. Essentially they indicated that they

would benefit from all of the areas. However, the common thread and pressing need

seems to be regarding helping learners to pull it all together to see the specifics of what

they are doing / the barriers that they set up and why they really can’t get a job. Ann

Marie suggested that they need help to realize that they are looking to blame their

situation on something such as their age and that they don’t realize they are using this

to play it safe by keeping themselves in their current situation. She feels that for many it

is safer to say their situation is blamed on something outside of themselves so that they

don’t take responsibility and action to change their attitude and their situation. She feels

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that there needs to be training to help pull people out of their personal biases and

barriers.

Nel also discuss the barriers that the learners set up and the secondary gains

that they get from that. She mentioned that they have many negative messages playing

in their heads and they do not know where these are coming from and how it is putting

up barriers. She then discussed how it affects how they come across and how they

communicate in a frazzled way. She feels that they need training on the whole human

relations piece, having emotional intelligence, being resilient, persistent, having impulse

control, problem solving and good communications.

Question 5 inquired about previous training that the learners have already had in

relation to employability skills. Both interviewees have indicated that there has been

training that has touched on many of the employability skills such as computer (word,

excel), a linked in session, communication, diversity, problem solving, resiliency, coping

with change, learning styles and they touched on the secondary gains of playing the

victim. There is a large piece on values where they have values assessment and skills

assessment. Ann Marie went on to say that they have not been able to pull out how this

relates to them and their career. For instance they overlook the job satisfaction piece

and they focus on salary. They aren’t relating directly to problem solving, employability

skills, and resiliency as the self-awareness and problem-solving is not there and it is

critical.

Question 6 probed further into the previous employability skills training that they

have already had by asking about what they would change or add. Both interviewees

indicated that the training only touches on areas and does not directly help learners to

relate what is learned to their personal situation and circumstances. Ann Marie indicated

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that she feels that there needs to be additional training helping learners to personalize

the training and see how they are setting up barriers and how to solve their personal

issues and needs and not expect us to do it for them. Nel added that there needs to be

a component of life coaching such as providing feedback four weeks after training to

assist them in being more accountable.

Question 7 asked about other training needed that is not covered in T.H.R.I.V.E.

with Ann Marie indicating that problem solving and critical thinking needs to be built into

all aspects of training. Nel said something similar with her suggestions that they need

training to help them take a long range view as they tend to be short sighted. They need

goal setting to help them deal with the curve balls in life.

In question 8 regarding having a workshop to introduce T.H.R.I.V.E. concepts the

two interviewees had opposite responses. Ann Marie the Manager feels that an

introduction workshop would be a great way to start as it provides an overview of what

is needed. The learners can then look at what aspects that they personally need and

then sign up for that. She mentioned that this is an approach used in another program

regarding positive aging that she finds very effective. Nel, however, feels that having an

introduction workshop is like giving the gold all away at the beginning so the learners

will not have any reason to train any further. She feels the learners will feel that they

know everything now about all of the employability skills so they don’t need anything

else. She recommends that an initial training needs to tease out what they need to

learn, such as describing a person without these skills and showing how their career

and life is falling apart.

Question 9 inquired about what order to present the learning in with Nel

recommending that it starts with technology and build in the various components such

25


as resiliency, persistence, initiative, innovation and independence into it. Ann Marie

followed her line of thinking from question 7 and recommended that an introduction

workshop is first and then learners choose what to take based on their needs in any

order.

Question 10 inquired about how interested they thought participants would be in

learning about the T.H.R.I.V.E. employability skills. Ann Marie thought there would be

interest as learners like the process of reflection and looking at themselves and they

have few opportunities to do that and to develop self-reflection skills. Nel indicated that

she was unsure how much interest there would be as 80% are short term thinkers and

they can’t reflect. She also indicated that they lack delayed gratification and impulse

control.

Nel did not have anything further to add for question 11 about additional

information. Ann Marie reinforced what she said previously in that there needs to be

training on how to help learners see what they are doing and how they set up their own

barriers. They have an external locus of control and she doesn’t know how that can be

changed.

Impact of Survey and Interview Responses on the Design and Development of

Instruction

Prior to the surveys and interviews, I had thought that instruction would start with

either a general workshop to introduce the T.H.R.I.V.E. concepts or with a workshop on

resiliency / coping with change. The learner surveys have indicated that one area that

learners are least interested in having training relates to resiliency / coping with change.

The staff interviews have also indicated that the learners have already had this in

previous training. Interesting however, is that the learners are requesting assistance

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with managing stress and having a positive attitude which is all a part of resiliency. This

is important to note in the marketing and in the design of instruction.

In regards to having a general introduction to T.H.R.I.V.E. concepts, the surveys

have indicated that there is a general understanding of the concepts and their

importance for employability. The staff interviews have also indicated that the learners

know what is needed to today to be employable. The issue pertains to being able to pull

that together in seeing how it affects them personally and what action they need to take

individually. Although staff are indicating that training is needed to help them pull this

together, I am not yet in a position to say if training is the best route for this. I feel that if

there was training to introduce the T.H.R.I.V.E. concepts, the focus would need to

involve assessment tools, followed by action planning, on how to address skills that are

lacking or need to be further developed. The concern that I have is that both the

learners and the staff have indicated that there are some major challenges such as

personal barriers that are difficult to overcome in a group format and may be better

suited to individual counseling or coaching. After further analysis, I agree that these

issues should be handled by personal coaching rather than through a workshop.

Another issue is that 45% of respondents have answered in a way that suggests

they may have an external locus of control and this can be very challenging. The staff

surveys have also indicated that external locus of control is an issue. I will need to take

locus of control into consideration as “one instructional manipulation that that can

accommodate differences in locus of control is the amount of structure built into a

lesson” (Smith & Ragan, 2005, p. 64).

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I conducted additional analysis such as literature search and reflection to

determine how to proceed with training. As a result of the additional analysis and this

study, I adjusted my original thought of starting with resiliency or a content based

introduction to T.H.R.I.V.E. concepts. It appears from both staff and the learners that an

area of pressing need is problem solving/ critical thinking, interpersonal skills and

keeping a positive attitude as well as how to deal with stress. I reflected and analyzed

needs further and decided to start with Interpersonal Communication Skills. The TIOW

program has a guest facilitator for Critical Thinking / Problem Solving and they have had

sessions related to stress management that could be utilized again. Interpersonal

Communication Skills is not part of their current program offerings. Lack of interpersonal

communication skills has also caused issues with their past employment and their

current job search.

In keeping with the learner preferences identified by preferred training times, I will

offer training in modules of 4-5 hours starting in the morning with plenty of opportunity

for group interaction. I will also market it in a way that shows the relevance of the

training as it relates to their employability skills.

Reflections on how I would change, add or delete questions

Reflection on Learner Surveys

If there had been more time, I would have preferred to conduct learner interviews

rather than surveys. Due to the current training schedule for learners and my schedule,

this was not possible within the parameters of when this project was due. I feel that the

interviews could have provided a deeper analysis and understanding of the learners.

