training and development portfolio

Final Portfolio

By: Dylan Hildebrandt, Haley Rinzel, Jacilyn Kolasa, Jonathan Schmidt, Shana Soul, Breanna Westra

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Table of Contents

Client Contract……………………………………………………………………………….

Needs Assessment Instrument……………………………………………………………

Needs Assessment Results……………………………………………………………….

Needs Assessment Results with Visuals……………………………………………….

Training Bibliography……………………………………………………………………….

Training Rationale Paper…………………………………………………………………...

Training Objectives………………………………………………………………………….

Training Plan …………………………………………………………………………………

Participant Guide……………………………………………………………………………

Facilitator Guide…………………………………………………………………………….

Action Plan and Final Assessment………………………………………………………

3-4

5-8

9-16

17-27

28-38

39-40

41

42-46

47-69

70-104

105-107

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Students in CJ 350: Human Resource Development & Training at University of Wisconsin-Eau Claire are required to research, develop, and implement a 1-2 hour training program for a client. This contract identifies the expectations of the client and training team.Expectations of Client:

Be available to be interviewed for 30-60 minutes during the initial/assessment phase of the training program development and implementation process.

Provide access to employees, volunteers, and/or organizational members who can take an electronic survey during the needs assessment process.

Assist the training team in finding 10 or more participants to attend the 1-2 hour training during the training program implementation week noted on the course syllabus.

Any comments, questions, and/or concerns can be addressed to Dr. Nicole J. Schultz via e-mail at [email protected] and/or via telephone at (715) 836-2690 at any time.

Be available for an exit interview for 30-60 minutes during the final/evaluation phase of the training program development and implementation process.

Expectations of Training Team: Select one team member to facilitate all communication with the client organization. Communicate with the client in a timely and professional manner concerning scheduling all

meetings, survey distribution, and training program implementation. Complete all elements of the assignments as detailed on the syllabus and semester

project overview. Facilitate a professional training session that meets organizational needs, is well-

researched, and well-prepared and well-delivered.

Client Information & SignatureOrganization Name: Jacob Leinenkugel Brewing Company Representative Name: Kathy SchwandtE-mail Contact: [email protected] Signature: KATHY SCHWANDT

Training Team Contact Member Information & SignatureTeam Contact Name: Dylan Hildebrandt Telephone Contact: 715-459-4361E-mail Contact: [email protected] Signature: DYLAN HILDEBRANDT

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mailto:[email protected]

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TO: Kathy Schwandt, Jacob Leinenkugel Brewing Company

FROM: Shana Soul; Breanna Westra; Jon Schmidt; Dylan Hildebrandt; Haley Rinzel;

Jacilyn Kolasa, Training Team

DATE: March 13, 2015

SUBJECT: Needs Assessment Results

CC: Nicole Schultz, Ph.D., Associate Professor

The findings from the needs assessment survey distributed to the Team Leads and Tour Guides of

the Jacob Leinenkugel Brewing Company showed the different opinions of the employees about

the communication and leadership styles used in the workplace. With the information we have

gathered, we plan on designing and implementing a one- to two-hour training session with these

employees to encourage strong and effective leadership and communication strategies. We will

help both the Team Leads and the Tour Guides identify the differences in their positions and

recognize the appropriate ways to approach their daily duties. This report will go into further detail

of the findings of the survey and how we will develop the training program based on the results.

Below is a list of what will be included in this report:

Blank copy of the survey instrument distributed to the participants

Results of the survey

Visual graph representations of the data

Interpretation of the findings and development of the training program

Group Needs Assessment Instrument

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This survey was compiled by Haley Rinzel, Jacilyn Kolasa, Dylan Hildebrandt, Shana Soul, Breanna Westra, and Jon Schmidt as a needs assessment for Jacob Leinenkugel Brewing Company in regard to an upcoming training and development session taking place this spring. The purpose of this survey is to examine the needs of Jacob Leinenkugel Brewing Company employees in regard to role responsibility and team effectiveness. You will be asked a series of questions regarding team leads, tour guides, and public speaking within your workplace. The questions will not address any personal issues. The survey should take no more than 15-20 minutes and all answers will remain confidential. By selecting the button at the bottom of the page, you agree that you understand the conditions of the survey. Any questions or concerns can be discussed with Dylan Hildebrandt at [email protected].

1. I have read and agree to the terms and conditions of this survey.Yes, I agree.No, I do not agree.

2. What is your position at Leinenkugel's?Team LeadTour GuideOther

3. How long have you been employed with Leinenkugel's?0-6 months7-12 monthsMore than 1 year

4. Rate the following statements from strongly disagree to strongly agree:

Strongly Disagree Disagree

Neither Agree nor Disagree

Agree Strongly Agree

1. It is important to change the tour

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routine based off the age of attendees

2. It is important to have effective communication between team leads and tour guides for business operations.

3. I clearly understand the responsibilities of my role in the workplace.

4. I am confident with my abilities to speak in front of a large group of people.

5. I think that feedback from my team lead is important for my performance at work.

5. Please choose the rating that best fits the statement:

Always Often Sometimes Rarely Never

1. I see strong leadership qualities presented from my team members.

2. I believe that leadership roles are clearly defined in my organization.

3. I believe that leadership roles are clearly defined in my organization.

4. My tour group influences my attitude and demeanor as a tour guide/team lead.

5. My job performance is influenced by the attitude of my supervisors.

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6. There are areas of operation that could be improved on in order to create a more efficient workplace.

YesNo

7. You answered yes to this statement: There are areas of operation that could be improved on in order to create a more efficient workplace. In the space below, please give an example of how these areas can be improved.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. You answered no to this statement: There are areas of operation that could be improved on in order to create a more efficient workplace. In the space below, please explain at least one strength in daily operation you believe makes the workplace efficient. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Please explain the responsibilities of your role in the workplace.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. Please explain an example of a time when the clarity of communication expectations between a team lead and a tour guide was unclear.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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11. What is a viable way to approach and fix the situation you previously explained?________________________________________________________________________________________________________________________________-________________________________________________________________________________________________________________________________

12. What are some qualities that make a high-quality tour guide? Please answer in the space below.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. What are some qualities that make a high-quality team lead? Please answer in the space below.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. What skills are required to be promoted from a tour guide to a team lead? Why? Please answer in the space below. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15. In the space below, summarize a time when you had to adapt or change your tour guide presentation to fit your tour group. How did you adapt/change your presentation? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Jacob Leinenkugel Brewing Company Needs Assessment Results

1. I have read and agree to the terms and conditions of this survey.Answer Response %

1 Yes, I agree. 9 100%2 No, I do not agree. 0 0%

Total 9 100%

2. What is your position at Leinenkugel's?Answer Response %

1 Team Lead 4 44%2 Tour Guide 4 44%3 Other 1 11%

Total 9 100%

Otherboth Team Lead and Tour Guide

3. How long have you been employed with Leinenkugel's?Answer Response %

1 0-6 months 1 11%2 7-12 months 3 33%3 More than 1 year 5 56%

Total 9 100%

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4. Rate the following statements from strongly disagree to strongly agree:

QuestionStrongly Disagree Disagree

Neither Agree nor Disagree Agree

Strongly Agree

Total Responses

1It is important to change the tour routine based off the age of attendees.

0 0 5 3 1 9

2It is important to have effective communication between team leads and tour guides for business operations.

0 0 0 3 6 9

3I clearly understand the responsibilities of my role in the workplace.

0 0 0 4 5 9

4I am confident with my abilities to speak in front of a large group of people.

0 0 0 3 6 9

5I think that feedback from my team lead is important for my performance at work.

0 0 1 3 5 9

5. Please choose the rating that best fits the statement:

Question Always Often Sometimes Rarely NeverTotal

Responses

1I see strong leadership qualities presented from my team members.

0 4 5 0 0 9

2I believe that leadership roles are clearly defined in my organization.

4 3 2 0 0 9

3My job performance is influenced by the attitude of my co-workers.

1 5 3 0 0 9

4My tour group influences my attitude and demeanor as a tour guide/team lead.

1 5 3 0 0 9

5My job performance is influenced by the attitude of my supervisors.

1 5 3 0 0 9

6. There are areas of operation that could be improved on in order to create a more efficient workplace.Answer Response %

1 Yes 9 100%2 No 0 0%

Total 9 100%

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7. You answered yes to this statement: There are areas of operation that could be improved on in order to create a more efficient

I believe that there could be a better and more open line of communication in the workplace.I believe lately there has been an issue with authority, or who is more responsible (in charge). Even within the tour guides I have heard things like tour guides bossing other tour guides around when it's not their job. Also that tour guides aren't listening / helping out order & entry people when asked. The only other thing is having a positive attitude. This is huge for me, I think if you even pretend to be happy at work. You will have a better day at work & the customers will be happier. You should never have a bad attitude when talking to customers and willing to help them with anything & that goes along with coworkers as well.

I think things could be done to make the photo experience more efficient. Unless the lodge is really busy, the person working it is just standing around half the time that they're working, so they're getting paid to do nothing. Perhaps tour guides could take photos for their tours, and then someone could edit and print them while they're on tour. When the tour returns to the lodge, the guide would be responsible for showing guests their photos and selling them.

Less gossip around customers and less gossip in generalhow tours operate during the summer could be improved the flow of the lodge, not having photo in the corner and the greeter desk in the opposite corner having winter hours, maybe shorter days or be closed on sundays during the winter.

There are some people who just bring the team down as a whole!There are few tourguides that do not carry their weight in the lodge, nor do they give quality tours to guests. These issues have been brought to management's attention, yet nothing has been done. There is also cliques forming in the lodge, that prevents inclusiveness and a good work enviornment.

Role of individuals, tour guides have a large amount of responsibilities.Also clear communication of sales and in generalI think that the workplace will be much more efficient when they find somebody to fill the position as Lodge Manager. There are many times where people stand around too muchwhen work needs to be done, and some tour guides that do not take pride in what they do.

8. You answered no to this statement: There are areas of operation that could be improved on in order to create a more efficient workplace. In the space below, please explain at least one strength in daily operation you believe makes the workplace efficient.

Total Responses0

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9. Please explain the responsibilities of your role in the workplace.

As a Team Lead, I over see the daily operation of the Leinie Lodge. I assist and lead my team members throughout a shift. I am responsible for communication with managers and Lodge guests, as well as handling any problems that may arise through the day. I am trained and have the ability to work at every area of the lodge, including the bar and greeter desk. My duties include opening for the day and closing and securing the building at night: this entails opening/counting down registers and making sure that everything is clean, stocked and prepared for the following day. I feel that the most important responsibility I have as a TL is to make sure that I am an example for the rest of the team. My ability to do my job greatly affects the rest of my coworkers for that day.

I typically work in order and entry and there I pull orders, pack, ship orders, ticket new items, stock the floor, and answer the phone. Within that I have to make sure tour guides are ticketing and stocking correctly. When I'm a Team Lead my responsibilities are to open and close the lodge, help the tour guides, greeters, and bar tenders throughout the day, basically help everything run smoothly in a day without the help of a manager.

