Week 6 Final

Presented at the end of Chapters 4, 5, 8 and 9 of the Blanchard and Thacker (2013) text, are examples of what would be done in a real situation regarding a small business that requested training (these sections can be found in the electronic text by going to the “Summary” section for each chapter and scrolling down). Review the Fabrics Inc. examples at the end of these chapters. These sections are labeled, “The Training Program (Fabrics, Inc.)”. Blanchard and Thacker (2013) have demonstrated the phases of the Training Process Model, from the needs analysis to evaluation. Notice how the phases build on one another.

Chapter 4 presents the needs analysis, the beginning of a step-by-step process for developing a training program, for this small fabrications company. Chapter 5 continues with a description of the Fabrics, Inc., training program identifying the training design. Chapter 8 provides examples of some of the training outputs, starting with the instructor’s manual and elaborates on the development and implementation steps. Finally, Chapter 9 examines the evaluation phase of the Fabrics, Inc. training.

The paper should use APA formatted headings to identify each of the following required sections:

• Abstract
• Background of Fabrics, Inc.
• Needs Analysis
• Training Design
• Development and Implementation
• Evaluation of Training
• Conclusion
• References

The paper should be 2,000 to 2,500 words in length (excluding the title, abstract, and reference page) and respond to the following prompts for each phase of the training process model:

Needs Analysis (Chapter 4)
Critique the organizational analysis conducted for Fabrics, Inc. and determine if there are other questions that should have been asked. Review the operational analysis done through the interview. Note that it was not completed. Generate some of the other questions that should be asked.

Training Design (Chapter 5)
In the design phase of Fabrics, Inc. Blanchard and Thacker (2013) only developed objectives for conflict resolution. Choose one of the other training requirements and develop three to four learning objectives. Critique the design component and identify areas that were not addressed satisfactorily.

Development and Implementation (Chapter 8)
Note that there is no discussion of Fabrics, Inc. in the development or implementation aspects of the training. List and describe additional training modules that could be developed based on the training objectives that were developed in the design phase of Fabrics, Inc.

Evaluation of Training (Chapter 9)
Evaluate the two evaluation instruments used in the Fabrics, Inc. case. Discuss how the evaluation results should be used. Be sure to address internal and external validity of the measurements.

Summary

Training is a reasonable solution when a PG is caused by an employee’s lack of KSAs.
However, most problems identified by managers as requiring training actually do not require
training. Most such problems are a function of organizational barriers (reward/punishment
incongruities, inadequate feedback, or system barriers) to performance. A TNA will reveal
the location and reason for the problem.

When a gap in required KSAs creates a PG and training is required, the TNA ensures that
the KSA deficiencies are identified. Training that is focused on these KSAs will be relevant
and therefore more motivating for the trainees. The likelihood is higher that training will be
successful when a TNA is conducted because

the appropriate KSAs required to do the job are identified (operational analysis),

the KSAs of the employees in that job are determined (person analysis) so that only
those needing training are trained, and

the roadblocks to transfer of the training are identified (organizational analysis) and
removed.

The TNA consists of organizational, operational, and person analysis. The organizational
analysis is designed to assess the capital resources, HR availability, and the work
environment. It is important to understand the amount and type of resources available and
what type of environment the affected employees work in. Often, employees are not
performing at the expected level for reasons other than a lack of KSAs. The organizational
analysis identifies these reasons so they can be rectified. Even where KSAs are the problem,
other remedies (job aids, practice, and so forth) can be considered before training.

The operational analysis provides information pertaining to the KSA requirements for the
job in question. Observing the job, doing the job, and examining job descriptions and
specifications are some of the ways of determining this information. The method most often
used, however, is to ask incumbents and supervisors what is required in a systematic way.

The person analysis provides information on each employee’s specific level of
competence regarding the KSA requirements. Several methods can be used to determine
competence levels, such as examining performance appraisals, testing, or simply asking
employees where they encounter problems. Each of these approaches offers advantages, and
the one you choose depends on factors such as time and availability.

There are two types of TNA: proactive and reactive. With proactive TNA, the focus is on
planned changes to jobs and performance expectations. Typically, these changes evolve from
strategic planning, but also might occur from other processes. Because the proactive TNA
anticipates future changes, it also must anticipate the KSAs required to meet or exceed
performance expectations in the future. As a result, some of the types of information
collected are different from those collected for the reactive TNA.

The reactive TNA is far more common and is a response to a current PG. Here, the TNA
needs to be completed more quickly because the gap is already affecting productivity. An

Summary

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effective organization uses both proactive and reactive types of TNA.

The Training Program (Fabrics, Inc.)
This section is the beginning of a step-by-step process for developing a training
program for a small fabrications company. Here, we examine the TNA for the
program, and in subsequent chapters, we will continue the process through to the
evaluation.

Fabrics, Inc., once a small organization, recently experienced an incredible growth.
Only two years ago, the owner was also the supervisor of 40 employees. Now it is a
firm that employs more than 200. The fast growth proved good for some, with the
opportunity for advancement. The owner called a consultant to help him with a few
problems that emerged with the fast growth. “I seem to have trouble keeping my
mold-makers and some other key employees,” he said. “They are in demand, and
although I am competitive regarding money, I think the new supervisors are not
treating them well. Also, I received some complaints from customers about the way
supervisors talk to them. The supervisors were all promoted from within, without any
formal training in supervising employees. They know their stuff regarding the work
the employees are doing, so they are able to help employees who are having
problems. However, they seem to get into arguments easily, and I hear a lot of yelling
going on in the plant. When we were smaller, I looked after the supervisory
responsibilities myself and never found a reason to yell at the employees, so I think
the supervisors need some training in effective ways to deal with employees. I only
have nine supervisors—could you give them some sort of training to be better?”

The consultant responded, “If you want to be sure that we deal with the problem, it
would be useful to determine what issues are creating the problems and, from that,
recommend a course of action.”

“Actually, I talked to a few other vendors and they indicate they have some
traditional basic supervisor training packages that would fit our needs and, therefore,
they could start right away. I really want this fixed fast,” the owner said.

“Well, I can understand that, but you do want to be sure that the training you get is
relevant to the problems you experienced; otherwise, it is a waste of money. How
about I simply contract to do a training needs analysis and give you a report of the
findings? Then, based on this information, you can decide whether any of the other
vendors or the training I can provide best fits your needs in terms of relevancy and
cost. That way, you are assured that any training you purchase will be relevant,” said
the consultant.

“How long would that take?” the owner asked.

“It requires that I talk to you in a bit more detail, as well as to those involved;
some of the supervisors and subordinates. If they are readily available I would be
done this week, with a report going to you early next week,” the consultant replied.
The owner asked how much it would cost, and after negotiating for 15 minutes,

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agreed to the project. They returned to the office to write up the contract for a needs
analysis.

The interview with the owner (who was also the manager of all the first-line
supervisors) was scheduled first and included an organizational and operational
analysis. What follows is an edited version of the questions related to the
organizational analysis.

The Interview

Direction of the Organization

Q: What is the mission of the company? What are the goals employees
should be working for?

A: I do not really have time for that kind of stuff. I have to keep the
organization running.

Q: If there is no mission, how do employees understand what the focus of
their job should be?

A: They understand that they need to do their jobs.

