TRAVAGLINI

- DESIGN PLAN 1

Interpersonal Skills Training Program

DESIGN PLAN

Background

This is a project to develop a 30-minute training program to help senior undergraduate students
master their interpersonal skills, such as communication, collaboration and problem-solving
skills, by demonstrating that they will be able to use them in their future careers. Due to the
increasing rate of job positions going unfilled by recent college graduates and the discovery
through research that this is because employers believe recent college graduate applicants lack
interpersonal skills, the program was requested by the Career Solutions Group at Hamford
University for senior students who are trying to contain expenses by being hired for full-time
jobs in the corporate sector after they graduate.

Format

I chose to use a live format for this training program as it is best suited for organizations who
want to develop a particular skill set. The reason for my choice is based on the type of material
provided, the structure, and the communication style. The background concepts and
procedures along with explanations of individual steps and demonstrations of the procedures
will be presented. Learners will also be expected to practice the interpersonal skills learned and
receive feedback. Another key feature affecting this format decision is the importance of
providing interpersonal skills training activities that learners can perform and engage in
together as well as opportunities for discussion with the instructor. This format will structure
and divide the content of the program into units. After the units have been completed, the
program will close with an assessment of learning, information on how to continue learning
about the topic, and an evaluation of the learning experience. Lastly, this program format will
allow it to be communicated clearly to the learners. All new and vague terms will be defined.
Supportive and encouraging messages, especially during feedback, will be provided throughout
the program.

Communication Medium

The training program will be delivered using a face-to-face communication medium as the
visibility this medium provides facilitates relationship building, a key aspect needed in the
development and implementation of interpersonal skills. The learners must also physically
demonstrate skills.
The advantages of using this medium for this program include:
- It will be easy to develop and will thus minimize costs in this way
- Material can be easily adjusted to the needs and concerns of the learners
TRAVAGLINI - DESIGN PLAN 2

- The instructor will be able to observe whether learners are mastering the skills or are
having difficulty
- It will be easy to update the activities, notes provided, and slides presented
- Face-to-face visibility comforts stakeholders and allows instructors, managers and
sponsors to see which learners attend the class sessions
The disadvantages of using this medium for this program include:
- This program will be expensive to deliver because learners and the instructor must travel
to the destination of the training to attend. Additional expenses include rental of a
classroom that include equipment like a projector or SMARTBoard, writing supplies, and
a large number of desks.
- Material might be presented inconsistently between the different groups taking the
course on different dates as the material might be adjusted to the personality of each
class.
- Learners will have to take the program when the instructor offers it, sometimes at their
inconvenience
- With poor design, classroom sessions can allow learners to lose interest in the content
and fail to achieve the objectives

Overall Instructional Strategy

The mastery learning approach will be used in order to build on previous knowledge of
interpersonal skills and provide sufficient practice opportunities with feedback to learners in
order to ensure learners accurately recognize and apply interpersonal skills learned. Clear
instructions will be provided for the activities as well as explanations as to why particular
responses are correct. Incorrect responses will be anticipated in order to provide learners with
appropriate feedback.

Concept Map

Front Matter
Positevly
Collaborating Problem-solving Back Matter
Communicating

Title Page Front Matter Front Matter Front Matter Summary

Constructive Targeting the

Objectives Listening Follow-Up Support
Criticism Problem

Determining a Program
Prerequisites Emotion Control Negotiating
Solution Evaluation

Administrivia Summary Summary Summary Acknowledgments

Assessment Assessment Assessment

TRAVAGLINI - DESIGN PLAN 3

Unit 1: Positively Communicating
The purpose of this unit is to help learners demonstrate and master positive communication,
such as constructive criticism and emotion control, and how it builds relationships with
employers and colleagues and creates a positive workplace environment.

