Chapter 4
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, agreed to the project. They returned to the office to write ...
The Training Program (Fabrics, Inc.)This section is the beginnin.docxchristalgrieg
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, weexamine 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 thesupervisor of 40 employees. Now it is a firm that employs more than 200. The fast growth proved good for some, with the opportunityfor advancement. The owner called a consultant to help him with a few problems that emerged with the fast growth. “I seem to havetrouble keeping my mold-makers and some other key employees,” he said. “They are in demand, and although I am competitiveregarding money, I think the new supervisors are not treating them well. Also, I received some complaints from customers about theway 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 afterthe supervisory responsibilities myself and never found a reason to yell at the employees, so I think the supervisors need some trainingin 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 arecreating 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 wouldfit 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 interms 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 arereadily available I would be done this week, with a report going to you early next week,” the consultant replied. The owner asked howmuch it would cost, and after negotiating for 15 minutes, agreed to the project. They returned to the office to write up the contract for aneeds ...
In this file, you can ref useful information about best performance appraisal such as best performance appraisal methods, best performance appraisal tips, best performance appraisal forms, best performance appraisal phrases … If you need more assistant for best performance appraisal, please leave your comment at the end of file.
Learn the Top 10 Employee Management Mistakes and How to Avoid Them in this informative ebook. This is an excellent resource for small business owners and managers.
How do you set expectations for your self and the team your are supervising so as to achieve organizational goals.
Take a few minutes and learn how this can be done
The Training Program (Fabrics, Inc.)This section is the beginnin.docxchristalgrieg
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, weexamine 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 thesupervisor of 40 employees. Now it is a firm that employs more than 200. The fast growth proved good for some, with the opportunityfor advancement. The owner called a consultant to help him with a few problems that emerged with the fast growth. “I seem to havetrouble keeping my mold-makers and some other key employees,” he said. “They are in demand, and although I am competitiveregarding money, I think the new supervisors are not treating them well. Also, I received some complaints from customers about theway 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 afterthe supervisory responsibilities myself and never found a reason to yell at the employees, so I think the supervisors need some trainingin 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 arecreating 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 wouldfit 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 interms 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 arereadily available I would be done this week, with a report going to you early next week,” the consultant replied. The owner asked howmuch it would cost, and after negotiating for 15 minutes, agreed to the project. They returned to the office to write up the contract for aneeds ...
In this file, you can ref useful information about best performance appraisal such as best performance appraisal methods, best performance appraisal tips, best performance appraisal forms, best performance appraisal phrases … If you need more assistant for best performance appraisal, please leave your comment at the end of file.
Learn the Top 10 Employee Management Mistakes and How to Avoid Them in this informative ebook. This is an excellent resource for small business owners and managers.
How do you set expectations for your self and the team your are supervising so as to achieve organizational goals.
Take a few minutes and learn how this can be done
In this file, you can ref useful information about performance appraisal meeting such as performance appraisal meeting methods, performance appraisal meeting tips, performance appraisal meeting forms, performance appraisal meeting phrases … If you need more assistant for performance appraisal meeting, please leave your comment at the end of file.
Effective Coaching Part 2: Moving Into ActionCenterfor HCI
A coach plays a significant role in increasing employee's effectiveness and improves their management skills. For this, there is an effective coaching model - WIN BIG. It compromises six steps, three to build awareness, and three to move the coachee to action. This winning formula not only helps an individual to win but also helps others to succeed.
8 Steps to Reestablishing Your Personal Productivity at WorkMindful Progression
8 Steps to Reestablishing Your Personal Productivity at Work is for all professionals who feel that they need to re-connect with their workplace and become more productive, but are struggling on how to do it.
www.mindfulprogression.co.uk
8 Steps to Reestablishing Your Personal Productivity at Work is exactly that. 8 straight forward steps that help you get back to productive work and feeling like you are making a impact on your personal performance and your organisation.