Q: What about goals or objectives?

A: Again, I do not have the time for that, and I have never needed such stuff
in the past.

Q: That may be true, but you are much larger now and do need to
communicate these things in some fashion. How do employees know what to
focus on: quality, quantity, customer service, keeping costs down?

A: All of those things are important, but I get your point. I never actually
indicated anything about this to them. I simply took it for granted that they
understood it.

Q: What type of management style do you want supervisors to have, and
how do you promote that?

A: I assumed that they would supervise like me. I always listened to them
when they were workers. I believe in treating everyone with dignity and
respect and expect others to do the same. I do not have any method to
transmit that except to follow my style.

HR Systems

1. Q: What criteria are used to select, transfer, and promote individuals?

2. A: I hired a firm to do all the hiring for me when I was expanding. I told
them I wanted qualified workers. As for the promotion to supervisor, I
picked the best workers.

3. Q: Best how? What criteria were you using?

4. A: Well, I picked those who were the hardest workers, the ones who always
turned out the best work the fastest, and were always willing to work late to

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get the job done.

5. Q: Are there formal appraisal systems? If yes, what is the information used
for promotion, bonuses, and so forth?

6. A: I do not have time for that. I believe that people generally know when
they are doing a good job. If they are not, I will not keep them.

Job Design

1. Q: How are supervisors’ jobs organized? Where do they get their
information and where does it go?

2. A: Supervisors receive the orders for each day at the beginning of the day
and then give it out to the relevant workers. They then keep track of it to see
that it is done on time and out to the customer.

Reward Systems

1. Q: What incentives are in place to encourage employees to work toward the
success of the organization?

2. A: Well, I think I pay them well.

3. Q: Does everyone receive the same amount of pay?

4. A: At the present time, yes, because they are all relatively new supervisors. I
do plan to give them raises based on how well they are performing.

5. Q: But you indicated that you do not really have a method of informing them
what you are measuring them on. How are they to know what is important?

6. A: Well, I will tell them. I guess I need to be considering that issue down the
road.

Performance

1. Q: How do the supervisors know what their role is in the company?

2. A: I told them that they needed to supervise the employees and what that
entailed.

3. Q: How do they find out how well they are doing in their job? Is there a
formal feedback process?

4. A: I talk to them about how they are doing from time to time, but I get your
point and will think about that.

5. Q: Are there opportunities for help if they are having problems?

6. A: Take this problem with the yelling and getting employees angry at them. I
have talked to them about it and have offered to get them training.

7. Q: How do they feel about that?

8. A: Actually, they thought it was great. As I said, none of these supervisors
have had anything in the way of supervisory training.

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Methods and Practices

1. Q: What are the policies, procedures, and rules in the organization? In your
view, how do they facilitate or inhibit performance?

2. A: I really do not think there is anything hindering their performance. I am
always willing to help, but I also have work to do. That is why I promoted
employees to supervisors, so I would not have to deal with that part of the
business.

After gathering information on the organization, the consultant
gathered operational analysis data from the manager (owner). The
consultant used the method provided in Figure 4-3. What follows
is a portion of the completed form.

JOB TITLE:
SUPERVISOR

SPECIFIC DUTY: BE SURE
WORK IS COMPLETED AND
SENT TO THE CUSTOMER ON
TIME

Tasks Subtasks KSAs

Organize jobs in
manner that
ensures
completion on
time

Examine jobs and
assess time required

Knowledge of types of
jobs we get

Knowledge of times
required for jobs to be
completed

Sort and give jobs to
appropriate
employees

Organization and
prioritizing skills

Knowledge of
employees’ capabilities

Monitor progress
of work

Talk to employees
about their progress
on jobs

Knowledge of proper
feedback

Effective feedback skills

Helping attitude

Examine specific job
products during
production to ensure
quality

Knowledge of quality
standards

Quality assessment skills

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Listen effectively Provide feedback to
employees about
performance

Knowledge of effective
listening skills

Knowledge of conflict
styles

Conflict resolution skills

Knowledge of proper
feedback
Effective feedback skills

Positive attitude for
treating employees with
respect

And so forth . . .

Next, the consultant met with the supervisors, first as a single group of nine to do
an operational analysis and then individually to discuss individual performance. He
chose to use a slightly different approach to the operational analysis because he
expected that they might have some problems working from the form used with the
owner. The following excerpt comes from that interview.

To begin the meeting, the consultant said:

I am here to find out just what your job as supervisor entails. This step is the first
in determining what training we can provide to make you more effective in your job.
First, we need to know what it is you do on the job. So I am going to let you provide
me with a list of the things you do on the job—the tasks. Let me give you an example
of what I mean. For the job of a salesperson, I might be told a required task was to
“sell printers.” This description is too general to be useful, or you might say you must
“introduce yourself to a new client,” which is too specific. What we need is
somewhere in between these two extremes, such as “make oral presentation to a small
group of people.” Are there any questions? OK, let’s begin.

1. Q: Think of a typical Monday. What’s the first thing you do when you arrive
at work?

2. A: Check the answering machine.

3. Q: That is a little too specific. Why do you check the answering machine?

4. A: I need to return any important calls from suppliers or customers.

5. Q: What do these calls deal with?

6. A: Complaints usually, although some are checking on the status of their job.

7. Q: Anybody else do anything different from that?

8. A: No.

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9. Q: What do you do next?

10. A: Examine the jobs that have come in and prioritize them based on their
complexity and due date.

11. Q: The task, then, is organizing and prioritizing the new jobs you received.
What next?

12. A: Meet with each subordinate, see how they are doing, and distribute the
new work.

13. Q: Tell me what “see how they are doing” means.

14. A: I make sure that they are on schedule with their work. I check their
progress on the jobs they are working on.

15. Q: OK, so check on progress of subordinates is the task. What next?

16. A: After all the work is distributed, I check to see what orders are due to be
completed and sent out today.

17. Q: OK, but I guess that assumes everyone is on schedule. What do you do if
someone is behind in their job?

18. A: Depends how far behind the job is. If it is serious, I may simply take the
job away and give it to someone I think can do the job faster.

19. A: I do not do that. I find out what the problem is and help the person get
back on track.

20. Q: So you spend some time training that person?

21. A: Well, sort of. It is not formal training, but I will see why the person is
having problems and give some of my “tricks of the trade” to speed things
up.

22. Q: Anybody deal with this issue differently?

23. A: I do not usually have the time to do any training. I will give it to someone
who can do it, or in some cases, just do the job myself. Sometimes that is
faster. After all, we have all this useless paperwork that we have to do.

24. Q: I want to come back to the paperwork, but first, are you saying that no
standard exists for dealing with employees who are having problems with
particular jobs?

25. A: Sure there is. The boss expects us to train them, but with the pressure for
production, we often do not have time to do that.

26. A: Well, I agree with that. Even though I do stop and spend time helping, I
often feel the pressure to rush and probably do not do a good job of it. I do
try and tell them what they need to do to improve in the particular area.

Although the format used in the session starts first thing in the morning and
continues through a typical day, clues often emerge as to other tasks that
are done. The mentioning of “tell them what they need to do to improve”
causes the consultant to focus on that task and what other tasks are related
to it, because the owner did indicate that providing feedback was an
important task.

