Lori Mitchell GCU Training Portfolio 3-11-16

Training Session Portfolio Piece
Lori Mitchell
Grand Canyon University: COM-472
Melissa Davis
February 27, 2016

Problem Solving Training
pg. 2
Manette Meetings: Meeting, Convention,
andEvent Planners
Createdon/by: 2-27-16 LJM C:Usersmrsfm1DocumentsLori SchoolCOM471 Training-
DevAssignments
2
Throughout the Training and Development course, I have developed a Problem Solving
Training for an organization called Manette Meetings. I facilitated the session for a group of
participants that are in the customer service field that I felt could benefit from enhancing their
problem solving sills. This portfolio is a compilation of the training materials that I created
including the needs assessment. The training materials are the facilitation guide, the agenda, the
participant guide, the PowerPoint presentation, job aid, and end of training survey. There is also
a Problem Solving Jeopardy Game that I designed that is a stand-alone additional document.
The training materials for this course are defined as:
 Facilitation Guide: A tool to provide a step by step guide to that the trainer will be
able to access the necessary tools to train the session.
 Agenda: An outline to provide a roadmap to the participants so they are aware of
what topics will be covered during the session.
 Participant Guide: A valuable resource that the participants will complete in
training and be able to use a resource to reference back to as needed.
 PowerPoint Presentation: A visual tool for the trainer to utilize in class to aid in
facilitation.
 End of the Training Survey: Utilized to help the trainer and the developers to
know what went well and what did not in order to make any adjustments.
 Job Aid: A resource that the event planners can reference to after training.
 Jeopardy Game: A fun way to review the training and quiz the trainees to ensure
they understand the concepts that were taught.

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Manette Meetings
MANETTE MEETINGS NEEDS ASSESSMENT
Review Information
Your Name and position title
(Optional): [Your Name]
Date: [Date] Employee Start Date [Date]
Purpose
Manette Meetings have noticed issues with low productivity, low morale, late delivery of content, poor
work quality, missed deadlines, and a general sense of frustration among the employees. At Manette
Meetings we strive for excellence. We would like to help you be successfulin your position and watch
our organization grow together.
Please take a few moments to answer this ten question survey. Your responses will be utilized for
company improvements. After completing your survey, please turn it into the box at the administrative
assistant’
Guidelines
This assessment is broken into three sections:
 Section 1 Communication and Leadership
o In this section you will use the 5 point scale to rate the communication and leadership at
Manette Meetings with the following ratings:
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
 Section 2 Working Environment
o In this section please check off the topic as a Great Need,Some Need, or No Need to help
Manette Meetings identify what work environment needs are necessary.
 Section 3 PersonalDevelopment Needs
o In this section please write in the answers on how Manette Meetings can assist you in
your personal development.
Communication and Leadership
(5) = Strongly
Agree (4) = Agree (3) = Neutral (2) = Disagree
(1) = Strongly
Disagree
Manette Meetings is a great place to work ☐ ☐ ☐ ☐ ☐
Manette Meetings are open to ideas from
employees at all levels
☐ ☐ ☐ ☐ ☐

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Manette Meetings communicates effectively ☐ ☐ ☐ ☐ ☐
I am aware of Manette Meetings company’s
direction
☐ ☐ ☐ ☐ ☐
I feel that leadership supports my personal
goals ☐ ☐ ☐ ☐ ☐
Working Environment
Great Need Some Need No Need
Work related activities
______ ______ ______
More interaction from leadership
______ ______ ______
More training
______ ______ ______
Personal Development Needs
What three areas would you like to improve on in your current position?
1.
2.
3.
In order to be successful and grow at Manette Meetings, I need the following assistance from my leader.