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In relation to the questions on the survey there are a few things I would add and

change. For instance, after question 2, I would have learners rate their own skills with

these employability areas. This would be question 3 and then question 4 would ask

them about what areas they would be interested in further developing. This may shed

some light on why there is or isn’t an interest in developing a skill area. For instance,

they may rate themselves as skilled in an area and as such they may not have an

interest in further developing these skills. If they thought there was a skill area that they

were not good at, they may select that they have an interest in developing these skills.

or that they are not interested in further training which may indicate that they view it as

irrelevant for them. The addition of this question would have provided some indication of

skill gaps.

I also feel that I should have asked about an interest in training for the following

areas: taking initiative / self-motivation, work that meets with one’s values and

knowledge in their field. This was on question 2 but not in 3. In reflecting on this, I think

that I could have added this with the correct choice of wording such as asking if they

would like assistance with being able to take initiative and being indepently motivated,

finding out about how to incorporate values in their career, and enhancing knowledge in

their field. I would delete the question about a successful interview as it was redundant.

They have all had the interview skills workshop and role playing and they have

observed the difference that being prepared and presenting skills makes.

Reflection on Staff Interview Questionnaire

In hindsight I think that I think it would have been best to not mention what the

T.H.R.I.V.E. components are so that it is not leading them. The staff are aware of the

general concept of employability skills needed. I would have liked to see what

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employability skills they would mention without my providing them with any information.

I would also eliminate question 8 where I asked if they thought there should be an

general introduction workshop first. I would change the wording of 9 to read – Of the

employability skills that you feel they need training on from question 7, is there a

particular order that they should be offered? I would then ask how would you introduce

the concept of employability skills.

I would also eliminate question 10 about what interest they feel participants will

have as I have already asked that in the learner survey. I would also eliminate question

11 about other information that would be helpful. This is a redundant question as they

have already told me so much.

Results of Audience Analysis

The results of the Audience / Learner Analysis, made it clear that the potential

learners understood about what are the 21st Century Employability Skills within the

T.H.R.I.V.E. program and why they are important. What they wanted and needed was

assistance with was a component of T.H.R.I.V.E., specifically Human Relations in the

form of Interpersonal Communication Skills. As such, the place to start within

T.H.R.I.V.E. and the focus for instructional design was in developing a workshop to

assist learners to develop interpersonal communication skills. In revaluating my focus

for the instructional design process and in conducing further analysis, the original, linear

model of ASSURE was starting to shift. For instance formative evaluation had begun

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and resulted in revisions. The new focus shifted from developing an introductory

workshop to introduce the concept of the 21st century employability skills that fall under

the umbrella of T.H.R.I.V.E. to developing a workshop to help learners develop

interpersonal communication skills. This falls under the Human Relations piece of

T.H.R.I.V.E. and primary goal #3. The primary goals of T.H.R.I.V.E. , followed by the

specific goals that fall under the primary goal 3, developing interpersonal

communication skills are outlined on the next two pages.

The purpose of the T.H.R.I.V.E. program is to assist mature job seekers to

become more employable by helping them to develop 21st century employability skills.

The program will involve a series of workshops in the areas of: what are the 21st century

employability skills employers want, technology needed, human relation skills,

resiliency, initiative, values, and entrepreneurism.

T.R.I.V.E. Goals and Objectives

Overall program goal:

Upon completion of the T.H.R.I.V.E. program, learners will be able to identify and present the 21st century employability skills that they have to offer employers.

Primary objectives:

1. Upon completion of the T.H.R.I.V.E. program, learners will be able to identify and discuss the 21st century employability skills that are needed in today’s world of work.

2. Upon completion of the T.H.R.I.V.E. program, learners will be able to describe what skills they have in relation to each of the essential skill areas.

3. Upon completion of the T.H.R.I.V.E. program, learners will be able to utilize techniques to interact and communicate well with diverse groups of people.

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4. Upon completion of the T.H.R.I.V.E. program, learners will be able to identify employability skills that they need to further develop.

5. Upon completion of the T.H.R.I.V.E. program, learners will be able to identify and select a series of strategies to assist in coping with the changing world of work.

6. Upon completion of the T.H.R.I.V.E. program, learners will be able to identify work that is in line with their values.

7. Upon completion of the T.H.R.I.V.E. program, learners will be able to discuss how they can market their skills and demonstrate that they have valuable skills that are of benefit to employers.

Specific goals for the Positive Interpersonal Communication Skills workshop part one:

1. Given a case study of miscommunication between co-workers, learners will be able to write a mini-essay outlining at least 3 reasons that it is important to have good interpersonal communication skills.

2. Given a case study of co-workers interacting, learners will be able to identify and discuss at least 3 barriers to communication.

3. Given a video of people interacting, learners will be able to identify three active listening techniques and explain the impact that these have on communication.

4. Given 15 minutes to prepare, learners will be able to perform a role play displaying at least 3 examples of how non-verbal communication can have a negative impact on communication.

5. Given 15 minutes to prepare, learners will be able to perform a role play displaying at least 3 examples of how non-verbal communication can have a positive impact on communication.

6. When provided with an example of communication breakdown, learners will be able to evaluate and identify the source of the problem and discuss two ways that this problem could have been avoided.

7. When provided with examples of communication breakdown, learners will be able to discuss at least one method to resolve the issue with 100% accuracy.

The next step in the Instructional Design process was to develop methods of

assessment to determine if the objectives have been achieved.

Learning Assessment for Teaching Interpersonal Communication Skills

Primary objective selected for the ID project:

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Upon completion of the T.H.R.I.V.E. program, learners will be able to utilize techniques to interact and communicate well with diverse groups of people.

Specific objectives for the Positive Interpersonal Communication Skills workshop part one:

Objective 1:

Given a case study of poor interpersonal communication, learners will be able to write a mini-essay outlining at least 3 reasons that it is important to have good interpersonal communication skills.

This first objective will be assessed through a pen and paper assessment where the

learners will construct and write a mini-essay outlining 3 reasons why it is important to

have good interpersonal communication skills as shown in the case study.

I selected a case study as it provides an opportunity to examine a situation that would

be similar to real life and as such, make it more authentic. I also wanted evidence that

the learners understand the impact of poor interpersonal communication. I feel that this

is important as adult learners need to see meaning and relevance to what they learn.

Through their essay, I am able to see if they understand the impact of not having good

interpersonal communication skills.

The learners will be introduced to the importance of having good interpersonal

communication through watching a video and then discussing the impact that poor

interpersonal communication can have. After the discussions, the learners will read a

case study depicting poor interpersonal communication and the impact that it has. The

learners will then have a pen to paper assessment where they write their essay on an

attached piece of paper with space to record their answers. As it is important that they

see value in learning interpersonal communication skills and see the impact that not

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having them has on relationships, communication and organizations, this assessment

will be conducted early on.

This assessment (along with the others) will not be graded, however, it will

demonstrate if the learner has met the objective. It will also be used as a lead in activity

for a discussion on the importance of good interpersonal communication where learners

will share their answers and then discuss their own examples. This is not part of the

assessment but it is mentioned here to provide an idea of how it will be used.

The assessment directly matches the objective as it uses the case method and has

learners write a min-essay that outlines 3 reasons interpersonal skills are important. The

assessment will provide evidence that the first objective has been achieved. It also has

congruence, completeness and is practical.

