Instructional Plan – Delivering Feedback Erin Jennifer Ashley CUR 516 November 9, 2015 Frances Fulcher

Planning Effective Instruction Phase I Planning Effective Instruction Phase I Planning Phase II Objectives Phase III Assessments Phase IV Evaluations Conclusion Future Impacts The following presentation is an instructional plan and presentation project where the author demonstrates instructional design knowledge. The author will include a design and create an instructional plan that comprises the following components: goals, objectives, instructional strategies, activities, timeline and details for implementation, and an evaluation overview. Many experts describe education as a process intended to help students change in important and desirable ways.

Phase I: Planning Course Title Key Components of FCM Approaches to Delivering Feedback Mock Role Play Challenges to delivering Feedback Performance Management Behavior Issues Delivering Instruction Diversity Course Title MGT 101: Delivering Effective Feedback – The Feedback Cycle Model Course Description This course offers an in depth look at the key components of the Feedback Cycle Model. MGT101 Delivering Effective Feedback – The Feedback Cycle Model: This course offers an in depth look at the key components of the Feedback Cycle Model, such as approaches to delivering feedback, and the integration of effective mock role-playing of the Feedback Cycle Model. The course examines challenges to delivering feedback; performance management strategies and techniques for addressing a variety of behavior issues; delivering instruction and facilitating learning for a diverse group of employee learners; and implementing curriculum for a variety of performance behaviors.

Appointed Participants Customer Service Focused Phase I: Targeted Audience and Characteristics Appointed Participants 5+ years tenure Employee Training Degree & Non-degreed Focus on career Customer Service Focused Target Audience Based on the information provided by the Boyd Gaming leadership team, the adult learner population consists primarily of degree and non-degree seeking adult learners seeking to better their departments. The targeted audience will share their learning with the managers, supervisors, and hourly employees who work under their charge to better the overall experience of all Boyd Gaming patrons. Characteristics of the Learner Audience The participants identified in Phase 1 will be appointed by the corporate office. The selection criterion will be department managers who have 5+ years tenure and their teams are struggling in the realm of customer service. After the directors have been trained, it will be the responsibility of the trained directors to mentor and deliver the training to their departments.

Phase I: Delivery Modality Audience Analysis Questionnaire Face to Face Eight hours An audience analysis has been conducted via questionnaire, and the characteristics of the target audience include the age range of 30-56, multi-cultured, diverse education levels, and company tenure of 5 plus years. The employee management training will be delivered face to face in a Evangeline Downs Hotel conference room. The training consists of eight hours, and the sessions will be divided into two four hour sessions on two separate days.

The Cycle Phase II Performance Objectives Describe and recognize the Feedback Cycle Effectively role play the Feedback Cycle Demonstrate a successful mock delivery of the Feedback Cycle Describe and recognize the Feedback Cycle After receiving instruction the Boyd Gaming department directors are expected to recognize and describe the Feedback Cycle with 100% accuracy.   Effectively role play the Feedback Cycle After viewing a demonstration on the correct method for delivering the Feedback Cycle, Boyd Gaming department directors will perform the procedure correctly by delivering an effective role play delivering feedback for at least 15 minutes while using a separate guide with notes to assist with the items to be covered. Demonstrate a successful mock delivery of the Feedback Cycle After conducting a demonstration on the correct method for delivering the Feedback Cycle, Boyd Gaming department directors will demonstrate a successful mock delivery of the feedback cycle by documenting and writing up a delivery of feedback on at least two written pages.

Critical Thinking Skills Phase II Critical Thinking Skills The objectives for this course encourage critical thinking skills. During this Delivering Feedback course the participants will “examine ideas and experiences for inconsistencies and consider them from alternative perspectives, with sensitivity to possible bias, overgeneralization, and social injustice.

Instructional Strategies Phase II Instructional Strategies + + Collaborative Learning To gain the most from the eight hours of training the Boyd Gaming department directors will receive, it is necessary to use a combination of instructional strategies. Managing the classroom through providing an engaging using an approach that caters to various learning styles in conjunction with collaborative learning that mimics the work environment is optimal in this training situation.

Implementation Phase III How will the plan be communicated – email How will interest and commitment be built – flyers How will participants be selected – Analysis of customer satisfaction surveys How will technology be used – Online course training notes and online resources for follow-up questions How will the training be delivered – Face-to-face in the Evangeline Downs Hotel conference room Timelines for the actual implementation of instruction and delivery of the instructional plan will require 3 days. The total length of time for the course or training will take, two days and will begin on November 10, 2015. There will be one facilitator, 20 learners, and one administrator for implementation. Resources needed and materials are: questionnaire, online exam, Whole Message Model form. Formative assessments for the course or training will be included.

Potential Resistant Behaviors and Indicators Unenthused about spending time away from office and daily responsibilities Failure to find time to access online resources before training Increased accessibility and accountability may create anxiety Lack of opportunity for follow-up questions after the training in put into practice Potential for technology to hinder access to online learning materials In order for any training to be successful, the instructional designer must anticipate potential resistant behaviors and indicators that may hinder instruction and learning during the implementation stage of instructional design. Some of these are listed above so they can be addressed before instruction takes place.

Determining Success Phase IV Identify the criteria for defining if the goals, objectives, and general conclusions of a course or training session are met. Evaluation is employed to conclude the success level of “something”; this “something” is typically an individual or a product, such as a lesson, project, or program. It is essential that an instructional designer identify the criteria for defining if the goals, objectives, and general conclusions of a course or training session are met. Evaluation is employed to conclude the success level of “something”; this “something” is typically an individual or a product, such as a lesson, project, or program (although, a process can also be evaluated). A properly designed and implemented evaluation provides an instructional designer with appropriate data.

Evaluation Phase IV Data from an evaluation can be used for future decisions. Changes could include such things as learner remediation, redesigning the instructional materials, or abandoning the entire instructional intervention. Data from an evaluation can be used for future decisions regarding the efficacy and additional offerings of the course or training session. This data or information can be examined to establish “the success level of whom or what is being evaluated. Once this is determined, an instructional designer decides if changes need to be made. The changes implemented can fluctuate “based on whom or what is being evaluated and when the evaluation is taking place. Changes could include such things as learner remediation, redesigning the instructional materials, or abandoning the entire instructional intervention. Changes made are done so to help improve the likelihood that a learner will reach a high level of success” (Brown & Green, 2011, p. 139).

Conclusion Boyd Gaming conducted the mandatory training of 20 department directors. One facilitator from the Boyd Gaming corporate office staff instructed the directors. The author demonstrated instructional design knowledge and included a design and created an instructional plan that comprised of the following components: goals, objectives, instructional strategies, activities, timeline and details for implementation, and an evaluation overview.

Conclusion The Feedback Cycle is critical to the development of staff members at all levels. This training was designed to help those in leadership positions carry out their duties in a way that is considerate of company personnel while also giving the criticism necessary to grow and become better.

References Brown, A., & Green, T. D. (2011). The Essentials of instructional design: connecting fundamental principles with process and practice (2nd ed.). Retrieved from The University of Phoenix eBook Collection. Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses: instruction that motivates learning. Retrieved from The University of Phoenix eBook Collection.