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1. Q: OK, let’s look at the issue of telling them how to improve. We could think
of that as giving feedback to employees. What other tasks require you to
discuss things with subordinates?

2. A: We are supposed to deal with their concerns.

3. A: Yeah, that’s right, and also we are supposed to meet one-on-one with
them and discuss their performance. Trouble is, these new employees are
know-it-alls and not willing to listen.

4. A: You’re right about that. On more than one occasion, many of us resort to
yelling at these guys to get them to respond.

5. A: Boy, is that ever true.

6. Q: What about the paperwork?

7. A: Well, it is stupid. A clerk could do it, but we are expected to do it. If we
do not, then billing and other problems come up, so we have to do it or else.
…

A: Yeah, it takes away from us being out here where we are
needed.
And so forth. …

Other questions that might be asked:

What is the next thing you would do in the afternoon?
The next?
What is the last thing you do in the day?

That pretty much describes a typical day (Monday in this case). Is there
anything you would do at the beginning of the week (Monday) that is not
done at other times?

How about at the end of the week? Is there anything you do then that is not done
during the rest of the week?

Is there anything that you do only once or twice a week that we missed?

Now think about the beginning of the month. What do you do at the beginning of
the month that is not done at other times?

How about the end of the month?

Is there anything that is done only a few times a month that we might have
missed?

The beginning of the year?

The end of the year?

Are there any tasks that we may have missed because they occur only once in a
while?

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You will note that often it is necessary to redefine the task statements for the
incumbent. This art comes with practice. The following list contains some of the tasks
and relevant KSAs obtained from the TNA.

Tasks KSAs

Deal with customer complaints

Knowledge of effective
listening processes

Knowledge of conflict
resolution strategies

Listening skills

Conflict resolution skills

Organize and prioritize jobs Knowledge of types of
jobs received

Knowledge of time
required for various jobs

Organization and
planning skills

Check on progress of subordinates’ work
and provide feedback on performance

Knowledge of proper
feedback processes

Communication skills

Deal with concerns of employees Positive attitude toward
treating employees with
respect

Knowledge of effective
listening processes

Knowledge of
communication
strategies

Positive attitude toward
helping employees

Next, for the person analysis, individual meetings with supervisors and one with
the owner (supervisor of the supervisors) were conducted. The questions came right
from the job analysis and asked about the supervisors’ knowledge of the areas

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identified, the skills needed, and their attitudes toward issues identified as important
in their job. The introduction to the interview was as follows:

From the interviews, I have listed a number of knowledge, skills,
and attitudes that are necessary to be an effective supervisor here at
Fabrics, Inc. I would like to ask you how proficient you believe you
are in each of them. By the way, do not feel bad if you have no
understanding of many of these concepts; many do not. Remember,
the information gathered will be used to determine how to help you
be a better supervisor, so candid responses are encouraged. In terms
of having knowledge of the following, indicate to me if you have no
understanding, a very low level of understanding, some
understanding, a fair amount of understanding, or complete
understanding.

The results of the TNA identified a number of KSAs (training needs) that were
deficient, as well as some nontraining needs.

Addressing Nontraining Needs
The following nontraining issues need to be addressed to help ensure that supervisory
training will be transferred to the job:

Have owner (either with others or on his own) determine the goals and
objectives of the company and which aspects of performance should be
focused on.

Set up a formal appraisal system where, in one session, the owner sits down
with each supervisor to discuss performance and set objectives. In another
session, performance development is discussed.

Use objectives set for the year and clarify how rewards (bonus, pay raises,
and so forth) will be tied to the objectives.

Set up similar sessions for supervisors and subordinates in terms of
developmental performance review (at a minimum). Also, consider
incentives based on performance appraisals.

Hire someone to relieve the supervisors of some of their paperwork so they
can spend more time on the floor.

And so forth. . . .

Training Needs
Several training needs were evident from the needs analysis beyond what was
indicated by the owner. Specific to those issues, however, supervisors were
particularly candid in indicating that they had never been exposed to any type of
feedback or communication skills. They had no knowledge or skills in these areas.
Attitudes in this area were mixed. Some believed that the best way to provide
feedback is to “call it like it is.” “Some of these guys are simply not willing to listen,
and you need to be tough” was a typical comment from these supervisors. Others

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believed that treating subordinates the way you would like to be treated goes a long
way in gaining their support and willingness to listen.

A partial list of training needs includes lack of knowledge and skill in:

Effective listening

Communication

Conflict resolution

Effective feedback

Employee performance measurement

Employee motivation . . . and so forth

At this point, we will leave “the training program” with the needs identified. The next
step is the design phase. We will return to Fabrics, Inc. at the end of Chapter 5.
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i68#ch05)

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Summary

Table 5-15 provides a tool to use in reviewing design phase activities and whether the design is
ready to be moved into the development phase. In the design of training, several constraints need to
be considered, such as how much time will be given to prepare and present training, how much of a
priority it is, and how much money can be spent. These will all place constraints on the type of
training offered. Once these questions are answered, it is necessary to determine the type of trainees,
their current level of KSAs, their motivation to learn, and the degree of homogeneity for the group.
Answers to these questions will provide you with a framework that will be used to develop the
objectives for training.

Table 5-15 Design Matrix

Design
Component

Activities and Issues Ready to Move to
Development?

Organizational
Constraints

Review analysis data, and then identify any
additional constraints that might relate to the
“who, what, when, where and how” of the
training program.

All constraints are
identified, and
accommodation
strategies developed.

Training
Objectives

Trainee reaction, learning, transfer, and
organizational results objectives need to be
developed. These must have a clear description
of the desired outcome, the conditions under
which that outcome will occur, and the standards
that will signal that the outcome has been
achieved.

All objectives have
been reviewed and
approved by the
appropriate parties.

The evaluation
instruments are
developed, and
decisions about when
and where to evaluate
have been made.

Learning
Theory

 Focus on
the trainee Individual differences (KSAs, learning

style, etc.) must be addressed.

Trainee motivation issues must be
addressed.

The issues to the left
have been completed
and documented. This
document will drive
the development and
implementation of the
training.

 Focus on Review Social Learning theory, the Nine Events

Summary

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training
design

of Learning model, Elaboration theory, and other
learning theories to arrive at the rules, policies,
and procedures that will guide the development
of the training and facilitate learning.

 Focus on
Transfer Appropriate use of whole/part practice,

maximized similarity, varied situations,
and general principles to maximize
transferability from the classroom.

Using data from the analysis phase,
develop strategies for addressing
organizational impediments to transfer.

Alternative
training
methods

With the learning objectives in mind, identify the
methods most suited to achieving those
objectives and which fit within the constraints
that have been identified are selected to be used
for the training

Learning objectives provide clear, unambiguous goals for the training. An effective objective
contains three parts: (1) desired behaviors, or what the trainee is expected to be able to do; (2)
conditions, or what help/environment trainees will have when performing the expected behavior;
and (3) standards, or what will be required to be successful. Learning objectives should be
developed for reaction to training, learning, transfer to the job, and organizational outcomes. These
objectives provide guidance for designing and developing the training. They also provide the trainer
with clear instructions on what to train and how to do it. Finally, they inform the trainees about what
to expect.