Objective 2:

Given a case study of co-workers interacting, learners will be able to identify and discuss at least 3 barriers to communication.

After learners have read about problems in a case scenario, they will identify and

discuss three barriers that they read about that hindered communication. As mentioned

previously, case studies can provide a realistic situation and prompts analysis. By

having learners identify and discuss barriers that were evident, I am providing an

opportunity to develop problem solving skills as well. This is one of the objectives with

the larger T.H.R.I.V.E. program and as such, I will incorporate it where possible. As

poor interpersonal communication skills, a lack of active listening and non-verbal

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communication can lead to problems, it is important to recognize these barriers to

communication.

Essentially this is a problem recognition task which is an essential component of

being able to utilize good interpersonal communication skills. “Problem recognition tasks

assess students’ skill at determining exactly what kinds of problems they are faced with,

so that they can choose the appropriate solution routines” ( Angelo & Cross, 1993, p.

213). The problem recognition task will be conducted in a manner similar to and building

on the first assessment. The learners will be instructed to read the case study and then

provide written short answer responses to identify and discuss at least 3 barriers to

communication that were evident in the case.

The assessment very closes matches the objective as it uses a case study and

has learners identify and discuss barriers that they observed from the case using a

written format.

Objective 3:

Given a video of people interacting, learners will be able to identify three active listening techniques and explain the impact that these have on communication.

The first two objectives have examined poor interpersonal communication skills.

This third objective moves the learner to recognizing active listening techniques, which

is one of the tools for effective interpersonal communication. This pen to paper and

verbal assessment uses recall of the active listening techniques that they learned about

in class. As such, it does assess declarative knowledge of the techniques. In

constructing their explanation of the impact that this has on communication, they are

35


revealing their understanding of the concept of using active listening to enhance

interpersonal communication.

This assessment method was selected as some basic declarative knowledge is

required before moving on to more complex learning such as conceptual and problem

solving. The learners will need to recognize some active listening techniques and see

the impact that they have on communication. This is a precursor to actually using the

skills.

A short video will be shown, the learner will record what active listening

techniques they observed and the impact that this had. They will then share them with a

partner. This will not be formally graded but rather will help them to observe active

listening techniques. It will also prepare them to gather ideas that can be used for the

next two performance assessments. Each partner will share what techniques they

observed. There may be some overlap or they may have attended to different ones.

This assessment directly matches the objective. The learners watch a video and then

identify 3 active listening techniques and discuss the impact. It measures what the

objectives states the learners will be able to do. It will be taken from a real life example

giving it authenticity and practicality in a fairly quick, easily administered and complete

way.

Objective 4:

Given 15 minutes to prepare, learners will be able to perform a role play displaying at least 3 examples of non-verbal communication behaviors that negatively impact communication.

There will be a performance assessment consisting of a role play simulating a

discussion between two people where non-verbal behaviors interfere with

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communication. It will be assessed through observation, using an observation checklist

and discussion.

Before learners will be expected to demonstrate techniques that display good

interpersonal communication techniques, they will demonstrate poor interpersonal

communication behaviors, showing that they have an understanding of what interferes

with communication. Role plays are a simulation that requires the learner to apply their

knowledge. By providing an example of what not to do, the learners have an opportunity

to loosen up and practice performing before being asked to display an example of using

good interpersonal communication behaviors. Although the role play will assess the

learners’ understanding of the concepts, it also serves the purpose of preparing learners

for subsequent role plays to meet the next objective.

The learners will be instructed by the facilitator to break into pairs. After they

have formed their pairs, the facilitator will form groups of three pairs. They will then be

asked to listen carefully as the facilitator reads verbal instructions of the assessment

activity. There will also be written instructions given to each pair for their reference.

They will be told that once they have settled into the breakout rooms, each pair will be

given 15 minutes to prepare a mini-role play. They will be told that the role play will

involve the pair having a discussion where at least one or both individuals will display a

minimum of 3 non-verbal behaviors that hinder communication and the impact that this

has. They will be told that each pair will present their role play in front of the other pairs

they have been grouped with. The observing pairs will mark their observations of what

negative non-verbal communication behaviors they observed using a checklist and

space for additional behaviors observed that are not listed. There will be space next to

37


the observed behavioral items on the checklist so that they can later record how that

behavior had a negative impact on communication. The observers will share their

observations with the performing pair.

The assessment matches the objective and the wording of the objective directed

the assessment – a role play that is prepared and performed by the learners that

demonstrates their knowledge of the concept of non-verbal communication by

displaying at least 3 non-verbal communication behaviors that can hinder

communication.

Complete Learning Assessment for Objective 4:

Poor Non-verbal Communication Role Play

You have been broken into pairs in order to perform a role play that will be

observed by two other pairs in your group. You have 15 minutes to prepare a role play

of a discussion between your partner and yourself. It does not matter what the topic is.

During your role play, you will display at least 3 examples (or more) of non-verbal

communication behaviors that hinder communication.

The observing pairs will use the checklist provided to check off each non-verbal

behavior observed as well as additional behaviors not on the checklist. Once the pair

has completed the role play, you will reflect and record how the non-verbal behaviors

were interpreted or impacted communication. The group will then verbally share their

observations and reflections with the performing pair for discussion. After each pair has

performed their role play and the checklist and discussions have been completed,

please return with your checklists to the main classroom.

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You have been provided with three non-verbal communication observation checklists. Please see the attached pages.

Poor Non-verbal communication checklist

Names of performing pair: _____________________ _________________________

Name of observer: ___________________________

Non verbal behavior

Interpretation / Impact

Rolling eyes

Darting eyes

Crossed arms

Tapping fingers

Body slouched

Chin Rub

Hands on hip

Objective 5:

Given 15 minutes to prepare, learners will be able to perform a role play displaying at least 3 examples of non-verbal communication that can have a positive impact on communication.

This objective will be assessed using the same method as objective 4. There will

be a performance assessment using a role play that will be observed by a group of

classmates who will note what non-verbal communication is displayed and the impact

39


that it has on communication. The only difference is that in this case, the learners will

write dialogue and display examples of non-verbal communication that results in

positive communication.

Both objective 4 and 5 utilize a performance assessment that involves the

assessment technique of Invented Dialogues. “This technique provides a challenging

way to assess – and to develop – students’ skills at creatively synthesizing, adapting

and even extrapolating beyond the material they have studied” (Angelo & Cross, 1993,

p. 203).

The assessment will be conducted in the same way that it was for the previous

objective. Learners will be given 15 minutes to prepare the dialogue for a role play that

they will then perform, displaying at least 3 examples of using non-verbal

communication that can have a positive impact on communication. The format will be

the same where the pairs will perform the role play in front of 3 other pairs who will have

an observation checklist of non-verbal communication and space to describe the impact

that the non-verbal communication had. In this case as with objective 4, the wording of

the objective directly guided the assessment tool.

Objective 6:

When provided with an example of communication breakdown, learners will be able to evaluate and identify the source of the problem and discuss two ways that this problem could have been avoided.

