assignment 8

Prepare a Learning Activity

Akita Roberson

ID-5000 v4: Fundamentals of Instructional Design

Northcentral University

May 16, 2021

Learning Objectives

The learning objectives are to promote better communication and listening skills and develop

approaches in implementing or enforcing positive attitudes in the workplace. The outcome is

enforcement of better leadership skills improving overall organizational performance. The objective is

to increase employee and supervisor cohesion which was the leading cause of dysfunction resulting in

client complaints. Nevertheless, the learning activity will entail discussion and practice sessions whereby

communication skills will be the focus. It is noteworthy that communication skills are most effective

when other facets such as listening skills, teamwork, non-verbal communication skills, and empathy are

addressed. Therefore, the discussion will involve the appreciation of communication skills in the

workplace and the other factors that influence them.

As previously mentioned, communication skills entail other aspects that determine their

effectiveness. The first facet to be addressed will be listening skills; each student will be informed on the

importance of listening skills in enforcing communication skills. For effective communication, it is

essential that various listening skills such as informational listening where verbal and non-verbal

messages are passed for learning or awareness purposes (Černevičiūtė & Strazdas, 2018). Numerous

other types of listening skills can have potential. The second aspect that will be addressed in improving

the learner’s communication skills is teamwork. According to Sonoda et al. (2017), teamwork is a

necessary aspect of organizational functionality. However, it is greatly affected by ineffective

communication skills resulting in poor performance. Therefore, for any team to be successful, effective

communication is necessary; the value of the notion is expressed in the needs of the newly promoted

supervisors and working staff (Sonoda et al., 2017). The lack of effective communication resulted in poor

quality service increasing client complaints.

The third aspect to be tackled is non-verbal communication skills; it was selected for its diverse

and critical role in transferring various messages. The most apparent form of non-verbal communication

is body language and facial gestures (Černevičiūtė & Strazdas, 2018). Without properly incorporating the

skills in the communication strategy, it results in ineffective results or breakdown in instruction. The

notion is demonstrated when there was a disconnect between the staff and supervisors, further

augmenting the problem. The last aspect of the learning activity is the appreciation of empathy in

supporting effective communication.

According to Khan and Al Mashikhi (2017), empathy has considerable practical communication

skills, such as increasing individual receptiveness to information being offered. The importance of the

facet in the learning activities is to support the other communication skills aspects and improve unique

personalities creating a conducive working environment (Khan & Al Mashikhi, 2017). The learning

process will entail the identified learning activities and other practice sessions after each learning

activity to appreciate the skill and its value in the leadership roles. The approach is supported by Kelly

and MacDonald (2016), who identify that such actions increase individual accountability, thereby

increasing development based on feedback.

Overall, the learning activities focus on the various aspects of leadership roles and factors that

promote effective development of leadership skills. As indirectly identified in the assessment of

leadership activities, it is evident that leadership entails more than leading people to attain

organizational goals. By focusing on the factors that influence effective leadership, the learners would

appreciate the multifaceted aspects of leadership. The outcome would be the cohesion between

employees affecting the overall achievement of organizational goals and objectives.

The term scaffolding refers to the temporary structures used to support workers and materials

in the construction process. However, it can also be applied in the current learning activities as

instructional scaffolding, which is the support structure meant to aid the learners in appreciating the

effectiveness of the content being taught (Belland, 2017). It is essential to understand that instructional

scaffolding is express to the needs of each student. According to Belland (2017), instructional

scaffolding’s main advantage is the supportive learning environment temporarily developed. The author

further states that through such settings, learners can ask questions, provide feedback and offer support

to learning peers. Moreover, Belland (2017) states that instructional scaffolding is also a persuasive

approach to supporting learners as it encourages or motivates them to take a more active role in their

improvement.

Conclusion

To support the learning process, the learners need to appreciate their new roles and

expectations. It would be impractical to train the newly promoted supervisors in duties they are

unaware of. Additionally, the learners should be aware of their requirements from the employees, in

other words, what employees expect the supervisors’ roles to entail. Such information improves the

scope and efficiency of the learning process as the learners are aware of their various roles, or duties,

and expectations to the employees. The learning activity addresses multiple ethical and social

considerations such as diversity, ethics, and equity by not being biased to individual traits and

professionalism. Moreover, inclusion and diversity are supported with the supervisory employees and

staff participating in the learning activity, thereby improving expectations. Legal and political factors are

addressed when the needs of the working staff and the mandate to have a supportive working

environment are established.

References

Belland, B. (2017). Instructional Scaffolding in STEM Education. Springer.

Černevičiūtė, J., & Strazdas, R. (2018). Teamwork management in Creative industries: factors

influencing productivity. Entrepreneurship And Sustainability Issues, 6(2), 503-516.

https://doi.org/10.9770/jesi.2018.6.2(3)

Kelly, S., & MacDonald, P. (2016). A Look at Leadership Styles and Workplace Solidarity

Communication. International Journal Of Business Communication, 56(3), 432-448.

https://doi.org/10.1177/2329488416664176

Khan, S., & Al Mashikhi, L. (2017). Impact of Teamwork on Employees

Performance. International Journal Of Education And Social Science, 4(11), 14-20.

Retrieved 14 May 2021, from http://www.ijessnet.com.

Sonoda, Y., Onozuka, D., & Hagihara, A. (2017). Factors related to teamwork performance and

stress of operating room nurses. Journal Of Nursing Management, 26(1), 66-73.

https://doi.org/10.1111/jonm.12522