Rottnest Island Authority
Learning & Development:
Be the Best - A Guide to Stress Management
Training Proposal
By: Shahida Vagh (10068015) & Katherine Harrison (10064206)
For: MAN3655 Workplace Learning & Development; ES Semester 2, 2011
Table of Contents
Background .................................................................................................................... 4
Purpose .......................................................................................................................... 5
Workplace Issues and Training Barriers......................................................................... 7
Recommendations ......................................................................................................... 8
Training Needs Analysis ................................................................................................. 9
Figure 1 - Questionnaire ....................................................................................... 10
Training Benefits .......................................................................................................... 11
Measuring Program Success ........................................................................................ 12
Figure 2 - The Kirkpatrick Model .............................................................................. 13
Training Program Plan.................................................................................................. 15
Training Program Plan .......................................................................................... 15
Training Schedule ......................................................................................................... 17
Training Session Plan ................................................................................................... 18
Training Session Plan ............................................................................................ 18
Training Session Plan page 2 ................................................................................ 19
Session Plan Resources ................................................... Error! Bookmark not defined.
PowerPoint Slides........................................................ Error! Bookmark not defined.
Stress Management Plan Activity ............................... Error! Bookmark not defined.
Stress Management Plan Template ............................ Error! Bookmark not defined.
Training Evaluation Example ....................................... Error! Bookmark not defined.
Training Evaluation 1 – Sharon Broad ......................... Error! Bookmark not defined.
Training Evaluation 2 – Libby Harding......................... Error! Bookmark not defined.
Reference ..................................................................................................................... 21
Background
The Rottnest Island Authority (RIA) is a statutory body reporting to the minister for
tourism which is committed to maintaining financial, economic and social sustainability on
Rottnest Island, whilst demonstrating themselves world wide to be a model of ethical
tourism. Rottnest is an extremely popular holiday spot for many different groups of people,
from families to students, surfers to the retirees. Their offices are located both in
Fremantle, on mainland Western Australia and on Rottnest Island, approximately 18km off
the coast.
The current goals of the RIA are to provide and operate recreational and holiday
facilities, protect the flora and fauna of the island, and operate with efficient corporate
governance. The methods for attaining these goals are outlined in their strategic plan. This
plan is updated at least every 5 years, ensuring their objectives do not become stale or
outdated. This reassessment of the strategic objectives of the RIA also ensures re-evaluation
of the training and development needs of the RIA staff, as processes and systems change.
The influencing forces on the RIA day to day operations can be specifically linked to
the external environment. As there are seasonal fluctuations traditionally experienced in the
tourism industry, the external factors affecting RIA on a regular basis can include such
factors as location advertising, popularity of the destination, and the weather. As these
fluctuations can be almost linked to seasonal events such as Christmas, Easter, or mainland
WA school holidays there is an opportunity to prepare staff and assets for the increased
pressure on resources.
In order for the employees working for the RIA to maintain their passion for
providing superior service to the visitors to the island and ensuring the long term survival of
the various eco systems existing on the island it is important there is an ongoing
commitment to the training and development of all staff. All barriers to successful training
of staff in the RIA should be identified and addressed through regular interaction between
staff and management.
This training program will focus on the individual self development of all RIA
employees. To this goal, it specifically will focus on educating staff on stress management
techniques, together with time management skills and improving communication skills.
(Michie, 2002) identified poor stress management has having long term negative physical
and cognitive effects, with potentially serious consequences- such as depression or adverse
health.
Purpose
The training issue that is to be addressed within the RIA is employees self
development skills. Studies have identified previously that the nature of the tourism
industry can cause a significant increase in stress levels, due to seasonal fluctuations in
demand from customers (Law, Pearce & Woods, 1995). It is important that RIA staff are well
trained in areas such as time management, communication skills and strategies for
managing stress.
There are a number of reasons why this has been identified as an area for training.
Firstly, being that it is an organisation with dual site locations, preparing new staff for the
demands of travelling to the island on a regular basis, or setting up accommodation to
remain on the island for the duration of their employment. Relocation of employees in a
workplace situation has shown to cause an increase in stress. (Michie, 2002) This training
program will address issues relating to the increased demands on employees’ time and
adjustment issues.
Previous feedback from employees has identified a lack of peak season support for
staff. Tourism in holiday locations such as Rottnest have consistently experienced large
volume increases in visitors over Christmas and Easter holidays, and in alignment with local
mainland WA school holidays. The lack of staff available for these increases has been shown
to affect employee turnover rates and stress levels of existing employees.
Supervisors have recognised the effect that high employee turnover, lack of peak
season support with high seasonal customer traffic affects levels of discontent within the
organisational culture. There has been a higher instance of health issues reported by staff