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FACILITATOR’S
GUIDE
(Performance-Improvement-Coach, 2012-2016)

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Table of Contents
About this training………………………………………………………………………….......... 3
Target Audience ……………………………………………………………………….………… 3
Learning Objectives ………………………………………………………………………........... 3
Materials and Equipment …………………………………………………………………........... 3
Training Schedule & Training Instructions ……………………………………………………... 4
Classroom Preparation Checklist …………………………………………………………........... 5
Classroom Setup ………………………………………………………………………………… 5
Problem Solving Introduction …………………………………………………………………… 6
Instruction Notes ………………………………………………………………………………… 6
How to Handle Classroom Conflict…………………………………………………………. 6 & 7
Interaction with Participants ………………………………………………………………... 7 & 8
Conclusion ………………………………………………………………………….…………… 8
References…………………………………………………………………………………………9

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Training Overview
ABOUT THIS TRAINING
The goal of this training is to help the trainees to develop an understanding of
problem solving, enhance problem solving skills, and put the problem solving
skills into action.
TARGET AUDIENCE
This course is designed for event planners. Their supervisors/managers are invited
so they can coach to the training to reinforce the skills learned.
LEARNING OBJECTIVES
When participants complete this course they will be able to:
 Have a clear understanding of problem solving and the effects of not
utilizing problem solving skills.
 Effectively apply the problem solving techniques to their everyday
scenarios with their clients.
 Have an understanding of how and when to apologize.
MATERIALS AND EQUIPMENT
MATERIALS EQUIPMENT
 Participant Guides
 Problem Solving PowerPoint:
o Make copies of the slides to hand out to
the participants
 Problem Solving Jeopardy
 Problem Solving Job Aid
 Problem Solving Agenda to be attached to the
email invitations
 End of Training Survey
 Facilitator’s Computer
 Projector
 Dry Erase Markers
 Small White Boards
 Pens

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TRAINING SCHEDULE & TRAINING INSTRUCTIONS
Topic Time Training Instruction
Introduction
& Ice
Breaker
12
minutes
 Welcome the group & sign in.
 Explain the purpose of the training from the introduction section.
 Break the class up into groups
 Instruct them as a group they will need to correctly solve 3 Math
Word problems on page 3 of their participant guide.
 Once complete, review the answers and explain how math problem
solving helps them with their daily problem solving skills needed for
their job.
Problem
Solving
Steps
12
minutes
Introduce the class to the basic problem solving steps while the
participants follow along in their participant guides. Instruct the group to
fill out page 4 in their participant guide.
 Apologize
 Defining the problem (Mind Tools, 2016)
 Generating alternatives (Mind Tools, 2016)
 Evaluating and selecting alternatives (Mind Tools, 2016)
 Implementing solutions (Mind Tools, 2016)
Problem
Solving Role
Play
12
minutes
 Break the class into groups of 4
 Assign each group one of the 4 scenarios on page 5 & 6 of their
workbook to complete a response using the steps. Once they are
complete, have them act out their scenario in front of the class.
 Debrief: Have the class critique the performances and add in any tips
to help the participants.
Problem
Solving
Jeopardy
12
minutes
With the class still in their teams, conduct the Problem Solving Jeopardy
Game.
 The Jeopardy Game is a PowerPoint.
o You will put the PowerPoint in slide show mode.
 As the participants chose the category and the dollar amount, you will
click on their selection to review the answer the participants need to
create the question. Click on the house icon on bottom left of the screen
to return to the main page and repeat the steps.
 The team with the most points wins the game.
Wrap Up 12
minutes
Recap the session using the review ball to toss to the trainees.
 Apologize
 The basic problem solving steps
o Defining the problem (Mind Tools, 2016)
o Generating alternatives (Mind Tools, 2016)
o Evaluating and selecting alternatives (Mind Tools, 2016)
o Implementing solutions (Mind Tools, 2016)
 How to implement the steps in our daily tasks

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CLASS PREPARATION CHECKLIST
Task 
Obtain and test projector and personal computer
Obtain small white boards and markers: 1 for every 2 participants
Copy participant materials. For each participant:
 Participant Guide
 PowerPoint Slides
 Job Aid
 End of Training Survey
 Sign In Sheet
Obtain and test PowerPoint
Send out training invitations attach the Problem Solving Agenda
CLASSROOM SETUP
Arrive early to setup the classroom.
 Arrange tables for groups of 2.
 Place copies of the PowerPoint, Participant Guide, job aid and a pen at
each seat.
 Provide a small white board and dry erase markers for each table of 2
participants.
 Create a Welcome to Training sign
 Place the sign in sheet with a pen at the front of the class.