In the design of training, consider two aspects: learning and transfer. To facilitate learning, the
design must address the motivation of the trainees and the environment in which training will take
place. Social learning theory and the Gagné–Briggs micro theory of design provide a framework for
setting up each instructional event in a manner that is most effective. To facilitate transfer, consider
issues such as type of practice, whole or part learning, overlearning, and similarity to the job. Also,
using a combination of goal setting and relapse prevention helps trainees transfer the KSAs to the
job.

The support of the supervisor and peers in the work group is just as important to transfer, and sit-
ins by the trainer will help too. Finally, congruent reward systems and a supportive climate/culture
need to be present to ensure transfer.

ET, a macro theory of design, is useful for determining the sequencing of events and just how to
present them in a training context. This theory argues that one should focus on whole rather than
part learning, but to make the whole as simple as possible at the beginning and then make it more
difficult in stages until it reaches the level of complexity found in the workplace.

This chapter sets the stage for showing the link between the learning objectives and the methods
used to provide training. Understanding what makes a good learning objective and the groundwork
in terms of what facilitates learning and transfer on the basis of theory allow for an examination of

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the methods of training and the link between these methods and the learning objectives.
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i79#ch05sidebar05)

The Training Program (Fabrics, Inc.)
This continues the description of the Fabrics, Inc., training program that we began in
Chapter 4 (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i48#ch04)
. Recall that Fabrics, Inc., grew quickly and experienced problems with its supervisors. In
Chapter 4 (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i48#ch04)
, we described how the consultant completed a needs analysis. From this TNA, the
consultant determined a number of areas in which supervisors could use training. A partial
list included a lack of KSAs in the following areas:

Effective listening

Communication

Conflict resolution

Effective feedback

Measuring employee performance

Motivating employees

For the purpose of this exercise, we deal with only one, conflict resolution. The first step
will be to develop the learning objectives.

The Learning Objectives
Some of the learning objectives are as follows:

The trainee will, with no errors, present in writing the four types of active
listening, along with examples of each of the types, with no help from reference
material.

When, in a role-play, the trainee is presented with an angry comment, the trainee
will respond immediately using one of the active listening types. The trainee will
then explain orally the technique used and why, with no help from reference
material. The trainee will be presented with five of these comments and be
expected to correctly respond and explain a minimum of four.

The trainee will, with 100 percent accuracy, provide in writing each step of the
conflict resolution model, along with a relevant example, with no help from any
reference material.

In a role-play of an angry customer, the trainee/employee will show concern for
the customer by listening and providing alternative solutions, using the steps in
the conflict resolution model, with help from an easel sheet that has the steps
listed on it. The trainee must use all the steps and two types of active listening in the
role-play.

After watching a role-play of an angry person and an employee using the conflict

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resolution model, the trainee will, without reference to material, immediately
provide feedback as to the effectiveness of the person using the conflict
resolution model. The trainee must identify four of the six errors.

Reaction Objective
The trainee will, upon completion of training, respond to a 15-item reaction questionnaire
with minimum scores of 4 on a 5-point scale.

Transfer of Training Objective
When an angry customer approaches the employee and begins speaking in an angry tone of
voice, the employee will, immediately, use the conflict resolution model to calm the
customer down.

Organizational Objective
Three months after training, there will be a 75 percent drop in letters of complaint from
customers.

Design Issues
We turn now to design issues. The conflict resolution model has four steps and requires
attending to cues at verbal, vocal, and visual levels. From an ET perspective then, it is a
complex task. The four steps in the model are as follows:

1. Use active listening.

2. Indicate respect.

3. Be assertive.

4. Provide information.

Further examination of the model reveals that the first part, active listening is a complex
task by itself,
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch05biblio_100)
as is the total model. So the first decision is what mix of spiral/topical sequencing to use in
the training of this model. Active listening, being a skill that can also be used on its own,
suggests the use of topical sequencing to train employees in active listening first. Then we
will use spiral sequencing to train the total conflict resolution model.

Teaching of the cognitive component of each of these skills will be completed before the
skills training, but for brevity we will discuss only the behavioral component. Using SCM,
as proposed by ET, we first determine the epitome (simplest version of the task that still
embodies the whole task). For active listening, it will be to use the skill in an everyday
situation, such as discussing which movie to see. In this situation, the initiator (person in the
role of disagreeing with the trainee) will simply disagree regarding a movie the trainee wants
to see. This situation has minimal emotional content and should require minimal monitoring
of the initiator by the trainee, as it will not result in an argument. The same epitome used for

100

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active listening can also be used for the conflict resolution model because the latter simply
takes the discussion to a different level.

The most complex task will require dealing with a great deal of anger on the part of the
initiator of the discussion. Once these two extremes are conceptualized, those in between
can be determined.

Let’s now examine this training at a micro level using Gagné–Briggs theory. For the
module related to teaching active listening, we want to begin by getting trainees’ attention,
as suggested by Gagné–Briggs design theory. This can be accomplished by showing a video
of two people in a heated argument and then asking, “Has that situation ever happened to
you? Would you like to have a better way of responding in such a situation so tempers do
not flare?” This would allow you to introduce active listening. The next step in the theory is
to inform the trainees of the goal. Presenting the learning objective related to active listening
accomplishes this. The training would continue to be designed paying close attention to the
steps in the design theory.

Now let’s turn to the evaluation component as an output from the training design. To
consider these, we turn back to the learning objectives, which are as follows:

The trainee will, with no errors, present in writing the four types of active
listening, along with examples of each of the types, with no reference material.

The trainee will, with 100 percent accuracy, provide in writing each step of the
conflict resolution model, along with a relevant example, with no help from any
reference material.

These, along with a number of similar objectives not shown, will require a paper-and-pencil
test of declarative knowledge.

Regarding the behavioral component of the evaluation, consider these objectives:

When, in a role-play, the trainee is presented with an angry comment, the trainee
will respond immediately using one of the active listening types. The trainee will
then explain orally the technique used and why, with no help from reference
material. The trainee will be presented with five of these and be expected to
correctly respond and explain a minimum of four.

In a role-play of an angry customer the trainee/employee will show concern for
the customer by listening and providing alternative solutions, using the steps in
the conflict resolution model, with help from an easel sheet which has the steps
listed on it. The trainee must use all the steps and two types of active listening in the
role-play.

After watching role-play of an angry person and an employee using the conflict
resolution model, the trainee will, without reference to material, immediately
provide feedback as to the effectiveness of the person using the conflict
resolution model. The trainee must identify a minimum of four of the six errors.

These objectives will require carefully developed standardized role-plays. The role of the
initiator will be scripted and standardized to provide each trainee with similar situations to
respond to. In addition, a standardized scoring key, which will guide the scoring of a trainee
in the behavioral tests, will be developed. These scoring keys will provide examples of

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acceptable and unacceptable behavior of the trainee, and a rating scale for different
responses. There will also be a scoring key provided for the explanations (oral test) that
follow the behavioral part of the test.

We will return to Fabrics, Inc., in Chapter 8,
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i113#ch08) to provide
a look at the development process.

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Summary

First, we discussed the development of training. At this stage, creating a program
development plan is crucial to ensure that everything that needs to be done is done. This plan
outlines everything that must be done to prepare for training, from material and equipment to
trainee and trainer manuals. Content learning points from each learning objective need to be
highlighted to clearly identify what needs to be learned.

