COMMUNICATION
STRATEGIES WORKSHOP
Susan Page EDCI 572 Final Project
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Table of Contents
Item
Analysis
1. Project Overview
2. Instructional Goal
3. Goal Analysis
4. Learner Analysis
Design
1. Performance Context
2. Learning Context
3. Assessment Plan
4. Performance Objectives
5. Instructional Strategy
Development
1. Workshop Materials
a. Workshop Agenda
b. Facilitator’s Guide
c. Module 1 : Wordless Activity Game
1. Review Video
2. Review Power Point
3. Instructions for Game
4. Materials/Handouts
5. Non Verbal Listening Test
6. Group Discussion of Results
d. Module 2 : Just Listen Game
1. Review Power Point
2. Instructions for Game
3. Materials/Handouts
4. Group Discussion/Reflection
e. Module 3: Behavioral Analytics Review
1. Review Personality Traits &
Psych Needs Power Point
2. Large Group Discussion
3. Large Group Reflection
f. Post Workshop Survey
Implementation, Evaluation & Revision
1. Implementation Plan
2. Evaluation Plan
Learner Reflection
1. Personal Reflection
References
Page Number
2
2
2–4
4-6
7
8
8 - 10
10 -11
11 - 16
17
17
18-20
18 -19
18
18, 21 – 22
18 – 19
21 -24
24
19-20, 25 – 26
19, 15
19 - 20
25 - 26
20, 26
26
27
27
27 - 28
29
30
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Project Overview
In many organizational meetings, constructive communication is thwarted by destructive or
selfish group roles and communication styles. Habitual, non-verbal styles of communication,
such as crossing of arms over the chest, interrupting, frowning, distraction, among others, can
signal physical behavior that lessens the effectiveness of open collaboration and communication.
Within the organization for which I am currently employed, a large investment was made in
brining Behavioral Analytics to many of the systems and processes currently utilized to recruit
and retain students. However, even though each employee has taken a Behavioral Analytics
(BA) Assessment, development of better team communication strategies utilizing BA has not
been undertaken. Understanding the psychological needs of each communication style can help
individuals on teams better relate to each other by analyzing others styles in relation to their own
and adjusting both their verbal and non-verbal communication to better listen and respond.
This workshop will be conducted in a 90 minute long workshop session that includes all
members of the Admissions Team. Through learning about these different aspects of non-verbal
and verbal communication cues, team members will be able to identify their own communication
style and weaknesses using the prior BA assessment, the communication styles of other team
members, and how to interact through listening and responding in an effective manner to bridge
different aspects of communication. Throughout the learning module different methods will be
used including presenter led instruction, media, role-play and hand-outs.
At the conclusion of the learning module, the team members will be able to conduct
group problem-solving and idea development meetings with communication awareness and skills
designed to enhance open dialog, respectful interaction, and productive outcomes.
Instructional Goals
Team members will be able to recognize, interpret and respond to non-verbal communication
cues, develop stronger active listening skills, and utilize Behavior Analytics in team scenarios
for stronger communication strategies.
Goals Analysis
The following flowchart provides a visual diagram of the Instructional Goal, Main Steps,
Subordinate Skills and Entry Skills. There will be three main steps leading to multiple
Subordinate Skills. The Entry Skills are simply that a participant be an active member of the
Admissions Team.
The first Main Step is for participants to be able to identify non-verbal communication
cues such as frowning, crossing arms over chest, distracted participation (looking at phone),
rolling eyes, unresponsiveness, and others. Becoming cognizant of what these unproductive and
often destructive non-verbal communication cues are and learning to recognize them in
themselves as well as other is the first step to the Subordinate Skills that include demonstrating
the ability to interpret and effect change when these non-verbal cues are demonstrated.
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The second Main Step is for participants to identify features of active listening and to
learn the difference between ‘hearing’ and ‘active’ listening. The Subordinate Skills will include
participant’s ability to analyze active listening features, learn what destructive or selfish group
roles are and to avoid them.
The third Main Step is for participants to demonstrate the ability to recognize the major
communication styles of Behavioral Analytics. This section is a review of prior organizational
learning, but with the application toward team members, which is new. Participants will learn
how best to effect communication with each style for the purpose of creating respectful,
collaborative and productive communication.