I give tours, make sure the sales floor stays neat, tidy, and stocked. I also help customers locate the merchandise that they are looking for, or check for additional sizes in the warehouse, and make sure the bathrooms are presentable. Tour guides are also responsible for some light cleaning after the guests have left the lodge.

tour guide: wash glasses, give tours, work cash registers, stock and size merchandise, general cleaning, tag and fold merchandisephoto: take photos, edit photos, sell photosWhen I'm team lead making sure the lodge is operating efficiently, helping whatever aspect (greeter desk, bar, OE) if they are in need of additional support and being available for returns or to confirm the beer giveaways at the registers.When i'm a Tour Guide making sure to do what my superiors ask of me, keep the floor stocked and organized, restroom recovery, checking out customers at the registers and making sure they had a overall great experience, making sure i'm on top of when my tours are and always being friendly, informative and willing to answer questions during the tours and even just back at the lodge.

Team leadI give tours and act as an associate in the lodge. I am also a team lead so I have some managerial responsibilities.

Tour guide, stock the floor, cleaner, registerI believe that I am responsible to ensure that guests have a wonderful experience at the Leinie Lodge.

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10. Please explain an example of a time when the clarity of communication expectations between a team lead and a tour guide was unclear.

I recall asking a tour guide to complete a task for me and having to later do the task myself because the tour guide failed to follow through.I think just doing small tasks that the Team Lead gives the Tour Guides, like stocking for example. I've noticed that sometimes a tour guide is asked to do something and they will either just blow it off or pawn it off onto someone else.

I honestly can't think of one off the top of my head. In my experiences, team leads are usually pretty clear on what they would like us to do.unclear about specifically what stocking or cleaning needed to be doneAs Team Lead I often ask tour guides to complete tasks and sometimes they don't get finishedThe way that you ask a tour guide to do something. It's all the way you phrase your request.It is not that communication has ever been unclear, but some team leads give instructions as an order instead of a request which does not sit well with tourguides.Little tasks like cleaning or stocking the floorI have witnessed times when team leads are too afraid to tell a tour guide what to do.

11. What is a viable way to approach and fix the situation you previously explained?

I believe that being comfortable to ask question and ask for clarification if you are unsure of the expectations is a huge part in solving any communication problem.

I think the most viable way to approach the problem is first ask them to do it a second time, or stop the person they made do it and go ask them to do it again. If it is still a problem have a manager come ask them to do it / speak with them.

If a tour guide feels that they don't understand what their team lead is asking of them, it always ok to ask them to clarify. The same goes for if a team lead feels that they weren't understood, they can ask if the person understands it maybe explain it a little better.be more precise when directing people to cleanIf you start a project you need to make sure it gets finishedBy not telling them what to do, but to ask you to help them do it.This training...BE MORE CLEAR- give the task to one individual or a couple and make sure everyone is on the same page so it gets down correctlyMake sure tour guides respect all of their team leads and to make sure and have the best possible team lead on duty for shifts.

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12. What are some qualities that make a high-quality tour guide? Please answer in the space below.

Outgoing personality, customer service skills, public speaking skills, confidence, positive attitudePersonally I don't see the actual tour so besides that, I think someone who can handle multitasking and that are willing to work and work hard. Someone that is given a job, they go do it to their best ability, and if they aren't given a job they go out and find one or ask for one. Not just stand around waiting for one.

Someone who is upbeat, friendly, and open and who is ok with telling lots of corny jokes.personable, confident, knowledgeable, sometimes funny, entertaining, hard worker, joyful, kindfriendly, outgoing, informative, willingness to take advice, hard worker, sense of humor, energetic, enthusiastic, respectfulFriendliness and competencyClear speaking voice, no filler words, up-beat, a little attitude, and a good work ethic in the lodgeEnergetic, happy to be there, caring, informative, patient, funnyPersonable, friendly, outgoing, kind, fun, great speaker

13. What are some qualities that make a high-quality team lead? Please answer in the space below.

Leadership, positive attitude, problem solving skills, patience, multitasking abilitiesI believe that a high quality team lead means they are constantly helping out, not just giving people tasks then just stand there. They should help with them or go work on something else. It's not fun to be bossed around while the boss just gets to sit there. Especially when they are the same age as you.

Obviously, a team lead needs to be able to handle some extra responsibilities. They also should be a friendly and approachable person.helpful, able to give direction, busyLeader, friendly, respectful of others and respected by others, able to give constructive criticism, not bossy, hard worker, organized, helpful, caring, as well as all the qualities listed that tour guides should have.

by being a good leader

good leadership skills, good communication skills, the ability to deligate tasks fairly, and a level head.Good communicator, positive, professionalLeader, team oriented, disciplined, focused

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14. What skills are required to be promoted from a tour guide to a team lead? Why? Please answer in the space below.

I believe that biggest requirement in being promoted to a team lead is the ability to be a team player. If you can't be part of a team, there is no way that you can then lead that team. I also believe having the experience and skills gained from working a full summer at the Lodge is pivotal in being strong TL. You cannot fully appreciate the difficulty of a summer day at Leinie's until you have experienced it first. There are many situations that one mayn not know to handle as a TL if they have not first experienced it as a tour guide.

Biggest one: A positive attitude. Then a hard worker, (like the high qualities of a team lead I said earlier), and someone who is responsible, and understand their role isn't to boss people around but to respectfully run things and help make projects and the day go smooth.

You really only have to apply when they send out the email saying that they're looking for more team leads. Everyone who applies gets it.passion - people who enjoy what they do will most likely succeedsocial skills - able to resolve conflicts between peoplefirmness - able to tell people what to do in a fair and friendly way without feeling bad about it

you need to be able to take on a larger role, take responsibility for things (good and bad), have the respect of your coworkers, be willing to jobs others might not want to deal with (clean up a mess, or deal with an upset customer) overall be a great tour guide who is willing to go the extra mile

By going above and beyond by showing the managers that you want to be there and that you'd be a good candidate for the positionThey need to show that they are hard workers as a tourguide first. This helps display leadership, a positive attitude, the ability to multitask, and good communication skills.

Have to have a big heart wanting to help the company strive, knowledgeable, have to be willing to take on a bigger role, leadership

Leadership skills because you need to be able to tell tour guides what to do and make sure to provide extensive service to guests.

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15. In the space below, summarize a time when you had to adapt or change your tour guide presentation to fit your tour group. How did you adapt/change your presentation?

On various occasions, I have a guest on my tour that was in a wheel chair. This obviously creates a difficulty in traversing the tour route. I modified my presentation as to not exclude them from any part of the tour. I did not take the group down into the fermentation room, instead I kept everyone on the first step. This way the person in the wheelchair did feel as though they were missing out any part of the tour.

I've never been a tour guide so I don't know! Sorry!Over this last summer, I had a group of college student from Brazil on one of my tours. Obviously, English wasn't their first language and they didn't understand very well, so I had to talk a little slower and told them to ask me to explain anything they didn't understand.Loud and obnoxious groups get a shorter tour because their not interested in what I have to say. On the other hand, when people ask a lot of questions, I give lots of details because they are very interested.

Depending on what they seem interested in (family history, the buildings, the brewing process, or about our current products) will depend what information I will go more in depth with, and age plays a big role in what they are typically interested in.

If guests have too much to drink, you always have to adjust to how they are actingI give a very scripted tour to most groups. If they seem involved and interested, I will add in information that is not in the script. If I have a younger group, a wedding party, or a family reunion; I am much more upbeat. I feed off of their energy which makes me more sassy and sarcastic in my tour and the groups love it.

Different age groups- having more children I try to explain and relate that would make sense to them and also have them unlock doors and hold the tour book to make them feel included

I had a group of home schooled children, so I had to be more serious and educational instead of funny and entertaining.

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Jacob Leinenkugel Brewing Company Needs Assessment Results with Visuals

1. I have read and agree to the terms and conditions of this survey.

Yes, I agreeNo, I do not agree

2. What is your position at Leinenkugel's?

Team Lead

Tour Guide

Other

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3. How long have you been employed with Leinenkugel's?

0-6 Months

7-12 Months

More than 1 year

4.1 It is important to change the tour routine based off the age of attendees.

Strongly Disagree

Disagree


Agree

Strongly Agree

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4.2 It is important to have effective communication between team leads and

tour guides for business operations.

Strongly Disagree

Disagree


Agree

Strongly Agree

4.3 I clearly understand the responsibil-ities of my role in the workplace.

Strongly Disagree

Disagree


Agree

Strongly Agree

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4.4 I am confident with my abilities to speak in front of a large group of people.

Strongly Disagree

Disagree


Agree

Strongly Agree

4.5 I think that feedback from my team lead is important for my performance at

work.

Strongly Disagree

Disagree


Agree

Strongly Agree

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5.1 I see strong leadership qualities presented from my team members.

Always

Often

Sometimes

Rarely

Never

5.2 I believe that leadership roles are clearly defined in my organization.

Always

Often

Sometimes

Rarely

Never

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5.3 My job performance is influenced by the attitude of my co-workers.

Always

Often

Sometimes

Rarely

Never

5.4 My tour group influences my attitude and demeanor as a tour guide/team lead.

AlwaysOftenSometimesRarelyNever

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5.5 My job performance is influenced by the attitude of my supervisors.

AlwaysOftenSometimesRarelyNever

6. There are areas of operation that could be improved on in order to create

a more efficient workplace.

Yes

No

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7. You answered yes to this statement: There are areas of operation that could be improved on in order to create a more efficient workplace. In the space below, please give an example of how these areas can be improved.Quantitative: Of the nine employees that completed the survey, there was a trend to this answer with a few reoccurring answers. Opening the lines of communication, establishing authority between team leads and tour guides, the need for less gossip between employees, and the attitude that needs to change toward both customers and coworkers.

8. You answered no to this statement: There are areas of operation that could be improved on in order to create a more efficient workplace. In the space below, please explain at least one strength in daily operation you believe makes the workplace efficient. None of the employees answered “no” to question six.

9. Please explain the responsibilities of your role in the workplace.There was a wide range of answers to this question because some went into great detail and some skimmed the surface on their responsibilities. There were answers from cleaning, stocking, working the register, giving tours, being friendly and informative, and helping the business run smoothly by being a team lead.

10. Please explain an example of a time when the clarity of communication expectations between a team lead and a tour guide was unclear.The consensuses with the answers to this question were a lot of people observing someone not doing what they were told/asked to do. There was also answers relating to the requests not being detailed enough.

11. What is a viable way to approach and fix the situation you previously explained?There were a few trends in the answers to this question. Some people think that team leads need to be more clear about the tasks they are assigning and to also ask the tour guide to complete the task instead of telling/ordering them to do it. Another frequent answer was for the tour guides to be comfortable enough to ask questions about a task or to ask for help to complete the task.

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12. What are some qualities that make a high-quality tour guide? Please answer in the space below.Outgoing, friendly, personable, energetic, funny, and a good work ethic were recurring answers to this question.

13. What are some qualities that make a high-quality team lead? Please answer in the space below.Leader, positive, helpful, team-oriented, approachable, and hard worker were the recurring answers for this question.

14. What skills are required to be promoted from a tour guide to a team lead? Why? Please answer in the space below. Many of the answers included: a hard worker, team player, positive attitude, passion, ability to multitask, going above and beyond, and good communication skills.

15. In the space below, summarize a time when you had to adapt or change your tour guide presentation to fit your tour group. How did you adapt/change your presentation? There were a wide variety of answers to this question because everyone seems to have adapted to their tour to many different demographics of people. One had to adapt the geographic part of the tour to accommodate a wheel chair. Another had to slow down their information and speed of speech because of a group of visitor from Brazil that didn’t speak English clearly. There were also a few that changed their information and jokes because of children being on the tours.

