Training Design Proposal For Effective Feedback Skills In PE ✓ Solved

Training Design Proposal for Effective Feedback Skills in Performance Reviews

Develop a two-day training workshop aimed at 100 managers focused on enhancing their skills for delivering effective feedback during one-on-one performance reviews with employees. The workshop will encompass specific learning objectives, interactive content, diverse instructional methods, necessary media and equipment, and logistical considerations to facilitate optimal communication and learning experiences.

Sample Paper For Above instruction

Introduction

The proposed training workshop is designed to equip managers with the essential skills required to deliver impactful and constructive feedback during performance reviews. Recognizing the pivotal role of effective feedback in employee development, motivation, and organizational success, this two-day session aims to foster a culture of open communication and continuous improvement. The workshop will combine theoretical foundations with practical application, utilizing engaging instructional methods and well-planned logistical arrangements to ensure a dynamic learning environment tailored to a large group of 100 participants.

Learning Objectives

The training program establishes three core learning objectives:

  1. To enable managers to articulate feedback using specific, constructive, and balanced language that promotes employee growth. This includes understanding the nuances of delivering positive and corrective feedback with tact and clarity.
  2. To develop managers’ skills in recognizing and overcoming common barriers to effective feedback, such as emotional reactions, defensiveness, or misunderstandings. This objective emphasizes emotional intelligence and communication strategies.
  3. To foster the ability to apply evidence-based feedback techniques, including the SBI (Situation-Behavior-Impact) model and active listening, during performance discussions. This promotes consistency, fairness, and clarity in performance evaluations.

Content and Instructional Methods

The training content encompasses theoretical understanding and practical skills across several domains:

  • Foundations of Feedback: Importance, principles, and potential impacts on employee motivation and engagement.
  • Barriers to Effective Feedback: Emotional, cognitive, and organizational obstacles, with strategies to address them.
  • Feedback Models and Techniques: SBI model, Sandwich method, and the STAR (Situation-Task-Action-Result) approach.
  • Active Listening and Questioning Skills: Techniques to promote two-way communication and understanding.
  • Handling Difficult Conversations: Strategies for managing defensiveness, resistance, and emotional responses.
  • Practitioner Application: Role plays, case studies, and group discussions to reinforce learning through experiential methods.

Instructional Methods and Media

The workshop incorporates diverse instructional methodologies designed to maximize engagement and learning transfer:

  • Lectures: Brief, focused presentations to introduce core concepts, supported by slides and handouts.
  • Role Play Exercises: Simulated performance review conversations enabling managers to practice feedback techniques in a safe environment, with peer and facilitator feedback.
  • Case Studies: Real-world scenarios for group analysis, fostering problem-solving skills and peer learning.
  • Group Discussions: Facilitating sharing of experiences, challenges, and solutions among participants.

The media and equipment required include projectors, laptops, flip charts, handouts, and possibly video recordings for analysis. These tools support visual learning, facilitate group activities, and allow for the recording and playback of role plays, enhancing self-awareness and skill development.

Logistical Arrangements

The workshop will be held in a large conference room configured to promote interaction. A classroom setup with round tables or a theater-style arrangement with central activity zones will be employed. Seating arrangements should avoid traditional lecture-style layouts to prevent physical or psychological barriers to participation and dialogue.

Optimal room setup enhances communication by encouraging face-to-face interaction, facilitating group exercises, and enabling easy movement for role-playing activities. A circular or U-shaped layout allows all participants to view facilitators and peers, fostering an inclusive environment. Technology stations should be accessible, and breakout areas can be designated for small-group work.

Inadequate room setup, such as rigid rows or isolated seating, can undermine interaction, hinder communication, and diminish engagement, especially given the large number of participants. Therefore, logistical planning must prioritize flexibility, visibility, and accessibility to facilitate active participation and feedback exchange.

Impact on Communication and Learning

The strategic room arrangement directly influences communication dynamics within the group. An interactive setup promotes dialogue, peer learning, and immediate feedback, which are critical for mastering nuanced skills like delivering constructive criticism. Conversely, a passive, lecture-focused environment may limit opportunities for practicing skills and reduce participant engagement, compromising the learning outcomes.

Overall, the planned logistical arrangements are designed to create a supportive and interactive atmosphere, empowering managers to develop confidence and competence in providing effective feedback, ultimately leading to improved employee performance and organizational culture.

Conclusion

The proposed two-day workshop, grounded in evidence-based practices and designed with strategic logistics, aims to enhance managers' feedback skills during performance reviews. By combining theoretical knowledge with experiential learning, varied instructional methods, and thoughtful room arrangements, the training intends to foster behavioral change and promote a culture of continuous feedback and development within organizations.

References

  • Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and techniques. Pearson Education.
  • Stone, D., & Heen, S. (2014). Thanks for the feedback: The science and art of receiving feedback well. Penguin Books.
  • Carnegie, D. (1936). How to win friends and influence people. Simon & Schuster.
  • London, M. (2014). The power of feedback: 35 practical strategies for getting better at everything. Impact Publishing.
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
  • Ashford University Library. (2021). Effective employee feedback techniques. https://ashford.instructure.com
  • Gibbs, G. (2018). Learning by doing: A guide to teaching and learning methods. Oxford University Press.
  • Feldman, D. C., & Zedek, R. (2001). The impact of feedback on performance: A review of the literature and directions for future research. Personnel Psychology, 54(2), 329–370.
  • Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52(12), 1280–1300.

Related Assignments