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PROBLEM SOLVING INTRODUCTION
In order to get buy in of the course from the participants, you must effectively
provide a strong introduction.
Sample introduction:
You are probably wondering why you are here today. You are here today because
during the needs assessment that was conducted it seems that problem solving
skills were needed for Meeting, Convention, and Event Planners.
It is important for you to utilize proper problem solving skills to help your clients
as well as help to grow Manette Meetings. I have invited the management team to
join us so they can help to reinforce the skills you learn today during your
coaching sessions. Together we will help enhance the problem solving skills you
already possess.
At your desk you have a participant guide that you will fill out as we go through
the training. The participant guide will be a reference for you to use after class
when you need assistance in your problem solving. Please take additional notes
on the notes pages at the end of your participant guide as we go along.
INSTRUCTION NOTES
Follow the notes on the Problem Solving PowerPoint to assist in facilitation of the
class. Add in your own experience as well as any examples to help the
participants learn the material.
You only have an hour to complete the session. In the event that you run out of
time, you will need to remove the Jeopardy game. This should be a last resort as it
is a great fun way to assess the learners.
At the end of the session, hand out the end of the training survey and instruct the
group to place them in the survey box when completed.
HOW TO HANDLE CLASSROOM CONFLICT
In any group setting you may run into conflict with the participants amongst each
other or with you as the trainer. Conflict can be good because it helps people to
find common ground (866Seminars, 2015). However, it can be a challenge in a
classroom setting and needs to be addressed as soon as conflict arises. Keep in
mind that vocal cues conflict with verbal messages, the audience will typically put
more weight on the vocal messages (Beebe & Mottet, 2014). Choose your words
wisely.

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HOW TO HANDLE CLASSROOM CONFLICT - CONTINUED
Here are five steps you can follow to handle conflict if should arise:
 Step 1: Identify the source of the conflict (AMA, 2014).
o Find out why there is a conflict and what started it.
 Step 2: Look beyond the incident (AMA, 2014)
o Do not focus on the incident, look past it to find ways to resolve
the conflict.
 Step 3: Request solutions (AMA, 2014)
o Ask the participants for solutions.
 Step 4: Identify solutions both disputants can support (AMA, 2014)
o Find ways to mutually resolve the conflict.
 Step 5: Agreement (AMA, 2014)
o Implement a mutual agreement with the participants.
o After the conflict is resolved, apologize to the entire class and
move back to where you left off reviewing any necessary material.
INTERACTION WITH PARTICIPANTS
This session is designed with all learning styles in mind and is not designed as a
lecture. As the facilitator it will be important for you to interact with the trainees
throughout the session.
Here are some ways that you will interact with the trainees:
 PowerPoint Presentation: While facilitating add in any additional
scenarios and examples to help engage the class.
 Role-Play: As the trainees are working on their scenario presentations,
walk around and assist as they need you to without giving out the answers.
Have the trainees come up with their own solutions.
 Jeopardy: You will be the host/hostess to the Jeopardy Game. As the
trainees play the game cheer them on and do not take sides to add to any
competition.