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Goal Analysis Chart
Learner Analysis
The 90 minute workshop is designed for adult learners in a corporate, organizational
setting. All of the learners are members of the Admissions team for the same university partner.
The minimum and only requirements are that they are part of the Admissions team. The
workshops will be mandatory, as directed by our Director of Admissions.
The analysis of the learners who will be in attendance at the workshop produce a large
variety of personality and behavior types, age groups, and level of education and experience.
The consistent value amongst the group of learners is that they are all members of the same team
and thus have the same goal; being able to recognize, interpret and respond to non-verbal
communication cues, develop stronger active listening skills, and utilize Behavioral
Analytics in team scenarios for well-developed communication strategies in order to
facilitate more productive, problem-solving meetings, with effective and efficient dialogue.
There will be no entry-level skills test or pretest. Analysis of the learners was conducted
through observations of the learners in a meeting situation, by the Director of Admissions
(DOA), an independent observer and the Instructional Designer (ID). The independent observer
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was given a list of behaviors to identify that may or may not be exhibited by members of the
Admissions team during a large team meeting. The assessment list given to the independent
observer is discussed on page . The Director and ID met subsequent to observed meetings to
discuss observable behavior of the learners and impact of behaviors and communication styles
during the observed meetings.
Information Categories
1. Entry Skills
Data Sources
Learner Characteristics
Observations:
Team members are unified as
a team and there is good
cohesiveness. However,
communication styles and
listening skills vary from very
poorly executed to average
execution during a meeting.
Employees of the organization
have access to online learning
modules in subject matter
pertaining to business related
activities. Some may have
worked on the module
regarding communication
strategies. Some employees
have completed a master’s
degree program and may have
exposure to communication
strategies. On gong training
within the organization using
behavioral analytics as it
relates to ‘active listening’ to
students, but this skill has not
transferred to inter-team
communication styles;
especially within a meeting
setting.
Team members dread team
meetings due to the
unproductive use of time, and
the ‘spotlight’ focused on
performance. Providing the
tools through learning to
facilitate productive and
communicative meetings can
alleviate this stress.
Historically, team members
have responded best to group
Seven team members were
observed by DOA,
independent observer and ID.
2. Prior Knowledge
Observation
3. Attitudes Toward
Content
Observation
4. Attitudes Toward
Delivery System
Observation
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5. Motivation for
Instruction
Observation
6. Education and Ability
Levels
Existing Knowledge
7. General Learning
Preferences
Observation
8. Attitudes toward
training organization
Observation
9. General Group
Characteristics
Observation
settings interjected with fun
activities that help alleviate
stress. It is required that
employees within the
organization take 4 learning
modules of their choice
(content varies across
organizational issues) through
online media that take an hour
to complete. Attitudes toward
that content are not positive.
Face to face delivery will be
most effective.
Learners will be motivated by
a larger end-goal. Team
members want to contribute to
idea development for
strategies to impact systems
and processes as they relate to
Admissions. The DOA would
like to have a bi-monthly idea
development meeting,
however, with current
communication dysfunction
those meetings cannot take
place
The minimum requirement to
work at the organization is to
have a bachelor’s degree.
Three team members,
including the DOA, have a
master’s degree.
Learners prefer hands-on
discussions and face to face
presentations
Varies among team members.
Ongoing issues with overall
frustration, disappointment as
well as feelings of
opportunity.
Ages range from 25 to 56,
although a majority of team,
including DOA are
millennials. Two men, and six
women. Diversity of religious
and political viewpoints.
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Design
Performance Context
The Performance Context for the learners is the same setting used for the Learning Context. The
workshop will be held in a corporate conference room with a white board and video capabilities,
exactly as the context the leaners would be performing in during actual office, team, and
combined team meetings. The difference between the workshops and the actual meetings are
that only the Admissions team will be involved as learners as part of the training, and not be
combined with Marketing, Leadership, and Operations who normally also attend the meetings.
The Director of Admissions requested that the learning be limited to the Admissions team at the
out-set, to build better communication skills that could be merged into multi-departmental
meetings.