The initial findings of our survey proved that the data would be useful in order to put

together a useful training session; 55% of respondents were team leads and 44% were strictly tour

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guides. Our training team felt this would be a good mix of participants in order to get accurate

viewpoints from both team leads and tour guides. Our survey also produced a variety of employee

length of service with 11% working at Jacob Leinenkugel Brewing Company for 0-6 months, 33%

for 7-12 months, and 56% of survey participants working with the company for longer than one

year. These statistics indicate that the responses we received were mostly from experienced

employees. This data could also specify that employees who have been employed longer are

willing to take steps to improve operations of the company. The survey that we created was made

in an effort to gain more insight on the potential issues of leadership roles, communication between

team leads and tour guides, responsibilities in the workplace, and tour operations themselves.

100% of survey takers believed that there are areas of operation that could be improved

on in order to create a more efficient workplace. This data can be depicted in question 5 (second

set of closed ended questions). 55% of survey takers answered that they sometimes see strong

leadership qualities presented from team members. However, 64% of participants believe that

leadership roles are clearly defined in the organization. This indicates that for the most part, team

members are aware of their leadership roles, but a majority of employees aren’t seeing these roles

being effectively executed in daily operations. In order to make this more evident, one respondent

recounted, “I believe lately there has been an issue with authority, or who is more responsible.”

These findings show that there is presently a gap between what is expected out of a leadership

position, and what type of leadership is actually taking place. This issue will fit perfectly for the type

of training our group is going to be implementing. We want to put team leads and supervisors in a

challenging position/role and put their leadership abilities to the test in order to accomplish a goal.

Our group believes that the training would be most beneficial to put the team leads in the

leadership role because that’s where the will be in the workplace.

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Both closed ended questions “Performance is influenced by the attitude of my coworkers”

and “Performance is influenced by the attitude of my supervisors” showed the exact same results

of 27 % responding sometimes and 67% responding often or always. One respondent said, “You

should never have a bad attitude when talking to customers and willing to help them with anything,

and that goes along with coworkers as well.” Responses from these two questions reaffirmed that

the type of training we implement has to include a cognitively challenging activity that forces

teamwork, communication, and the handling of emotions.

One of the prevailing topics our survey focused on was communication. 100% of survey

participants agreed that it is important to have effective communication between team leads and

tour guides for business operations. In order to get a better understanding on the importance of

communication, we prompted the participants to explain a time when the clarity of communication

expectations between a team lead and tour guide was unclear. One individual responded, “I recall

asking a tour guide to complete a task for me and having to later do the task myself because the

tour guide failed to follow through.” However, another respondent recalled, “It is not that

communication has ever been unclear, but some team leads give instructions as an order instead

of a request.” These opposite responses tell us that there is a misunderstanding between the

communication of team leads and tour guides. Our training will be geared to have these two groups

work together and see the necessity of communication to improve daily operations.

Jacob Leinenkugel Brewing Company Training Bibliography

1. Bar-On, R., Tranel, D., Denburg, N. L., & Bechara, A. (2004). Emotional and social intelligence. Social

neuroscience: key readings, 223.

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This piece of work depicts how people are able to use social intelligence to make decisions in everyday life.

Emotional intelligence are a set of competencies and skills that make individuals improve the way they

interact on a daily basis.

This source can help our training by preparing the tour guides for changes in the tour based on their

customers. This type of intelligence can also be used to improve all work operations as well.

2. Caruso, D. R., Mayer, J. D., & Salovey, P. (2002). Emotional intelligence and emotional leadership. Kravis-de

Roulet Leadership Conference 9.

This source dives into the importance of emotional intelligence in the leaders of the workplace. One of the

main ideas is that individuals in the workplace that deal with employees on a regular basis should be able to

tap into these resources, or develop them.

We could use this source to convey the importance of intelligently reading someone’s emotions to avoid

conflict and make everyone more productive. Emotional intelligence can be a useful tool for everybody in the

workplace.

3. Ciotti, G. (2014). 10 Insights on Building, Motivating and Managing an Exceptional Team. Retrieved March 9,

2015 from http://www.entrepreneur.com/article/234475

“10 Insights on Building, Motivating and Managing an Exceptional Team” is the title of this source. It covers

many aspects of teamwork and teambuilding. There are definitions of teamwork and team building. There are

lists of the most successful activities for building a strong and happy team. It talks about how coworkers will

have better communication if they aren’t only communicating about work. It also talks about how different

personality types can make or break a solid team.

This resource is awesome for helping give our team additional and informative information about teams. One

of our main goals for this training is to make the tour guides and team leads strong team members. We will

be able to use this source for picking successful activities and for identifying how strong the team is just from

the personality of the members. We plan to pick our activities to highlight leadership and also the inner

personalities of each team member.

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4. DeVita-Raeburn, E. Be More Assertive (and Feel Good about It) – CNN.com. CNN. Cable News Network.

Retrieved March 11, 2015 from http://www.cnn.com/2012/02/20/living/be-assertive-feel-good/>

This article discusses the benefits to having a more confident and assertive tone when speaking to authority

and higher positions in the workplace. It discusses the reasoning behind submission and provides alternative

behavior practices.

This article can be used to fix the issues seen in the survey results regarding lack of authority and employees

being too frightened to speak up to other employees or authority figures.

5. Denison, D. R. (1990). Corporate culture and organizational effectiveness. John Wiley & Sons.

This article depicts how organizational culture can impact the effectiveness of performance. Different

methods to study culture and effectiveness are described, and how this affects organizational behavior.

This source could be useful for our training because the culture at the company seems to be one of the

issues that we are going to try to reroute with effective communication. We could also use the information in

the article to develop an activity to bring out the importance of communication.

6. Fiedler, F. E., & Garcia, J. E. (1987). New approaches to effective leadership: Cognitive resources and

organizational performance. John Wiley & Sons.

This article approaches effective leadership with cognitive resources and depicts how it can impact

organizational performance. The article explains how leaders are able to effectively use intellectual abilities

and develop a successful organization.

This could be a rich source of information for our group to better train how leaders should use their intellect to

continually improve their business. Our needs assessment proved that the approaches of leaders were an

issue at times, and I believe this article could help us provide useful information to our participants.

7. Garon, M. (2012). Speaking up, being heard: registered nurses' perceptions of

workplace communication. Journal Of Nursing Management, 20(3), 361-371. doi:10.1111/j.1365-

2834.2011.01296.x

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This article is mainly about a study done with registered nurses, but we found some of the findings of the

study and conclusions helpful for our training program, as well. It discusses that communication can be

broken up into three categories: influences on speaking up, transmission and reception of a message, and

outcomes and results. The findings supported the importance of the manager in setting the culture of open

communication.

This information will be helpful to us because part of our survey focused on whether or not the presence of

other coworkers or supervisors effected the performance of the leads and guides. Most, if not all, of the

survey participants said that the attitude of their coworkers or supervisors did influence the way they

performed their job. We can use this to demonstrate the importance of leaders demonstrating open

communication when in the workplace.

8. Glomb, T. (2003) INTERPERSONAL AGGRESSION IN WORK GROUPS: SOCIAL INFLUENCE, RECIPROCAL,

AND INDIVIDUAL EFFECTS." Academy of Management Journal. 46(4).

This article describes a role-playing situation questioning how power and trust affect people’s strategy choice

and satisfaction in the end result of a small-scale workplace conflict simulation. In the hypothesis, Glomb

assumed that those participants with a higher level of trust with their counterpart were more likely to

cooperate better and have a greater satisfaction with the end result. Those higher in power were more likely

to assert dominant strategies and will ultimately be less satisfied in the end result. The participants were

given Likert scales to determine levels of trust and power.

We can use this article to provide examples and comparisons of how employees can become more effective

in the workplace by increasing levels of trust among co-workers and using cooperative strategies to solve

every day problems that may arise within the workplace. We can also pull ideas and activities from this

experiment to alter and customize for our particular client, and implement these activities in our training

seminar.

9. Harbour, S. (n.d.). How to Establish & Maintain Good Relationships in the Workplace. Retrieved March 12,

2015 from http://smallbusiness.chron.com/establish-maintain-good-relationships-workplace-

22396.html

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This source is a short article about how to establish and maintain good relationships in the workplace. It

covers a few different steps on how to encourage teamwork and how to open up the lines of communication.

It lays out some clear and concise ideas that would really improve relationships between coworkers in the

workplace.

When reading through this article, it focused on encouraging teamwork and teambuilding activities, which is

what we plan to include in our training. When referring to this article, it would be easy to quickly pick out

pieces of information that we can use for our reasoning for training activities. It isn’t filled with a bunch of filler

paragraphs because it is straight to the point.

10. Holden Leadership Center. (2009). Leadership Exercises & Tips. Retrieved March 12, 2015, from

http://leadership.uoregon.edu/resources/exercises_tips

This source features a variety of leadership resources. There are links for leadership skills, reflections, facts,

activities, exercises, developments, and more. The University of Oregon created the website with a variety of

sources listed for proof of their information.

We could really benefit from using this source because one of the main goals of our training program is to

develop leadership from the team leads. This will be a great place for us to find some icebreaker activities or

team building activities that can highlight a leader and leadership qualities.

11. Li, W. (n.d.). Reciprocal relationship between proactive personality and work characteristics: A latent

change score approach. Retrieved March 10, 2015 from

http://web.a.ebscohost.com/ehost/detail/detail?sid=6991f1ec-6105-4264-9ffe-

128e1aa889bb@sessionmgr4005&vid=0&hid=4209&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVo

b3N0LWxpdmUmc2NvcGU9c2l0ZQ==#db=pdh&AN=2014-09032-001

I believe having a proactive personality is essential to having success at work. The article talks about the

dynamics of the relationship between job demands and job control.

We can use points from this article to help our clients buy into the reality that having a positive attitude

improves the atmosphere at work and allows an employee to interact with coworkers in a healthy

environment.

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http://web.a.ebscohost.com/ehost/detail/detail?sid=6991f1ec-6105-4264-9ffe-128e1aa889bb@sessionmgr4005&vid=0&hid=4209&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ==#db=pdh&AN=2014-09032-001



Brewing Company

12. Louh, H., & Tsuar, S. (2013). The Effects of Age Stereotypes on Tour Leader Roles. Journal of Travel

Research 53(1), 111-123. doi: 10.177/00472875.3482774

This study explores the stereotypes of the age of a tour guide and how the tourist’s perceptions of these tour

guides affect their overall long distance trip. They believed that each job holds an age stereotype. The older

tour guides were hypothesized to be stereotyped by younger tourists as being slow or fragile so they would

not be able to go at a fast enough paces, the middle aged tour guides were the highest respected, and the

younger tour guides were not respected because of experience. Overall the conclusion of the study stated

that the performance of the tour leader will affect the tourists’ perception of the tour, in comparison to the age

stereotype.

The finding of the study can be used as an example for the team leads and tour guides. It can be explained

that they are being critiqued by tourists on their tours based on performance. This could be a motivation

behind mixing up their tour speeches and tailoring them to the type of tour group at that time.

13. Moscardo, G. (1999). Making visitors mindful: principles for creating quality sustainable visitor experiences

through effective communication. Sagamore publishing.

This article is mainly geared towards effectively communicating with visitors in different types of settings. This

research applies results from different studies on tourism and how people deal with, learn, and use

information.

This source could be useful for our training because we are working with tour guides, and it will be useful to

see how different situations tour guides have affected different situations. This source lays out the essentials

of tours including connecting to visitors and telling a good story, which we could use to better connect to our

participants.