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INTERACTION WITH PARTICIPANTS - CONTINUED
Here are 9 additional tips to help you make the session interactive:
1. Don’t take it so darn seriously (Mindflash, 2011): There is no perfect
training. Relax and remember you are the subject matter expert. The
trainees do not know what to expect or if you make a mistake. The
important thing is learn from your mistakes for the next session.
2. Have a conversation (Mindflash, 2011): Talk with the trainees and avoid
talking at them (Mindflash, 2011). The session should flow with
conversation from you as well as your trainees. If you have shy trainees
encourage them to speak. Make the environment comfortable to where the
trainees fell welcome to participate.
3. Speak their language (Mindflash, 2011): Many positions have different
lingo/jargon that they use in their daily interactions. Learn the lingo/jargon
of your participants. Avoid any lingo/jargon that is not used in their
department to avoid confusion or miscommunication.
4. Let a little bit of you out (Mindflash, 2011): Play music, show pictures,
share relation stories that you have experiment. The more comfortable the
trainees are with you the more they will be engaged. This is a great way to
build rapport.
5. Let conversations linger (Mindflash, 2011): If the conversation is
relevant to the topic, let the participants speak. Be mindful of not going
over the session time.
6. Smile. Be energetic. Be happy to be there (Mindflash, 2011): Even if
you are having a bad day, do not let your trainees know it. Be excited
about the topic and training them. If you are positive and excited your
trainees will follow.
7. Treat people like responsible adults (Mindflash, 2011): Have training
ground rules, but treat the trainees like the adults that they are. You will
lose their respect if you treat them any less.
8. Ask the class (Mindflash, 2011): Ask questions throughout the session.
This is engaging as well as a way for you to assess the transfer of learning.
9. Practice, practice, practice (Mindflash, 2011): Allow the trainees time to
practice and you assist in the practice. Be available for questions as well as
to be a role-play partner when needed.
CONCLUSION
Remember that no training session is perfect. Each session may have its own style
and things that you can add as you facilitate more sessions. Following the
facilitation guide will assist you in creating a good experience with the session.

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References
Beebe,S., & Mottet, T. (2014). Introducing Communication Training. In Training and development:
Communicating for success (2nd ed.). Boston, Massachusetts:Pearson.
Guyer, H. (2015). Event Planning 101- Challenges and how to overcome them. Retrieved February 02,
2016, from http://www.omaticsoftware.com/Blog/TabId/225/ArtMID/1158/ArticleID/4/Event-
Planning-101--Challenges-and-how-to-overcome-them.aspx
How to Make Training Interactive |. (2011, October 17). Retrieved February 06, 2016, from
https://www.mindflash.com/interactive-training
"The Five Steps to Conflict Resolution." 16 Apr. 2014. Web. Retrieved February 06, 2016, from
http://www.amanet.org/training/articles/the-five-steps-to-conflict-resolution.aspx
These Problem Solving Steps actually do work. (2012-2016). Retrieved February 6, 2016, from
http://www.performance-improvement-coach.com/problem-solving-steps.html
"Training and Seminars for the Complete Organization - Call 866-SEMINARS." 866Seminars.com. 2015.
Web. 06 Feb. 2016. <http://www.866seminars.com/Training-Seminar/How-to-Handle-Conflict--
Confrontation/16781/index.aspx>.
What is problem solving? (2016). Retrieved January 17, 2016, from
https://www.mindtools.com/pages/article/newTMC_00.htm

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AGENDA
FEBRUARY 15, 2016
08:00 AM – 09:00 AM
Facilitator: Lori Mitchell
Attendees:
Event Planners and Managers
Please bring:
Pen, paper, problem examples, problem challenges you have encountered,
and your smiling face.
08:00 AM – 08:12 AM INTRODUCTION
Introduction of the training session & Ice Breaker
Training Room
08:12 AM – 08:24 AM PROBLEM SOLVING STEPS
Learn and reinforce problem solving steps
Training Room
08:24 AM – 08:36 AM PROBLEM SOLVING ROLE-PLAY
Practice the problem solving steps through in class
role-play with real scenarios.
Training Room
08:36 AM – 08:48 AM PROBLEM SOLVING JEOPARDY
Play a quick round of Jeopardy to test your
problem solving knowledge.
Training Room
08:48 AM – 09:00 AM WRAP-UP
REVIEW THE KEY POINTS OF THE SESSION
AND ASK ANY ADDITIONAL QUESTIONS.
Training Room