The type of training facility chosen is also important. Arrangement of the seating and
closeness of the trainer to the trainees should be a function of the objectives of the training,
not the design of the room. Also, noise levels from adjoining rooms or from outside the room
need to be determined before choosing a training room. The proper training facility then
allows the seating to be arranged in a manner that best reflects what type of training will be
taking place.

We examined the factors to consider when choosing a trainer, and specifically an OJT
trainer, because of the unique issues that revolve around OJT trainers.

Alternatives to development of the training were examined. After all, sometimes it is
simply not viable to develop training. In cases like this, the use of consultants, prepackaged
training, and outside seminars can provide a solution. This is especially true for the small
business.

In the implementation of training, we first focused on some practical issues related to
keeping trainees’ interest in training. Use of icebreakers, learning objectives, variety, and an
example of a type of exercise to keep training interesting was discussed. Next we provided
some tips for trainers in the execution of the training program. Preparation, importance of the
first impression, what to consider at the start of training, and how to use the podium were all
discussed. Finally, some tips on communication and how to deal with certain types of
trainees were provided.

The dry run and the pilot program were discussed. Before implementation of a large
training program, it is useful to have a dry run in which the material is tested to see how
effective it is. This dry run is not an actual training session but a process of going through the
material and determining whether it is doing what you expect it to. The next step is a pilot
program in which the first trainees go through the training, but with selected supportive
trainees, so they can spread the word about the training program in a positive manner. Also,
constructive feedback from the trainees is solicited to put the finishing touches on the
program before it is formally launched.

Fabrics, Inc., Development Phase
Recall that in the design phase for Fabrics, Inc., we developed objectives. The output from
the design was an examination of the various methods of instruction and factors that affect
learning and transfer. These outputs are now the inputs into the development phase of
training. The process is to develop an instructional strategy, which leads to a program
development plan. The program development plan includes developing instructional

Summary

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material, obtaining needed instructional equipment and facilities, creating or obtaining
trainee and trainer manuals (if applicable) and selecting a trainer. Following are partial
examples of some of these outputs, starting with the instructor’s manual.

Instructor’s Manual
First we will provide a section of the instructor’s manual that will take you through the start
of the active listening training. This will lead into the practice sessions for active listening
followed by an example of that material.

Instructor’s Notes Timing Points to be
Covered

Reference

The question
being asked is
to get the
trainees’
attention and
involvement
in
determining
the need to
learn how to
listen.

20 min Ask the
question
“Why do
we need
to attend
a training
session
on how
to listen?
After all,
listening
is a
natural
thing,
right?”

As you get
trainee
involvement,
record their
responses on
an easel sheet.
When ideas
have been
exhausted,
examine the
sheet,
compare it to
the prepared
easel, and
discuss any
that had not
been thought
of by the
trainees. Tape

Easel points

tend to
believe that
we have the
correct
answer so
why listen to
others; they
need to listen
to us

message
overload, too
much going
on at once

>believe that
talking is
more

Easel

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both to the
wall next to
each other.

important

listening is
the
responsibility
of the listener

listening is a
passive
activity

Now ask for a
volunteer to
play a peer of
yours at a
meeting.
When you
have
someone, set
up the
scenario of
you two
sitting in a
room waiting
for others to
show up for a
meeting.
Progress on
the task has
been slow but
sure. Ask
them to
respond to
what you say
as they would
in a real
situation.

Say “OK,
now it is
time for
practice. I
am handing
out
instructions
for the
practice
sessions
using Person
1, 2, 3; it is
titled
Handout 1.
Now go to
Instruction
Sheet 1, and
read the
instructions
to the
trainees.

The volunteer
will answer as
most people
do in
situations like
this as they
move directly
to dealing
with the issue.
Responses
will likely be

After they
respond,
point out to
all that this
is a typical
response, as
most people
move toward
trying to
address the
concern in

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something
like the
following:

So what
should we do
about it?

We have made
some progress.

It’s not as bad
as all that

some way.
Point out
that what
you need to
do is provide
support
through
active
listening
first, then
move to deal
with the
problem.

Give
volunteer the
statement to
read, and ask
to reverse the
roles and say
that same
statement to
you.

When they
read the
statement,
respond
something
like “So you
are saying
that we are
wasting our
time at these
meetings?”

Handout
with
statement
on it

Now ask for
volunteers. To
each one say
one of the
following
statements.
Then provide
feedback as to
its
effectiveness
regarding
active
listening. . . .

I do not want
to work with
Bill on any
more projects;
he never does
his share.

You are
always giving
me
unscheduled
work. I can’t
get it done.

We tried that
last year, and
it did not
work, so let’s
not go there
again.

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Now you are
going to
provide the
trainees with
the
opportunity to
practice their
new skill. You
will need
Instruction
Sheet 1 to
read from and
Handout 1 to
give to
trainees while
you read the
instructions
from
Instruction
Sheet 1.

Say “OK,
now it is
time for
practice. I
am handing
out
instructions
for the
practice
sessions
using Person
1, 2, 3; it is
titled
Handout 1.
Now go to
Instruction
Sheet 1, and
read the
instructions
to the
trainees.

This is the end of the instructor’s manual
example

The preceding example is a sample of what should be contained in an instructor’s manual.
Now let’s turn to instructional material.

Instructional Material
Part of the training is going to involve trainees practicing active listening skills they have
been taught. Following are the instructions for this (Instruction Sheet 1) and a sample of the
exercise “Person 1, 2, 3,” which is an exercise designed to provide trainees with practice
situations where they can use the new skill.

Instruction Sheet 1 (Instructor reads this to
trainees)
“Now that you have seen how to use active listening in your response, we are going
to give everyone an opportunity to practice this skill. To do this, we are going to put
you into groups of three trainees. Each person in the triad will have a sheet labeled
“Person 1,” “Person 2,” or “Person 3.” Now look at the Active Listening Exercise

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Instructions I have just handed out titled Handout 1, and follow along while I read it
out loud.”

The trainer now reads the instructions from the sheet (Handout 1) going down to
the third situation (Situation C) and then asks if everyone understands or has any
questions. Once the trainer is satisfied that everyone understands their roles, she puts
them in groups of three and hands out the Person 1, 2, 3 sheets, one to each of the
three person groups, again asking “Are there any questions?”

Following are the instructions that are handed out for the exercise “Person 1, 2, 3.”

HANDOUT 1 Active Listening Exercise
Instructions

Initiator: Begins the exercise with a conflict-provoking statement.

Active Listener: Receives the statement from the initiator and provides an
appropriate response.

Observer: Watches the interchange between the initiator and the active listener.
After completion, the observer gives feedback regarding the appropriateness of the
active listener’s comment. NOTE: You have an example of an effective active
listening response to that situation, so as an observer you can coach the active listener
if necessary.

Each group member will be alternating among the three roles!

Situation Person 1 Person 2

Person 3

A Initiator Active Listener Observer

B Observer Initiator Active Listener

C Active Listener Observer Initiator

D Initiator Active Listener Observer

E Observer Initiator Active Listener

F Active Listener Observer Initiator

And so forth

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Following are the handouts for the three person groups. Each person in a group will receive
Person 1, 2, or 3.

Person 1

Situation

A Person 2 is the Active Listener

Person 3 is the Observer

You Are The Initiator

Your boss just finished giving you a
lecture for not being at the job site.