Objectives:
- Given a sample video scenario, demonstrate the ability to offer constructive criticism to
employers and colleagues
o Offer a positive comment to counter a negative one made to an employer or
colleague
o Use wording that is indirect and impersonal when offering criticism in order to
focus on the situation and not the person
o Give feedback that is specific in order to avoid confusing the employer or
colleague
o Offer recommendations on how employer or colleague can improve
- Given a sample scenario, demonstrate the ability to control emotions when criticized by
a colleague or employer
o Use non-verbal behaviours associated with behaving calmly when criticized by a
colleague or employer
Take deep breaths
Wait until an employer or colleague is done speaking before calmly telling
him or her the defending side of the situation
o Use verbal behaviours associated with behaving calmly when criticized by a
colleague or employer
Keep voice lowered
Ask a colleague or employer what can be done to help improve the
situation

Instructional strategy: The mastery learning approach will be used in order to provide sufficient
practice opportunities with feedback to learners. This will ensure that learners master their
ability to offer constructive criticism to current and future colleagues as well as to control
emotions in the face of criticism from a fellow colleague. Five practice activities will be provided
for the learners. Clear instructions will be given for the activities as well as explanations as to
why particular responses are correct or incorrect. Incorrect responses will be anticipated in
order to provide learners with appropriate feedback.

Outline for the unit:
- Provide an opening slide presenting an overview of the unit with objectives
- Gain learners attention with a slide introducing the unit material using metaphors
- Present the material with the assistance of a video demonstration of a colleague
providing deconstructive criticism to another colleague
- Recall previous knowledge of constructive criticism by asking students what was
observed in the video
- Explain the material
TRAVAGLINI - DESIGN PLAN 4

- Let learners practice the skills presented using a sample scenario under close supervision
by peers, receiving positive or negative feedback from peers at each juncture
- Allow learners to keep practicing the skills, while observing them and reducing the
amount of feedback until they can perform the skill without assistance
- Provide a slide explaining the importance of emotion control in the workplace
- Explain the material
- Review the material with the assistance of a video demonstrating emotion control
- Summarize the content
- Allow learners to practice the behaviours involved in both positive communication and
emotion control under close supervision, receiving positive or negative feedback from
their peers at each juncture
- Assess learners using the sample scenario they have practiced

Unit 2: Collaborating
The purpose of this unit is to help learners demonstrate and master the listening and
negotiating skills required to appropriately collaborate with employers and colleagues in order
to create a more efficient workplace.

Objectives:
- Given a sample scenario, demonstrate the behaviours associated with listening to
employers and colleagues perspectives when it goes against ones own
o Able to remain calm using techniques
Silently count to ten
Breathe in and out in slow, deep breaths
o Able to acknowledge employer or colleagues differing perspective, without
necessarily agreeing, using techniques
Allow the speaker to finish speaking
Nod head while employer or colleague is speaking
Mimic colleague or employers non-verbal behaviour such as body stance
Summarize and repeat employer or colleagues perspective back to them
so that they know they are being listened to
- Given a sample scenario, demonstrate the ability to negotiate different points of view in
order to reach an agreement
o Discuss the advantages of each perspective
o Discuss the disadvantages of each perspective
o Suggest ideas on how to incorporate different points of view in the team project
o Use wording that highlights cooperation
Use words that depict cooperative behaviour such as collaborate and
brainstorm
Use first person, plural nouns in the discussion such as we and our

Instructional strategy: The mastery learning approach will be used in order to provide sufficient
practice opportunities with feedback to learners. The instructor will first assess their listening
and negotiating skills. This will ensure that learners master their ability to properly listen to and
TRAVAGLINI - DESIGN PLAN 5

negotiate with colleagues and employers. Five practice activities will be provided for the
learners. Clear instructions will be given for the activities as well as explanations as to why
particular responses are correct or incorrect. Incorrect responses will be anticipated in order to
provide learners with appropriate feedback.