Information Categories
Data Sources
Performance Site
Characteristics
Managerial or Supervisor
Support
Physical Aspects of the Site
Interview with Director
Social Aspects of the Site
Observation and Interview
with the Director
Relevance of Skills to the
Work place
Observation
Observation
The Director fully supports
this learning initiative.
The workshops will take place
in the corporate conference
rooms, with white boards and
video capabilities. This is
exactly the same physical
space where meetings take
place the desired behavior and
skills will be applied.
Learners will work alone, but
primarily with team members
in pairs or in the larger group.
Working with others will help
build reflection regarding
communication strategies.
This is the first time a work
shop on communication
strategies is being presented to
an Admissions team, but
maybe used with other teams.
The performance and learning
context are identical; a
corporate conference room.
The skills are being taught on
a small scale prior to using
them in larger, multidepartmental meetings.
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Learning Context
The Learning Context is identical to the Performance Context and the instructional
requirements are fully compatible with the instructional requirements. There are no specific or
extraordinary tools required in order to participate fully in the workshop other than those
provided by the instructor and they will include a pen and notepad. The conference room will be
closed-door and private allowing for full immersion into the content without interruption.
Information Categories
Data Sources
Site Compatibility with
Instructional Needs
Observation
Site Compatibility with
Learner Needs
Feasibility for simulating
Workplace site
Observation
Learning Site
Characteristics
The corporate conference
room exactly mirrors the
Performance Context. The
room is private, contains
white boards and has video
capability.
Same as above
Observation
Same as above
Assessment Plan
For this workshop, we will be using Alternative Assessment as the primary assessment method.
It is essential to the learning that transfer is made between the learning exercises and
performance context of multi-department meetings that include many kinds of personnel and
many communication styles.
Entry Skill Test: Because all the learners are from the same team and needed to meet the same
basic criteria to be employed in the position of Admissions Counselor, no Entry Skill Test will
be necessary.
Pretests: No pretests, in the traditional sense will be given to the learners. Prior to the beginning
of the workshop, an independent observer will attend a general meeting to record the number of
positive and negative behaviors exhibited by the team.
Independent Observer Assessment Grid:
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Attention: Please indicate behaviors exhibited
by one or more team members during the
meeting
Negative Non-verbal Communication Cues &
Verbal Communication Cues:
Crossing Arms over Chest
Distraction: Using Phone
Distraction: Eating
Rolling Eyes
Pencil tapping/fiddling/other noise making
Unresponsiveness
Frowning
Tone of Voice Combative
Body turned away from speaker
Talking to someone other than speaker
Interrupting Primary speaker or other speaker
Total instances Negative Non Verbal Cues:
Positive Non-Verbal Communication Cues &
Verbal Communication Cues:
Focus on speaker
Smiling at speaker
Nodding at speaker (encouragement of
speaker)
Tone of voice warm/non-judgmental when
responding to speaker
Body turned toward speaker
Attention focused on speaker
Waiting for appropriate time to add to
conversation
Adding positive content value (vs. criticism)
Body language warm and open
Taking seat in front of room vs. back of room
Complimenting or Encouraging speaker
Total Instances of Positive Communication
Cues:
Attention Levels: Circle one level for each area,
1 being low frequency – 10 high frequency)
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
1 2
Total:
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
6
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
7
8
8
8
8
8
8
8
8
8
8
8
9
9
9
9
9
9
9
9
9
9
9
10
10
10
10
10
10
10
10
10
10
10
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
8
8
8
9
9
9
10
10
10
1
2
3
4
5
6
7
8
9
10
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
8
8
8
9
9
9
10
10
10
3
3
3
3
4
4
4
4
5
5
5
5
6
6
6
6
7
7
7
7
8
8
8
8
9
9
9
9
10
10
10
10
1 2
1 2
1 2
1 2
Total:
The purpose of this assessment prior to the learning modules will be to contrast it with the same
assessment after the workshops in order to ascertain if the learning was successful and progress
in communication strategies was made.
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Practice Tests: Because Practice Tests are used to allow learners to rehearse what is being
learned, these will be used throughout the workshops. Each time a new skill is discussed and
learned, a practice session will occur in order to determine if the skill is being understood by the
learners and used appropriately. Practice tests will happen through class discussions, partner
activities and team activities.