You start.

Say angrily:

“HOW COME YOU
NEVER WAIT TO
HEAR MY SIDE OF
THE STORY. YOU JUST
ASSUME I’M IN THE
WRONG.”

B

Person 2 is the Initiator

Person 3 is the Active Listener

You Are the Observer

The active listener is meeting with a
subordinate regarding their performance.
The listener has just told the subordinate that
her performance is average. Listen and
provide feedback

Response example:

“YOU’RE SAYING I
RATED YOU LOWER
THAN WHAT YOU
DESERVE.”

C

Person 2 is the Observer

Person 3 is the Initiator

You Are The Active Listener

A group of equal-level managers are
meeting on a project. You believe that these
meetings need some structure, so you have
taken control of the meetings. Listen, then
respond to the comment by saying:

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Person 2

Situation

A Person 1 is the Initiator

Person 3 is the Observer

You Are the Active Listener

You just reprimanded your
subordinate for not being at the job
site. Listen, then respond to
comment by saying:

B Person 3 is the Active Listener

Person 1 is the Observer

You Are the Initiator

You have just been told that
your performance rating for the
year is average. You are angry.

Say angrily:

“YOU ONLY RATED MY
PERFORMANCE AS AVERAGE.
THAT’S RIDICULOUS. I AM 10
TIMES BETTER THAN ANY OF
THE OTHERS IN MY
DEPARTMENT.”

C Person 1 is the Active Listener

Person 3 is the Initiator
You Are the Observer

A group of equal-level
managers are meeting on a project.
The active listener believes that the
meetings needed some structure
and took charge. Listen and
provide feedback.

Response example:

“SO YOU ARE SAYING THAT
WHEN I BEHAVE THIS WAY,
I’M ACTING TOO MUCH LIKE
A BOSS.”

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Person 3
Situation

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A Person 1 is the Initiator

Person 2 is the Active
Listener

You Are the Observer

The active listener just
reprimanded a subordinate
for not being at the job site.
Listen and provide feedback.

Response example:

“SO YOU’RE SAYING I NEVER
GAVE YOU THE OPPORTUNITY TO
PRESENT YOUR POINT OF VIEW.”

B Person 1 is the Observer

Person 2 is the Initiator

You Are the Active
Listener

You are meeting with a
subordinate regarding their
performance. You have just
told the subordinate that their
performance was average.

Listen, then respond using
decoding and feedback.

C Person 1 is the Active
Listener

Person 2 is the Observer

You are the Initiator

A group of equal-level
managers are meeting on a
project. One of these people
has just taken control of the
meeting, and you don’t like
it.

You start. Say angrily:

“YOU’RE CONTROLLING THESE
MEETINGS LIKE YOU WERE THE
BOSS. WE ARE ALL EQUAL HERE
AND I AM SICK AND TIRED OF
YOU ACTING LIKE THE BOSS.”

And so forth

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We will return to Fabrics, Inc., in the next chapter (evaluation) to complete the example.
As you might expect, similar exercises appear in the evaluation chapter that are designed to
measure how much learning took place.

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Summary

We began this chapter by discussing the importance of a comprehensive evaluation. We end it by
suggesting that a comprehensive evaluation is not always necessary. Understanding what to
consider before evaluating makes such decisions more logical and useful.

Evaluation can be complex and, in many cases, costly. For this reason, we suggested
throughout this chapter that evaluation is useful and important, but not necessary at all levels all
the time. Furthermore, good detective work can, in some cases, replace complex designs in
assessing the validity of evaluation.

Deciding what training should be evaluated, and at what levels, will be easier if the
organization is proactive. By examining the strategic plan, it is possible to identify those areas of
training that require evaluation and the extent to which evaluating is necessary. Without such
direction, the training department will need to identify its mission and goals as best it can and
work from there to determine the training that needs to be evaluated. Even for a large
organization, it is simply not practical to evaluate everything. All organizations need to
determine what training they want to evaluate and how they will do so.
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i133#ch09sidebar05)

The Training Program (Fabrics, Inc.)
We are now ready to examine the evaluation phase of the Fabrics, Inc., training. We
presented the training, and it is time to do the evaluation. In the design phase of the
training process, one of the outcomes was development of evaluation objectives.
Although we developed and implemented the training, it is critical to remember that
developing the tools for evaluation needs to be done concurrently with developing the
training, not after it.

Examination of the output of the evaluation phase of training indicated two types of
evaluation: process and outcome. The process evaluation will consist of the trainer,
during training, documenting what she covered in each module and the time spent on it.
These results will then be compared with what was expected to be covered in each
module and the time spent.

For the outcome evaluation, four types are identified. The reaction questionnaire for
trainers will model the one that was presented in Table 9-4
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i131#ch09table04)
of the text. For the training itself, the reaction questionnaire is shown next in “Fabrics
Reaction 1”.

For learning, we need to revisit the learning objectives to determine what is required.
We need a paper-and-pencil test for measuring knowledge (objectives 1 and 2) and two
behavioral tests to measure active listening and conflict resolution skills (objectives 3 and
4). More specifically, the first two learning objectives (and the others related to the

Summary

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training but not developed here) are accommodated using the paper-and-pencil test. The
content of this test is partially represented in “Fabrics Paper-and-Pencil Test” on the next
page. But first let’s look at the knowledge objectives.

Fabrics Reaction 1
Using the scale that follows, evaluate the training by circling the appropriate
number to the right of the item.

1 = Strongly disagree

2 = Disagree

3 = Neither agree nor disagree

4 = Agree

5 = Strongly agree

Active Listening Skills

The training met the stated
objectives.

  
1

  
2

  
3

  
4

  
5

The information provided was
enough for me to understand the
concepts being taught.

  
1
  
2
  
3
  
4
  
5

The practice sessions provided
were sufficient to give me an idea
of how to perform the skill.

  
1
  
2
  
3
  
4
  
5

The feedback provided was
useful in helping me understand
how to improve.

  
1
  
2
  
3
  
4
  
5

The knowledge and skills in this
session were of value for my job.

  
1
  
2
  
3
  
4
  
5

Circle the response that reflects your feelings about the pace of the session just
completed.

1. Way too fast

2. A bit fast

3. Just right

4. A bit slow

5. Way too slow

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What did you like best about this part of the training?

What would you change?

Comments:

Note: A similar scale would be used for each of the other components of training
that were taught.

The trainee will, with no errors, present in writing the four types of active listening,
along with examples of each of the types, without using reference materials.

The trainee will, with 100 percent accuracy, provide in writing each step of the
conflict resolution model, along with a relevant example, without help from any
reference material.

After watching a role-play of an angry person and an employee using the conflict
resolution model, the trainee will, without using reference materials, immediately
provide feedback as to the effectiveness of the person using the conflict resolution model.
The trainee must identify four of the six errors.

Fabrics Paper-and-Pencil Test

Evaluation of Learning
No specific time limit is set for this test, but you should be able to finish in about
one hour.

Answers to the questions should be written in the booklet provided.

Please read each question carefully. Some of the questions contain more than
one part.

1. List four types of active listening, and provide an example for each.

2. List the steps in the conflict resolution model. After each step, provide a
relevant example of a phrase that could be used to represent that step.