relating to stress related injury, and has necessitated the implementation of a program of
this nature.
Communication issues have been recognised as one of the biggest causes of conflict
in the workplace (Miller et.al, 1990) This program will also address the need to improve not
only oral communication skills- which will also benefit the customer interaction portion of
some of the roles within RIA- but also the written skills, which assist in preventing any
miscommunication between staff.
This training program will support the longer term strategic objectives of economic,
financial and social sustainability by providing staff with the necessary skills to ensure their
longevity with the Rottnest Island Authority, improving communication between all levels of
the organisation as well as improving the efficiency of staff.
The training will be provided over a 3 month period with workshops conducted on a
weekly basis, ranging from 30min in length to an hour. They will be primarily online due to
location restrictions, but where possible will be face to face. The session plans will be
designed to ensure flexible delivery. Issues that will be addressed include
-
Barriers to communication and skills to overcome these
-
Identifying time wasters and work prioritisation
-
Recognising stressors and developing stress management techniques
Workplace Issues and Training Barriers
Issues that can influence the effectiveness of training program include organisational
culture and work environment, training design and delivery, workplace support and the
characteristics of the individual. (Quinones & Ehrenstein, 1997) The availability of certain
resources and the prior skills required before commencement of training has deliberately
been kept to a minimum within this program. RIA need only require 1 computer per person,
with basic computer skills required as largely the training program is administered by the
facilitator. Opportunities for engagement by the participants can be provided in a physical
manner (worksheets rather than online) to maximise comfort. Alternatively, face to face
delivery of the program requires little to no computer ability and will provide the same
transfer of knowledge.
The organisational culture refers to the psychology, attitudes, experiences, values
and beliefs of an organisation from which staff are recruited, and can have both a positive
and negative effect on the success of training programs (Martins & Terblanche, 2003). It will
be important to foster a positive attitude towards engaging in the training as it will assist
with the transfer of knowledge in the long term.
When designing a training program and deciding on a delivery format, there is
consideration for the learning characteristics of the individual. This training program
addresses the multiple learning styles by utilising auditory, visual, kinaesthetic and verbal (in
some cases) components (Felder, 1988). By addressing these learning styles it is hoped the
maximum amount of participants will enhance their understanding.
Recommendations
In order to ensure the best possible results after administering this training program,
it is anticipated extensive follow up interviews/ workshops are conducted at regular
intervals after the completion of the program to monitor any improvements made. Prior to
training taking place there will be questionnaires to each participant, and a self evaluation
completed by participants upon completion.
The importance of acknowledging the skills and abilities of the participants in
relation to their online learning technical ability, time restraints with their position and staff
availability have been considered with the design of this program. As the length of each
session is not exceeding an hour, the facilitators are able to work with management to coordinate convenient times for each employee. It is not foreseeable t would cause too much
disruption to operations.
Naveh-Benjamin (1991) has identified the need for employees to feel the training is
relevant, necessary and applicable to their job role, in order to retain the information being
given. The methods that will be utilised within our training program will maximise transfer
of information by using a wide range of delivery methods, that suit the individuals learning
style, and the business needs.
This training program is designed to be able to apply to all staff across the hierarchy
of the organisation. Its versatility and non specific nature is deliberate to ensure consistency
and accuracy inter-departmentally. However it will be naturally tailored in delivery as
awareness of different usage of tools and resources are emphasised by different
departments. It is recognised that irrespective of the responsibility of the position,
employees can experience high levels of stress, and may require stress management
techniques.
Training Needs Analysis
In order to conduct a needs analysis on the type of training that is required of
employees a self evaluation is administered on a regular basis for new and existing
employees. To identify whether there is a need for training in stress management there will
be two main measures in place.
1. 'Managers Meeting' - A meeting conducted by the Corporate Trainer to address the
issue of stress in the workplace. The information gained in this meeting will help to
target key issues or stressors in the second measure.
2. Questionnaire - Each employee will take the "Are You Stressed Out?" to gauge the
levels of stress that employees are feeling.
By utilising these two measures, the RIA can successfully determine whether or not
the issue of stress is large enough to create a training plan and conduct ongoing training
sessions
Figure 1 - Questionnaire
(Goulston, 2010)
Training Benefits
Blended learning has been chosen as the training method for the stress management
program. Research into learning and development has pointed to blended learning as being
the most successful.
Stephen Mackay and Gary Stockport (2006) describe blended learning as a
"combination of e-learning and other forms of learning such as classroom and on-the-job
training" and identified that "E-learning is a key component of blended learning and was the
catalyst for the rapid growth in this form of learning" (Mackay & Stockport, 2006, p.82)
Liz Pope (2010) emphasised the importance of blended learning, and online learning
in particular. Pope states that "blended teaching helps teachers find an approach that is
more engaging for this generation of students" (2010, p.22). When dealing with a delicate
issue such as stress, we need to try and find ways to train staff without causing too much
disruption to the day as this too can cause stress. By conducting some sessions online, we
can reduce the time taken out of the employee which will cause less disruption to their day,
in turn reducing stress.
Conducting some training sessions online and some face-to-face will help to give the
employees a well rounded experience and will reduce the cost of hiring venues and catering
for the RIA. The benefits that RIA should see as a result of the training are listed below:

higher productivity;

reduction in health issues;

reduced training costs;

build a supportive work environment; and

Promote commitment to goals.
Measuring Program Success
Now that we have identified that there is a need for training in the area of stress
management, and gone through the benefits of the recommendation; the next step is to put
in place a system to monitor and measure the success of the training program. This is very
important as we need to ensure that the training program is achieving its goal of reducing
stress in the workplace and can also be very useful in fine tuning the programs.
The well known company IBM has measured the success of its learning programs by
evaluating and identifying a "link between learning and employee retention" finding that
"employees involved in learning programs are 79 percent less likely to leave the company
after three years" (Constantine, 2007, p.40). This is an example of one of the ways in which
the success of a training or learning program can be measured.
To measure the success of the RIA training program on new and existing employees,
Kirkpatrick's four levels of evaluation will be utilised. The Kirkpatrick model was developed
by Donald Kirkpatrick in the late 1950s. Figure 1 shows the basic structure of the model
which consists of the four levels - Reactions, Learning, Behaviour and Results. (Business
Performance Pty Ltd, 2010)
Figure 2 - The Kirkpatrick Model
(Business Performance Pty Ltd, 2010)
1. Reaction
The reaction of the participants to the training program will be measured during the
sessions by the trainers. The trainers will make a note of which participants are
taking part in the group discussions and by the responses and questions asked, they
can identify if the participants have understood the concepts explained in the
sessions.
2. Learning
To identify whether or not the knowledge and skills of the participants have
improved or if their attitudes have changed, the trainers will devise activities to
assess the knowledge of the participants during the training. By the answers or
participation in the activities, the trainers can identify whether or not more training
is needed.
The trainers can also evaluate the learning and development of the participants by
providing the participants with an evaluation following the sessions as well as small
quizzes to accurately measure the success.
3. Behaviour
Behavioural changes can be evaluated with the help of the participants’ managers.
The managers will monitor their staff's stress management abilities throughout the
training program and compare this to the observations prior to any stress
management training. Managers will monitor things such as attitude to work, quality
of work, interaction with fellow employees and turnover rates.
4. Results
The results can only be assessed once the training has been conducted; however the
expected results are higher productivity, reduction in health issues, reduced training
costs, building a supportive work environment and promotion of commitment to
goals.
(Business Performance Pty Ltd, 2010)
Training Program Plan
Training Program Plan
Training
Program Name
Training Aim
(Aligned to company
strategic goals)
Competency
Be the Best - Stress Management
Provide effective training in employee self development in
order for staff to support the values and strategic direction of the
organization. This training will be specifically linked to identifying and
addressing barriers to success to being the best employees they can
Workplace standard (non-accredited)
Level
(National, industry or
workplace standard)
Training
Participants
(description of target
group & estimated
numbers)
This stress management training program is aimed at all of the
staff at the RIA and can be delivered to a minimum of two participants
at a time.
Program
Delivery Approach
Due to the fact that there are some employees located in
Fremantle and others on Rottnest Island, the training program will be
run online so that we can reach all employees and avoid costs of
venues, catering and travel time.
The program used for the online delivery will be Adobe
Connect.
Program
Content
(Topics and sub-topics)
Communication Skills