Outline for the unit:
- Provide an opening slide presenting an overview of the unit with objectives
- Gain learners attention with a slide introducing the unit material using metaphors
- Present the material with the assistance of a video demonstration of how listening skills
can be applied in the workplace
- Recall previous knowledge of listening skills by asking students what was observed in the
video
- Explain the material
- Provide a slide explaining the application of negotiating skills in the workplace
- Allow learners to combined and practice the skills presented using a sample scenario
under close supervision by peers, receiving positive or negative feedback from peers at
each juncture
- Allow learners to keep practicing the skills, while observing them and reducing the
amount of feedback until they can perform the skill without assistance
- Summarize the content
- Assess learners using the sample scenario practiced

Unit 3: Problem-Solving

The purpose of this unit is to help learners apply what they have learned about efficiently
solving a workplace conflict by listing the steps involved in accurately targeting a workplace
problem and determining a solution to it.

Objectives:
- Without the use of a guide, list problem-solving steps required to arrive at a solution to a
workplace conflict
o List the steps required to target the problem
List step 1: Identify the specific issues
List step 2: Listen to everyones perspectives
List step 3: Repeat their perspectives back to them in order to show that
their interests have been understood or to make sure their interests have
been properly understood
o List the steps required to arrive at a solution to the problem
List step 1: List the possible solutions to the problem
List step 2: Evaluate the possible solutions to the problem by discussing
the advantages and disadvantages to each
List step 3: Select the solution that meets everyones interests best or
determine if solutions can be combined

TRAVAGLINI - DESIGN PLAN 6

Instructional strategy: The classical approach will be used for this unit as the lecture will be the
primary means of transmitting instructional material to students. This approach works best for
information, such communication guidelines, which must be transmitted and applied as is. The
lecture will be complimented by videos of sample scenarios that will provide learners with
opportunities to identify problem-solving tactics. Clear instructions will be provided for the
activities as well as explanations as to why particular responses are correct or incorrect.
Incorrect responses will be anticipated to provide learners with appropriate feedback.

Outline for the unit:
- Provide an overview of the unit with its objectives
- Gain learners attention with an opening slide introducing the unit material using
metaphors
- Present the material with the assistance of a video demonstration of a workplace
conflict and the problem-solving techniques used
- Recall previous knowledge of listening skills by asking students to write down what was
observed in the video
- Explain the material
- Provide a slide explaining the application of negotiating skills in the workplace
- Let learners discuss the skills with peers
- Summarize the content
- Test learners

Acknowledgements

The Level 2 assessment rubrics were adapted from Sample Report of a Needs Assessment by
David Price provided as part of the ETEC 650 class

The Level 1 assessment was adapted from the template outlined in Saul Carliner's Training
Design Basics

Objective and measurable skills were adapted from skills described on the following websites:

5 Examples of constructive criticism in the workplace. (2016, May 10). Retrieved October 16,
2016, from http://futureofworking.com/5-examples-of-constructive-criticism-in-the-
workplace/

Carliner, S. (2015). The basics of organizing training programs. In Training Design Basics (2nd
ed., pp. 81-104). Alexandria, VA: ATD Press.

Gallo, A. (2015). When two of your coworkers are fighting. Retrieved October 16, 2016, from
https://hbr.org/2014/07/when-two-of-your-coworkers-are-fighting

Hicks, T. (n.d.). Seven steps for effective problem solving in the workplace. Retrieved November
11, 2016, from http://www.mediate.com/articles/thicks.cfm
TRAVAGLINI - DESIGN PLAN 7


Kolenda, N. (2016, June 24). 31 Negotiation tactics based on psychology. Retrieved October 16,
2016, from http://www.nickkolenda.com/negotiation-tactics/

McFarlin, K. (2016). Importance of relationships in the workplace. Retrieved October 16, 2016,
from http://smallbusiness.chron.com/importance-relationships-workplace-10380.html

Oscar, T. (2014, December 23). The importance of interpersonal skills in the workplace.
Retrieved November 11, 2016, from http://www.careeraddict.com/the-importance-of-
interpersonal-skills-in-the-workplace

Stepp, J. A. (2003, February). How does the mediation process work? Retrieved October 16,
2016, from http://www.mediate.com/articles/steppj.cfm

What are some examples of constructive criticism? (2016). Retrieved October 16, 2016, from
https://www.reference.com/art-literature/examples-constructive-criticism-
95c378240583c2fc