Module 8 assignment 3 daniel downs final project communication training program
Module 8 Assignment 3: Final Project- 5 Day Communication Training ProgramArgosy University SarasotaDr. Richard ElliottDaniel Downs4/15/2011
Project Target: 5 Day Communication Program-Days 1 and 2 of ProgramI will be asking my audience (school principals, department heads) how they can helpteachers and other staff and district leaders to implement the use of Project BasedLearning Curriculum techniques throughout the district. The training program will last atotal of 5 days. The introduction of key presentation materials to the target audience andgroup work will be done in the first 2 days of the training. The assessment of myparticipants will be based on the reflections they provide during their break out periodsand the content of their PowerPoint’s.The target audience will be shown a PowerPoint which defines the principals of goodleadership and communication skills. This PowerPoint will incorporate the key conceptsof Senge’s Five Disciplines System Thinking ,Personal Mastery, Mental Models,Building Shared Vision, Team Learning( Zalabak, P. S.,2006) and descriptions of theimportance of listening with leadership, team building and shared realities. Theparticipants will be provided definitions of the disciplines and the importance these topicshave in organizational communication and to the individual.Day 1 & 2 Assessment: 1st Assessment: Pairing Activity
The 16 members of the training will be paired into 8 groups and given a scenario.Each scenario will be based in major areas of communication. Each pair of individualswill work through five different scenarios focused in the area of Project Based Learning.The assignments are aimed at getting participants to engage eachother in the areas offocus.Assignments are as follows:1.Listening:Each member must fully listen to the others vision and opinion of Projectbased learning without interruption. Each must take turns while the other provides eyecontact consistently and takes notes.2.Team Building:Working together each member.3.Own Realities:Each person must describe their own working reality and its fertility forintroducing ProjectBased Learning. Participants must describe their ability to push theinitiative in their environment.4.Public Speaking: At the conclusion of the activity members of the group should addtheir experiences of speaking in groups and with strangers in one on one to the collecteddata.5.Verbal and Nonverbal Cues:Each group should casually observe the other groupsworking on their projects. A list of verbal and non verbal clues should be made to theattention,direction and feeling of the speakers and listeners.The groups will reconvene into 2 groups of 8 and discuss the findings of their groupwork. Each group will choose a recorder and speak to the entire group about the sharedexperiences and share a powerpoint slideshow which incorporates their experiences intothe principals of leadership communication. The shared experiences will be critical to the
learning of the group as well in that each memeber should share what they liked anddisliked about each scenario. The scenarios should begin to reveal the strengths andweaknesses of the leaders communication.2nd AssessmentThe second assessment must be done out of the program on the participants own time.Participants will be able to choose one of the three possible communicationapproaches(Functional,Meaning Centered and Emerging Perspectives). Based on theirchoice of assignment and completion a strong evaluation of their communication stylecan be determined.I measure the interpersonal communication skills of the participants by giving them achoice of assignment. Choosing from one of the three types of communicationapproaches participants must do an evaluation of the methods that participants could usein their organizations as rubric for understanding their approaches and styles.Their first choice is the Functional Approach“The functional approach describes whatmessages do and the path through the organization. This approach describesorganizations based on the degree to which their communication systems are open orclosed. The functional approach classifies messages based on organizing messages,relationship messages, and change messages. The decision making process can bepositively or negatively influenced by the number of messages moving through acommunication system and by the number of ways that messages are distorted.”(Argosy,2011)I will be giving the participants an assignment to present the foundations of ProjectBased Learning and to gather the opinions and known knowledge of teachers and faculty.
The participants from my training must form committees,send emails and communicatedirectly with those they comes into contact with.To assess the participants in the training program each member will have to comeback to the training meeting and present the methods at which he or she presented thetopics to their school and how they developed awareness for the new intiative.The next approach participants will have an opportunity to choose will be the MeaningCentere Approach. ”The meaning-centered approach explains communication by lookingfor the meaning that motivates communication and how shared reality is generated bymessages. In the meaning-centered approach, communications (messages) are designedto merge individual goals into more general ones that are acceptable to the group as awhole—a shared reality. Organizational culture is defined as the shared reality thatdescribes the organizations unique sense of the place, its practices, and how it presentsitself to the outside world. “(Argosy,2011)For assessing the communication style using this approach I will ask each participantin the course to form committees in their buildings and to have these committeesbrainstorm within departments or small groups on the parts of their intructionalapproaches that could benefit from Project Based Learning curriculum. “This emphasison group-set goals and responsibilities could contribute to a solidarity of purpose thatcould help integrate individual and organizational goals. This integration would beproductive for both individuals and organizations.”( Zalabak, P. S.,2006)The goal for the participant in the training will be to develop a grouping system andquestioning approach which embodies the revealing of the shared opinions of the groups.