Identify barriers to communication
Effective written communication
effective oral communication
customer service skills
Time Management


identifying time wasters
methods of work prioritisation
Stress Management



Assessment
methods
identifying common stressors in the workplace
stress management plans
conflict resolution
A combination of methods will be used to assess the
performance and skills acquired from the training:

Observation by the trainers of the level of participation

Trainers directing questions at participants to gauge
the level of information absorbed.

Self evaluation and reflection

Training assessment upon completion in the form of a
written test
People to
consult/inform
(Personnel & roles)
Human Resource Manager

review training program and plans

liaise with the trainers to ensure that the training
complies with company policy

approve training program and plan

approve training budget
Managers

provide employee history - regarding stress and stress
management issues
Administration Officer

Ensures that all participants have the correct
equipment to undergo the online training
Corporate Trainer
Resources
required (estimated
costs and where
obtained from)

Develop training and assessment plans and materials

Deliver the training sessions

Provide feedback to managers as required
Corporate trainer to organise

Adobe Connect

Training notes and handouts to participants

Reference material

Ongoing support to participants
Administration Officer & Managers
Total hours and
cost
(management / client
to approve funds)

list of participants

provide employee history
Rottnest Island Authority Human Resources Manager to
approve funds.
Total hours: 20
Total cost: $ 1,500
Training Schedule
Rottnest Island Authority - Learning & Development
Be the Best
Support the mission statement for visitors to
experience Rottnest Island: Relax, Conserve, Discover
Module 1
Communication
Skills
Module 2
Time
Management
Module 3
Stress
Management
M1 Session 1
M2 Session 1
M3 Session 1
-Barriers to
communication
-Identifying time
wasters
-Effective Written
Communication
(4hours)
-Methods of work
prioritisation
(4hours)
M1 Session 2
-Effective oral
communication
-Customer service
skills
(4hours)
-Identifying common
stressors in the
workplace
-Stress management
plans
(4hours)
M3 Session 2
-Conflict resolution:
internal and external
to organisation
(4hours)
Training Session Plan
Training Session Plan
Session Name
Participants
Stress Management
Module 3 part 1
Minimum of three participants.
Participants to be employees of the Rottnest Island
Authority.
Date &
Duration
3rd November 2011
30 min duration
7:30pm – 8pm.
Trainer
Shahida Vagh
Katherine Harrison
Delivery
approach &
environment
(Where & How)
Online delivery via Adobe Connect. Participants can access the session from their desktops or
laptops and have working speakers or headphones. Participants are encouraged to use
microphones, but this is not essential.
Competency
Level / PreRequisites
Workplace Standard (non accredited)
Learning
Outcomes:
Performance
Standard
Conditions
By the end of the training session participants should be able to:

Accurately identify what stress is, including the emotions and physical responses
associated with stress

List and Prioritise different sources of stress

Identify appropriate stress management techniques

Create a stress management plan

Recognise sources of support




Assessment
Methods
Trainer Observation
Questionnaire assessment upon completion
Participant self evaluation
Follow up evaluation 3 months after completion of training
Trainer
Resources
(training
materials &
equipment)

Working computer or laptop with working headphones/speakers and microphone

Optional web-cam

Internet access

Power Point presentation

Power Point presentation notes

YouTube URL's
http://www.youtube.com/watch?v=0IxeJDCh5FY&feature=related

Email account to send evaluation to participants
Participant

Working computer or laptop with working headphones/speakers

Internet access

URL to Adobe Connect classroom

Email account to access the training evaluation
Training Session Plan page 2
Time
7.30 - 7.36
(6mins)
Introduction
Methods & Aids
Welcome to Introduction to Stress Management
Participants to use chat function to ensure that it is working a simple 'hello' will do.
Power Point Slide 1 via Adobe
Connect
Outline learning outcomes

