Develop a training session on any one of the following topics: •Merchandising •T
ID: 448065 • Letter: D
Question
Develop a training session on any one of the following topics: •Merchandising •Telephone Customer Service •Conflict Management •Crisis Management •Negotiating •Meeting Management The training session should have a focus on skills rather than knowledge or information 2. Prepare a task analysis of the skill you will be teaching. This will involve a step-by-step outline listing of the skills, knowledge, and behaviors necessary to perform the skill in the order the skills will be taught. 3. Develop training/instructional objectives for a multi-session four hour business training workshop on your selected topic (at least six objectives) Remember Training Objectives Should Be: Specific (these should begin with an action verb) Measurable Attainable Realistic Time-Oriented 4. Develop lessons plans for each of your six objectives to include time spent on each objective, training method, assessment method, equipment or resources needed to conduct the training.
Explanation / Answer
Answer: The topic that is selected is:
Conflict anagement:
Session purpose: The purpose of this session is to give you tips and techniques to help you prevent and resolve conflict situations that may arise.
Learning outcomes:
By the end of this session you will be able to:
•Understand how your brain responds to potential conflict and how this effects your own and others’ behaviours in relation to conflict
•Recognise the early signs of a conflict, and the key drivers andcharacteristics of conflict
•Select appropriate response options in relation to the different types of conflict
•Apply strategies and skills to confidently resolveand manage conflict effectively, productively and decisively both on and off the field
•Assess the effectiveness of conflict strategies as a conflict manager and mediator.
Preparation required:
Starting activity:
•Have the starting activity resources ready before the participants arrive for the session
•On the front of the envelope write: What are you most afraid/wary/nervous of when dealing with a conflict situation?
Managing conflict brainstorming activity:
•On the top of the flipchart paper write one of the following headings:
- Acting in a professional manner
- Non-verbal communication techniques
- Active listening techniques
- How to promote cooperation and good relationships.
•Use Blu Tack to put the flipcharts up in different rooms or parts of the main session room.
The teaching plan is like this:
NTRODUCTION
Pre-session activity: Lecture -0 (15 mins)
•As participants arrive for the session ask them to jot down on a pieceof paper their response to the question on the front of the envelope.
•Let them know that their responses are anonymous.
•They should put their paper into the envelope.
Lecture-1
Welcome and overview of training session
•Welcome participants to the training session.
•Do introductions by asking the following questions:
- Name
- Sport
- Why did you get involved?
- What do you hope to achieve from this training session?
•Go through housekeeping, e.g. emergency procedures, location of toilets, expected finish time.
•Go through the session purpose and learning outcomes.
Lecture-3 RESPONSE TO POTENTIAL CONFLICT
Introduction
Sporting environments and competitions evoke a lot of emotion and passion for those involved including the spectators.This makes the officiating role challenging and at times puts you in a potentially hostile situation. There is a common perception that official’s are regularly abused. This is not necessarily the case. There is some abuse but this is isolated and it receives disproportionate publicity from the media.
Dealing with conflict can be tough for an experienced official, let alone if you are an inexperienced one. Good officiat
ing relies on dealing with conflict professionally and positively. Conflict and your brain Why do we naturally react to
potential threats the way we do?
It’s all to do with how the different parts of our brain receive and process information. Our response will likely be based on patterns or behaviours that we followed under similar situations.
Activity: scenario discussion
•Read out the first part of the refereeing scenario from page 1 of thefactsheet.
•Ask the group the following question: what happens next physically and mentally for the ref? (see the factsheet for answers).
•Ask the group if they know why it is that we have little or no ability to rely on intelligence or reasoning in these situations.
•Discuss the ‘amygdala hijack’ concept with the group (you can refer to the factsheet for information).
What can you do to reduce the chance of an ‘amygdala hijack’?
• Ask the group for ideas on how they could reduce the chance of an ‘amygdala hijack’ (see the factsheet for suggestions). Are you interested to know more about how our brain works?
•If anyone is interested to know more about how we receive and process information they can read the factsheet titled ‘Conflict and your Brain aka ‘The Amygdala Hijacking’.
When does conflict arise?
Brainstorming activity: typical conflict situations
•Ask the group to share typical situations where conflict seems to arise in their sporting code.
•Write the responses up on the whiteboard.
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