The participants in the training should urge the community to share openly and look at allof the positives and negatives of the project based learning initiative.The final option for participants will be the Emerging Perspectives Approach.”Theemerging perspectives approach looks at how postmodernism, critical theory, andfeminist perspectives may mitigate an organizations communication processes,regardless of the traditional communication approach used.”(Argosy,2011)To assess the participant int he training program on the emerging perspectivesapproach. The leader should bring the school community together and create opprtunitiesfor each memeber to share their backgrounds and experiences with another person. Themeetings should focus on each person sharing and listening to eachother about topicssuch as women’sexperiences in the workplace, experiences with traditional leadershipmodels,different backgrounds of staff/faculty,brain storm on the opening ofcommunication between different cultures in the school.Focus Areas Of First 2 Days of 5 Day Communication TrainingThe concepts and areas of focus that my training program will focus in collaborativeapproaches to leadership,public speaking and devloping initiatives with communicationmodels. Each of these core areas looks to improve the particpants ability to devlopinitiatives within their distrct. Each participant will be provided documents and researchto begin learning groups in the area of project based learning. Participants are expected touse the skills they gain in action in their own districts.Collaborative approaches to Leadership:Listening & SpeakingThe focus of day 1 is to establish relationships amongst the participants and topractice good listening and team building skills. The activities for this focus are pairing
activities,listening skill activities,team building skills,own realities,public speaking andverbal and non verbal clues.I will be asking my audience(school principals,department heads)how they can helpteachers and other staff and district leaders to implement the use of Project BasedLearning Curriculum techniques throughout the district. The assessment of myparticiapnts will be based on the reflections they provide during their break out periodsand the content of their powerpoints.The target audience will be shown a powerpoint which defines the principals of goodleadership and communication skills. This powerpoint will incorporate the key conceptsof Senge’s Five Disciplines System Thinking ,Personal Mastery,Mental Models, BuildingShared Vision, Team Learning( Zalabak, P. S.,2006) and descriptions of the importanceof listening with leadership,team building and shared realities. The participants will beprovided definitions of the disciplines and the importance these topics have inorganizational communication and to the individual. 1st Assessment: Pairing ActivityThe 16 members of the training will be paired into 8 groups and given a scenario.Each scenario will be based in major areas of communication. Each pair of individualswill work through five different scenarios focused in the area of Project Based Learning.The assignments are aimed at getting participants to engage eachother in the areas offocus.The groups will reconvene into 2 groups of 8 and discuss the findings of their groupwork. Each group will choose a recorder and speak to the entire group about the sharedexperiences and share a powerpoint slideshow which incorporates their experiences intothe principals of leadership communication. The shared experiences will be critical to the
learning of the group as well in that each memeber should share what they liked anddisliked about each scenario. The scenarios should begin to reveal the strengths andweaknesses of the leaders communication.GoalsThe goals for the collaborative leadership activities are centered around getting theparticipants to to engage with eachother and to engage in in activities which improvetheir communication skills within grouops communication. The activities will forceparticipants to examine their ability to listen to eachother and share their experiences inagroup environment. By developing the powerpoint participants will select the key themesthat they discuss as a group and be thorough in their discussion of the Senge’s FiveDisciplines.2. Public SpeakingPart 1 of Day 2 is focused on public speaking in small groups and larger groups. Thisfocus begins the description of what is expected of particpants in their outside work. Theactivities which are centered around public speaking skills are also chosen to be used andimplemented in different environments. The activities are aimed at developing theparticipants experience speaking publicly in small groups,;llarger groups and groups andand for developing initiatives.Participants will be asked to continual provide reflection in small groups and have ahigh level of interpersonal communication in all group settings. Many participants willactually be speaking to larger groups and those who are in the groups should share in thisexperience. Reporting out by all participants will be required.Goals