Accurately identify what stress is, including the
emotions and physical responses associated with stress

List and Prioritise different sources of stress

Identify appropriate stress management techniques

Create a stress management plan

Recognise sources of support
Power Point Slide 2 via Adobe
Connect
Defining Stress & outlining characteristics
Power Point Slide 3 via Adobe
Connect
7.37 - 7.40
(4mins)
Activity - What causes stress?
Here we can find out what the common stressors are - to
focus on in future sessions.
Participants to put their name next to their stressor so that
we can monitor participation.
Power Point Slide 4 via Adobe
Connect - using draw function,
allowing participants to 'write on
the board'
Time
Body
Methods & Aids
7.40 - 7.45
(5mins)
Coping Mechanisms
Identifying different methods people use to handle stress.
Power Point Slide 5 via Adobe
Connect
Youtube clip URL via adobe
connect
http://www.youtube.com/watch?v
=hnpQrMqDoqE
7.45 - 7.50
(5mins)
Stress Management Plan

Identify stressor

List and prioritise stress

Write down management technique and steps to
resolve stressor

Use appropriate timeframe
Activity – stress management plan
To encourage group to recognise usefulness of a template
for managing stress.
7.50 - 7.55
(5mins)
Show example of management plan, talk through benefits
and usefulness
Power Point Slide 6 via Adobe
Connect
Example stress management
plan with cartoon
Trainer fills in details from
feedback from group
Power Point Slide 7 via Adobe
Connect
Finding Support
Take participants through different support figures available
to them.
Time
Conclusion
Methods & Aids
7.55 - 8.00
(5 mins)
(21seconds)
Wrap up - importance of stress management
Show YouTube clip - a different approach to stress
management in the workplace
Re-cap learning outcomes

Accurately identify what stress is, including the
emotions and physical responses associated with stress

List and Prioritise different sources of stress

Identify appropriate stress management techniques

Create a stress management plan

Recognise sources of support
Thank you for participation
Don't forget to fill out the training session evaluation
Make sure that everyone has received the document.
Time
Finish
Power Point Slide 8 via Adobe
Connect
YouTube URL via Adobe
Connect
http://www.youtube.com/watch?v
=0IxeJDCh5FY&feature=related
Power Point Slide 8 via Adobe
Connect
Power Point Slide 9 via Adobe
Connect
Training session evaluation
document (to be emailed before
session)
Reference
Business Performance Pty Ltd. (2010). Why Measure Training Effectiveness?
Retrieved October 2011 from http://www.businessperform.com/workplacetraining/evaluating_training_effectiven.html
Constantine, J. (2007). A measure of success. Pharmaceutical Representative 37(6),
40.
Goulston, M. (2010). Just Listen. Retrieved October 2011 from
http://www.psychologytoday.com/blog/just-listen/201010/are-you-stressedout-take-the-quiz
Law, J., Pearce, P.L & Woods, B.A.,(1995) stress and coping in tourist attraction
employees. Tourism Management, 16 (4), pp 277 - 284.
Mackay, S., & Stockport, G. J. (2006). Blended Learning, Classroom & E-Learning.
The Business Review, Cambridge 5(1), 82-88.
Martins, E.C., & Terblanche, F., (2003) "Building organisational culture that
stimulates creativity and innovation", European Journal of Innovation
Management, 6(1), pp.64 – 74.
Michie, S.,(2002) Causes and Management of stress at work, Occupational
Environmental Med, 59, pp 67 – 72.
Miller, K. I., Ellis, B.H., Zook, E.G., & Lyles, J.S., (1990) An integrated model of
communication, stress and burnout in the workplace, Communication
research, 17(3), pp 300 - 326.
Naveh – Benjamin, M., (1991) A comparison of training programs intended for
different types of test- anxious students, Journal of educational psychology,
83(1), pp 134 - 139.
Pape, L. (2010). Blended Teaching and Learning. The Education Digest, 76(2), 2227.
Quiñones, M. A.; & Ehrenstein, A.; (1997). Training for a rapidly changing
workplace: Applications of psychological research, pp 31-60.