The assessment tool that will be used for this objective involves problem

recognition. This builds on the assessment used for objective 2. The first step is to

recognize the cause of the problem. “Problem recognition tasks help faculty to assess

how well students can recognize various problem types, the first step in matching

40


problem type to solution method” (Angelo & Cross, 1993, p. 214). This assessment

takes it further by starting to assess the learners’ ability to problem solve by having

them discuss two ways that the problem could have been avoided. This shows their

understanding of techniques that can be used to promote good interpersonal

communication skills.

Learners will watch a video and then answer the following short answer, pen to

paper assessment. There will be two questions: a) What factors contributed to the

communication breakdown as seen in the video? B) Discuss two ways that this

communication breakdown could have been avoided.

The assessment meets the objective by first having the learners evaluate the

situation and identify the factors that lead to communication breakdown. The second

question assesses their understanding of techniques to enhance communication by

having learners name two ways that the communication breakdown could have been

avoided.

Objective 7:

When provided with examples of communication breakdown, learners will be able to discuss at least one method to resolve the issues.

This objective requires a higher level of reasoning and critical thinking which is

also a goal for the whole T.H.R.I.V.E. program. The assessment method will involve

learners reviewing a case study that involves various interactions between co-workers

prior to a staff meeting. When the staff meeting arrives, there is a great deal of tension

and poor interpersonal communication that eventually leads to a complete

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communication breakdown. In small groups of 4-6 people, learners will be asked to

generate ideas on how to resolve the issues and then select one method to present to

the class. The facilitator will record observations of the group interacting.

A case study was selected as it provides simulation of an actual organization and

the common staff meeting. The tensions building up to and during the staff meeting can

also be very realistic to what can actually occur when there is poor interpersonal

communication. I asked each group to select one solution to present in class. Having

learners interact in their groups and selecting one method, calls upon them to use the

interpersonal communication techniques that they have been learning about and are

now putting in to practice. When the groups discuss ideas and settle on a method to

resolve the issue, the objective has been met. However, an even greater objective has

been met by having an opportunity to utilize the techniques of good interpersonal

communication. This will tie in well with part two of the workshop on the following day

which will require learners to adjust their communication style to match diverse

personality /communication types. The objective is met in that there is discussion of at

least one and more likely more, solutions to resolve communication breakdown.

In developing the assessment tools, I made some adjustments to the original

objectives. This was a continuation of the non-stop analysis, evaluation and revision

that had been started since conducting the audience analysis and would continue as I

moved to the development of the content outline.

Interpersonal Communication Skills Outline and Syllabus

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On the following pages you will find the comprehensive Interpersonal

Communication Skills Workshop Content Outline and Syllabus containing all of the

previous stages of the Instructional Design Process including revisions.


Total Hours: 13 Total Days: 2 Date: January 8 & 9, 2014 9:00a.m. – 3:30p.mLocation: Room A10, Conestoga College - Guelph Campus

Mode of Delivery: face to face classroom participation

Instructional Methodology: mini-lecture, facilitator guided discussion, case study, video, pair and small group learning activities, reflection and role play.

Text: none required

Facilitator: Carol Donlon / Instructor / Conestoga College

Office Hours: Tuesday - Thursday by appointment in Room [email protected]

Workshop Description

In order to be effective in one’s career and life, it is essential to have good interpersonal communication skills. This two day workshop will explore the importance of having good interpersonal communication skills as well as how to utilize techniques to enhance interpersonal communications with diverse groups of people. The workshop will cover what are interpersonal communication skills, why they are important, what barriers interfere with communication, understanding non-verbal communication and the impact it has, and using active listening techniques to improve communication. Participants will practice applying theories and techniques in order to develop good interpersonal communication skills, prevent communication breakdown and resolve communication issues as they are encountered.

Day two will introduce participants to personality preferences and the impact that this has on interpersonal communication. They will then build on their knowledge and understanding of interpersonal communication strategies and personality type by identifying and utilizing different strategies to improve communication with diverse groups of people.

Learning Objectives

Successful completion of the workshop will enable the participants to:

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1. Discuss the importance of having good interpersonal communication skills.2. Identify and discuss barriers to communication.3. Identify and explain how to use active listening techniques and how they impact

interpersonal communication.4. Demonstrate negative non-verbal communication behaviors and the impact that it

has on communication.5. Demonstrate positive non-verbal communication behaviors and the impact that it

has on communication.6. Identify and evaluate sources of communication breakdown and how to avoid it.7. Discuss methods to resolve communication breakdown.8. Describe the personality types used with the Personality Dimensions instrument.9. Determine their personality type.10. Adjust their approach and communication in order to improve interpersonal

communication with diverse personality types.

Requirements

Please bring a pen, paper and a binder or folder to store materials.

Materials provided:

- Agenda- Handout- Case study- Videos- Personality Dimensions Cards- Personality Dimensions Participants Packs- Personality Dimensions Props- Flip chart paper- Markers

Facilitator Roles and Responsibilities:

- To provide a respectful and safe environment- Provide relevant learning activities - Provide feedback on performance of learning activities and assessments- To learn with you as we generate ideas during class discussions- Provide learning activities that accommodate diverse needs, learning styles and

personality preferences - Model effective interpersonal communication strategies and techniques- Respond to workshop related questions and follow-up requests

Learner Roles and Responsibilities:

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- Actively participate in learning activities- Be respectful of other learners and the facilitator- Share ideas in group discussions - Complete exercises and assignments- Provide respectful evaluation and feedback- Ask for clarification or assistance when needed- Arrive on time each day and after breaks- Cell phones are to be on silent and set aside for the duration of the workshop- Be respectful of other classes when having breaks and breakout sessions

Day One Unit Outcomes / Content Outline

Completion of day one will enable the learners to:

1. Interpersonal communication skills - Discuss the meaning of interpersonal communication skills- Discuss the importance of having good interpersonal communication skills- Discuss the impact of not having good interpersonal communication

2. Barriers to communication - Identify and discuss barriers to interpersonal communication- Recognize and discuss potential barriers to interpersonal communication and

how to avoid them

3. Listening techniques - Explain and develop active listening techniques- Discuss the impact of using active listening techniques on interpersonal

communication- Write and discuss reflections on using and not using active listening

techniques

4. Nonverbal Communication - Explain what is non-verbal communication- Discuss how non-verbal communication is perceived and interpreted- Identify and describe how non-verbal communication can negatively impact

communication- Identify and discuss how non-verbal communication can positively impact

interpersonal communication- Demonstrate on-verbal communication that can negatively impact

interpersonal communication- Demonstrate non-verbal communication that can positively impact

communication

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5. Problem-solving - Recognize and explain sources of communication breakdown- Discuss how to reduce interpersonal communication breakdown- Discuss how to resolve interpersonal communication issues

Day Two Unit Outcomes / Content Outline

Completion of Day 2 will enable learners to:

1. Personality type and Interpersonal Communication Style - Determine their personality type using the Personality Dimensions

assessment- Determine their preference for introversion and extraversion- Describe the four personality types in terms of preferences, values, strengths,

frustration and work style- Describe the interpersonal communication preferences of each of the four

personality types- Explain areas of potential interpersonal and communication conflict between

types- Develop a plan to provide feedback in a manner consistent with the

communication preferences of each type- Demonstrate the ability to effectively interact and communicate with each type

