Development And Delivery Plan For A Two-Day Training Worksho

Development and Delivery Plan for a Two-Day Training Workshop on Effective Feedback Skills

Imagine that you are tasked with the development and delivery of a two-day training workshop for 100 managers on how to use effective feedback skills when delivering one-on-one performance reviews to employees. In an 800 to 1,000 word paper (excluding the title and reference page), construct a proposal that identifies three specific learning objectives, a discussion of the content the training would entail, methods to be used (e.g., lecture, case study, role play), and the instructional media and equipment required and explains why. Specify the logistical arrangements, such as type of room setup, that can enhance or undermine the content and interaction between participants. Assess the impact that room setup has upon communication within the group.

Take into consideration: Length of workshop (2 days), Number of trainees (100), and the learning objective (developing effective feedback skills). Your introductory paragraph must include a clear and concise description of the training. Tables, graphs, and charts may be used. APA formatted headings should be used to organize and identify each section of your paper. An abstract is not required. Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. Your paper must also include citations and references from the Blanchard and Thacker (2013) text and at least three additional scholarly sources. The paper must be 800 to 1,000 words, double-spaced, and formatted according to APA style. It must include a separate title page with the required information. You must use at least three scholarly sources beyond the course text from the Ashford University Library. All sources should be cited in APA style, and a references page must be included, formatted accordingly.

Paper For Above instruction

The upcoming training workshop is designed to equip 100 managerial professionals with essential skills to deliver impactful and constructive feedback during one-on-one performance reviews. Spanning two days, this comprehensive program aims to enhance managers’ ability to foster employee development, improve communication, and strengthen overall organizational performance. The training emphasizes practical application of feedback techniques, interactive learning methods, and strategic logistical arrangements to maximize engagement and learning outcomes.

learning objectives

1. Enhance managers’ ability to deliver specific, actionable, and balanced feedback in performance reviews.
2. Develop managers’ skills in active listening and emotional intelligence during feedback sessions.
3. Foster confidence among managers in handling difficult conversations and overcoming resistance during feedback discussions.

Content of the training

The training content is structured to address these objectives through a blend of theoretical, practical, and reflective activities. Day one begins with foundational concepts, including the importance of effective feedback, models such as SBI (Situation-Behavior-Impact), and the psychology behind receptive communication (Blanchard & Thacker, 2013). This segment incorporates short lectures supplemented with visual aids like charts illustrating feedback models and communication pathways.

Following this, participants engage in role-play exercises simulating typical review scenarios. These exercises are designed to practice delivering balanced feedback while maintaining professionalism. To deepen understanding, case studies highlighting successful and poor feedback instances are analyzed as group discussions (Johnson & Smith, 2019).

Day two emphasizes advanced skills such as managing emotional reactions, active listening, and providing developmental feedback. Interactive activities include guided role plays with peer feedback, group discussions on real-world challenges, and video analyses of effective feedback sessions. The use of reflective journaling encourages managers to assess their communication styles and develop personal improvement plans.

Methods and instructional media

A hybrid instructional approach combines lectures, case studies, role plays, videos, and group discussions. This multimodal method ensures varied engagement and caters to different learning styles (Katz, 2020). For example, short lectures will introduce key concepts, accompanied by multimedia presentations. Role plays will be conducted in breakout groups, with observers providing feedback based on agreed criteria.

Visual aids such as projectors, whiteboards, and flip charts will be used to display feedback models and key points. Video recordings of feedback sessions are analyzed during group debriefs, fostering critical reflection. Printed handouts, including checklists, guides, and case summaries, serve as valuable takeaways. Additionally, digital polling tools enable instant feedback and foster interaction during sessions.

Logistical arrangements and room setup

Given the size of the cohort (100 trainees), the workshop will be held in a large, flexible conference room equipped with tiered seating or classroom style arrangements. A U-shaped or horseshoe layout facilitates face-to-face interaction, allowing participants to engage directly with facilitators and peers. Breakout areas should be designated for small-group role plays and discussions, promoting active participation and peer learning.

Proper room acoustics, lighting, and technological support (e.g., microphones, large screens) are crucial to maintaining an effective learning environment. A well-designed setup minimizes distractions, enhances visual and auditory communication, and fosters an inclusive atmosphere. Conversely, an overly crowded or poorly arranged space can hinder interaction, reduce engagement, and impede effective communication—particularly during role-plays and group activities (Sante & Scott, 2017).

Impact of room setup on communication

The configuration of the training environment significantly influences group dynamics and communication. A seating arrangement that promotes eye contact and ease of movement encourages open dialogue and active participation. For instance, a U-shaped setup enables facilitators to monitor whole groups while fostering a sense of intimacy and mutual respect among learners. This configuration supports non-verbal cues and immediacy, crucial for sensitive feedback discussions (Eisenberg & Mussen, 2018).

In contrast, theater-style seating limits interaction and can create psychological barriers, reducing opportunities for spontaneous engagement or peer feedback. The physical distance may inhibit participants from expressing concerns or practicing skills effectively. Therefore, thoughtful room design aligned with interactive strategies enhances learning retention, emotional safety, and the overall effectiveness of the training (Brown & Green, 2019).

Conclusion

In summary, delivering a successful two-day training on feedback skills requires a carefully curated combination of targeted learning objectives, engaging content, diverse instructional methods, and optimal logistical arrangements. The room setup plays a pivotal role in facilitating open communication, participation, and skill development. By leveraging the right environment and instructional strategies, managers will be better equipped to conduct meaningful performance reviews that foster growth and organizational success.

References

• Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices. Pearson.
• Brown, A., & Green, T. (2019). Understanding the impact of physical environment on adult learning. Journal of Educational Facilities, 15(2), 22–34.
• Eisenberg, N., & Mussen, P. H. (2018). Empathy and social communication in organizational settings. Organizational Psychology Review, 8(1), 1–20.
• Johnson, K., & Smith, R. (2019). Case study analysis of feedback interventions in corporate training. Journal of Management Development, 38(4), 291–306.
• Katz, D. (2020). Multimodal learning strategies in adult education. Adult Learning Journal, 31(3), 11–19.
• Sante, J. C., & Scott, T. (2017). Room arrangement and its effect on group communication. Learning Environments Research, 20(1), 59–73.