14. Munslow, D. (2010) Line Managers Have a Crucial Role. The Star (South Africa). Retrieved March 11, 2015

from http://www.lexisnexis.com.proxy.uwec.edu/

This article discusses the benefits of employer to employee communication and provides statistics on

employee opinions regarding their employers’ communication skills. The main idea in this article is that

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employers should be genuinely interested in their employees and visa versa. Daniel Munslow pushes that

leaders of the workplace set the tone, culture, and degree of engagement within an organization. In the

article, Munslow states that, “Communication is the force that drives clarity; clarity drives motivation;

motivation drives performance; and performance drives profits.”

We can use this resource for examples of how employees are often misrepresented or voiceless, although

the employer is often unaware of this. In the summary results, we see many employees discussing how tasks

are not clearly defined and the punishments for this lack of clarity is often frustrating. By discussing how to

better distribute tasks and to who the tasks are distributed could potentially fix many issues that seem to be

taking place in Leinenkugel’s.

15. Otis, M. How to Use Business Demography in the Workplace. Small Business. Retreived March 11, 2015

from http://smallbusiness.chron.com/use-businessdemography-workplace-14650.html

This article provides a step-by-step essay describing how to utilize the expanding demographics within a

workplace for the benefit of the customers and the company. The author describes strategies to make the

workplace more efficient and cohesive. Age and the necessity for increased recruitment, gender and the

potential for increased sexual harassment training, family composition and the need for greater benefits and

flexibility, and religious backgrounds and the possible need for diversity training are all discussed within the

article.

We can use this article to discuss how to change individual tours based on the demographics of the tour

group to achieve the most positive experience possible. By examining the different areas of demographics,

the Leinenkugel’s employees will be able to create custom and personable tours based on the tour group

demographic and therefore make the experience more enjoyable.

16. Panaccio, A., & Vandenberghe, C. (2011). The Relationship of Role Clarity and Organization-Based Self

Esteem to Commitment to Supervisors and Organizations and Turnover Intentions. Journal of

Applied Social Psychlogy 41(6), 1455-1485. Retrieved from

http://onlinelibrary.wiley.com.proxy.uwec.edu/doi/10.1111/j.1559-1816.2011.00764.x/epdf.

33

http://onlinelibrary.wiley.com.proxy.uwec.edu/doi/10.1111/j.1559-1816.2011.00764.x/epdf

Brewing Company

This study focuses on the relationship between role clarity and organizational-based self-esteem with 4

dimensions of commitment to the supervisors and organization (affective, normative, perceived high

sacrifice, perceived lack of alternatives) and also turnover intentions. It is stated that role clarity is defined by

many aspects within an organization; however the greatest provider of role clarity comes from the supervisor.

This information can be used to influence our training objectives. We know that there is a struggle with role

clarity within Leinenkugel’s between team leads and tour guides. In order to reinforce a team leads job we

should emphasize that role clarity within the work place comes from them; and that their leadership style

affects the tour guides commitment to the organization overall.

17. Paige, A. How to Deal With a Clique at Work. Small Business. Retrieved March 11, 2015 from

http://smallbusiness.chron.com/deal-clique-work- 19235.html

This article provides step-by-step details on how to minimize cliques and drama within the workplace. This is

important for maintaining a safe working environment for all employees and customers. Ideas expressed

within the article include acknowledging and being aware of disproportionate power within the workplace,

recognizing the source of the exclusionary behavior, and reassigning tasks to reduce chances of clique

behavior.

In the survey results, there seemed to be many comments regarding gossip and cliques. Using this article,

we can provide suggestions on how to break up this gossip and clique behavior to make a more efficient

workplace and to make every person employed at Leinenkugel’s feel comfortable and excited about work

and the organization.

18. Quast, L. (2013). New Managers: 5 Ways To Stop Negative Office Gossip. Retrieved March 9, 2015 from

http://www.forbes.com/sites/lisaquast/2013/10/14/new-managers-5-ways-to-stop-negative-office-

gossip/

This article was written for the Forbes website which is one of the most trusted resource for the world’s

business and investment leaders. This article is a list of five ways that new managers can stop negative

office gossip. In a short version, the five reasons are: address the specific perpetrators, meet with your entire

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team, encourage positive gossip, model the behavior you want to see, and don’t address the issue to the

entire staff via email or another source.

This is a great source for us because the company we will be doing the training with is experiencing some

problems with gossip according to our needs assessment. The company will also be hiring a new manager

for all of our attendees so it would be a great source for us to look into about possibly relaying these ideas to

our training group.

19. Ramana, K. V., & Chaitanya, E. K. (2012). Collaborative Action Research -- A Tool to Enrich Presentation

Skills of the Professional Students. Language In India, 12(10), 312-321.

This article talks about how professional students are required to communicate clearly and confidently to

succeed. It talks about how college students may feel pressure that they can’t speak about their views. The

paper elaborates on ways to help a student become more confident in speaking and developing skills to

improve their speaking. It also has some activities that are appropriate for college age students.

We are still unsure if we will be able to devote time from our training to focus on public speaking for the

trainees. But if we do have time, this is a great resource for finding age appropriate activities to start to boost

their confidence in speaking in front of people.

20. Remick, J. (1991). Retrieved March 11, 2015 from http://tinyurl.com/nmwlrxp

This short article does a good job describing what a supervisor can do to help with turmoil between

employees and supervisors.

This would directly identify with team leads and tour guides. Understanding this information can help break

barriers between the two.

21. Rode, J., Mooney, C., Arthaud-Day, M., Near, J., Baldwin, T., Rubin, R., & Bommer, W. (2007). Emotional

intelligence and individual performance: evidence of direct and moderated effects. Journal of

Organizational Behavior 28, 399-421. doi: 10.1002/job.429

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This study focused on the direct and moderated correlation between emotional intelligence and individual

performance. It was directly linked that emotional intelligence leads to a higher level of motivation. They

believe that individuals must not only have the emotional intelligence but also the motivation to use it.

This can be used in our training when we discuss public speaking and how to change their tours based on

the group they are giving the tour to. If you take this article’s findings and correlate it with the tour guides,

then you can assume that the tour guides with a high level of emotional intelligence will have more

motivation. This motivation will then lead to better tours overall. In order to train on emotional intelligence we

could find a scale for every participant to take so they know where they stand; and then discuss what they

can do to enhance or strengthen their emotional intelligence.

22. Sears, G., & Hackett, R. (2011). The influence of role definition and affect in LMX: A process perspective on

the personality – LMX relationship. Journal of Occupational and Organizational Psychology 84. 544-

564. doi: 10.1348/0963.79.0X49208

It was found in this study that both affective and role definition processes are key precursors to LMX. It was

also found that when there is a leadership training intervention there should be a focus on both leader

behaviors that clarify worker’s roles and that promote affective bonding.

These findings can be used in our training, specifically the promotion of affective bonding. We can focus on

the personalities of each individual and explain how to work with each personality types. It is important that

the team leads and tour guides can work together.

23. Sofiyabadi, J., Karimi, A., & Nasab, S. (2012). Emotional Intelligence: A Critical Factor to Success in Tourist

Relationship Management. International Business Research 5. doi: 10.5539/ibr.v5n8p199

In order to promote tourist attraction rate, customer relationship management has been implemented as a

business strategy to boost the fundamental aspects of emotional intelligence. If people are able to identify

their own feelings and the feelings of others, they can use these identifications for the improvement and

enhancement of service quality and tourist’ satisfaction rate.

These findings can be expressed to the participants. If we are able to train on emotional intelligence, then

hopefully they will be able to take this back to their tours and build the tourists satisfaction rate. If the tour

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guides catch on to the satisfaction of the tourists then they can learn what does and does not work on their

tour.

24. Whittaker, S., Frohlich, D., & Daly-Jones, O. (1994). Informal workplace

communication: What is it like and how might we support it?. Proceedings of the SIGCHI conference

on Human factors in computing systems 131-137. ACM.

This article presents findings about the informal styles of communication used in people’s everyday working

activities. It identifies why these reactions are so common and how they can be very useful. It also identifies

the weaknesses this form of communication has and recognizes further requirements for better support.

This will be a useful resource for us because most of the communication between the Team Leads and Tour

Guides is generally informal. This level of comfort is a good thing, but can also hinder the communication

between the leads and guides because they guides might not take the direction from the leads as seriously

as they should, or they might not see them as a leader figure. We plan on having an area of our training

focus on how the leads can be more directive towards the guides, as well as have the guides be more open

to the directions of the leads.

25. Zaccaro, S. J., Rittman, A. L., & Marks, M. A. (2002). Team leadership. The

Leadership Quarterly, 12(4), 451-483.

This article discusses leader-team dynamics through the process of “functional leadership”. This approach

emphasizes that the leader’s main job is to do, or get done, whatever functions are not being handled

effectively in terms of group needs. This article also talks about how leadership and team processes both

influence each other.

We thought this would be helpful in developing our training program because it discusses different leadership

roles and gives some guidelines and tips to handle leader-team dynamics. Since it also talks about how

leadership and team processes affect each other, it can help us show the leads and guides that both of their

efforts are needed to communicate successfully.

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Training Rational PaperWhen creating our training plan, our goal was to create training objectives that would

spotlight our two activities. The third training objective will focus on gathering data at the beginning and end to provide us with results that will ideally show that the participants became knowledgeable through our training workshop. It is our group’s goal to effectively teach and demonstrate how to properly work through conflict resolution and build a heightened sense of positive team dynamics.

For our two activities we have planned during our training workshop, we are constructing handouts after reading about the advantages and disadvantages of handouts in chapter nine of the Beebe, Mottet, and Roach’s Training Development text. According to the text, the advantages far outweigh the disadvantages when it comes to providing the participants with handouts. Some advantages discussed in the text are the inexpensiveness of handouts, the presence of detailed information, the ability to take the handout with them for possible future usage, and how easy it is to transport. By using handouts, we can provide participants with the necessary information required to properly interact in our activities. Also, our participants can take the information home with them in order to reference it if they so desire.

With our first training objective using the method behavior modeling in order to educate the trainees on conflict resolution, having information on each step of the six-step process is essential. We plan to break into three pairs with each one of our trainers teach about one of the six steps to our trainees. Having each of our group members specialize in one step will allow us to maximize knowledge relayed to the participants while also keeping each one of the trainers involved with the workshop. Two trainers will go at a time with behavior modeling demonstration coming after each pair has performed their portion of the conflict resolution training. Delegating material amongst the trainers will provide the trainees with multiple training styles and quality information for resolving conflict they are faced with in the future.

Our team’s second activity has our trainees working with building blocks. One participant will hold a picture of what the blocks are supposed to be constructed to look like, but will not be able to show the rest of the group. While the designated person keeps the picture from the rest of the group, they are turned away from the group and have to field questions from the other trainees trying to figure out how to build the structure. This activity will help our participants comprehend the concepts of team roles, elements of teamwork, and how to break down barriers when attempting to achieve effective communication. Role definition is the ultimate goal in this activity. Our group took part in this activity during a class and we found it to be highly beneficial when working towards better team communication.

In conclusion of our building blocks activity, we would like to use another concept from Beebe, Mottet, and Roach’s Training Development text called “unpacking.” Because we are hoping the participants get as much out of the training as possible, at the conclusion of our building blocks activity, we want the trainees to be able to answer the questions: “What just happened here?” and “How will I use what I did in this activity in other life situations?” According to the text, unpacking is

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one of the most pertinent parts of an experimental activity. If we can get our trainees to not only ask these questions, but formulate and understand the answers then we can consider this activity a success.