Example: After discussing and practicing the importance of nonverbal communication cues,
one person will read a paragraph and when concluded, individuals will be called upon to name
both positive and negative nonverbal communication cues they observed in the group while the
passage was read.
Post Tests: Again, this will be using the Alternative Assessment method and the another
observer will monitor a large multi-team meeting with the same list of positive and negative
criteria and note how often team members exhibit those behaviors during the meeting. This will
give solid data on whether or not the training was effective or a change in the training needs to
be made.
Performance Objectives
The Performance Objectives are outlined below and clearly linked to the Terminal Objectives.
Terminal Objective:
Performance Objective:
After completion of inter-active team learning
sessions (CN), there will be improved
performance of individuals on the team during
team meetings (CR) through learned skills in
non-verbal and verbal communication (B) in
order to effect collaboration, creative problem
solving and idea sharing. (CR)
Team members will demonstrate the ability to
effectively, respectfully and actively listen and
contribute in a team meeting setting. (CR)
Team members will learn the meaning of nonverbal communication cues, be able to identify
different communication styles and learn how
to listen and respond to those styles more
effectively. (CR)
Subordinate Objectives
1.1 When learner observes (CN) a physical
demonstration of a non-verbal cue such as
crossed arms, frowning, lack of eye contact,
looking at phone (distracted), arms crossed
over chest, rolling eyes, lack of response,
he/she will recognize it and what it signifies
1.2 When learner is speaking or listening (CN)
he/she will have greater awareness of their own
non-verbal cues
2.1 When learner is the listener in a team
meeting, (CN) he/she will be able to
demonstrate active listening skills through
expressing to the speaker that they have
received the message, deferred judgment until
Subordinate Skills
1.0 Identify non-verbal communication cues
(CR) and comprehend how they impact the
listener (B)
2.0 Identify what active listening means (CR)
and how to be an active listener (B)
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3.0 Identify the major communication styles
(CR) within a Behavior Analytics context and
how to communicate more effectively with
each style (B)
speaker is finished speaking, and confirm
understanding when speaker has finished
speaking. (CR)
3.1 When learner is in a team meeting, (CN)
recognizing the Behavioral Analytics style of
the speaker (B) and how communication is best
facilitated with this style of communication.
3.2 Learner will demonstrate what each
communication style needs psychologically in
order to facilitate effective communication
(CR)
Instructional Plan
Instructional Strategy Alignment
Learning Component
Instructional Strategy Plan:
Cluster 1:
Identifying and Practicing Nonverbal
Communication Cues
Objectives:
1.0 Understand the importance of body
language and facial expressions and how
they impact communication.
Content Presentation:
In many organizational meetings, constructive
communication is thwarted by destructive or
selfish behaviors and communication styles.
How you are perceived by leadership and team
members during meetings has much to do with
what you say and how you say it, as it does
what your nonverbal communication cues are
projecting. In order to facilitate improved
communication and positively building your
personal brand, we are going to learn to
recognize these cues in ourselves and correct
them through group exercises, discussions, and
self-assessments.
Non example:
To demonstrate poor nonverbal
communication cues, the team will look at a
brief five-minute Power Point presentation that
includes negative nonverbal communication.
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Example:
Next the group will watch a series of Power
Point slides that exhibit positive nonverbal
communication cues. The group will also
review a chart on a white board that shows,
“People we communicate with take away from
us:
7% of our words
38% of vocal characteristics: tone, volume,
inflection
55% of body language and facial expressions”
Learner Grouping and Media Selection:
The team will be together in a private
conference room for the workshop that
includes a projection screen for showing the
Power Point as well as a white board for the
chart and highlighting other information as the
workshop progresses.
Learner Participation:
Practice Items and Activities:
The team will participate in an exercise
designed to be done in pairs and will reflect on
the correct or incorrect (bad/better) behaviors
of each other. The activity is called “The
Wordless Activity Game,” where Person A on
the team is given a script to read aloud to
Person B who must convey their part of the
script wordlessly. After the script is completed,
Person A will have to make a guess as to what
Person B was conveying in their part of the
script they conveyed without words. Then the
roles will be reversed.
Feedback:
Before moving to the next practice activity, we
will have a whole team discussion and
reflection on what was learned.
