Running head: INSTRUCTIONAL MODULE
1
Instructional Module or Training Plan
Theresa Townes
AET/520
June 24, 2013-Part I
July 01, 2013-Part II
Scott Brown
Instructional Module/Training Plan Template
AET/520 Version 3
1
University of Phoenix Material
Instructional Module/Training Plan Template
Part I: Vital Information
Author
Theresa Townes
Instructional Topic
Interpersonal Communication Tips
Instructional Module/Training Plan
Title
Business Communication
Learning Setting
Business Setting (Boardman Management Group Corporate
University)
Audience
Supervisors that have completed the Listening Skills course
offered by Corporate University
Delivery Modality (online, hybrid,
face-to-face, and so forth)
Face-to-face
Total Time Allotment
4 hours of Instruction
Instructional Module/Training Plan
Goal
Supervisors will learn communication techniques to enhance
verbal and nonverbal skills with employees and clients face-toface, and demonstrate how to use the techniques in written
format.
Two Performance-Based Objectives
1. Supervisors will describe business communication in a
diverse labor force.
2. Supervisors will identify strategies to improve verbal and
nonverbal communication in business situations.
Each participant will deliver a 5-minute presentation at the end
on how cultural dynamics affect business communication and
one verbal and one nonverbal strategy, give examples of all
(Note: An instructor can use a presentation to assess if
participants understood objectives or clarification is needed).
Summative Assessment Description
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Part II: Development
Attention Getter
The attention getter activity is called Where Do You
Stand (Interpersonal Communication Techniques).
Allotted Time:
This attention getter will take about 20 minutes to
complete.
Purpose:
To illustrate the importance of summarization in
effective communication when working with others.
Material Needed:
4 sheets of easel paper, tape, marker, and white
board in classroom.
Notes:
Summarization is important to gain clarity in all forms
of communication and customer service
(internal/external). This is a short attention getter
activity that supports the communication skills training.
It is important to have participants start thinking of
how improved interpersonal communication at work
can build rapport and relationships.
The facilitator will write the words "agree," "disagree,"
"strongly agree" and "strongly disagree" on separate
pieces of paper and post them on four different walls
of the classroom. The facilitator will write the following
statement on the white board "our company wants to
improve Supervisor-Employee communication” and
have participants move to the part of the room that
matches their opinion. Have the group discuss
amongst one another why they chose their response.
Each group will designate a spokesperson to
summarize the discussion to the rest of the class. 20
minutes total for this attention getter activity.
Detailed Input of Content of the Lesson
Methods of Communication- Diverse labor force
provides work teams with varying ways of thinking,
seeing, hearing, and interpreting communication in the
business environment. These differences can lead to
effective or ineffective communication. There are
three methods of communication that can be used in a
diverse labor force: verbal and nonverbal
communication, active listening, and empathetic
listening.
1. Verbal communication is sharing information
by talking, usually face-to-face.
2. Nonverbal communication is gestures, facial
expressions. Can someone give an example
of nonverbal communication?
3. Active listening or reflective listening is a way
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of listening and responding. This method can
be used in an exchange to show parties each
other are following along and/or understand
points. Or may relate to information that I
being shared. It I often used to diffuse conflict.
There are four barriers to communication in the
business environment. Poor communication hampers
the organizations success. According to Himanshu
Juneja (2013), ineffective communication can happen
when Supervisors are not in touch with employees
and lack the 3 C’s (clarity, completion, and
conciseness). Supervisors receive information at an
enormous rate; unfortunately the message may not
get delivered to employees in a timely manner or
clearly leaving too much room for misinterpretation or
ambiguity.
1. Poor listening-this happens when the
employee may not be tuned in to the message
Supervisor is delivering. Employees can have
the wrong perception of the communication if
not
fully
engaged
in
listening.
If
communication is delivered to a group,
Supervisor can ask one employee to sum up
what was covered giving Supervisor an
opportunity to hear back what he said to
employees and make corrections where
needed. Also the Supervisor has to consider
the diverse audience that is receiving the
communication
and
possible
linguistic
barriers.
2. Emotions-employee may ignore the message
and then pass the misinterpreted information
down the grapevine to peers based on their
perception and feelings on how it was
delivered by Supervisor. Supervisors should
reinforce to employees after communicating
information there is an open-door policy if
anyone has concerns or needs further
clarification.
3. Hierarchy order-an organization that is multilevel may have hard time trickling information
down to front line workers. In this instance a
teleconference or mass email communication
from the top of the hierarchy chain may be
appropriate. This delivers one message, at
one time.
4. Poor planning-Supervisors have to remember
that timing is everything and delivering a
message to internal and external clients at the
wrong
time
and
place
can
make
communication ineffective.
Supervisors
should not deliver communication face-to-face
in a noisy, public area due to distractions.