Our final training objective is determining how confident our trainees feel in regards to role definition and conflict resolution at the end of the workshop. With the usage of two Likert-type scale questionnaires, we can get an idea of where participants are at regarding role definition and conflict resolution confidence prior to the training and at the conclusion of the final activity. After being educated and then demonstrating through behavior modeling and role playing, participants will ideally have gained confidence in defining their roles and resolving conflict in the workplace. These questionnaires will be how we evaluate the effectiveness of our training and how much of the information provided was retained. Because we want our participants to feel involved and want them to retain as much information as possible, we plan to bring information gathered from the Beebe, Mottet, and Roach Training Development text into our training plan one more time. In the “Developing and Presenting a Lecture/Discussion” section in chapter six, the material talks about not lecturing too long and allowing the participants to be involved so they do not lose interest and are able to practice what they are being taught. By lecturing no longer than three minutes at any given time, our audience will be able to actively involve themselves through conversation or physical interaction. This tactic will allow our trainees to stay focused and interested in our workshop material.

In conclusion, our training plan and objectives have been well-thought out with the conscious idea that we are not only performing this workshop for a class grade, but also to help individuals willing to participate in our training session become more efficient employees for their current organization and beyond. Our participants will be assessed at certain points in the training workshop and the results analyzed the finalization of the session. Our goal is to effectively educate the employees of the Jacob Leinenkugel Brewing Company to a degree that will create a more efficient work environment.

Training Team Members: Haley Rinzel, Breanna Westra, Shana Soul, Dylan Hildebrandt, Jacilyn Kolasa, Jon Schmidt

Training Objectives:

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1. After training, 90% of the employees will demonstrate the understanding of the six-step conflict resolution strategies (identify conflict/problem, generate solution ideas, determine best solution, build consensus, proceed with solution, evaluate solution) in one five-minute behavior modeling scenario between coworkers. Trainees will be evaluated based on verbal demonstration of knowledge of the six conflict resolution strategies.

2. In finalization of the training, 95% of participants will increase their feelings of confidence in regards to role definition based on two Likert-type scale questionnaires administered at the beginning and end of the training session. Participants will ideally have increased their initial scores by one or more points by the end of training.

3. At the end of the training, 95% of participants will comprehend the concepts of team roles, elements of teamwork, and barriers to effective communication. This will be achieved through two five-minute, interactive team-building activities involving building blocks.

Training Plan

Time: Training Content: Training Method: Training Materials:

Assessment Method:

00:00-05:00

Welcome, Personal Introductions, &

Lecture/Discussion PowerPoint Slide 1 & 2

N/A

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Agenda Breakdown:

Trainers will introduce themselves and provide an overview of topics that will be discussed during training.

05:01-08:00

Icebreaker Activity: “What Beer?”

The trainees will introduce themselves after filling out a short Likert-type scale questionnaire and identify which Leinenkugel’s beer they would be and why.

Group Game PowerPoint Slide 3 &4, questionnaire handout (page 30), pencils, refreshments

*Questionnaire will be used for assessment later in training (See training objective 2).

08:01-09:30

Six Steps Conflict resolution strategies: Identity conflict/problem

Lecture Powerpoint Slide 5 & 6

N/A

09:31-11:00

Six Steps Conflict resolution strategies: generate solution/ideas

Lecture Powerpoint Slide 7

N/A

011:01-13:00

Conflict Resolution Scenario

Behavior Modeling/Discussion

Powerpoint Slide 8, (page 33) Whiteboard

Verbal input and participation regarding the six steps of conflict resolution strategies


Assessment Method:

013:01-15:30

Six Steps Conflict resolution strategies: determine best


N/A

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solution

15:31-17:00

Six Steps Conflict resolution strategies: build consensus


N/A

17:01-19:00



Powerpoint Slide 11, Whiteboard


19:01-20:30

Six steps conflict resolution strategies: Proceed with solution


N/A

20:31-22:00

Six Steps Conflict resolution strategies: evaluate solution


N/A

22:01-24:00



Powerpoint slide 14, whiteboard


24:01-29:00

Conflict Resolution Debriefing:

Participants will be asked to apply the six steps of conflict resolution to their given scenario in order to measure their understanding of the steps

Partner Discussion Powerpoint Slide 15 & 16, Scenario handout (page 34), pencils

Trainers will assess participants on the application of the six steps of conflict resolution in a given scenario (page 28). During this activity, participants will be assessed on training objective 1.


Assessment Method:

29:01-31:00

Two minute water/bathroom break

- Powerpoint Slide 17

N/A

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31:01-34:00

Introduction to building block activity.

Activity Building blocks, Powerpoint slide 18, picture of completed sculpture

N/A

34:01-39:00

Building block activity 1:

Participants will attempt to construct a model by receiving instructions from a designated team member.

Activity Building blocks, Powerpoint 19 & 20, picture of completed sculpture

Participants will be assessed in small group by a designated trainer, who will take notes on their communication and interaction. (page 28)

39:01-43:00

Building Block Activity 1 debrief:

Trainers will discuss frustrations and communications barriers that occurred during the activity.

Group Discussion Powerpoint slide 21

N/A

43:00-48:00


Participants will attempt to reconstruct the model in phase two of the activity.




Assessment Method:

48:01-52:00

Building Block activity 2 debrief.

Trainers will discuss how participants


N/A

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utilized the concepts of team roles, elements of teamwork, and barriers to effective communication to successfully achieve their goal..

52:01-55:00

Redistribute questionnaire:

Trainees will recieve the same questionnaire that was distributed earlier in training.

Questionnaire Powerpoint slide 25, Questionnaire handout (page 35), pencils

N/A

55:01-57:00

Two minute bathroom/water break

- Powerpoint slide 26

*Trainers will utilize this time to analyze questionnaire results and compare the second set of results to the first.

57:01-58:30

Discuss questionnaire results:

Trainers will discuss the goal of taking two questionnaires (See training objective 2).

Lecture Powerpoint slide 27

N/A


Assessment Method:

58:31-63:30

Allow for questions and comments from trainees.


N/A

63:31-66:30

Closing statements from trainers.


N/A

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“Thank you for attending our training session!”

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Table of Contents

PARTICIPANT GUIDE

3

4

5

6-13

7

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Trainer Biographies……………………………………………………………………………………

Training Agenda………………………………………………………………………………………

Training Objectives……………………………………………………………………………………

Handouts……………………………………………………………………………………………...

Opening Questionnaire…………………………………………………………………….

Conflict Resolution Guide………………………………………………………………….

Behavior Modeling: A Training Instrument………………………………………………

Group Discussion Scenario……………………………………………………………….

Six Steps to Conflict Resolution Scenario……………………………………………….

Closing Questionnaire……………………………………………………………………..

Training Assessment Instruments………………………………………………………………….

Six Steps to Conflict Resolution………………………………………………………….

Building Blocks……………………………………………………………………………..

Bibliography……………………………………………………………………………………………

Trainer Biographies

My name is Haley Rinzel and I am a senior at UW- Eau Claire. I am working towards a Bachelor’s degree in Human Resource Management. I am originally from Milwaukee, WI. I have been a server and bartender at Applebee’s for 4 years, but am

My name is Jacilyn Kolasa and I am a senior at UW-Eau Claire. I am a General Business Management Major with an Emphasis in Human Resources. I am originally from Hudson, WI. I currently work at Stella Blues in downtown Eau Claire and will begin an HR internship at TTM

3

4

5

6-13

7

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Leinenkugel’s Training Agenda

Welcome! – Food & Drink

Icebreaker: What Kind of Beer Are You??

First Questionnaire

Activity #1 Behavior Modeling: Six-Step Conflict Resolution

o Trainers Discussion and Modeling of Six-Steps

o Participant’s Turn!

Break

Activity #2 Lego Building

o Round 1

o Discussion

o Round 2

o Discussion

Second Questionnaire

Break

Recap

My name is Haley Rinzel and I am a senior at UW- Eau Claire. I am working towards a Bachelor’s degree in Human Resource Management. I am originally from Milwaukee, WI. I have been a server and bartender at Applebee’s for 4 years, but am

My name is Jacilyn Kolasa and I am a senior at UW-Eau Claire. I am a General Business Management Major with an Emphasis in Human Resources. I am originally from Hudson, WI. I currently work at Stella Blues in downtown Eau Claire and will begin an HR internship at TTM

My name is Breanna Westra. I am a senior at UW- Eau Claire. My major is Organizational Communication and I have a minor in Marketing. I am from Portage, WI. My current job is a waitress at Loopy’s in Chippewa Falls, WI. After graduation I have plans to be an Event Manager at a wedding venue called the Winfield Inn in Kyle, Texas. A fun fact about me is that I enjoy the outdoors and have been shooting archery since I was 8 years old.

My name is Jonathan Schmidt and I am a senior at UW-Eau Claire. I am graduating this semester with a degree in Human Resources Management. I am from Mishicot, WI. After graduation, I plan on entering the Manager Trainee position for Menards at a location in Milwaukee. A fun fact about me is that I played baseball for for the University and was part of the conference championship my sophomore year.

My name is Shana Soul. I’m a senior this year at UW-Eau Claire majoring in Human Resources Management. I’m from Superior, WI. I’m the Safety Coordinator at Midwest Manufacturing, which will turn into a full-time job after I graduate this May. Fun Fact: I studied abroad in Ireland last spring and the first Irish student I met was a man named Mike McCarthy.

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Thank You to all Participants!


1. After training, a majority of the employees will demonstrate the understanding of the six-step conflict resolution strategies (identify conflict/problem, generate solution ideas, determine best solution, build consensus, proceed with solution, evaluate solution) in one five-minute behavior modeling scenario between coworkers. Trainees will be evaluated based on verbal demonstration of knowledge of the six conflict resolution strategies.

2. In finalization of the training, most participants will increase their feelings of confidence in regards to role definition based on two Likert-type scale questionnaires administered at the beginning and end of the training session. Participants will ideally have increased their initial scores by one or more points by the end of training.

3. At the end of the training, our participants will comprehend the concepts of team roles, elements of teamwork, and barriers to effective communication. This will be achieved through two five-minute, interactive team-building activities involving building blocks.

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HANDOUTS

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Please complete the following survey based on your experiences in your current position for your organization.

I clearly understand the responsibilities of my role in the workplace. Strongly Disagree Disagree Agree Strongly Agree

It is important to have effective communication between team leads and tour guides for business operations. Strongly Disagree Disagree Agree Strongly Agree

The differences between responsibilities of Team Leads and Tour Guides are clearly defined within my workplace. Strongly Disagree Disagree Agree Strongly Agree

I understand how leadership roles are important to the success of my workplace. Strongly Disagree Disagree Agree Strongly Agree

I understand the importance of role definition in my workplace. Strongly Disagree Disagree Agree Strongly Agree

Opening Questionnaire

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Feedback is essential upon completion of a task.

Strongly Disagree Disagree Agree Strongly Agree

Behavior Modeling: A Training Instrument


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What is it? o It is based on the premise that the best way to learn a skill is to identify the

behaviors required to perform it effectively, watch someone demonstrate those behaviors, practice the behaviors, and receive feedback on the performance of the behaviors.

Why is it important? o Involves presenting trainees with a model that demonstrates key behaviors to

replicateo Provides trainees an opportunity to practice those key behaviors o The Social-Learning Approach o Work Tasks and Work Ethic can be modeled within the workplace

TIPS:

o Attention — making sure the trainees attend to the pertinent aspects of the behavior being modeled

o Retention — helping the trainees remember the original observation points in the form

o Reinforcement and Motivation —using practice and positive reinforcement to translate observational learning into skilled performance.

