Training for mediators. Training Programme: Design, Delivery and Evaluation - Essay Example

? FAS QA 58/01 Mediation Skills Training Programme Design, Delivery and Evaluation Introduction Background TNA Outline Mediators face may challenges at work as they are constantly encountering conflicts. These conflicts may vary depending on the concerns of their clients which solutions or improvement may be beyond the skills and knowledge of the mediator, or within the scope of the team or the organisation. It is therefore necessary that required skills and knowledge are made available to the organisation’s mediators, management team and personnel in order for them to achieve development as well as goal-related aims. There are many reasons why mediators and their organisations encounter problems and challenges: to meet demands from customers or stakeholders, become competitive, or improve performance. It is here that the importance of effective training becomes useful. Trainings usually start from management to personnel where appropriate process and methods are employed. In order to define the appropriate training to be included, organisations conduct the Training Needs Analysis or TNA. This prepares the company what the requirements of management or employees are and where internal needs such as skills are assessed. Job roles and responsibilities are determined at every level and category in various departments. This paper will assess the outcomes of the TNA study conducted on mediation skills course for mediators called FAS QA 58/01 Mediation Skills Course. Mediators were trained in mediating skills and to conduct conflict analysis. The training aims are to design, deliver and evaluate a training programme for an organization. This will provide necessary skills for the mediators to intervene in mediation and conduct independent and full mediation. 2. Training Needs Assessment It is no overstatement that unmanaged conflict has the potential to become the greatest preventable loss in modern business. The effectiveness of the organization is a matter of interest to human resources professionals, higher ranking executives, in addition to any worker who must cooperate with colleagues at some point. These fundamental needs concerning the modern workplace would encompass virtually everyone. Unresolved conflict delays deadlines, consuming time and energy that could be better spent. A training regimen that qualifies individuals for the mediation of disputes in the modern workplace entails a number of predictable requirements: 1. The mediator must look towards the advantage of all parties. 2. The mediator must also facilitate ongoing good relations between the parties. 3. The mediator must be able to achieve a concise and thorough analysis of the needs of each party. Training of employees to fulfill this role must approach these objectives by facilitating an understanding of the needs, and threats to an organization. Employees need a background in the fundamentals universal to business in general to gain the ability to assess organizational vulnerabilities. 1. Participants then need the ability to understand conflict. 2. In addition, trainees must learn to recognize when the mediation is truly needed. Are the issues that impede the operation due to underlying functional issues, or deep-seated personal friction? 3. Furthermore, there must be a formalized structure that a mediation attempts to follow, these must be well understood by trainees. (these factors will be discussed further in part 3) The mediator’s goals: To help all parties reach a compromise, allowing everyone to gain something of value, with mutual agreement moving forward. 2. Literature Review Training Design evolved from Learning Design of which an analysis is undertaken or the TNA to determine the needs of the company or organisation. The things to be considered includes roles of mediators, the goals or desired outcome for performances, the information available, and the environment. There are many training designs that have been developed for various types of professions and industries. Garavan et al (2003) suggested 4 levels of assessing training needs within the organisations: at the organisational level, departmental or job level, and at the individual level. This will provide a balanced and comprehensive analysis about the requirements for the training. At the individual level, various considerations are undertaken including the limitations of the employee, identification of best practices and methods, and answer to questions that determines expectation from work, key strengths, areas for development, areas where there is a need for more responsibility, challenges and obstructions to career or personal development, skills and talents that needs to be developed, preferred methods for leaning, and skills and practices that could enhance confidence at work. A SWOT analysis defining the strengths, weaknesses, opportunities and threats to an organisation may identify objectives. For the part of the mediators and their organisation, it is important to determine their goals for the training not only as individual performers but also as part of their organisation. In order to provide a comparative assessment of the FAS QA 58/01 against other training designs, an overview about some prevailing practices are presented and assessed. Kirkpatrick’s learning and training evaluation. This method incorporates the four levels of learning assessment, which essentially aims at evaluating: The expectation of participants about the training The eventual training result with regards to increase in knowledge or capability The resultant behavioural and capability improvement and application. The possible effect on the organisation emanating from the trainee’s performance. The training results determine the success of the training design. The advantages of this training model are its focus on the expected result on the performance of the individual trainee and the inclusion of feedback in the course of the training. This makes the training very practical as reaction can be done immediately after training and it is a simple to set up. The disadvantages