Day One Schedule

Unit Time Activities Assignment 1 9:00-9:30 - Welcome, housekeeping Given a case study of poor inter-

-Objectives personal communication, - Discussion & examples - learners will write an essay

Importance of Interpersonal about the impact it has & communication skills outline 3 reasons why it is important to have good interpersonal communication skills2 9:30-10:30 - Video of miscommunication Given a video of co-workers interacting, learners will identify -Discussion of barriers to & discuss at least 3 barriers

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Communication identified to communication -Mini-lecture & class discussion of communication barriersBreak 10:30-10:453 10:45-12:00 - Mini-lecture & discussion of Given a video of co-workers the characteristics of interacting, learners will active listening identify & discuss 3 active

-Small group active listening techniques & explain exercise & presentations the impact that it has

Lunch 12:00-12:30Unit Time Activities Assignment4 12:30-2:00 - Mini-lecture & class discussion -Given 15 min to prepare, on non-verbal communication learners will perform - Pair interaction using effective a role play displaying 3 examples & ineffective non-verbal of non-verbal communication communication behaviors that negatively impact communication.

-Given 15 min to prepare, learners will perform a role play displaying 3 examples of non-verbal communication that has a positive impact on communication.

Break 2:00-2:155 2:15-3:15 - Case study, mini-lecture & When provided with examples of class discussion communication breakdown, on recognizing communication learners will evaluate & identify breakdown, how to avoid it, how the source of the problem & to resolve it discuss 2 ways it could have been avoided & 1 way to resolve it. 3:15-3:30 - Review objectives, evaluation, wrap up

Day 2 Schedule

Time Activities

9:00-9:45 -Welcome, personality bingo ice breaker - Mini-lecture introducing personality theory & history

9:45-10:30 - Personality Dimensions Assessment

10:30-10:45 Break

10:45-11:15 Brightening activities in primary color groups

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11:15-12:00 Color group presentations

12:00-12:30 Lunch

12:30-1:00 Facilitator lecture on interaction and communication between color types

1:00-1:40 Shadow group reframing activity & presentations

1:40-1:50 Team role play

1:50-2:05 Break

2:05-2:50 Role play work interaction providing feedback & debriefing

2:50-3:15 Reflection, class discussion tying in personality dimensions with interpersonal communication from day one.

3:15-3:30 Wrap up & evaluation

Day One Facilitator Guide with Timeline

9:00a.m. - 9:30 a.m. Introduction to Interpersonal communication skills and why it is important

As participants walk in, have them write name on name tag. Have agenda and objectives on the table.

Facilitator starts with a statement – “To listen is to hear (pause) to hear is to understand (pause), right or is it?

Facilitator shows quick video of miscommunication

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As this video reveals, poor interpersonal communication can have serious consequences for our lives, careers and relationships. Interpersonal communication skills are not only an essential skill for today’s world of work but also it is an essential life skill.

Facilitator leads a discussion of what are interpersonal communication skills. What does that look like? Why is it important to have good interpersonal communication? What is the impact of not having good interpersonal communication skills?

Assessment 1 - Facilitator hands out a case study of poor interpersonal communication and asks them to write a mini-essay outlining 3 reasons that it is important to have good interpersonal communication skills.

9:30-10:30 Barriers to communication

Facilitator leads a discussion – what happened in the video they watched earlier (pulling out ideas, that there are many types of miscommunication and it occurs daily, sometimes with serious consequences as was seen in this video. In order to prevent miscommunication, we need to understand what communication is, what interferes with communication and techniques to improve interpersonal communication.

Facilitator gets everyone standing up saying, “you’ve been sitting for awhile now, let’s shake it up a bit. I have a beach ball that I am going to throw to someone. They can either choose to catch it or just let it fall. It is their choice. If they catch it, they can throw it to someone else, including me who can then decide to catch it or not. If someone chooses not to catch the ball and lets it fall, someone else can pick up the ball and then throw it someone who may or may not catch it. Whenever you are throwing the ball to someone I want you to really try hard to get them to catch it. You are really motivated to get them to catch it. But remember, the person on the receiving end will decide if they will catch it or not and they may be even more motivated to not to catch it. Anyone can also decide to try to interfere or block the ball from being passed and being caught. To have fun with this, we will need some people to pick up the ball and to try to get others to catch it and a few people to try to interfere with people successfully catching the ball. We’ll keep on doing this for a few minutes until I tell you to stop.

After there have been many examples of people catching and not catching, the facilitator will ask them to sit down. Facilitator will lead them in a discussion of their observations such as what happened when the person throwing was trying to get someone to catch the ball? (You will likely get responses such as they threw it harder or tried to get their attention or tried to persuade them) What did you observe about those

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who were not picking up the ball? (likely get responses such as they did not have eye contact, they crossed their arms, etc.) The facilitator will then lead into a mini-lecture and discussion introducing the communication model and that what is communicated may not be what was intended. There will be a discussion of how the ball is like the message that the sender is trying to send. The receiver can choose to catch the ball or not. The receiver may also have difficulties receiving the ball or the message because there are barriers and filters. The concept of filters and barriers to communication will be discussed. The facilitator then leads a discussion through question and answer of what has to be done to catch a ball (hands out, being receptive, eye contact, etc.) and what needs to be done to successfully receive a message and avoid miscommunication.

Assessment 2 – Participants will watch a video of two co-workers interacting and communicating in a way that is ineffective. Learners will identify and discuss at least 3 barriers to communication.

Facilitator needs to stop the video as soon as Peter leaves the room (38 seconds) prior to power point and audio recommendations. Ask learners to think about 3 barriers to communication that were evident in the video and then ask them to share these with the class.

http://www.youtube.com/watch?v=bO-a-Yz4xA8

Facilitator leads a discussion of did Peter catch the ball? The facilitator will ask about what barriers the learners identified followed by how could their interaction be improved? This will lead to the next unit on active listening skills.

10:30-10:45 Break

10:45- 12:00 Active listening skills

The facilitator will ask if Peter listening to his co-worker Cathy in the video. Was the landscaper in the case study earlier this morning listening to Cathy? What are some cues that someone is not listening? The facilitator will provide a mini-lecture, and discussion about listening and different types of listening such as passive, attentive and active listening. The facilitator will lead a discussion and present techniques of active

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http://www.youtube.com/watch?v=bO-a-Yz4xA8

http://www.google.ca/imgres?biw=791&bih=498&tbm=isch&tbnid=58f7mD7tZidFlM:&imgrefurl=http://www.worldtrans.org/TP/TP1/TP1-17.HTML&docid=E3BYP3dy97XKiM&imgurl=http://www.worldtrans.org/TP/TP1/commmodel.gif&w=496&h=174&ei=5LqKUo_EK-iysQSSn4DADw&zoom=1&ved=1t:3588,r:14,s:0,i:121&iact=rc&page=2&tbnh=133&tbnw=379&start=6&ndsp=9&tx=250.4000244140625&ty=80.80000305175781


listening as well as the impact that using them and not using them has on interpersonal communication.