Conflict Resolution Guide

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Identify Conflict/Problem Gather unbiased information about the situation

Generate Solution/Ideas Think outside the box!

Determine Best Solution Find a win-win solution

Build Consensus “Can everyone agree to support the decision?”

Proceed With Solution Design and Implement the solution

Evaluate Solution Confirm the effectiveness of the solution

The Conflict:

Group Discussion Scenario

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One particular meeting’s agenda items were crucial to the

success of the current project. Several key decisions have to be

made and implemented quickly. True to form, Jane is laughing

and telling stories with little regard for the time crunch. John’s

irritation is growing and he can’t understand why no one,

especially the boss, is taking control of the situation.

Six Steps to Conflict Resolution Scenario

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1. Identify the problem: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Generate a solution/ideas: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Determine best solution: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Build a consensus: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Proceed with the solution: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Evaluate the solution: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Closing Questionnaire

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Feedback is essential upon completion of a task. Strongly Disagree Disagree Agree Strongly Agree

We appreciate any comments or feedback on this training session. Thank you for your participation!____________________________________________________________________________________________________________________________________________________________

Six Steps to Conflict Resolution Training Assessment Rubric

Building Block Activity Assessment Notes

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Training Bibliography

Bar-On, R., Tranel, D., Denburg, N. L., & Bechara, A. (2004). Emotional and social

intelligence. Social neuroscience: key readings, 223.

This piece of work depicts how people are able to use social intelligence to make decisions in

everyday life. Emotional intelligence are a set of competencies and skills that make individuals

improve the way they interact on a daily basis.

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Group Names

Notes Activity 1 Notes Activity 2

Six Steps Identify Problem

Generate Solution

Determine Best Solution

Build Consensus

Proceed with Solution

Evaluate Solution

Name

Name

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Caruso, D. R., Mayer, J. D., & Salovey, P. (2002). Emotional intelligence and emotional

leadership. Kravis-de Roulet Leadership Conference 9.

This source dives into the importance of emotional intelligence in the leaders of the workplace. One

of the main ideas is that individuals in the workplace that deal with employees on a regular basis

should be able to tap into these resources, or develop them.

Ciotti, G. (2014). 10 Insights on Building, Motivating and Managing an Exceptional Team.

Retrieved March 9, 2015 from http://www.entrepreneur.com/article/234475

This source covers many aspects of teamwork and teambuilding. There are definitions of teamwork

and team building. There are lists of the most successful activities for building a strong and happy

team. It talks about how coworkers will have better communication if they aren’t only

communicating about work. It also talks about how different personality types can make or break a

solid team.

DeVita-Raeburn, E. Be More Assertive (and Feel Good about It) – CNN.com. CNN. Cable

News Network. Retrieved March 11, 2015 from

http://www.cnn.com/2012/02/20/living/be-assertive-feel-good/>

This article discusses the benefits to having a more confident and assertive tone when speaking to

authority and higher positions in the workplace. It discusses the reasoning behind submission and

provides alternative behavior practices.

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Denison, D. R. (1990). Corporate culture and organizational effectiveness. John Wiley &

Sons.

This article depicts how organizational culture can impact the effectiveness of performance.

Different methods to study culture and effectiveness are described, and how this affects

organizational behavior.

Fiedler, F. E., & Garcia, J. E. (1987). New approaches to effective leadership: Cognitive

resources and organizational performance. John Wiley & Sons.

This article approaches effective leadership with cognitive resources and depicts how it can impact

organizational performance. The article explains how leaders are able to effectively use intellectual

abilities and develop a successful organization.

Garon, M. (2012). Speaking up, being heard: registered nurses' perceptions of

workplace communication. Journal Of Nursing Management, 20(3), 361-371.

doi:10.1111/j.1365-2834.2011.01296.x

This article is mainly about a study done with registered nurses, but we found some of the findings

of the study and conclusions helpful for our training program, as well. It discusses that

communication can be broken up into three categories: influences on speaking up, transmission

and reception of a message, and outcomes and results. The findings supported the importance of

the manager in setting the culture of open communication.

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Glomb, T. (2003) INTERPERSONAL AGGRESSION IN WORK GROUPS: SOCIAL INFLUENCE,

RECIPROCAL, AND INDIVIDUAL EFFECTS." Academy of Management

Journal. 46(4).

This article describes a role-playing situation questioning how power and trust affect people’s

strategy choice and satisfaction in the end result of a small-scale workplace conflict simulation. In

the hypothesis, Glomb assumed that those participants with a higher level of trust with their

counterpart were more likely to cooperate better and have a greater satisfaction with the end result.

Those higher in power were more likely to assert dominant strategies and will ultimately be less

satisfied in the end result. The participants were given Likert scales to determine levels of trust and

power.

9. Harbour, S. (n.d.). How to Establish & Maintain Good Relationships in the Workplace.

Retrieved March 12, 2015 from http://smallbusiness.chron.com/establish-maintain-

good-relationships-workplace-22396.html

This source is a short article about how to establish and maintain good relationships in the

workplace. It covers a few different steps on how to encourage teamwork and how to open up the

lines of communication. It lays out some clear and concise ideas that would really improve

relationships between coworkers in the workplace.

10. Holden Leadership Center. (2009). Leadership Exercises & Tips. Retrieved March 12,

2015, from http://leadership.uoregon.edu/resources/exercises_tips

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This source features a variety of leadership resources. There are links for leadership skills,

reflections, facts, activities, exercises, developments, and more. The University of Oregon created

the website with a variety of sources listed for proof of their information.

Li, W. (n.d.). Reciprocal relationship between proactive personality and work

characteristics: A latent change score approach. Retrieved March 10, 2015 from

http://web.a.ebscohost.com/ehost/detail/detail?sid=6991f1ec-6105-4264-9ffe-

128e1aa889bb@sessionmgr4005&vid=0&hid=4209&bdata=JkF1dGhUeXBlPWlwLHV

pZCZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ==#db=pdh&AN=2014-09032-001

The article talks about the dynamics of the relationship between job demands and job control.

Louh, H., & Tsuar, S. (2013). The Effects of Age Stereotypes on Tour Leader Roles. Journal

of Travel Research 53(1), 111-123. doi: 10.177/00472875.3482774

This study explores the stereotypes of the age of a tour guide and how the tourist’s perceptions of

these tour guides affect their overall long distance trip. They believed that each job holds an age

stereotype. The older tour guides were hypothesized to be stereotyped by younger tourists as

being slow or fragile so they would not be able to go at a fast enough paces, the middle aged tour

guides were the highest respected, and the younger tour guides were not respected because of

experience. Overall the conclusion of the study stated that the performance of the tour leader will

affect the tourists’ perception of the tour, in comparison to the age stereotype.

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Moscardo, G. (1999). Making visitors mindful: principles for creating quality sustainable

visitor experiences through effective communication. Sagamore publishing.

This article is mainly geared towards effectively communicating with visitors in different types of

settings. This research applies results from different studies on tourism and how people deal with,

learn, and use information.

Munslow, D. (2010) Line Managers Have a Crucial Role. The Star (South Africa). Retrieved

March 11, 2015 from http://www.lexisnexis.com.proxy.uwec.edu/

This article discusses the benefits of employer to employee communication and provides statistics

on employee opinions regarding their employers’ communication skills. The main idea in this article

is that employers should be genuinely interested in their employees and visa versa. Daniel

Munslow pushes that leaders of the workplace set the tone, culture, and degree of engagement

within an organization. In the article, Munslow states that, “Communication is the force that drives

clarity; clarity drives motivation; motivation drives performance; and performance drives profits.”

Otis, M. How to Use Business Demography in the Workplace. Small Business. Retreived

March 11, 2015 from http://smallbusiness.chron.com/use-businessdemography-

workplace-14650.html

This article provides a step-by-step essay describing how to utilize the expanding demographics

within a workplace for the benefit of the customers and the company. The author describes

strategies to make the workplace more efficient and cohesive. Age and the necessity for increased

recruitment, gender and the potential for increased sexual harassment training, family composition

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and the need for greater benefits and flexibility, and religious backgrounds and the possible need

for diversity training are all discussed within the article.

Panaccio, A., & Vandenberghe, C. (2011). The Relationship of Role Clarity and Organization-

Based Self Esteem to Commitment to Supervisors and Organizations and Turnover

Intentions. Journal of Applied Social Psychlogy 41(6), 1455-1485. Retrieved from

http://onlinelibrary.wiley.com.proxy.uwec.edu/doi/10.1111/j.1559-1816.2011.00764.x/

epdf.

This study focuses on the relationship between role clarity and organizational-based self-esteem

with 4 dimensions of commitment to the supervisors and organization (affective, normative,

perceived high sacrifice, perceived lack of alternatives) and also turnover intentions. It is stated that

role clarity is defined by many aspects within an organization; however the greatest provider of role

clarity comes from the supervisor.

Paige, A. How to Deal With a Clique at Work. Small Business. Retrieved March 11, 2015 from

http://smallbusiness.chron.com/deal-clique-work- 19235.html

This article provides step-by-step details on how to minimize cliques and drama within the

workplace. This is important for maintaining a safe working environment for all employees and

customers. Ideas expressed within the article include acknowledging and being aware of

disproportionate power within the workplace, recognizing the source of the exclusionary behavior,

and reassigning tasks to reduce chances of clique behavior.

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Quast, L. (2013). New Managers: 5 Ways To Stop Negative Office Gossip. Retrieved March 9,

2015 from http://www.forbes.com/sites/lisaquast/2013/10/14/new-managers-5-ways-

to-stop-negative-office-gossip/

This article was written for the Forbes website which is one of the most trusted resource for the

world’s business and investment leaders. This article is a list of five ways that new managers can

stop negative office gossip. In a short version, the five reasons are: address the specific

perpetrators, meet with your entire team, encourage positive gossip, model the behavior you want

to see, and don’t address the issue to the entire staff via email or another source.

Ramana, K. V., & Chaitanya, E. K. (2012). Collaborative Action Research -- A Tool to Enrich

Presentation Skills of the Professional Students. Language In India, 12(10), 312-321.

This article talks about how professional students are required to communicate clearly and

confidently to succeed. It talks about how college students may feel pressure that they can’t speak

about their views. The paper elaborates on ways to help a student become more confident in

speaking and developing skills to improve their speaking. It also has some activities that are

appropriate for college age students.

Remick, J. (1991). Retrieved March 11, 2015 from http://tinyurl.com/nmwlrxp

This short article does a good job describing what a supervisor can do to help with turmoil between

employees and supervisors.

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Rode, J., Mooney, C., Arthaud-Day, M., Near, J., Baldwin, T., Rubin, R., & Bommer, W.

(2007). Emotional intelligence and individual performance: evidence of direct and

moderated effects. Journal of Organizational Behavior 28, 399-421. doi:

10.1002/job.429

This study focused on the direct and moderated correlation between emotional intelligence and

individual performance. It was directly linked that emotional intelligence leads to a higher level of

motivation. They believe that individuals must not only have the emotional intelligence but also the

motivation to use it.

Sears, G., & Hackett, R. (2011). The influence of role definition and affect in LMX: A process

perspective on the personality – LMX relationship. Journal of Occupational and

Organizational Psychology 84. 544-564. doi: 10.1348/0963.79.0X49208

It was found in this study that both affective and role definition processes are key precursors to

LMX. It was also found that when there is a leadership training intervention there should be a focus

on both leader behaviors that clarify worker’s roles and that promote affective bonding.