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Participant Guide
NAME: ____________________________
(Performance-Improvement-Coach, 2012-2016)

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Table of Contents
Introduction…………………………………………..…………………………………..………..3
Ice Breaker-Math Problems………………………………………………………….……........... 3
Problem Solving Steps ……………………………………………………………………........... 4
Problem Solving Scenarios …………………………………………………………............. 5 & 6
Notes …………………………………………………………………………………............7 - 10
References ………………………………………………………………………………..…….. 11

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INTRODUCTION
The Problem Solving Participant Guide is designed to provide a resource for you
after you complete the training. As you follow along with the training, you will
complete pages in the participant guide as well as take notes to help you have a
valuable resource.
ICE BREAKER – MATH PROBLEMS
Like Math, problems need to be solved. In your group you will solve the
following problems. Be sure to write your answers on the white board to share
with the group.
1. Minnie Mouse went shopping to buy 7 new bows of different colors. Each
bow costs $2.50. How much money will Minnie need to purchase the bows?
2. Goofy has $20.00 and purchased 6 baloney sandwiches for $3.00 each. How
much money does Goofy have left?
3. It costs $99.00 for a Disneyland adult ticket. A hotel costs about $100.00 a
night. If you wanted to go to Disneyland for 3 days, how much money would
you need for the hotel and park tickets?

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PROBLEM SOLVING STEPS
Directions: Write in the Problem Solving steps and description below.
Step Description
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________

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PROBLEM SOLVING SCENARIOS (GUYER, 2015)
Directions: Write a response for your assigned scenario using the Problem Solving Steps you
learned in this session. You will act out your scenario in front of the class.
Scenario 1:
Problem: You are in charge of an event that you took all new hires to assist you. The new hires
are moving at a very slow paced and seemed lost.
Alternatives:
______________________________________________________________________________
______________________________________________________________________________
Evaluating:
______________________________________________________________________________
______________________________________________________________________________
Implement:
______________________________________________________________________________
______________________________________________________________________________
Scenario 2:
Problem: At the last minute the caterer informs you that they are out of the mashed potatoes that
were on the menu.
Alternatives:
______________________________________________________________________________
______________________________________________________________________________
Evaluating:
______________________________________________________________________________
______________________________________________________________________________
Implement:
______________________________________________________________________________
______________________________________________________________________________

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PROBLEM SOLVING SCENARIOS (GUYER, 2015) - CONTINUED
Scenario 3:
Problem: The venue has the doors locked upon your arrival with no phone number on the door
to contact the venue.
Alternatives:
______________________________________________________________________________
______________________________________________________________________________
Evaluating:
______________________________________________________________________________
______________________________________________________________________________
Implement:
______________________________________________________________________________
______________________________________________________________________________
Scenario 4:
Problem: Two days before the event, your best employee gets sick and cannot attend.
Alternatives:
______________________________________________________________________________
______________________________________________________________________________
Evaluating:
______________________________________________________________________________
______________________________________________________________________________
Implement:
______________________________________________________________________________
______________________________________________________________________________

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NOTES
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NOTES
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NOTES
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NOTES
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References
Guyer, H. (2015). Event Planning 101- Challenges and how to overcome them. Retrieved February 02,
2016, from http://www.omaticsoftware.com/Blog/TabId/225/ArtMID/1158/ArticleID/4/Event-
Planning-101--Challenges-and-how-to-overcome-them.aspx
These Problem Solving Steps actually do work. (2012-2016). Retrieved February 6, 2016, from
http://www.performance-improvement-coach.com/problem-solving-steps.html