Assessment 3 - Resume the video, showing positive interaction starting at 51 seconds and stop at 1:16. Ask learners to identify three active listening techniques that they observed and explain the impact that these had on communication.

12:00-12:30 lunch

12:30-2:00 Non-verbal communication

The facilitator will refer back to the video of Cathy and Peter and that they had an opportunity to observe their communication including non-verbal communication that was not effective, followed by non-verbal communication that was effective. The facilitator then asks what good non-verbal communication looks like. Record answers and start to form categories such as gestures, eye contact, paralanguage, etc. This will lead into a mini-lecture and facilitator guided discussion of Non-verbal communication, how it is perceived and the impact that it has on communication.

Assessment 4 – The learners will be given 15 minutes to prepare and perform a role play displaying at least 3 examples of non-verbal communication that negatively impacts communication. The observer will use a checklist to record negative non-verbal behavior and the impact that it had.

The facilitator will tell the learners that now that they have had a bit of practice seeing and feeling the difference between effective and ineffective non-verbal communication, they will engage in role plays. The first role play will be display their understanding of non-verbal communication behaviors that have a negative impact on communication. They will first be asked to break into pairs. The pairs are then to join with another pair.

They will then be asked to listen carefully as the facilitator reads verbal instructions of the assessment activity. There will also be written instructions given to each pair for their reference. They will be told that once they have settled into the breakout rooms, each pair will be given 15 minutes to prepare a mini-role play. They will be told that the role play will involve the pair having a discussion where at least one or both individuals will display a minimum of 3 non-verbal behaviors that hinder communication and the impact that this has. They will be told that each pair will present their role play in front of the other pair that they have been grouped with. The observing pair will mark their observations of what negative non-verbal communication behaviors they observed using a checklist and space for additional behaviors observed that are not listed. There will be space next to the observed behavioral items on the checklist so that they can later record how that behavior had a negative impact on communication. The observers will share their observations with the performing pair. Once the roles plays and

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feedback has been given, they will return to the main group with the completed checklist. The facilitator will lead the whole class in a discussion of their role play experience, the non-verbal communication observed and the impact that it had.

Effective non-verbal communication

The facilitator will build on the discussion indicating that now that they have observed and experienced what not to do, it is easier to move forward to learn about and use non-verbal communication to improve interpersonal communication. The facilitator then has the class brain storm non-verbal communication behaviors that enhance interpersonal communication.

Assessment 5 – The learners will be given 15 minutes to prepare and perform a role play displaying at least 3 examples of non-verbal communication that can have a positive impact on communication. In order to ease the process and save time, the groups and format will be the same as it was for poor non-verbal communication. (See appendix E).

2:00-2:15 Break

2:15-3:15 Communication Breakdown problem-solving

The next section serves as a review and builds upon previous learning by starting to identify the source of communication problems and how to avoid them.

The facilitator will break the class into three groups and assign one interpersonal communication topic from the following:

- Barriers to communication- Active listening techniques - Non-verbal communication

Each group will be responsible to write out on flip chart paper a few key points about what they have learned today for their topic and how it can be a source of communication breakdown that they will then present to the class.

After all of the presentations, the facilitator will then start the process for Assessment 6: When provided with an example of communication breakdown, learners will be able to evaluate and identify the source of the problem and discuss two ways that this problem could have been avoided.

The facilitator asks the learners to pull out and reflect on their first case study with Cathy, Ron and the landscaper. Using what they have learned today (with the key points written on the flip charts on the walls to help) they will identify the problem

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sources (which will be recorded on the white board). They will then brainstorm and discuss how these problems could have been avoided.

How to resolve the issues

Facilitator recaps that they now have a much better understanding of the communication process, barriers to communication and how to use active listening techniques and non-verbal communication to enhance interpersonal communication. Now that they know what they know, ask them to go back into their groups and discuss methods to resolve the issues presented in the case study of Cathy and the landscaper. Once the group has identified solutions, they are to pick one method to start with and present the solution and why they have chosen that.

With learners interacting in their groups and selecting one method, they are called upon to use the interpersonal communication techniques that they have been learning about and are now putting in to practice. When the groups discuss ideas and settle on a method to resolve the issue, the last of day one objectives has been met and assessed. However, an even greater objective has been met by having an opportunity to utilize the techniques of good interpersonal communication. This will tie in well with part two of the workshop on the following day which will require learners to adjust their communication style to match diverse personality /communication types.

3:15-3:30 Wrap up

Facilitator brings learners back to their objectives and has learners individually address if their issue has been met, if not, what they need more of and one thing they are taking away from today. The beach ball will be used again. When someone catches the ball they will share and then throw to another person.

3:30 – on

Facilitator reflects and evaluates on what went well, what needs to be changed.

A Change of Model

As I moved to the final stage of the Instructional Design process, the Program

Evaluation Plan, I reviewed and reflected upon all of the previous stages. In order to

incorporate the findings from the learner analysis and then through each stage of the

Instructional Design process, I found that I was continually looking backward and

revising my thinking and design for each stage of the design process. The learner was

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at the core and each stage built upon the previous and yet each stage also prompted

reflection backward and often resulted in further revisions. As I moved through each

stage it was like having hindsight. It became apparent that a linear, step by step process

no longer worked and a new cyclical and emerging process was beginning. Throughout

the remaining stages, there was all encompassing process of non-stop evaluation and

revision as the movement forward through each stage resulted in going back again

through one or many stages to make revisions based on new information and insights.

I found myself adapting and changing my original ASSURE model and creating a

new one that reflected the process of what I had actually gone through in designing the

Interpersonal Communications workshop. In order to more fully understand this process

and the nature of my new model, I will discuss evaluations, especially formative, prior to

introducing the new model.

Formative Evaluation for Interpersonal Communication Skills

Formative evaluation that has occurred – design and expert review. How and when this was done.

Throughout each stage of developing my instructional design project, I have

been engaged in the process of ongoing formative evaluation. The formative evaluation

process started with the original inception of T.H.R.I.V.E., (Technology, Human

Relations, Resiliency, Value, Expertise and Entrepreneurialism), a program to assist

learners in understanding and developing essential 21st century employability skills. At

this early conceptualization stage, I sought the feedback of experts to determine if this

program was needed and if I was on the right track. I spoke to four experts, including

the manager of the T.I.O.W. (Targeted Initiative for Older Worker) program who

indicated that this program was greatly needed and that I was on the right track. My

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initial concept and design ideas were then reviewed by peers in class who also provided

support that the program was needed. Although I did not realize it at the time, I had

already started the process of formative evaluation which I am still currently engaged in

and will continue until instruction begins.

After conducting the learning analysis, where I heard from both learners and

experts, it became apparent that I needed to change my goals / my focus of instruction.

Originally, I thought that the learners needed to develop an understanding of what are

the essential 21st century employability skills and its’ importance. However, the

Audience Analysis revealed that the learners understood what the 21st century

employability skills are and why they are important. The problem seemed to be in the

implementation of one of the components of Human Relations – developing good

interpersonal communication skills.

The next stage – developing objectives was an area that formative evaluation in

the form of expert review (peers and instructor) was extremely instrumental and critical.