It is the goal of this focus to have participants take their new confidence back to theirdistricts and speak to their school communities with confidence. Participants will beasked to develop committees and focus groups in the area of Project Based Learning. Theparticiapnts will have to single handedly find ways to initiate groups and speakpowerfully as the leader. These activities of reporting out and devloping confidencespeaking to large groups should confront the fear many different participants will have.Part 2 Day 2:Developing Initiative with Leadership ModelsThe focus of day 2 activities will be asking participants to choose a communicationapproach which they will employ in their own in district work. Choosing from thecommunication appoaches of functional,meaning centered and emerging perspectives.The second assessment must be done out of the program on the participants own time.Participants will be able to choose one of the three possible communicationapproaches(Functional,Meaning Centered and Emerging Perspectives). Based on theirchoice of assignment and how they are completed, a strong evaluation of theircommunication style can be determined.I measure the interpersonal communication skills of the participants by giving them achoice of assignment. Choosing from one of the three types of communicationapproaches participants must do an evaluation of the methods that participants could usein their organizations as rubric for understanding their approaches and styles.GoalsParticipants should be able to choose a mode of communication and apply in in theirin district assignments. Participants should be able to apply their chosen communicationmodel to their in district leadership regarding project based learning. The goal is to get
participants to better understand the methods they use and to be able to draw from theirunderstanding of the models. Participants after reflection may actually realize they chosethe wrong model and attempt to use a different one. Participants need to become processorientated and self evaluate their decison making and communication skills. Theparticipant may also recognize the habits of particular communication styles.Activities For Outcomes Days 3 & 4 Communication TrainingThe activities for days three and four are based on participants using their learnedleadership communication skills in their work environment. Part of my training programincludes having participants take what they have learned and apply the skills andknowledge in their own district. I will be asking my audience(schoolprincipals,department heads)how they can help teachers and other staff and districtleaders to implement the use of Project Based Learning Curriculum techniquesthroughout the district.The activities are broken down by the concept areas of the whole training which areCollaborative Approaches to Leadership and Developing Inititiatives with LeadershipModels. Particiapnts are expected to apply these skills and then report back in an onlineformat at the end of an implementation period.Collaborative Approaches to Leadership: Listening & Speaking: Day 3(Outside ofProgram)Activities1.Participants will document in a journal their experiences while public speaking andthe different environments in which they speak. Participants must carefully examine theirconfidence levels and audience.Outcomes
Participants will develop an appreciation for listening to other individual’sperspectives and visions with respect and eye contact. Participants will work on their ownlistening skills and reflect in writing their response. This will provide real worldopportunities and experiences to build their experiences as a speaker.2. Verbal & Non Verbal Clue activity As a journal entry participants must reflect on theprevalence of clues in the environments of their district projects related to project basedlearning.OutcomesParticipants will have a better understanding of verbal and non-verbal communicationand clues in their own actions, others and their organization. Participants are given realworld experience analyzing the verbal and non-verbal clues of leaders and teachers intheir own district experiences. Participants should infer if the clues they infer wererelevant to the decisions they felt were made in the context the Project Based Learningagenda.Developing Initiative with Leadership Models:Day 4(Outside of Program Work)1. Paticipants use their outlines for change using a chosen leadership stylefunctional,meaning centered or emerging perspectives(Zalabak, P. S., 2006 )to organizecommittees based in the area of project based learning in their district.OutcomeParticipants will have a collection of experiences, emails, reflections and notes whichreflect their experience using one of the modes of communication. Participants willdevelop a committee and apply their chosen leadership style to further the push of Project
Based Learning. Particpants will analyze the repsonse of members of their committee andother district leaders and document these responses in relation to their choice ofcommunication style.4. Presentation of Experience- Particpants must present an online powerpointpresentation on their experience to the other members of their subgroups in a googleDocs format.Outcomes From 5 Day Communication TrainingThe outcomes for this 5 day seminar for teachers, department heads, assistantprincipals, principals, assistant superintendents is based on how they can implement aninitiative for Project Based Learning Curriculum techniques throughout the district. Theparticipants will also be doing work on their communication skills within seminar whichwill challenge them to develop their skills and refine them in small group initiatives.The assessment of my participants will be based on the reflections they provide duringtheir break out periods and the content of their PowerPoint’s. During these assessmentsthere are ultimate outcomes which the participant should experience during the seminarand also take with them back to their district.The outcomes are broken into two areas. Outcomes which represent knowledge andskills gained during the seminar time which they can take back to their district and thesecond part are the outcomes based on the participants experience in in-district activities.Participants will be practicing skills which were introduced in the seminar such as teambuilding, communication methods and public speaking. These outcomes are expected tobe completed in terms of reporting back at the second meeting but also continued on inthe participant’s career and work in their district.