Learner Grouping and Media Selection:
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Learners will be randomly assigned to work in
pairs and each presented with a script.
Learning Component:
Instructional Strategy Plan:
Cluster 2: Identifying what Active and Non- Objectives:
active listening is and how to improve Active
2.0 When a team member is the listener in a
Listening Skills.
team meeting, he/she will be able to
demonstrate active listening skills.
Content Presentation:
In many organizational meetings, constructive
communication is thwarted by destructive or
selfish behaviors and communication styles.
How you are perceived by leadership and team
members during meetings has much to do with
what you say and how you say it, as it does
what your nonverbal communication cues are
projecting. In order to facilitate improved
communication and positively building your
personal brand, we are going to learn to
recognize these cues in ourselves and correct
them through group exercises, discussions, and
self-assessments.
Non-example:
Team will view a set of Power Point slides that
depict a person demonstrating Non-active
listening skills.
Example:
Team will then view a second set of Power
Point slides depicting a person demonstrating
Active listening skills.
Learning Grouping and Media Selection:
For this exercise, the group will remain in the
private conference room with video capability
and white boards. The group will sometimes
be broken into pairs, and at other times be
responding in a larger group discussion.
Learner Participation:
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Practice Items and Activities:
When the learners are in pairs they and will
play the “Just Listen Game,” and will be given
index cards with topics designed to easily
express opinions about for the first exercise.
For example, the topics may include, “Give
your opinion on whether or not the death
penalty should be eliminated,” or “ Give your
script opinion on whether or not wild animals
should be kept in captivity.”
Feedback:
Pairs will be giving feedback to each other at
the conclusion of each person’s turn. When all
team members have played each role, the
whole group will participate in a team
discussion highlighting the important points
and reinforcing what was learned.
Learner Grouping and Media Selection:
The Power Point slides will be shown at the
beginning to the larger group. When the group
is paired randomly, they will be handed a
predesigned series of topic index cards.
Cluster 3:
Objective:
Identifying Major Communication Styles in
Behavioral Analytics and how to communicate
effectively with each style
3.0 When the team member is in a meeting,
being able to recognize the
communication style of the speaker and
how communication is best facilitated
with this style of communication
(meeting the speaker’s psychological
needs).
Content Presentation:
Within our organization, we use Behavioral
Analytics for working with our online
students and each person within the
organization has already been assessed for
their Behavioral Analytic dominant
personality trait. This will be a shift in
focus from student to other people within
the company (especially within the
Admissions Team), to remember to
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recognize and relate to one another using
the training we have already had on these
major personality traits and how they impact
communication.
Non-example:
After reviewing the Behavioral Analytics
(BA) Basic Personality traits, discussion of
examples of how not to communicate with
each trait if you want to truly engage.
Example:
Discussion and review of the BA personality
styles and what the psychological needs are
of each trait and discuss examples of how to
meet those needs while communicating.
Learner Grouping & Media Selection:
Team will be assembled in a private
conference room with video capability and
white boards. There will be whole group
activities and then a breakdown into three
groups that combine BA personality styles
on the team.
Learner Participation:
Practice Items and Activities:
After the larger group discussion and
review takes place using a Power Point
presentation of the major BA personality
types and communication needs, the group
will be divided so that there are three
smaller groups that include someone from
each personality group. In the smaller
groups, the question will be posed, “How
could our organization better work with
each of the BA personality types? The
smaller groups will come up with ideas and
discuss the merits/workability of those ideas.
Each group will write notes on one of the
white boards.
Feedback:
Feedback will be from each participant to
their smaller groups as well as the larger
group.
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Learner Grouping and Media Selection:
As described above, in small groups and a
large group for different activities watching
a Power Point presentation and then using
white boards to jot down thoughts and notes
while the smaller groups are working
through their ideas.
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Workshop Materials
Agenda
Activity Number:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13. Total Workshop Time
Topic:
Introduction
Motivation Video
Begin Module 1: Power Point
on Negative & Positive
Communication Cues
Wordless Activity Game
Non Verbal Listening Quiz
Reflection on Game/Learning
Begin Module 2: Power Point
on Active Listening
Just Listen Game
Reflection on Game/Learning
Module 3: Power Point,
Behavioral Analytics Styles
on Teams
Whole Group Discussion on
Communicating on Team
using BA
Review Learning Modules as
a Group Discussion
Time:
2 minutes
1:48 minutes
5 minutes
15 minutes
5 minutes
5 minutes
3 minutes
15 minutes
3 minutes
5 minutes
15
15
90 minutes
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Facilitators Guide
Agenda Item
1.