of this model it its possibility to increase complexity and costs through the various levels. Its reliance on line management and the eventual frequency in changing the structures, responsibilities and roles complicates the process of coming up with clear accountability and direction. ADDIE Model This is an instructional design model incorporating the generic process and five phases of Analysis, Design, Development, Implementation, and Evaluation. It is an instructional systems design (ISD) model and it has been suggested that current models of training designs are a manipulations or improvement of this model. One of the improvements of the ADDIE model is the use of rapid prototyping that involves receiving continuous and/or formative feedback as the instructional materials were created. The major advantages of this model are that it saves time and cost by tackling problems while they are at an early stage and is easy to fix. The disadvantage may be the continuing determination of one problem after another during the acceptance of feedback when instructional materials were being made. The FAS QA59/01 Mediation Skills Course is used in this specific study. It provides a refresher course for mediators with focus on recalling and implementing Moore Model of analysing conflict and implementing resolutions in order for trainees to become independent and better mediators. 3. Programme Design FAS QA58/01 Mediation Skills Course The programme design for the FAS QA58/01Mediation Skills Course includes data on proposed date, date of approval, and review by date indicative of the status of the training design. Aims Its core aim or objective is to make the trainees become better mediators. As discussed earlier, the objectives for the modules will seek to clarify the role of the mediator and how to distinguish what sort of intervention will be most effective. The mediator should be trained to conduct the intervention in accordance with a standardized process, but this must be underscored by a background in the root causes of conflict. The training design was designed in accordance with the national training standard FAS 58/01. The programme objectives are as per module and their corresponding learning outcomes are: Module 1 provides the introduction to Mediation and the understanding of when mediation is needed, and ways to address personality issues and operational conflict. Module 2 will provide the rules and procedures that are followed in carrying out the mediation process. The learner is then expected to execute a formalized process for the mediation. Module 3 will discuss and explain Moore Model for analysing conflict, the vulnerabilities of the group, and how they pertain to the organization. Trainees will be reminded when to apply the model through use of practical cases as they act as mediators. At this time, they are expected to be able to conduct role play of analysing conflict. They will be guided about conflict analysis extensively. Module 4 will enable trainees to make necessary interventions in various mediation cases under supervision. Module 5 will enable trainees to learn and determine the different techniques that can be used to gain closure and resolution in mediation as well as apply them to mediation cases whilst being supervised. Module 6 expects the trainees to become independent in conducting a full mediation and apply the Moore model of conflict analysis in various cases. Please ensure that the modules above/learning outcomes correspond with the TNA outcomes and learning objectives in section 1:introduction. All six modules require a minimum of 8 hours training as each is a core step. This is equivalent to 48 in-centre hours. No in-company or workplace modules will be conducted. Training Approach, Method & Instructional Technique The training approach will employ Management of the Learning Process where a certain percentage is provided for each heading as follows: Learning Process Percentage Terms Trainer-Centred Learning – focuses on the role of the trainer as a subject matter expert directing the total learning process. 30% Learner-Centred Learning – involves the trainees gaining increased responsibility for their own progress as guided and supported by the trainer. 70% Self-Directed Learning – this approach involves the trainees being in charge of their own learning such as the ones used in Distance / Open Learning delivery system. 0%. The Methods to be used in terms of percentage are as follows: Methods Percentage Rate Planning the training sequence 10% Selecting the appropriate information for inclusion 20% Linking with previous learning, knowledge and skills 10% Provision of opportunities for practice 40% Checking and giving feedback 20% Whilst there are many and various forms of media or instructional techniques that are available for trainers such as live training or lectures, practical work training, simulated work environment, interactive video, computer-based training, and many more, this system encompassed the presentations or demonstrations (35%) and discussion groups and role play (65%). Structure and Sequence The FAS QA 58/01 Record System employs a FAS Training Plan and record System that lists the names, registration numbers and personal details of the trainees; attendance record, in-company training details and progress records; scheduled date of training plan for each module or training and the actual dates the modules were delivered as well as job placement details. It uses the FAS Summary Assessment Record Sheets guided by the Operating Guidelines for Assessing Trainee Attainment, Standard No. QA98/02. The instructions on trainees or candidates, their practical test exercises and written assessments with all related documentation are maintained for all trainees at least 3 months after the completion of the course. Under Module 3, Conflict Analysis for Mediators, the certifying body shall be In-Company Certificate of Completion. Trainee Requirement The TNA provides a guide list for targeted trainee profile as follows: Requirement Specification Age (minimum age limit) N/A Education / Training (level, standard, certificates, specific subjects