Outcomes for Activities of Project1. Participants will develop an appreciation for listening to other individual’sperspectives and visions with respect and eye contact.2. Participants will apply their skills as team members to develop their own teamswhich can be productive and successful.3. Participants will use an understanding of their own environment to developprograms and initiatives which are appropriate for the communication stylespresent.4. Participants will feel more confident and experienced with public speaking indifferent environments and will utilize this skill regularly.5. Participants will have a better understanding of verbal and non-verbalcommunication and clues in their own actions, others and their organization.6. Participants will have a collection of experiences, emails, reflections and noteswhich reflect their experience using one of the modes of communication.7. Participants will return after participation in the first half of the seminar with apresentation of the methods they used to pursue the initiative in their schoolcontext.Each outcome is specifically based on an activity and the anticipated outcome of theactivity. Activities for this seminar include Listening Activities, Team BuildingActivities, Role Playing, Public Speaking, Observation Activities, and Reflections.Theseoutcomes map to the participants needs by giving a set result for the activities for the
program and also give opportunities for participants to report back their experiences fromtheir in-district work.Participants should feel as though when they report back their experiences in thegroups or on their own that they are revealing an understanding of their owncommunication skills or recognize the styles or traits of otherr; “the Meaning-Centeredapproach describes organizational communication as the process for generating sharedrealities that become organizing, decision making, sensemaking, influence, and culture.”(Zalabak, P. S. ,2006) By embracing the Meaning Centered approach with the creation ofoutcomes the group will share an identity by constructing from their experiences.These outcomes also challenge participants to analyze their responses and experienceswhile doing the activities and individual work. Having outcomes which are immediatelydue after activities holds participants to a different level of responsibility than the workthey will do on their own. I hope that participant’s immediate responses will provide adifferent result and feel than the reflections and results of the work that participants do ontheir own.OutcomesParticipants will return after participation in the first half of the seminar with apresentation of the methods they used to pursue the initiative in their school context.They will describe the positive and negative experiences of their in district work andprovide a presentation of their implementation plan. This presentation will continue todevelop their public speaking skills and provide an opportunity to refine their approachDay 5 Conclusion: Online Sharing Of Experiences
On day five of my training program it will be important to remind the participants ofthe program of what they have learned and how they can use what they have learnedduring the process of the program. The conclusion of the program should provideparticipants with a feeling of reflection on their in-district work and much more selfconfidence and esteem when speaking publicly. The fifth day will engage participants inan interactive online experience connected to the outcomes of the program.The goals of my program are based in collaborative approaches to leadership, publicspeaking and developing initiatives with communication models(Functional,MeaningCentered and Emerging Perspectives). Participants are asked to use these skills in theirown district to present an initiative using Project Based Learning curriculum. Participantsshould take initiative with the formation of a committee in their district and develop theirlistening skills while communicating in groups.Using Google Docs each collaboration group that reconvened into 2 groups of 8 in thefirst four days of the seminar will once again be brought together to discuss the findingsof their group work. These groups developed in the beginning of the seminar will have aconclusive online meeting to discuss their experiences public speaking and developingcommittees in their district. This is an opportunity for each smaller group to reconnect inan online format and to also practice another form of communication.The benefits of this experience should provide participants with an outlet fordiscussing their experiences and also provide a new tool for sharing. Key questions toprompt the group are “What challenges did you face gaining momentum for yourinitiative?” and “What challenges in terms of communication were faced when meetingvarying members of your community?”.
The shared experiences of those participating online will be critical to the learning ofthe group. Each member will be urged to share what they liked and disliked about eachscenario they employed in their communication environments. The scenarios shouldbegin to reveal the strengths and weaknesses of the leaders’ communication and theirreflection on their experiences using their communication scenario of Functional,Meaning Centered or Emerging Perspectives in their environment( Three Approaches ToPercieving Communication, 2011).Using Google Docs each group member should share a powerpoint describing theirexperiences in the main key areas(Public Speaking, Leadership Initiative withCommunication Models and Listening skills ). Each member should share theirpowerpoints and describe how each one was approached and how each one was asuccessful experience or a challenging one.I feel that using Google Docs as a format for chatting online will challengeindividuals who already have previous existing relations in person to communicate as agroup online. Participants will gain an appreciation for non-verbal clues incommunication and make participants think carefully about their participation. Thequestion prompts will also keep members engaged and provide a clear objective to theirinteraction.The creation of the Power point will have participants reflect on their experience andalso create a presentation piece using technology which will describe their experience.This presentation will help show learned listening skills and communication around acentral theme.
I feel as though the final piece of this training being online will give participants theopportunity to learn new technology tools and to use them in a constructive and reflectiveway on their learned experiences. This experience hopefully will continue on into theirin-district work and provide a new communication outlet. This final piece of the trainingshould also connect to the overarching desired outcomes for the participants to theactivities in day 5. The priority skills gained are listed as followed.1.Participants should develop an appreciation for listening and others communication byengaging in online chat and dialogue.2.Learn important team building skills and environment of communication by workingwith others and sharing their experiences.3.Confidence with public speaking and verbal and non-verbal clues by developing workin their district and sharing their work in groups.4.Gained a solid reflective experience applying communication methods and betterunderstanding for their chosen communication methods.
ReferencesThree Approaches To Percieving Communication. (2011). Argosy UniversityOrganizational Communication Systems & Internship Seminar. Retrieved March11, 2011, from http://www.myeclassonline.comZalabak, P. S. (2006). 3. Fundamentals of organizational communication: knowledge,sensitivity, skills, values (6. ed., pp..18-38). Boston: Pearson/Allyn & Bacon.