Return on Investment

Running head: DESIGN/DEVELOPMENT/IMPLEMENT 1

DESIGN/DEVELOPMENT/IMPLEMENT 1

Design/Development/Implement

Stephanie A. Gillmer

Purdue Global University

HR 410-01 Employee Training and Development

Professor Lisa Hone

September 8, 2020

Design Document and Lesson Plan

Design Document:

Purpose:

The purpose of this lesson plan is to provide a detailed design of a new system requirement.

Goals:

The goal of this lesson plan is to allow management to have a clear understanding of knowledge to build on from past the training sessions.

Target Audience:

New management.

Training Time:

One day training course. Hours 8 am – 4 pm.

Method:

The training method includes lectures, handouts for following along, PowerPoint slides, and videos (Blink, 2020).

Number of Participants:

The session will have 75 trainees.

Location:

Seattle, Washington Marriott Hotel conference room.

Prerequisites:

Motivation and willingness to learn. Must have completed all prior programs leading up to this course (Noe, 2019). Trainees are required to have essential reading and social interaction skills.

Problems and Opportunities:

Trainees may be shy to offer feedback during the session (Noe, 2019). Opportunities include newly acquired skills and broader knowledge to contribute to the organization’s success.

Instructor:

Stephanie Gillmer and facilitators.

Design/Develop/Implement: Lesson Plan

Course Title:

Conflict Management Training

Learning Objectives:

Create effective leadership, teamwork, communication skills, and strengthen organizational performance (Brinkman, 2017).

Room Arrangement and Why:

Room arrangement will be in a U-Shape to allow all trainees to see each other and correspond with one another. The u-shape also allows everyone to see the room clearly with no obstructions.

Materials and Equipment Needed:

· File folder with master copies of all handouts.

· Sign-in sheet

· Pads of paper to have class participation or a whiteboard.

· Markers, pens

· Projector

· Ground rules

· Refreshments

Evaluation and Assignments:

The evaluation process matches with course goals. An example is if the goal is to improve conflict management; the end of the training exam should contain questions that ask trainees to solve a specific problem. Homework and class activities will lead up to solving the end of the class exam. Activities will require problem-solving scenarios (Parrish, n.d.).

Lesson Outline:

Topic of Session	Instructor Activity	Trainee Activity	Time
· Introduction and Course overview · Defining conflict management · Break	· PowerPoint presentation · Presentation	· Write names on name tags, introductions, and listening · Class interaction of their experiences	Introduction 0800 – 0900 Defining 0900 – 0950 Break 0950 - 1000
· Videos of good and bad scenarios of conflict resolutions · Lunch	· Conduct interaction between trainees. How would they have handled the situation? Feedback	· Watch videos	Videos 1000 – 1100 Lunch 1100 – 1200 Continuation 1200 – 1300
· Break · Roleplaying	· Divide trainees into groups with different scenarios	· Ask questions and give other groups feedback	Break 1300 – 1315 Role Play 1315 – 1400
· Exam of learned material · Questions and answers	· Evaluate · Answer questions · Give an overview of the on training	· Participate in exam · Ask questions	Exam 1400 – 1500 Wrap-up 1500 – 1600

Near and Far Transfer:

In this lesson plan, near transfer training because it is in context with similar application to the behavior and application to the organization’s needs (Ylvisaker, 2006). The business expects managers to use their personality and problem-solving skills to solve situations, although there is a step-by-step process they expect to use. The topics, videos, and exams are all dedicated to specific company scenarios. The training course has material from current managers’ needs and expectations of the specific areas of need.

Adult Learning Theory:

The lesson plan includes the adult learning theory because it helps engage the employees through upskilling. Improving skills creates a foundation that the employees need to interact with the organization’s knowledge base (Valamis Group, 2020). This course used experiential learning; it focuses on hands-on learning, using experiences of their own and their peers to demonstrate concepts. The trainees use active participation in the course. Reflect on their experiences to develop and strengthen the knowledge they gain. The trainees also have the tool to consider the successes and failures of the learning process to develop improvements for the next learning activity in their future (Valamis Group, 2020).

Transfer of Learning Implications:

The transfer of training implications is in this plan to focus on what is relevant to what the managers need to learn (Stenger, 2017). Using relevant information allows the trainees to connect with the material and coworkers; this will help with keeping the material in long-term memory. This training program offers a variety of learning materials, including media, text, and group collaboration. Using a variation of tools prevents cognitive resources from being overloaded and improving learning (Stenger, 2017). The learning plan also uses social learning; this is a necessary skill for managers to have for dealing with the public. Collaborating promotes engagement and is beneficial in long-term retention.

Resources:

Blink. (2020, February 13). How to Design Training. Retrieved September 08, 2020, from https://blink.ucsd.edu/HR/training/instructor/tools/training.html

Brinkman, R. (2017). Conflict Resolution Keynotes & Trainings. Retrieved September 08, 2020, from https://www.drrickbrinkman.com/keynotes-training-conflict-resolution?_vsrefdom=adwords

Noe, R. (2019). Employee Training & Development. [Purdue University Global Bookshelf]. Retrieved from https://purdueuniversityglobal.vitalsource.com/#/books/9781260140279/

Parrish, G. (n.d.). Designing a Course. Retrieved September 08, 2020, from https://teachingcenter.wustl.edu/resources/course-design/designing-a-course/

Stenger, M (2017, May 11). 10 Ways to Improve Transfer of Learning. Retrieved September 08, 2020, from https://www.opencolleges.edu.au/informed/features/10-ways-improve-transfer-learning/

Valamis Group. (2020). 10 Adult Learning Theories: What Works Best for You. Retrieved September 08, 2020, from https://www.valamis.com/hub/adult-learning-theories

Ylvisaker, M. (2006). Tutorial: Transfer of Training or Generalization. Retrieved September 08, 2020, from http://www.projectlearnet.org/tutorials/transfer_of_training_or_generalization.html