And so forth for as many questions as needed.

The next objective is partly related to skill development. Following are a number of
standardized scenarios and guidelines to evaluate them. “Fabrics Scenario: Active
Listening” is an example. But first, here is the objective.

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When, in a role-play, the trainee is presented with an angry comment, the trainee will
respond immediately using one of the appropriate active listening types. The trainee will
then explain orally the technique used and why, with no help from reference material.
The trainee will be presented with five of these situations and be expected to correctly
respond and explain a minimum of four techniques.

Fabrics Scenario:

Active Listening

This is read to the trainee: The following set of scenarios is designed to determine
how well you, the trainee, have learned the active listening skills. There are three
roles here: initiator, active listener (you, the trainee), and evaluator. The initiator
is a nontrainee who speaks a conflict-provoking statement to you (the active
listener). You, the trainee, listen to the statement, and then respond using active
listening skills. The evaluator, who is trained in evaluating active listening, listens
to your response and evaluates it based on the use of effective active listening
skills.

Note: The following forms (initiator’s role, active listener’s role, evaluator’s
role) are given to the respective people, with the active listener’s role being given
to you, the trainee.

The next sheet is for the person playing the initiator.

Initiator’s Role
(The initiator is to be played by the same actor for all trainees.)

Instructions for the Initiator Beginning with scenario 1, read the sentence
describing the scenario carefully; wait until the trainee is ready, and then read the
comment in bold next to the Scenario in an angry manner.

Wait until you are told by the evaluator to move to the next scenario and
follow the instructions above.

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Test Scenario 1

You were just asked by your
supervisor (the trainee) to serve
on the same committee again.
You are angry that they always
ask you.

You start. Say angrily: “OH, NO YOU DON’T. I’VE BEEN
ON THAT COMMITTEE THREE
YEARS IN A ROW AND IT TAKES
UP TOO MUCH TIME!”

Test Scenario 2

Your supervisor just talked to
you about following
procedures. You think, Why
me? After all, no one follows
procedures.

You start. Say angrily: “WHY ARE YOU PICKING ON ME
ALL THE TIME? I’M NOT THE
ONLY ONE WHO DOESN’T
FOLLOW THESE STUPID
PROCEDURES!”

Test Scenario 3

You were just asked by your
supervisor for a second time
today whether you will be
attending the weekly meeting.

You say angrily: “I ALREADY TOLD YOU, I CAN’T
ATTEND THE WEEKLY MEETING
BECAUSE I HAVE TO COMPLETE
THE STAFF REPORTS FOR
TOMORROW!”

And so forth (for a total of 5).

The next sheet is for the trainee.

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Trainee’s (Active Listener) Role
Instructions for the trainee: This test will require you to respond to five different
short scenarios in which you are a supervisor and you say something to a
subordinate that elicits an angry response. You will be expected to respond using
the skills of active listening. The description of each of the scenarios provides
what you initially said to the subordinate. When you are ready for each of the
scenarios to begin, nod your head to the initiator. At that time, the initiator will
say something. You need to respond to the comment, and when complete, explain
to the evaluator the rationale for your response.

Scenario 1
You asked a subordinate to continue working on a particular committee for
another year. Listen; then respond using active listening. Nod your head when
ready. . . .

Scenario 2
You just talked to a subordinate regarding the importance of following
procedures. Listen; then respond using active listening. Nod your head when
ready. . . .

Scenario 3
Today is the day of your weekly meeting. You asked if your subordinate would be
attending the meeting; the answer was no. It is now time for the meeting and you
call once more to check to see whether the subordinate can make the meeting.
Listen; then respond using active listening. Nod your head when ready. . . .

And so forth (for a total of 5).

The next sheet is for the evaluator.

Evaluator’s Role

Instructions to evaluator for scoring trainee responses: Trainee fails the scenario if
the response is focused on the issue instead of reflecting what the initiator says.
For example, a poor (fail) response to the first scenario would be something
where the trainee responds to the concern by dealing with the issue “But you are
my best person for the job” or “You have to do it; I have no one else” or
“Look, I am asking you as a favor to me.”

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Appropriate responses reflect what the person is saying, as in the first scenario:
“So, you’re saying that being on the committee interferes with your doing
your job” or “You feel you have done your share regarding work
committee.”

It is also important that the response does not sound like a mimic of what the
person said. Although at this time we do not expect perfection regarding
responses, the responses must, at a minimum, sound sincere. Refer to the tape
recordings provided to understand the difference between what we consider
mimicking and acceptable.

For each of the five scenarios, there is an example of a poor (fail) response and an
acceptable response. When the trainee explains his or her response, we expect the
trainee to be able to identify the type of active listening response used
(paraphrasing, decode and feedback, summarizing) and why it was chosen.
Answers to why it was chosen are intended to show that they understand the
different methods, and thus any answer that does this is acceptable.

Scenario 1
The supervisor (trainee being tested) asked the subordinate to continue working
on a particular committee for another year, and the subordinate responds. Listen
to the supervisor’s response and grade according to guidelines.

Unacceptable
response:

“I am willing to talk about reducing the work you have
to do if you will be on it.”

Acceptable
response:

“You don’t want to be on that committee again because
it interferes with your work and you feel you have done
your share.”

Scenario 2
The supervisor (trainee being tested) just talked to a subordinate regarding the
importance of following procedures, and the subordinate responds. Listen to the
supervisor’s response and grade according to guidelines.

Unacceptable
response:

“You are not the only one I have talked to about this.”

Acceptable
response:

“You believe that you’re the only one that i am singling
out for not following procedures.”

Scenario 3
The supervisor (trainee being tested) called first thing in the morning and asked
the subordinate if she would be attending the weekly meeting; the subordinate

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said, “No, I’m busy.” The supervisor just called again at meeting time to check to
see whether the subordinate could make the meeting, and the subordinate
responds. Listen to the supervisor’s response and grade.

Unacceptable
response:

“The meeting will only be an hour.”

Acceptable
response:

“You’re not able to attend the meeting because you are
completing staff reports that are due tomorrow.”

And so forth (for a total of 5).

Note that we do not provide the test for determining the knowledge part of this objective,
where the trainee is asked to explain his or her response orally.

The next objective is skill related and has to do with conflict resolution. See “Fabrics
Role-Play Conflict Resolution” for an example of this. The objective is:

“In a role-play of an angry employee, the trainee will calm the person using the steps
in the conflict resolution model, with help from a poster that lists the steps.”

Fabrics Role-Play Conflict Resolution
Read the following to the trainee: The following role-play is designed to
determine how well you, the trainee, have learned the conflict resolution skills.
There are three roles here: initiator, active listener (you, the trainee), and
evaluator. The initiator is a nontrainee who starts off very angry at something you
did. You listen to what is said and respond using the conflict resolution model.
The evaluator, who is trained in evaluating effective conflict resolution, listens to
your response and evaluates it based on your effectiveness. The following forms
(initiator’s role, active listener’s role, evaluator’s role) are given to the respective
people, with the active listener’s role being given to you, the trainee.

The next sheet is for the person playing the initiator.
Initiator’s Role
(The initiator is to be played by the same actor for all trainees.)

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Instructions for the Initiator

Read the role a couple of times and get in the mood suggested.

Be sure you understand the issues, so you can present them without
referring to the role.