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PowerPoint Presentation

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Welcome to Problem Solving Training.
You are probably wondering why you are here today. You are here today because
during the needs assessment that was conducted it seems that problem solving skills
were needed for Meeting, Convention, and Event Planners. It is important for you to
utilize proper problem solving skills to help your clients as well as help to grow
Manette Meetings. I have invited the management team to join us so they can help to
reinforce the skills you learn today during your coaching sessions. Together we will
help enhance the problem solving skills you already possess.
At your desk you have a participant guide that you will fill out as we go through the
training. The participant guide will be a reference for you to use after class when you
need assistance in your problem solving. Please take additional notes on the notes
pages at the end of your participant guide as we go along.
Purpose: This slide will help explain why the trainees are attending the training.

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To start of the session, I would like to get your brains to start to flow in a problem solving
way. I am sure there are many of you, like myself who do not like math. My apologies in
advance for this activity. At the end of the activity, I will explain how it ties into our training
today.
In your group you have 3 short problems to solve. Write each answer on the whiteboards. You
only have 3 minutes to solve them.
Debrief:
Like many of you, I used to think that math was useless in everyday careers, but that is not
true. Math does help you with your problem solving skills that you will use in your everyday
interactions. I chose to have the problems as a part of the training to help tie the pieces
together.
Let’s discuss our agenda today.
Purpose: The ice breaker will help the trainees to get into a problem solving mindset as well
as get to know each other.

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This session will cover the following:
• Problem Solving Steps:
• You all possess problem solving skills or you would not have been blessed with
your position. We will review a simple four step process to help you when you
need to use the skills.
• Problem Solving Role Play:
• We will have some time to practice the steps that you learn in real-life scenarios
via a role-play in front of the class.
• Problem Solving Jeopardy:
• We only have a short time, but we will have some fun playing a quick round of
jeopardy to help reinforce the skills we learned.
• Wrap-Up:
• Our wrap-up will provide a recap of the training reinforcing how you can
implement the training into your daily interactions.
Purpose: The agenda will provide a roadmap of the session so the trainees know what to
expect during the training.

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Before I provide the short four step problem solving steps, I felt it was important to remind
you all the importance of an apology.
When there is a problem, a client has been inconvenienced. It is important that you apologize
immediately when the problem is identified. Waiting to apologize only makes the problem
worse.
Apologize empathically as you mean it. Be cautious on the number of apologies as too many
apologies will lose the meaning. Also, choose your words wisely. Some people can get away
with saying I’m sorry, where others need to say I apologize to provide the meaning behind it.
If one doesn’t seem to work for you switch it up. In both choices be sure that you have a
sincere tone and that your body language matches for in person interactions.
We are now ready to move on to solve problems.
Purpose: Explaining apologizing as well as having group interaction will help the trainees to
see how apologizing ties into the problem solving process.

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Just as detectives need to solve crimes, as an Event Planner, you have problems to solve.
Here are four simple steps to help you solve problems. You will find on page 4 in yourparticipant guide that you
• Step 1: Defining the problem (Mind Tools, 2016) Take a step back to analyze what they true issue is.
Identifying the true issue is the only way to solve the issue.If you try to solve what may look to be the
problem and it turns out that was not the problem, you will waste time. Your client will get aggravated
and potentially leave the company.
• Step 2: Generating alternatives (Mind Tools, 2016) Provide options to your clients that will help to
resolve the issue. It is important that you provide them the options and allow them to make the decision
that works best for them. They want to be a part of making decisions.Feel free to add in your
suggestions ifthe client asks for them.
• Step 3: Evaluating and selecting alternatives (Mind Tools, 2016): Collaborate with your client to help
them make the best solution.Add in any experiences you have seen to help them see all sides. If
alternatives are an option, add them in for the client. Remember it is ultimately their decision to make,
do not get upset if they do not go with a decision you would have made.
• Step 4: Implementing solutions (Mind Tools, 2016) The final step is where the problem is solved.
Hopefully it is a solution that has made yourclient happy. Remember there are times where you can do
your all, but some clients just may not be happy no matter what you do. As long as you have tried and
involved your manager if needed to provide them the best customer service and solutions,you have done
your job.
Now it’s time to practice the steps with some event scenarios that we have witnessed.
Purpose: This is the section the trainees will learn the problem solving steps to apply to their everyday
interactions with their clients.