2.
Topic
Introduction
Motivational Video
Facilitator’s Tasks
Time
Begin the workshop with an
2 minutes
introduction of the learning
objective which is: For
participants to be able to
recognize, interpret and
respond to non-verbal
communication cues,
develop stronger active
listening skills, and utilize
Behavioral Analytics in team
scenarios for well-developed
communication strategies.
Explanation of the benefits to
learners:
“To enhance and develop
positive personal and team
branding during large team
meetings.”
Play this video:
1:48
https://youtu.be/P_nJb10jxuY
3.
4.
Begin Module 1:
Wordless Activity
Game
Content: Negative &
Positive Non-verbal
Communication Cues.
Show Power Point Slides
Demonstrating both types of
cues
Explanation of how to play
the Wordless Activity Game:
1. Separate the team into
groups of two
2. One person in each
group is Person A, the
other is Person B
3. Each person is given
a script for A’s and
for B’s
4. Person A reads their
5 minutes
15 minutes
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5.
Non-Verbal
Listening Quiz
6.
Reflection on
Game/Quiz Answers
7.
Begin Module 2:
Power Point Slides
Demonstrating
Active Listening
Play the “Just Listen
Game”
8.
script lines out loud,
but Person B must
communicate their
script lines in a nonverbal way
5. After it is completed,
switch people and
hand out fresh scripts
Hand out a copy of the quiz
to each participant and tell
them to quickly jot down
answers – as they will only
have 5 minutes.
Lead a discussion about the
quiz results and feelings
about non-verbal
communication
Highlight the elements of
active listening
5 minutes
5 minutes
3 minutes
Introduce the Game:
15 minutes
This activity encourages
participants to communicate
how they feel about a subject
while a listener tunes into key
points without judgment.
Instructions:
1.
Team members
divide into pairs
2. One person in each
group randomly
selects from
prewritten index cards
that feature debatable
topics from current
news headlines
3. One person begins
reading the statement
they selected out
loud, and then by
talking about how
they feel about this
subject for 3 minutes.
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9.
Reflection on
Game/Learning
10.
Begin Module 3:
Power Point
Overview on the
Major Behavioral
Analytics Styles and
Psychological Needs
when
Communicating
11.
Whole Group
Discussion on using
BA within the team
12.
Review Learning
Modules 1-3
The other person’s
role is to actively
listen, and they
cannot respond or
speak.
4. After three minutes,
the listener must
recap the highlights of
what the other person
said without making
judgment or debate,
only a brief summary.
5. Switch roles
Lead brief whole group
3 minutes
discussion on active listening
and how it went in their pairs
For this workshop group,
5 minutes
team members have
previously done a Behavioral
Analytics assessment and
know what their BA
communication style is and
what it means.
Review the Power Point on
the styles and psychological
needs of each style.
Lead discussion on the BA
15 minutes
styles reflected in the team
and how best one style can
communicate effectively with
another style.
Lead whole group discussion 15 minutes
on the key aspects of each
learning module and
reflection on how this can be
applied in team interactions
and larger team meetings.
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Materials and handouts by Module
Module 1: Non-verbal Communication Cues
Power Point Slides:
Slide #1: Elements of Personal Communication
Slide #2: Examples of Negative Non-Verbal Communication
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Slide #2: Examples Non-Verbal Communication Cues
Slide #3: Examples of Positive Non-Verbal Communication Cues
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Wordless Activity Game Script:
You can break this down into a set of scripts for Person A and Person B, without letting them see
the questions being posed, or simply give them the master script in the best usage of time
constraints.
Master Script Part 1:
Person A:
Hi! How are you doing today? :
Person B:
Show how you are feeling today. And without words, ask them how they are doing.
Person A:
Respond to the question Person B just asked you. Then ask, “Did you see what they are offering
for lunch at the Deli downstairs? I think I’m going to order the Tuna Melt. What are you having
today?”