As a result of feedback, I made several changes before developing the final set of

objectives which were then used for the learning assessment stage.

After receiving feedback from our Instructor and peers (experts) from the draft of

the assessment, it became apparent that I needed to expand my assessment choices

as well as provide more substance to my content. This prompted me to seek additional

expert advice from a colleague Jen at our college who teaches interpersonal

communication skills. She pointed out that I had jumped into discussing and assessing

the learners’ understanding of barriers to communication without first introducing and

explaining a communication model and how barriers and filters skew and interfere with

the process. She suggested an activity with a ball to represent the message being sent

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and received and that people can select to pick it up or not and that they may have

interference. As a result of this formative evaluation feedback, I incorporated a

communications model and this activity into the content design.

Jen had suggested a second part to the ball activity, similar to what was

suggested by Julie in class. They both described an activity where the learners would

engage in a partner activity where they would use active listening techniques for a

minute and then not use it. I had planned on incorporating this however, I was

concerned about timing and that I may be putting in too much by having an active

listening pair activity given that the learners will have two back to back pair role plays for

non-verbal communication. As such, I did not incorporate it in the content at this time.

Formative evaluation planned – expert review, one-on-one and small group

As mentioned earlier, I had been engaged in formative evaluation prior to

realizing it. The next step is to conduct planned formative evaluation using additional

expert review, one-on-one, small group, and ongoing evaluation.

For the expert review, I would like to go back to the original experts, (the

workshop facilitator and manager from the TIOW team) who were involved with the

original learner analysis. I would have them review the full content outline, materials,

methods / activities and assessments in order to obtain feedback that would be

instrumental in making any needed revision to the workshop. In addition to being

experts about the learners, their needs, and interpersonal communications, they are

also key stakeholders who work directly with the learners for whom this workshop has

been developed.

I would ask the experts to answer the following questions as suggested by (Smith

& Ragan, 2005):

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- Do you feel that the content is accurate, complete and reflective of current

perspectives? Why or why not?

- Are the examples, exercises, and activities relevant? Why or why not?

- Does the instruction and strategies meet the learners’ needs? Why or why not?

- Do you feel that the instruction and activities are sequenced appropriately? Why

or why not?

- Does the content fit well with other workshops that the learners have or will be

participating in? Why or why not?

After the experts have completed the questionnaire, I would meet with them

to discuss their responses and obtain any additional suggestions that they may have.

After reviewing, discussing and reflecting on their responses, I would incorporate the

appropriate changes to the workshop design.

After I have made revisions based on expert feedback, I would try out the

materials and activities one-on-one with a few members (likely 4) from the target group.

The reason for having four individuals is that many of the activities require pair work. I

would invite some of the learners who completed the surveys during the learner

analysis piece as they indicated that they would be happy to help out again. It would be

ideal to include them as they are stakeholders who had direct input into what is needed

for training. I am particularly interested in testing out the ball activity as I am not quite

sure if it is the best to introduce the concept of communication and barriers to

communication. For all the materials and activities, I would be evaluating if the learners

understood the instructions and activities, were able to complete the activities and

assessments and how materials and activities were received.

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I would conduct the formative evaluation for each unit through observation and

by asking for their honest feedback about the instruction, instructional activities and

assessments. I would ask them about clarity of instructions, their thoughts on the

relevance in understanding the concepts, what they liked about the activity, what they

didn’t like, what they would change, add, or omit. I would hand the questions out to

them prior to instructing them so that they are cognizant of the type of feedback that I

am looking for. Ideally the time to conduct this evaluation is as soon as possible in

advance to the actual instruction, so that I have time to make changes and incorporate

their feedback and suggestions.

Once I have had a chance to make revisions, I would move to having a small

group of learners (likely 8-12 as recommended by Smith & Ragan, 2005) to try out the

revisions and to run through the full workshop in order to test the materials, activities

and instructions on a greater number of learners. I would observe how they performed,

how they received the instruction and activities, how they performed in activities and

assessments, how long activities took, trouble areas, flow, and then have a debriefing to

gather their feedback and suggestions. I would also have them complete the workshop

feedback form that would be given out for the workshop evaluation. I would reflect on

the small group evaluation and then implement appropriate changes to the workshop.

In the case of this instructional design project, I am both the designer and the

facilitator of instruction. If this was not the case and it would be handed over to another

Facilitator, I would prefer to include a field trial. This would include a Facilitator

Questionnaire in order to ensure that the Facilitator had what they needed to facilitate

the workshop. In an effort to continually provide relevant, learner centered and quality

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instruction and materials, I would engage in ongoing evaluation. For instance, as the

needs and demographics of new learners change, there may be a need for revisions

with the instructional materials and activities. As such, there may be need for future

revision of this workshop.

Summative Evaluation for Interpersonal Communication Skills

In order to develop a useful evaluation plan I reflected on my purpose for the

evaluation. The main objective of the workshop is to enable learners to utilize

techniques to interact and communicate well with diverse groups of people. Some of

this will be assessed by observation during the workshop when they are engaged in

their group work. However, in order to determine if the workshop has been useful I will

engage in workshop evaluation by obtaining the learners reaction to training, having the

learners and the TIOW staff members keep a journal of their observations in applying

what they have learned, and then conducting follow-up surveys and interviews to

determine if learning transfer has occurred. The intent is to determine if the workshop

has had an impact on their behavior and skill in interpersonal communication.

Smith & Ragan (2005) recommend that summative evaluation should not occur

during the first implementation of a program. However, it is a practice of the college to

have evaluations with all workshops. It will also be helpful in providing initial feedback

needed for ongoing evaluation. The first evaluation will consist of a Participant

Feedback form that will determine the learners’ reaction to the workshop, activities and

materials. In the last 10 minutes of the workshop, the learners will be given a feedback

form that will be anonymous. Learners will be told how to complete the feedback forms

and that their responses will be used to make revisions to improve future workshops.

The feedback form will probe learners about how they view the workshop in terms of

59


clarity, understanding, interest, pace / timing, activities and materials they found helpful,

not helpful and any other suggestions that they have. There will be space for comments

with each question.

After the feedback forms have been collected, I would review them to analyze and

summarize the results which would then be submitted, along with the forms, to the

TIOW Manager for her reference as well as for the funder’s review. I would utilize the

findings to make revisions to the workshop and activities that would reflect the

responses of the participants. For instance, if responses indicated that they are unclear,

I would need to assess what is unclear and what changes are needed. If they did not

find the workshop interesting, I would look at their comments to determine how I might

make it more interesting. If responses indicated that a particular activity was not useful, I

would look for other activities that could be utilized. As day one and day two are distinct

workshops using different methods and materials, I will have two separate feedback

forms. The questions for the two feedback forms are on the following pages.

Interpersonal Communication Skills Day One – Feedback Form

Thank you for participating in today’s workshop. In order to meet the needs of learners and to improve our workshops, please answer the questions along with your comments.

1. How clear are you in understanding how to use techniques to improve interpersonal communication?

1 2 3 4 Not Somewhat Clear Very Clear Unclear Clear

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How interesting did you find today’s workshop?