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In your groups you will evaluate the problem and come up with the solution using the steps we
spoke about.
After you are finished, each group will role play your scenario in front of the class. Feel free to
add in any additional tips.
Purpose: Through role-play the trainees will have a chance to practice the problem solving
steps in a safe environment. They will make mistakes, but I will be there to guide them. This
will also give me a chance to assess the transfer of learning and provide additional tips to help
the trainees.

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We will take a few minutes to have fun playing a quick round of Jeopardy.
Purpose: The Jeopardy is a fun way to reinforce the learning as well as provide me another
way to assess that the trainees understand the concept.

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In this session you learned:
• Apologize: How to and when to apologize
• Problem Solving Steps: What are the four steps?
• Throw ball to a trainee to ask what the first step is and an example. Then have
that trainee throw the ball to another trainee and continue until all 4 steps are
reviewed.
• Implement: How will you implement the four steps?
• Use the ball to throw to all trainees and have them each share how they will
implement the steps.
• Questions?
Purpose: During the Wrap-Up, we can recap what the training session involved as well as
give the trainees another opportunity to ask any last minute questions. This is also my last
chance to observe if any trainees had any issues learning the material. I will be able to provide
a detailed follow-up with the management team.

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Thank you for taking time out of your busy schedule to attend training today. I hope you have a great
day and fun being problem solving detectives.

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PROBLEM SOLVING JOB AID
In order to effectively problem solve you must follow the basic four step process.
Step 1: Defining the problem (Mind Tools, 2016) Take a step back to analyze what they
true issue is. Identifying the true issue is the only way to solve the issue. If you try to
solve what may look to be the problem and it turns out that was not the problem, you will
waste time. Your client will get aggravated and potentially leave the company.
Step 2: Generating alternatives (Mind Tools, 2016) Provide options to your clients that
will help to resolve the issue. It is important that you provide them the options and allow
them to make the decision that works best for them. They want to be a part of making
decisions. Feel free to add in your suggestions if the client asks for them.
Step 3: Evaluating and selecting alternatives (Mind Tools, 2016): Collaborate with
your client to help them make the best solution. Add in any experiences you have seen to
help them see all sides. If alternatives are an option, add them in for the client. Remember
it is ultimately their decision to make, do not get upset if they do not go with a decision
you would have made.
Step 4: Implementing solutions (Mind Tools, 2016) The final step is where the problem
is solved. Hopefully it is a solution that has made your client happy. Remember there are
times where you can do your all, but some clients just may not be happy no matter what
you do. As long as you have tried and involved your manager if needed to provide them
the best customer service and solutions, you have done your job.

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References

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End of Training Survey
Directions: Rate each question about your training session. Once you have completed your
survey, please turn it into the survey box at the front of the class. All results will be confidential.
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
1. The training session
was the appropriate
length of time.
2. The training
materials were easy
to understand and
provided accurate
information.
3. The trainer was
knowledgeable on
the subject.
4. The trainer was
prepared.
5. I feelI gained
valuable knowledge
to help me in my
daily duties.
Additional Comments:

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In conclusion, the training materials were designed to be universal in order to be effective
to teach Event Planners, the target audience, as well as non-Event Planners. The Training and
Development course gave the opportunity to design the materials in a step by step process to
create a successful training. Each material has its on purpose in the session to aid to the transfer
of learning meeting all learning styles.

Lori Mitchell GCU Training Portfolio 3-11-16

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