Sofiyabadi, J., Karimi, A., & Nasab, S. (2012). Emotional Intelligence: A Critical Factor to

Success in Tourist Relationship Management. International Business Research 5.

doi: 10.5539/ibr.v5n8p199

In order to promote tourist attraction rate, customer relationship management has been

implemented as a business strategy to boost the fundamental aspects of emotional intelligence. If

people are able to identify their own feelings and the feelings of others, they can use these

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identifications for the improvement and enhancement of service quality and tourist’ satisfaction

rate.

Whittaker, S., Frohlich, D., & Daly-Jones, O. (1994). Informal workplace

communication: What is it like and how might we support it?. Proceedings of the

SIGCHI conference on Human factors in computing systems 131-137. ACM.

This article presents findings about the informal styles of communication used in people’s everyday

working activities. It identifies why these reactions are so common and how they can be very

useful. It also identifies the weaknesses this form of communication has and recognizes further

requirements for better support.

Zaccaro, S. J., Rittman, A. L., & Marks, M. A. (2002). Team leadership. The

Leadership Quarterly, 12(4), 451-483.

This article discusses leader-team dynamics through the process of “functional leadership”. This

approach emphasizes that the leader’s main job is to do, or get done, whatever functions are not

being handled effectively in terms of group needs. This article also talks about how leadership

and team processes both influence each other.

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FACILITATOR GUIDE

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Table of ContentsTraining Objectives…………………………………………………………………………………..

Training Plan………………………………………………………………………………………….

PowerPoint Slides with Speaking Notes…………………………………………………………..

Introduction………………………………………………………………………………….

Icebreaker…………………………………………………………………………………...

Questionnaire 1…………………………………………………………………………….

Six Steps to Conflict Resolution…………………………………………………………..

Scenario Handout…………………………………………………………………………..

Break Time………………………………………………………………………………….

Building Blocks Activity…………………………………………………………………….

Discussion…………………………………………………………………………………..

Questionnaire 2…………………………………………………………………………….

Takeaways………………………………………………………………………………….

Thank You…………………………………………………………………………………..

Training Agenda……………………………………………………………………………………..

Materials Needed……………………………………………………………………………………

Training Assessment Rubric……………………………………………………………………….

Six Steps to Conflict Resolution………………………………………………………….

Building Blocks……………………………………………………………………………..

Handouts……………………………………………………………………………………………

Opening Questionnaire……………………………………………………………….

Conflict Resolution Guide…………………………………………………………….

Behavior Modeling: A Training Instrument…………………………………….

Group Discussion Scenario…………………………………………………………..

Six Steps to Conflict Resolution Scenario………………………………………..

Closing Questionnaire…………………………………………………………………

Training Client: Jacob Leinenkugel Brewing Company

3

4-8

9-25

9

9

10

10-17

18

19

19-22

23

23

24

25

26

27

28

28

28

29-35

30

31

32

33

34

35

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Training Team Members: Haley Rinzel, Breanna Westra, Shana Soul, Dylan Hildebrandt, Jacilyn Kolasa, Jon Schmidt


2. After training, 90% of the employees will demonstrate the understanding of the six-step conflict resolution strategies (identify conflict/problem, generate solution ideas, determine best solution, build consensus, proceed with solution, evaluate solution) in one five-minute behavior modeling scenario between coworkers. Trainees will be evaluated based on verbal demonstration of knowledge of the six conflict resolution strategies.

2. In finalization of the training, 95% of participants will increase their feelings of confidence in regards to role definition based on two Likert-type scale questionnaires administered at the beginning and end of the training session. Participants will ideally have increased their initial scores by one or more points by the end of training.

3. At the end of the training, 95% of participants will comprehend the concepts of team roles, elements of teamwork, and barriers to effective communication. This will be achieved through two five-minute, interactive team-building activities involving building blocks.


Assessment Method:

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00:00-05:00

Welcome, Personal Introductions, & Agenda Breakdown:

Trainers will introduce themselves and provide an overview of topics that will be discussed during training.

Lecture/Discussion PowerPoint Slide 1 & 2

N/A

05:01-08:00

Icebreaker Activity: “What Beer?”

The trainees will introduce themselves after filling out a short Likert-type scale questionnaire and identify which Leinenkugel’s beer they would be and why.

Group Game PowerPoint Slide 3 &4, questionnaire handout (page 30), pencils, refreshments

*Questionnaire will be used for assessment later in training (See training objective 2).

08:01-09:30

Six Steps Conflict resolution strategies: Identity conflict/problem

Lecture Powerpoint Slide 5 & 6

N/A

09:31-11:00

Six Steps Conflict resolution strategies: generate solution/ideas


N/A

011:01-13:00



Powerpoint Slide 8, (page 33) Whiteboard



Assessment Method:

013:01- Six Steps Conflict Lecture Powerpoint N/A

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15:30 resolution strategies: determine best solution

Slide 9

15:31-17:00

Six Steps Conflict resolution strategies: build consensus


N/A

17:01-19:00



Powerpoint Slide 11, Whiteboard


19:01-20:30

Six steps conflict resolution strategies: Proceed with solution


N/A

20:31-22:00

Six Steps Conflict resolution strategies: evaluate solution


N/A

22:01-24:00



Powerpoint slide 14, whiteboard


24:01-29:00

Conflict Resolution Debriefing:

Participants will be asked to apply the six steps of conflict resolution to their given scenario in order to measure their understanding of the steps

Partner Discussion Powerpoint Slide 15 & 16, Scenario handout (page 34), pencils

Trainers will assess participants on the application of the six steps of conflict resolution in a given scenario (page 28). During this activity, participants will be assessed on training objective 1.


Assessment Method:

29:01-31:00

Two minute water/bathroom

- Powerpoint Slide 17

N/A

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break

31:01-34:00

Introduction to building block activity.

Activity Building blocks, Powerpoint slide 18, picture of completed sculpture

N/A

34:01-39:00


Participants will attempt to construct a model by receiving instructions from a designated team member.



39:01-43:00

Building Block Activity 1 debrief:

Trainers will discuss frustrations and communications barriers that occurred during the activity.


N/A

43:00-48:00


Participants will attempt to reconstruct the model in phase two of the activity.




Assessment Method:

48:01-52:00

Building Block activity 2 debrief.


N/A

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Trainers will discuss how participants utilized the concepts of team roles, elements of teamwork, and barriers to effective communication to successfully achieve their goal..

52:01-55:00

Redistribute questionnaire:

Trainees will recieve the same questionnaire that was distributed earlier in training.

Questionnaire Powerpoint slide 25, Questionnaire handout (page 35), pencils

N/A

55:01-57:00

Two minute bathroom/water break

- Powerpoint slide 26

*Trainers will utilize this time to analyze questionnaire results and compare the second set of results to the first.

57:01-58:30

Discuss questionnaire results:

Trainers will discuss the goal of taking two questionnaires (See training objective 2).


N/A


Assessment Method:

58:31-63:30

Allow for questions and comments from trainees.


N/A

63:31- Closing statements Lecture Powerpoint slide N/A

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66:30 from trainers.

“Thank you for attending our training session!”

29

Powerpoint Slides with Speaking Notes

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Good morning ladies and gentleman, we are the Leinenkugel’s group. *Introduce yourself and group members*

Today we are utilizing the behavioral modeling method as our strategy of choice. Behavioral modeling calls for trainers to describe their step and demonstrate the behavior following each two step increment. Some tips to remember when working on your own that our group will be reinforcing throughout the process are attention, which is making sure trainees are receiving the information. Next is retention, allowing the information to be accepted and remembered in order to use it going forward. Finally we have reinforcement and motivation. These last tips are giving positive reinforcement and motivating the trainees as they move through their scenario.

Slide 1

Slide 2

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First we’re going to start out with a simple way to help us get to you know you and you get to know us. Let’s go around the room and state your name, position at Leinenkugel’s, and what Leinenkugel’s beer you’d be if you had to choose. I’ll begin. It’s nice to meet all of you! Next my group member will talk to you about our first activity.

Now we are going to go on to our first questionnaire. Once you are done filling it out you can flip it over and I will come around and collect them when everyone has finished. After our first lecture training session and activity we will take a quick break so you can use the restroom, have some more refreshments, and move around a bit. During this time, a couple of the facilitators will take time to review the questionnaires to make sure that we are covering useful information for your workplace throughout this training program.

Slide 3

Slide 4

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Now we are going to explain the Six Steps to Conflict Resolution, starting with Step 1: Identify the Problem.

To identify the conflict, you need to gather as much information about the situation as you can so that you are aware of all the facts and aren’t coming about it with a biased mind. You want to keep can open mind and try to see the problem through both parties’ perspectives; not just from one side. You also want to think about the impact it has on the entire team. When you start thinking of different solutions, which my group member will be discussing next, you want to be thinking about how the team as a whole will be affected, not just the people involved in the conflict.

Slide 5

Slide 6

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After identifying what exactly needs to be resolved, the next step is generating potential solutions. By listening to the opposite party’s viewpoints, you will be able to create a well-rounded answer to the problem while making sure everyone has a voice and contribution in the potential solution. It helps to ask specific questions to guide the situation to a positive outcome. Some examples would be, “what would it take for us to be able to move forward?” “How do we get there?” “What would you like to see happen?”

Slide 7

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One particular meeting’s agenda items were crucial to the success of the current project. Several key decisions have to be made and implemented quickly. True to form, Jane is laughing and telling stories with little regard for the time crunch. John’s irritation is growing and he can’t understand why no one, especially the boss, is taking control of the situation.Identify the problem: In this situation, Jane and John deal with stress in their own way, yet they don’t realize it. Each expects the other to act the same way, but rather they are both reacting in their own way to the same thing. The main problem here would be that Jane’s stories are taking over the meeting and hindering the team from being productive, and John is getting stressed out and wants to tell Jane to be quiet.Generate solution ideas: John needs to consider his options and create possible solutions to fix his problem. Some potential solutions to the issue include yelling at Jane in an angry outburst, continuing to have anxiety and be uncomfortable about the unorganized meeting, or calmly asking Jane if she would mind telling the group the story at a different time, preferably after the agenda items were covered. The third option would be the best, because it respects each party involved and quickly solves the issue at hand in a positive manner.

Slide 8

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Next, determine the best solution. You should listen for the most acceptable course of action. Point out a variety of ideas, not only from each other’s perspective, but also take into consideration what would be best for the organization. It is important to narrow down your ideas and decide what will work best for all parties involved. For example, you could point out how there is a need for greater cooperation and collaboration to effectively address team issues and departmental problems.

Now after determining the best solution, the next step is to build consensus. You want to be able to answer, “yes” to the question: “can everyone agree to support this decision/solution?” You want everyone to be on the same page with the best solution you came up with in step three. If people are still not mutually agreed, then discuss some possible pros and cons to show that the chosen best solution really is the best.

Slide 9

Slide 10

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Once everyone is in agreement, you can move on to the fifth step. But before we learn about the fifth step, my group member and I are going to show how step 3 and 4 can be accomplished in the scenario my group members read. Determine the best solution: It is important for Jane and John to look at each other's perspective when coming up with ideas to the tension that has been building up during the meetings. It is important for John to realize that Jane might work better in a comfortable environment. In this scenario, John should let Jane know that the meetings are being held to accomplish the task at hand, and the story would be better suited outside the meeting.Build a consensus: The characters in the scenario ensured consensus by each agreeing to the solution of Jane needing to stay focused and John needing to calm down.