Examples of the types of work I have done and for whom, with outcomes and nice things people have said about my work. Always happy to talk through in more detail.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
More Related Content
Similar to Chapter 4The Training Program (Fabrics, Inc.)This section is.docx
In this file, you can ref useful information about performance appraisal meeting such as performance appraisal meeting methods, performance appraisal meeting tips, performance appraisal meeting forms, performance appraisal meeting phrases … If you need more assistant for performance appraisal meeting, please leave your comment at the end of file.
Effective Coaching Part 2: Moving Into ActionCenterfor HCI
A coach plays a significant role in increasing employee's effectiveness and improves their management skills. For this, there is an effective coaching model - WIN BIG. It compromises six steps, three to build awareness, and three to move the coachee to action. This winning formula not only helps an individual to win but also helps others to succeed.
8 Steps to Reestablishing Your Personal Productivity at WorkMindful Progression
8 Steps to Reestablishing Your Personal Productivity at Work is for all professionals who feel that they need to re-connect with their workplace and become more productive, but are struggling on how to do it.
www.mindfulprogression.co.uk
8 Steps to Reestablishing Your Personal Productivity at Work is exactly that. 8 straight forward steps that help you get back to productive work and feeling like you are making a impact on your personal performance and your organisation.
Examples of the types of work I have done and for whom, with outcomes and nice things people have said about my work. Always happy to talk through in more detail.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
ENG 271
Plato and Aristotle
a Classical Greek philosopher, mathematician
student of Socrates
writer of philosophical dialogues
founder of the Academy in Athens, the first institution of higher learning in the Western world
Plato (@427 [email protected] BCE)
a genre of prose literary works in which characters discuss moral and philosophical problems, illustrating a version of the Socratic method (learning through open ended, critical thinking questioning)
The Republic is one of Plato’s Socratic dialogues
Socratic dialogue
a Socratic dialogue written by Plato around 380 BC concerning the definition of justice and the order and character of the just city-state and the just man.[
The Republic
Allegory: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. An extended metaphor.
In Book VII of The Republic, it follows the “metaphor of the sun.” In it, the sun symbolizes illumination or enlightenment.
Ideas are the highest form of knowledge—not physical sensations
Explores the philosopher’s role in society (they are best for leadership roles)
Knowledge is freedom
Those with knowledge are obliged to share it
The Allegory of the Cave
The Allegory of the Cave
Greek philosopher and sage
student of Plato
teacher of Alexander the Great
Aristotle (384-322 BCE)
335 BCE: the earliest-surviving work of dramatic theory and the first philosophical treatise to focus on literary theory.
Key terms:
Mimesis or "imitation", "representation"
Catharsis or, variously, "purgation", "purification", "clarification"
Mythos or "plot"
Ethos or "character"
Dianoia or "thought", "theme"
Lexis or "diction", "speech"
Melos, or "melody"
Opsis or "spectacle"
The Poetics
Theogony and Metamorphoses
eng 271
Jf drake state technical college
Hesiod
Hesiod was a Greek oral poet generally thought by scholars to have been active between 750 and 650 BC, around the same time as Homer
The invocation of the muses
Muses dancing on Mount Helicon. Hesiod claimed he was inspired by the Muses to become a poet after they appeared to him on Mount Helicon. His poetry was partly an account of heroes and divinities, such as the Muses themselves, and included praise of kings.
Theogony
“the generation (or birth) of the gods”
The Theogony concerns the origins of the world (cosmogony) and of the gods (theogony), beginning with Chaos, Gaia, and Eros, and shows a special interest in genealogy.
The creation myth in Hesiod has long been held to have Eastern influences, such as the Hittite Song of Kumarbi and the Babylonian Enuma Elis. This cultural crossover would have occurred in the eighth and ninth century Greek trading colonies such as Al Mina in North Syria.
Chaos, Gaia, and Eros
Chaos (Greek χάος khaos) refers to the formless or void state preceding the creation of the universe or cosmos in the Greek creation myths, more specifically the initial.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
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Chapter 4The Training Program (Fabrics, Inc.)This section is.docx
1. Chapter 4
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
2. 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, 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
3. 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 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
4. 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.
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?
5. 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
Listen effectively
Provide feedback to employees about performance
Knowledge of effective listening skills
6. 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?