1 2 3 4 Not Somewhat Interesting Very Interesting Interesting Interesting

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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. How useful was the workshop in learning how to improve interpersonal communication? 1 2 3 4 Not Somewhat Helpful Very Useful Useful Useful

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How useful was the case study in understanding the importance of good interpersonal communication?

1 2 3 4 Not Somewhat Helpful Very Useful Useful Useful

__________________________________________________________________________________________________________________________________________________________________________________________________________________5. How useful was the case study in recognizing the source of communication breakdown and

how to resolve it? 1 2 3 4 Not Somewhat Helpful Very Useful Useful Useful

__________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How useful was the co-worker video in understanding active listening and the impact that it has?


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. How useful was the ball activity in understanding communication barriers? 1 2 3 4 Not Somewhat Helpful Very Useful Useful Useful

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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8. How useful were the role plays in understanding and developing effective non-verbal communication?


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Overall how useful were the discussions in understanding and developing interpersonal communication skills?


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. Please comment on the length and pace of the workshop.

11. What activities contributed the most to your learning?

12. What activities contributed the least to your learning?

13. How could this workshop have been improved?

Interpersonal Communication Day 2 - Using PD / Personality Dimensions Feedback FormThank you for participating in today’s workshop. In order to meet the needs of learners and to improve our workshops, please answer the questions along with your comments.

1. How clear are you in understanding how to use PD to improve your interpersonal communication?1 2 3 4

Not Somewhat Clear Very Clear Unclear Clear ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How interesting did you find today’s workshop? 1 2 3 4 Not Somewhat Interesting Very Interesting Interesting Interesting ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How helpful was the brightening activity in understanding yourself and others?

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1 2 3 4 Not Somewhat Helpful Very Useful Useful Useful ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How useful was the shadow reframing activity in appreciating others? 1 2 3 4 Not Somewhat Helpful Very Useful Useful Useful ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. How helpful was the role play in learning how to provide feedback? 1 2 3 4 Not Somewhat Helpful Very Useful Useful Useful __________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Overall how useful is PD for helping with interpersonal communication? 1 2 3 4 Not Somewhat Helpful Very Useful Useful Useful

7. Please comment on the length and pace of the workshop.

8. How could this workshop have been improved?

The Participant Feedback form will obtain feedback regarding the learners’

perspective on the workshop however; it does not indicate if there has been learning

transfer. The overall goal of the Interpersonal Communication skills workshop is to

enable learners to utilize techniques to interact and communicate well with diverse

groups of people. In order to evaluate if that goal has been achieved and learning

transfer has occurred, there will need to be a follow-up evaluation a month later. I would

ask the learners to keep a journal of times that they have called upon the techniques

learned in the workshop to enhance their interpersonal communication and the outcome

of that. After they have been doing this for one month, they would receive a follow-up

call to survey them inquiring if they have used the techniques in the workshop and if so

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how they have been using the techniques and the impact that it has had. If they have

not been using the techniques, they would be probed for why not. They would be asked

about what has worked well, what has not worked well and areas of confusion. They

would also be asked if they would like a follow-up workshop on interpersonal

communication and if so, what would they like included in the workshop.

In addition to asking the participants to keep a journal of their observations, I

would ask the two TIOW staff members to make a note of their observations of

interpersonal communication displayed by the participants. The participants use the

Resource Centre daily and they meet briefly with the staff once a week to discuss how

things are going with their job search, applying what they have learned from various

workshops, networking activities, and problems they are experiencing. The staff

members have often commented on the lack of interpersonal skills that the participants

have displayed in these interactions. As such, they are in a good position to make these

observations and record them. After they have done so for one month, I will have a brief

interview with them to discuss their observations of the participants’ interpersonal

communication such as non-verbal communication and active listening.

After I have completed the one month surveys and interviews, I will analyze the

data to see if the workshop has resulted in using techniques learned in the workshop to

improve interpersonal communication. I will use their explanations to analyze if further

revisions need to be made, if additional workshops are needed and if the workshop had

an impact. The results will be summarized in a written report and include

recommendations for future planning and action. This report will then be given to the

various stakeholders including the TIOW manager, the TIOW Facilitator / Coach, the

funder and the participants who are interested in receiving it. If a follow-up workshop

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based on findings is recommended, I would also provide the findings during that

session. This provides a rationale for the follow-up workshop as well as provides

another example of how their feedback is incorporated and utilized.

LEARN model

After conducting formative evaluation and looking at plans for further formative

evaluation as well as summative, I developed a new model that reflected the cyclical, all

encompassing, emerging, building and ever-changing nature of developing instructional

design. Although I utilized many aspects of ASSURE, the new model demonstrates that

this is not a step by step process where each stage is developed in isolation from the

others. LEARN is not only an acronym for this model but it also symbolizes the ongoing

learning process that is involved with instructional design.

LEARN

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References

Angelo, T., & Cross, K. P. (1993). Classroom assessment techniques. (2nd ed). SanFransisco: Jossey-Bass.

Bloom, M.P. & Kitagawa, K.G., (1999). Understanding employability Skills. Retrieved From: http://www.accc.ca/ftp/es-ce/257_99.pdf

C21 Canada. (2012, May). Shifting minds. Retrieved from: http://www.c21canada.org/wp-content/uploads/2012/11/Shifting-Minds-Revised.pdf

Conference Board. (n.d.). Employability skills profile: The critical skills required of the Canadian workforce. Retrieved from: http://www.conferenceboard.ca/libraries/educ_public/emskill.sflb

Creswell, J. (2012). Educational research – planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson.

Donlon, C. (2012). {Older adults’ participation in continuing their education}. Unpublished raw data

Friesen, S. & Jardine, D.(n.d.) 21st century learning and learners. Retrieved from:http://education.alberta.ca/media/1087278/wncp%2021st%20cent%20learning%20(2).pdf

Kidahaski, M. & Manheimer, R. (2009) Getting ready for the working-in-retirement generation: how should LLIs respond? The LLI Review. 4, 1-9.

Miner, R. People without jobs, jobs without people. (2010, February). Retrieved from:http://www.collegesontario.org/policy-positions/MinerReport.pdf

Smith, P.L. & Ragan, T.J. (2005). Instructional design (3rd ed.). Hoboken, NJ: Wiley

Stuckey, J. & Munro, D. (2013). The need to make skills work: the cost of Ontario’s skills

gap. Retrieved from: http://www.collegesontario.org/Need_to_Make_Skills_Work_Report_June_2013.pdf

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http://www.collegesontario.org/Need_to_Make_Skills_Work_Report_June_2013.pdf

http://www.collegesontario.org/Need_to_Make_Skills_Work_Report_June_2013.pdf

http://www.collegesontario.org/policy-positions/MinerReport.pdf

http://education.alberta.ca/media/1087278/wncp%2021st%20cent%20learning%25

http://www.conferenceboard.ca/libraries/educ_public/emskill.sflb

http://www.c21canada.org/wp-content/uploads/2012/11/Shifting-Minds-Revised.pdf

http://www.c21canada.org/wp-content/uploads/2012/11/Shifting-Minds-Revised.pdf

http://www.accc.ca/ftp/es-ce/257_99.pdf

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