Slide 11

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Proceeding with the solution is the next step. In order to go about this step all view points of the parties need to be kept in mind. With this, the solution can be reviewed and discussed; and then implemented and practiced. The more they are practiced the more they can be improved upon, and this leads to step 6.

The last step we want to cover in the Conflict Resolution process is evaluating the solution after it has been fully implemented. This is important for determining which solutions will be used long term to prevent any recurring issues from happening. If, after implementing the solution, the problem is still not solved, this is where you will go back to your list of potential solutions and choose another. Following up after the problem is gone is also an important part of this step in the process.

Slide 12

Slide 13

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Proceed with the solution: Once they both came to a common ground and everyone’s viewpoints were kept in mind, they can implement the best solution at the meeting. When the meeting began Jane yet again started to tell a story, John remembered that he should remain calm and address her by saying, “This story sounds very interesting, however we are on a time constraint, and should stick to the agenda. But I am sure we would like to hear this at another time.” Jane needs to respect John and continue her story at a later time. Evaluate the solution: Throughout the scenario we have been breaking down each step of the conflict resolution with it finally ending with evaluating the solution. John assesses the risk of all options and finds that remaining calm carries the least amount of risk for both parties. John has ultimately decided to remain calm and kindly offer to listen to her story after they can productively move through the meeting. This solution is viewed as “best fit” for all the parties involved.

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Now that we have taught you the six steps to conflict resolution, it’s your turn to determine the six steps with the new scenario on page (blank) of your packet. You can choose a partner for this activity and there will also be a trainer at your table for any assistance or questions you may have. You will have about 5 minutes to complete the scenario and we will give you a 2-minute warning. You may begin!

“Now I would like to go around the room and here what your groups came up with. We will start with this first table.”

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Thank you for your cooperation with the first half of the training program! We hope you’re learning some new things and enjoying yourselves! Now it’s time for a break. You can use the restroom at this time and feel free to have more snacks. In about two minutes we’ll start getting back together to start the next activity.

Our next activity will test the teamwork and cooperation of everyone involved. The items that we are using have been provided by Caroline Wee, and she has helped in our preparation to lead this activity. It is important to follow the rules that are provided and everyone follows their role in this activity. There will be two rounds of the activity, which we will explain the differences at the start of each round. With that being said, let’s begin the activity!

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During round one, there will be one person who has a picture of how the building blocks should look at the end of the round. The individuals without the picture can only ask the person with the picture yes or no questions. The person with the picture cannot look at what is being built. Please follow the directions on the screen; you have 5 minutes to build the structure.

Are the directions clear? You may begin! Good luck.

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Now that you have completed the first round, did your group experience any frustrations with this activity? Were there some communication difficulties? *prompt each group to share a frustration and talk as a large group about their frustrations and why they may be experiencing them.

Now for the second round, we are going to change things up a bit. We will still have the same person at each group hold the picture and keep it hidden from the other group members. As a group, you should assign each person in your group a role that you know fits his or her personality the best. You will need the role of a timekeeper, a question asker, and your builder. Another difference in this round is that you can ask any question you want and the person with the picture can answer any way they want. Do you have any questions before starting this second round?

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Your 5 minutes begin, now!

Did the second round go better? What seemed to go better this time around? Do you feel that having those roles defined helped make the process easier? We feel that this was a good lesson to help show that role definition can help the environment within the workplace. Work environment is also improved when others work together to get tasks finished. It is ok to ask questions and encourage others on a daily basis. We hope that this has helped you realize the importance of role definition and teamwork with this activity.

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Alright, so we are almost finished with our training today! We would like you to fill out our second questionnaire and we will have a brief discussion about it after a short break. Please feel free to leave some comments about how you felt the training today has went and how you think that you can use these ideas in the workplace. After you have finished just give the questionnaire to the trainer at your table and take a mini break.

It’s time to take one more break before we wrap up the training program. You can use the restroom again and help yourselves to any more food and drinks. We’ll take about two minutes again, and then we’ll come back together to go over what we did today and conclude the program.

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Welcome back from break. Next we’d like to take a few minutes to answer any questions you have about what we did during this program. About the activities, the topics we went over, or anything you might have in mind. We’d also like to hear any comments that you would like to add. Please feel welcomed to give us any type of feedback; we’re happy to hear it.

After today, we hope you walk away with a couple key lessons that you can use going forward. Hopefully, you have a firm grasp on the six steps to conflict resolution that include: identify problem, generate solution ideas, determine best solution, build consensus, proceed with solution, and evaluate solution. We also hope there is a greater sense of understanding of what role definition is and what it means to understanding your role in the workplace. Are there any questions as we wrap up our training today?

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Again we’d like to tell you how grateful we are that you all took the time to meet with us today and had excellent participation. We hope that you are able to utilize the information we’ve shared and taught to you today and apply it to situations either within the workplace or in your day to day lives. Thank you again for your attention and all of your hard work today. If anybody has any questions, comments, or concerns, please feel free to contact any of the trainers from today’s session and we will be happy to help you. Have a great rest of your day!

Leinenkugel’s Training Agenda

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Welcome! – Food & Drink

Icebreaker: What Kind of Beer Are You??

First Questionnaire

Activity #1 Behavior Modeling: Six-Step Conflict Resolution

o Trainers Discussion and Modeling of Six-Steps

o Participant’s Turn!

Break

Activity #2 Lego Building

o Round 1

o Discussion

o Round 2

o Discussion

Second Questionnaire

Break

Recap

Thank You to all Participants!

Materials Needed

Training Powerpoint

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Participant Guides

Pens/Pencils

Questionnaire 1 & 2 Handouts

Six Steps to Conflict Resolution Scenario Handouts


Legos for Building Block Activity


Refreshments for participants


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Handouts

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Six Steps Identify Problem

Generate Solution

Determine Best Solution

Build Consensus

Proceed with Solution

Evaluate Solution

Name

Name

Group Names

Notes Activity 1 Notes Activity 2

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Opening Questionnaire

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Conflict Resolution Guide

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Identify Conflict/Problem Gather unbiased information about the situation

Generate Solution/Ideas Think outside the box!

Determine Best Solution Find a win-win solution

Build Consensus “Can everyone agree to support the decision?”

Proceed With Solution Design and Implement the solution

Evaluate Solution Confirm the effectiveness of the solution

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What is it?

o It is based on the premise that the best way to learn a skill is to identify the behaviors required to perform it effectively, watch someone demonstrate those behaviors, practice the behaviors, and receive feedback on the performance of the behaviors.

Why is it important? o Involves presenting trainees with a model that demonstrates key behaviors to

replicateo Provides trainees an opportunity to practice those key behaviors o The Social-Learning Approach o Work Tasks and Work Ethic can be modeled within the workplace

TIPS:

o Attention — making sure the trainees attend to the pertinent aspects of the behavior being modeled

o Retention — helping the trainees remember the original observation points in the form


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o Reinforcement and Motivation —using practice and positive reinforcement to translate

observational learning into skilled performance.

The Conflict:

One particular meeting’s agenda items were crucial to the

success of the current project. Several key decisions have to be

made and implemented quickly. True to form, Jane is laughing

and telling stories with little regard for the time crunch. John’s

irritation is growing and he can’t understand why no one,

especially the boss, is taking control of the situation.

Group Discussion Scenario

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7. Identify the problem: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Generate a solution/ideas: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Determine best solution: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. Build a consensus: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. Proceed with the solution: ______________________________________________________________________________________

Six Steps to Conflict Resolution Scenario

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____________________________________________________________________________________________________________________________________________________________________________

12. Evaluate the solution: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________








Closing Questionnaire

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We appreciate any comments or feedback on this training session. Thank you for your participation!__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Action Plan and Final AssessmentThroughout the semester, our group has been working diligently on a project that calls for

us to implement a human resource management training session using knowledge that we learned

in CJ 350 as well as other prior classes. As we progressed through the weeks, our group decided

to split our workshop into two sections. Our first section, was designated for behavioral modeling of

the Wee Communicate’s Six Step Conflict Resolution method. Our way of behavioral modeling was

tweaked after our first in-class exam and performed in a role-play setting in order to properly

educate the subjects using the behavioral modeling method. What proved to be effective in this

section was breaking down the six steps into three separate increments. In each phase, two

facilitators had one designated step to describe and discuss. After each of the trainers talked about

their step, the pair went into the behavioral modeling section that showed the trainees how to

correctly practice the steps they had just educated them on. This was beneficial for the trainees as

they were not overloaded with information but were able receive in-depth discussion and modeling

in small portions. This method allowed them to retain higher volumes of information that was

obvious in the final conflict resolution activity. Once we proceeded with the group activity in the

behavioral modeling portion of the implementation, the subjects displayed excellent understanding

of the information we relayed to them. Each team was able to accurately work through each step

before ultimately coming to resolutions that were plausible and effective.

In the second phase of our implementation, we used Wee Communicate’s building blocks

activity that would aid in the subjects formulation of what role definition is and how to achieve it.

What worked well in this phase was talking about what was problematic and changes they would

make to the activity after trying it the first time. Once we discussed the dynamics of the first round,

giving them more freedom the second time around allowed them to feel inspired to work better as a

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team. With the person in the “team lead” type of role becoming more involved, the teams were able

to erect their blocks with time to spare. Also, because we had less of a time constraint than we

anticipated, were able to let people building rotate into the “team lead” role. This let each person

see each part of the activity from different points of view. Overall, this activity proved to harvest the

most smiles and laughs from our trainees while also understanding why defining their role in a

task-based activity in vital to a group’s success.

While our implementation was quite successful and provided us with fantastic results,

there are always aspects to a project of this magnitude that could have been better. First, I believe

we could have stuck to our training plan a little more closely. Due to each of our team members

being extemporaneous speakers and personable people, there were times when we would get off

track and somewhat lose our trainees attention as a whole. Taking into consideration that we were

going to be working with other college students that are also going the stress of finishing a

semester beforehand could have helped us follow our outline better. In essence, understanding the

nature of our audience I believe would have set us up to operate more efficiently.

Another aspect to our implementation that could have been more polished was our

transitioning from one phase to the next. If we would have established a more structured transition

I believe the segue from phase one into phase two of the implementation would not have been as

chaotic as it was. Once our behavior modeling section was finished and we were gathering our

data, our subjects used the bathroom and took advantage of the refreshments provided. The time

allotted was five minutes but due to having only one restroom and a lack of a structured break, our

down time went longer than expected and took more effort attempting to bring everyone back to

the workshop. Our group was primarily focused on being exact in our training but we overlooked

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our intermission, which proved to be problematic. Going back, I would advise making sure we have

a structured break as well as a plan to handle the situation better if the outline breaks down.

Throughout the entire process of breaking down the organizational needs of the Jacob Leinenkugel

Brewing Company we found that free-flowing communication between tour guides and team leads

was a dynamic of the organization that needed to be addressed. Specifically, the Jacob

Leinenkugel Brewing Company employee’s next step should be is taking the knowledge gained

from this training session and relaying it in an actual work setting. Also, getting upper management

to go through the training would allow employees to place a greater trust in their leadership. The

activities we coordinated were great for defining their roles in the workplace as well as properly

working through a six step conflict resolution method. If management can not only view their

employees showing the effort to create a more productive work environment, but participating in

the workshop themselves, I believe the organization can be an even more fine-tuned and

productive than they have already proven to be.

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training and development portfolio

Documents