Supervisors should utilize a meeting room or
pull employee group aside to an isolated are
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to ensure full active engagement from
employees. Supervisors should follow-up
face-to-face communication with written
communication such as email requesting each
employee to respond they have reviewed and
received correspondence.
Four Strategies to improve communication in the
business environment
1. Setting clear goals of communication has to
be established. Know the end state goal the
Supervisor wants to accomplish if done by
email or verbal communication channels. How
do you want the receiver to feel, or think about
the communications he or she is receiving?
Write down measurable, specific goals to
evaluate the message of the communication
is aligned with company objectives. Before
submitting an email whether to an external or
internal audience, review the material to
ensure your message is clear. The takeaway
is establishing clear goals in the beginning
prepares you as a leader for success
2. Channels of communication-know your
audience and channels of communication for
maximum impact on relationship building.
Knowing your audience and communication
channels can support when and how to reach
out to internal and external audience. The
channels of
communication
used at
Boardman are written (consists of email,
policy and procedure manuals, corporate
magazines,
employee
forums,
and
memorandums). Face-to-face meetings and
teleconferences are other channels of
communication for external audience. When
dealing with internal audience, Supervisor
should summarize and clarify the information
received from employees to ensure they are
on the same page, also have the employee or
work team do the same. This can combat
misconceptions in the business environment.
Face-to-face communication it is important to
have a clear agenda by thinking through what
needs to be covered and having the points
outlined to distribute to internal and external
audience. Be sure to have polished handouts
and a presentation that has been proofread
prior to finalizing. Be sure to be on time and
prepared.
3. Written Communication that is intended for
distribution to external audience should state
clear vision, brand awareness, and a
consistent message so external audience
knows who the organization is and what we
do. This shows authenticity and commitment
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to building a business relationship. Avoid
slang in written communication to clients. Be
sure to have a clear call to action at the
beginning of the communication. Define the
primary message and be consistent through
the communication. Be aware of tone and
voice in communication, as well as grammar
and punctuation usage. Supervisor can send
a recap of meeting to external party to clarify
points of encounter and expectations moving
forward this reinforce building a strong
business relationship.
4. Evaluating your Communication Efforts-Be
sure to review the original goals of
communication. If the receiver of the
communication was not clear on your intent
evaluate why? Were your objectives not clear
in writing or verbally? To evaluate further,
feedback and follow-up may be required with
the audience to gain clarity or answer
questions requiring your attention. This can be
done through phone conversation, face-toface, or written communication.
Part III
Instructional Strategies
The instructional content to be taught are
interpersonal
skills
targeting:
face-to-face
communication, delivering and receiving feedback,
teamwork, and cooperate with others.
The session will be taught by a Trainer using a
PowerPoint presentation along with a copy of the
presentation given to participants to take notes on
skills of conversation, group discussion, and public
speaking.
The instructional strategy to be used during the
training is group discussion. Group discussion will
provide
context,
encourage
sharing
varied
perspectives of the Supervisor, and cultivate listening
and communication skills. The main concepts the
Supervisors will need to understand are: give
examples to others to communicate ideas, listen
actively, and rephrase thoughts to ensure meaning.
Supervisors will have a copy to see as a handout of
the communications skill tips.
An additional instructional strategy is each participant
will deliver a 5-minute presentation, at the end of
session of their takeaways from training; this gives the
Supervisors an opportunity to start practicing public
speaking tips covered in training.
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Formative Assessment
Trainer will ask open ended, probing questions
throughout presentation to move Supervisors to reflect
and think deeper with the issue at hand. This also
encourages dialogue.
Trainer will use analytical questions to get Supervisors
to move forward in their learning, and get them to
explain their thinking further and can close the gap
between current knowledge and desired outcome.
Trainer will ask Supervisors to complete a pre-course
survey on what they already know about interpersonal
communication.
Trainer will conduct a Problem-solving observation
during group discussion. Supervisors are placed into
groups and given an example of a communication
issue and each Supervisor will explain to group their
understanding. The trainer will observe the groups to
clarify when needed. (30 minutes)
Closure
The wrap up is for each Supervisor to deliver a 5minute presentation covering what was learned.
Supervisors will use the presentation PowerPoint slide
handouts, the interpersonal communication tip sheet,
along with rubric to prepare for 5-minute presentation.
Trainer will use a rubric to measure if objectives and
outcomes were achieved and give feedback to
participants as well as clarify points missed at end of
session.
Materials and Resources
The materials that will be necessary to implement the
instructional plan are Handouts (communication skills,
PowerPoint presentation, and end of course survey),
pre-course computer generated survey, overhead
projector, speakers, computer, flipchart paper and
pens, and flash drive with presentation loaded.
Attention Getter Activity at beginning of training
session.
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References
Juneja, Himanshu (2013). Communication barriers in an organization. Retrieved from
http://EzineArticles.com//expert=Himanshu_Juneja
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