Person B:
Without words, let them know what you are ordering. Then communicate, without words the
question, “Have you been watching the Olympics? What is your favorite sport to watch?”
Person A:
Respond to the question posed. Then ask, “Have you seen any good movies lately? Have any
recommendations?”
Person B:
Respond to the question.
Master Script Part 2:
Person A:
“I can’t wait for my vacation! Where are you going on vacation this year?”
Person B:
Respond to the question nonverbally. Then ask them, nonverbally, “I’m trying to figure out what
to make for some dinner guests for a dinner party. Do you have any ideas what I might cook?”
Person A:
Respond to the question asked. Then ask,” This year’s presedential race is really confusing. Do
you have a favorite for who you will vote?”
Person B:
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Respond
Non-verbal Listening Quiz:
Answer as many of the following questions as you can in the next 5 minutes.
1. What does the term nonverbal communication mean?
2. Give three examples of positive nonverbal communications:
3. Give three examples of negative nonverbal communications:
4. Rank order from most influential to least the following forms of nonverbal communications
as the best indications of what a person may actually be communicating to you: _______ Body
posturing _______ Position of arms and hands _______ Eye contact
5. How much of the meaning of a spoken statement comes from the actual words spoken? (check
one) …a) 75% … b) 7% … c) 20%
6. If someone speaks in a monotone, what does this mean and what influence does this have on
his or her communications?
7. “Vocal variety” means which of the following? (check one) … a) Traveling comedy shows of
the 1920s …b) The ability of a speaker to use inflections and pitch … c) The ability of the
speaker to use breathing techniques and do impersonations
8. During a meeting between you and a co-worker, he or she moves a chair from behind the desk
and asks you to sit down to discuss something. You could interpret this nonverbal
communication to mean: (check one) … a) He or she is trying to conclude this meeting quickly.
…b) He or she is distracted. …c) He or she is ready to listen to you attentively.
9. When a person crosses his or her arms during a conversation, this is an indication that: (check
one) …a) The person may not be in agreement. … b) The person is totally supportive of the other
person’s views and opinions.
10. Nonverbal communication skills are important to be a good communicator. (check one) … a)
True …b) False
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Module #2 Slides & Handouts:
Slide #1: Active Listening
“Just Listen” Game Index Card Sample Questions
Is a master’s degree education worth the expense?
Is sexual orientation determined at birth?
Should adults have the right to carry a concealed handgun?
Does sex, race, or religion impact a person’s ability to be an effective U.S. President?
Would you advocate for a 20% across the board income tax increase if it meant every
citizen of the U.S. received 100% free medical care?
6. Should everyone have the right to heating & cooling in their home no matter if they can
pay a utility bill?
7. Should euthanasia or physician-assisted suicide be legal?
8. Should felons who have completed their sentence have the right to vote?
9. Should gay marriage be legal?
10. Should cheerleading be an Olympic sport?
11. Should more gun control laws be enacted in the U.S?
12. Should marijuana be legal to purchase at the age of 21 the same way that liquor and
tobacco are regulated?
13. Should the federal minimum wage be increased?
1.
2.
3.
4.
5.
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14. Should children be forced to have up to date immunizations if they are attending public
school?
Module #3: Behavioral Analytics
Slide #1: What are the BA Personalities and what do they need?
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Post Workshop Survey
A Survey Monkey will be used to ask participants in the survey about how they felt about what
they learned and how the content was delivered. Survey Monkey Questions will ask participants
the following questions, and to rank answers between 1-5 (1 being low or little, and 5 being
high):
1. Did your learning about communication strategies improve after the workshop?
2. Did you feel engaged in the workshop process?
3. Did you feel the workshop added value to your communication strategies as they relate to
personal branding and team interaction?
4. Did you feel the content of the workshop was appropriate and well-developed?
5. What would you like to add about your experience in the workshop? (with an area to
write a personalized response.)
Implementation and Evaluation
Implementation Plan:
For my Implementation Plan, I will be using two people who are on the Student Services team, a
team that works directly with the Admissions Team. I will give them each a copy of
Instructional Plan, and walk through each step of what the instructional strategies, objectives,
activities and goals will be as they are presented to the Admissions Team. The Student Services
team has some of the same communication issues during team meetings, and they are familiar
with Behavioral Analytics as it is used within our organization. The two people I have selected
have between two and five years’ experience working within our organization. One has actual
teaching experience in a K-12 teaching environment. The other has had informal coaching
experience.