Once into the role, allow your own feelings to take over; if what the
supervisor is saying makes you less angry, then act that way, and vice
versa.

Do not refer back to the role after the role-play begins; simply act the
way you normally would do in such circumstances.

Begin the role-play by presenting the points at the end of the role-play
with anger.

To elicit an assertive response, interrupt the trainee at least once after the
trainee begins to present his or her point of view. If the trainee allows the
interruption, interrupt again until the trainee becomes assertive and asks
you not to interrupt (maximum of four interruptions).

The Role of the Initiator
Your name is Pat. You are the longest working machinist in the plant,
with 25 years’ service. You taught many of those who are presently
there, including most of those who were made supervisor recently. The
company has been busy for the last number of years, and you have been
called upon many times to provide the extra boost to get some projects
out. You worked hard all your life and are starting to feel it in your
bones. The work is getting harder and harder to complete, especially
with the older lathes. With only three years to retirement, you are
wishing you could afford to retire now. You are really worn out, that is,
until you hear the news that the company just purchased one of those
new computer-operated lathes. You feel confident that once you get to
use the new machine you will be rejuvenated. In fact, the thought of
getting to work on one of these new machines gives you goose bumps.
You have not felt this excited in years. Actually, the thought of going
back to school to learn about it is the most exciting thing, as it is
making you feel young again. You are sorry that you missed today’s
meeting at which they were going to talk about the new equipment, but
your car would not start.

“Hey, did you hear the news?” your friend Bill called out.

“I don’t think so, what is it?” you replied.

“They just announced that Fred is going for training on the new
computer-operated lathe. I guess he will be the one operating it.”

“Are you sure?” you ask.

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“Yep, it was announced at the circle meeting this morning. He was
selected to operate it and will be going for a two-week training course
next week.”

You are furious. Fred was only just hired and is just a kid. You deserve
first crack at the new machine, given your loyal service. Well, that is it.
Your supervisor (the young guy you taught how to run a lathe before he
got promoted) never did get along with you, and now this. Well, you are
not going to take it. You walk into the supervisor’s office and in a loud
voice start off by saying:

“What do you think you are doing? How can you give the new lathe to
Fred, after all the years I have been here? This is not fair and I am not
going to sit still for it.”

Be sure to continue the anger and bring up all the points mentioned in
the role-play. Go over them again and again until the trainee calms you
down.

The next sheet is for the trainee.

Trainee’s Role

Instructions for the Trainee

Read your role a few times and be sure you understand the issues, so you
can present them without referring to the role.

Do not refer back to the role after the role-play begins, but you can jot
down a few points for reference.

Use the conflict resolution model to deal with the issue.

Nod at the initiator when you wish to begin.

The Role for the Trainee
You are the supervisor of a manufacturing firm and have about 10
subordinates. They are all lathe operators, and you were also one until
you recently got promoted. Your subordinates are all good people, and
with the exception of Pat, who has been here for 25 years and is a few
years away from retirement, all are fairly young and have at most 10
years’ service. Pat is a great machinist and knows more than everyone
put together. He taught you the job when you had just started and,
although you never really hit it off with him, you do respect his ability.

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You are pretty excited these last few days, because the company just
purchased a new computer-operated lathe. It is your understanding that
you will be getting a new lathe each year until all are replaced. You are
moving into the new age. Choosing only one of your machinists to go
to training and be the first one on the new machine was a difficult
decision. All were likely candidates, with the exception of Pat, who was
too old to learn the new machine—computer stuff and all. Furthermore,
why train Pat on a new machine when he will only be here a short time?
It makes more sense to train those who will be able to use the new skills
for the longest time. Anyway, Pat really knows how to operate the older
machine better than anyone, so why move him? Finally, you came up
with the perfect solution. The new guy, Fred, has not been trained on
any machine yet, so training him on the new lathe would mean that no
one else needed training for the time being. Putting anyone else on the
new machine would mean training Fred on the old machine, then when
they are phased out, retraining him on the computer-operated lathe. So
you announced it today at your circle meeting. Everyone was pretty
quiet, but they will get over it. Too bad Pat wasn’t there. Wonder if he is
sick?

The next sheet is for the evaluator.
Evaluator’s Role

Instructions for the Evaluator
The trainee fails the scenario if the initial response is focused on the
issue instead of reflecting what the initiator says. For example, a poor
(fail) response would be if the first comment to Pat was “I did not
think you wanted it” or “It is probably too complicated for you” or
“We value your contribution” or “You’re the best we’ve got on the
old machine, and we need you there.”

Keys to successfully passing this exercise are to

actively listen to Pat (using the active listening skills) and

question to obtain as much information as possible before dealing with
the issue.

To be successful, it is expected that the trainee will use active listening
and questions at least four to six times (preferably more) before moving
to the trainee’s point of view. The key is to note how much the initiator
has calmed down.

Be sure the trainee indicates respect (must have at least one phrase such

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as “I can appreciate why you feel you should have the opportunity to
receive the training. It makes sense that you believe after such long
and loyal service you should receive some reward”).

Be assertive, not aggressive, if necessary to present points.

When interrupted, the trainee must use the proper assertive response to
inhibit interruptions. The trainee is given four opportunities to be
assertive, since the role requires interruptions until an assertive
response is given (up to four). Note how that interruption is handled;
the trainee needs to be assertive (for example, “I have carefully
listened to everything you have had to say; I think it only fair that
now you give me a chance to respond, okay?”).

Provide the supervisor’s points as “point of view,” not correct point of
view.

The role-play will begin with the initiator being angry. Response can be
a summary of these points, paraphrase of one of them, or decode and
feedback regarding emotion expressed, but not anything dealing with
the specific issue. Use the following form to assist in the evaluation of
the trainee.

Evaluator Report Form
Put a mark next to each of the responses in terms of their type. Try to
jot down the words used in some of the cases to enable you to provide
specific feedback.

Active Listening

Nonverbal behavior

Say more responses

Paraphrase

Decode and feedback

Summarize

Indicate Respect

Use of active listening

Questioning

Show acceptance of other’s point of view

Be Assertive

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Needs to be phrased in terms of YOUR POINT OF VIEW

My perception is . . .

It seems to me that . . .

It is my belief that . . . and so forth.

Provide Information
Use collaboration (problem solving) or compromise (negotiate). Note: Although
this response is a part of the conflict resolution model, it is not part of the learning
objectives for this training; therefore, it is not evaluated in this training program.

You will note that a standardized scoring key, examples of acceptable and
unacceptable behavior of the trainee, and a checklist for different responses are
provided for the evaluator.

The aforementioned are evaluations related to learning, but we still need to
consider behavior (transfer of training) and organizational results. The owner in
the Fabrics, Inc., case is not interested in doing any of this type of evaluation.
Recall that we indicated that an evaluation using elaborate designs is nice but
seldom happens in reality.

The owner in the Fabrics, Inc., case does not want us to assess any transfer of
behaviors to the job. His argument is that his primary interest is in getting fewer
complaints from employees and customers. He notes that in a small organization
such as his, these changes (lowering of complaints) are proof enough that training
was successful. We agree, so the evaluation will consist of gathering weekly
archival information on complaints from customers and subordinates as a baseline
(gathering it for two months prior to the training) and tracking it for six months
after training is complete.

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