7. 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.
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
8. 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.
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. …
8
9 A: Yeah, it takes away from us being out here where we are
needed. And so forth. …
10 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?
11 That pretty much describes a typical day (Monday in this
9. 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?
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
10. 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 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.
11. · 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 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.
CHAPTER 5
The Training Program (Fabrics, Inc.)
This continues the description of the Fabrics, Inc., training
program that we began in Chapter 4. Recall that Fabrics, Inc.,
12. grew quickly and experienced problems with its supervisors. In
Chapter 4, 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:
7 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.
8 When, in a role-play, the trainee is presented with an angry
comment,the trainee will respondimmediatelyusing 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.
9 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.
10 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.
11 After watching a role-play of an angry person and an
13. employee using the conflict resolution model,the trainee
will,without reference to material, immediatelyprovide 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 withminimum 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 tocalm the
customer down.
Organizational Objective
Three months after training,there will be a 75 percent dropin
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:
3 Use active listening.
4 Indicate respect.
5 Be assertive.
6 Provide information.
Further examination of the model reveals that the first part,
active listening is a complex task by itself,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
14. 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 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:
7 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.
15. 8 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:
9 When, in a role-play, the trainee is presented with an angry
comment,the trainee will respondimmediatelyusing 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.
10 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.
11 After watching role-play of an angry person and an employee
using the conflict resolution model,the trainee will,without
reference to material, immediatelyprovide 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
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, to provide a look
16. at the development process.
Chapter 8
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 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 both to the wall next
17. to each other.
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 important
· listening is the responsibility of the listener
· listening is a passive activity
Easel
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 something like the following:
12 So what should we do about it?
13 We have made some progress.
14 It’s not as bad as all that
After they respond, point out to all that this is a typical
response, as most people move toward trying to address the
concern in 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.
18. 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. . . .
7 I do not want to work with Bill on any more projects; he never
does his share.
8 You are always giving me unscheduled work. I can’t get it
done.
9 We tried that last year, and it did not work, so let’s not go
there again.
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
19. 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 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
20. 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
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
21. 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:
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
22. 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.”
Person 3
Situation
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.
23. 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
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.
Chapter 9
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
24. 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 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 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
25. 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.
15 Way too fast
16 A bit fast
17 Just right
18 A bit slow
19 Way too slow
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
26. 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.
10 List four types of active listening, and provide an example
for each.
11 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.
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
27. 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.
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.
28. 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.
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. . . .
29. 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.”
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
30. 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 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
31. 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.)
Instructions for the Initiator
9 Read the role a couple of times and get in the mood
suggested.
10 Be sure you understand the issues, so you can present them
without referring to the role.
11 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.
12 Do not refer back to the role after the role-play begins;
simply act the way you normally would do in such
circumstances.
13 Begin the role-play by presenting the points at the end of the
32. role-play with anger.
14 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.
“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.”
33. 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
12 Read your role a few times and be sure you understand the
issues, so you can present them without referring to the role.
13 Do not refer back to the role after the role-play begins, but
you can jot down a few points for reference.
14 Use the conflict resolution model to deal with the issue.
15 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.
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.
34. 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
3 actively listen to Pat (using the active listening skills) and
4 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.
27 Be sure the trainee indicates respect (must have at least one
35. phrase such 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”).
28 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?”).
12 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
· Needs to be phrased in terms of YOUR POINT OF
36. 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.
The Training Program (Fabrics, Inc.)
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
37. 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
38. (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.
The paper
· Must be 2,000 to 2,500 words in length (excluding title and
references pages).
· Must be double spaced and formatted according to APA style
as outlined in the Ashford Writing Center.
· Must include a separate title page with the following:
· Title of The Training Program
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must include an abstract and the required headings as noted in
the prompt above.
· Must use at least six scholarly sources in addition to the
course text.
· Must document all sources in APA style as outlined in the
Ashford Writing Center.
· Must include a separate references page that is formatted
according to APA style as outlined in the Ashford Writing
Center.
Carefully review the Grading Rubric for the criteria that will be