While walking through the workshops, I will ask the two pilot testers for feedback on every
aspect of the learning modules and for feedback on flaws, weaknesses, or additional content they
feel could be included.
Evaluation Plan:
For the evaluation process, I intend to use information gathered from my pilot testers to make
adjustments, as needed, to the workshop curriculum. I will ask the pilot testers to give me
specific feedback on the following questions:
1. “Is what is being presented clear to the target learners (Admissions Team Members)?”
2. “What will be the impact of the instruction on the individual Admissions Team Members
attitudes and achievement of the objectives and goals?”
3. “Does my instructional plan seem feasible given the constraints of time and facilities?”
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I will also give my pilot testers as well as my Director a copy of the independent observer
assessment questionnaire that will be used during a team meeting, prior to the workshops taking
place. This assessment questionnaire will be modeled after Table 11.4 within the Dick & Carey
textbook (p. 309). I will explain that my over-all goal will be to have as improved assessment by
the independent observer to the same assessment questions while observing a team meeting after
the workshops have concluded. The questions on the assessment are going to be divided into
areas of Non-Verbal and Verbal Communication and will have sub-categories such as,
Did a team member demonstrate negative nonverbal communication cues such as:
A. Distracted during meeting (using phone, computer)
Indicate how many times observed:
B. Exhibit negative body language (such as frowning, crossing arms over chest, rolling
eyes)
Indicate how many times observed
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Reflection
My exposure to Learning Systems Design was only a broad overview from previous
courses and the Dick and Carey model seemed like a great process; but trying to conceptualize
how it actually worked in a real-life design situation was difficult to process. However that
changed dramatically as I moved through the development of a learning workshop and realized
that the systematic process was essential to creating an instructional design that would be
effective.
One of the surprising outcomes for me was the realization that revision at the end of the
project is an accurate and important component. It was only after I began to assemble the
different learning modules and connect them with an actual workshop that I began to discover
problems that I would not have foreseen at the beginning of the planning process. One of these
elements was the factor of time; time it took to create a design, and then the time it would take to
successfully give a workshop on communication strategies. In one of are early readings in the
LDT program, I remember the discussion about the value of time and the ‘real-world’ issues that
most ID’ers face concerning budget, time, quality and goals.
At the outcome of this project I could clearly see the benefit to understanding the Dick
and Carey system for instructional design. Aside from the obvious step-by-step process, there is
a constant amount of review, collaboration and revision built into the process. To actually be
successful at Instructional Design, in any environment, I think it is critical for a designer to
understand fully that ‘no man is an island’ in this field. I equate the process to being an inventor.
An invention begins as an idea and series of road maps and plans, trial and error, until eventually
the final design is implemented as something highly functional.
The biggest challenge that I faced at the out-set of this class was that I needed to make
sense of the process. In the beginning, the process seemed over-wieldy and over-detailed. After
moving through the process from start to finish, it has come together in my mind as a system that
is essential to developing strong design.
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References
Dick, W., & Carey, L. (1978). The systematic design of instruction. Glenview, IL: Scott,
Foresman.
Fleming, G. (2016, July 11). 4 Helpful Nonverbal Communication Activities. Retrieved
August 03, 2016, from
http://homeworktips.about.com/od/mindandbody/a/nonverbal.htm
Garber, P. R. (2008). 50 Communications: Activities, Icebreakers and
Exercises [Workshop Guide]. Amherst, MA.
Louisiana State University, Office of Human Resources Management. (2015). Developing
Effective Teams Part 1: Communication. Baton Rouge, LA: Louisiana State Civil
Service. Retrieved July 10, 2016.
Teamwork skills: Being an effective group member. (2012). Retrieved July 14, 2016, from
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tipsstudents/being-part-team/teamwork-skills-being-effective-group-member
TEAMWORKING SKILLS. (n.d.). Retrieved July 14, 2016, from
https://www.kent.ac.uk/careers/sk/teamwork.htm
.