required) Third Level Primary Degree Aptitudes (required aptitude level such as learning ability, numerical aptitude, spatial aptitude, form perception, etc.) High standard of verbal linguistic skills. Personal Skills (person skills required such as good communications skills, personality type, etc.) Good communicator Excellent intrapersonal & interpersonal skills Good collaboration skills. Previous Experience (relevant industrial/ commercial experience) 3-5 years experience in front line Human Resources role or 3-5 years experience in another front line functional management role. Special Requirements (any special requirement such as good colour vision, ability to work at heights, full class B driving license, etc.) No special requirements. All requirements provided must be met in order to substantiate the training as well as provide qualified trainees. This will help reduce learner and training issues as well as ensure that training will bear positive results for the trainees as well as the organisation. Sample Lesson Plan & Exercises Under Module 4, trainees will be given specific situations printed on sheets of paper. Through draw-lots, each of the trainees will be given the following scenario and required to provide necessary intervention between conflicting parties: Case 1: Basketball player Q was hired for a 3-year contract under national Team White for a total compensation package of $900,000. In his second-year term, Q though his national Team White management, acquired a print advertisement project worth $500,000. The Team White Management deducted 30% from the project cost and proposed to deduct the remaining balance of the $500,000 from the $900,000 contract. Case 2: Union Worker D was asked to attend a demonstration against the Company Blue after several workers were dismissed due to recession. It was a union decision and all members were required to attend as per their union charter. Union Worker D have pending work deadlines he needs to meet and requested to finish his deadline prior to joining his fellow union members. Case 3: Neighbours G and H live in the same street at the Bright Village. They have adjoining lots and a grape grew inside the perimeter fence of G. The branches, however, spread through the lot area of H. During the fruit season, many of the branches that grew inside H’s area bore many bunches of grapes that H’s children took for themselves without notifying H nor G. G filed a complaint to the Housing Association. After the role playing, the various interventions of each trainee shall be discussed by the group and determine whether the best options and resolutions were presented. Various options shall then be provided by all trainees and to be noted on board for everybody to consider. Upon provision of all possible options for each of the cases, the best option will be voted upon and finally, used to implement the closure and resolution. The various scenarios or cases were of different situations. This will prepare the mediator to experience as well as visualise the various emotions, factors, and information that needs to the considered in the mediation process. By acting out and experiencing them, he will be better prepared to handle them in real life situations. Through the group discussion and feedback, learning is assessed during the programme. Group discussion is a method that allows participants and their trainees to provide observation about the events that took place. In addition, comments for improvement as well as better options about certain issues during the training are elaborated upon in order to improve knowledge and gain insight to meet training goals. 4. Assessment Process / Methods The assessment process ensures that there is satisfaction in achieving goals. In the evaluation of the effects of the programme, individual needs are met such as knowledge, skills, attitudes, and motivations. The trainer should consider aims and special needs of trainees for an assessment to be fair, reliable and sufficient. The various types of assessment methods are: Diagnostic assessment where the trainee’s existing skills, knowledge and behaviour are measured; Formative assessment that went as the training is in progress; Summative assessment measures the overall performance of the trainees and trainer and will establish acquired new skills and knowledge; Evaluative assessment examines the quality and impact of the training programme on participants. Formative Assessment for FAS QA 58/01 Mediation Skills Course In the specific FAS QA 58/01 Mediation Skills Course, assessment can be determined during the group discussion group and role play. Formative assessment is then applicable with this method. The trainee mediators act out their role in analysing the conflicting sides with the information provided to them by the parties involved. The trainees are expected to recall and apply the various analysis techniques of the Moore model as well as present closure and resolution. In addition to the mediator roles, the discussion group must apply the conflicting sides and determine whether the sides are satisfied with the closure and resolution. In the assessment, it is not only the analytical skills of the mediator that are being tested but also their communication and coordinating skills. Here, the participants acting as conflicting parties will be tested about their understanding of the conflict as well as the presented options to resolve their problems. The effective communication and convincing skills of the trainee will be assessed by the level of understanding and persuasion he or she has generated on the parties. This assessment system is based on the Modules presented and discussed above. In the performance analysis, the various factors that are included are organisational and business goals, performance needs, organisation, job or task, information, and the environment. The considerations are past audience experience, audience geography and availability, turnover, culture, task complexity and frequency, cost of errors as well as budget (Karrer, 2008). Some of the questions that need to be answered under Assessment of FAS QA 58/01 Mediation Skills Course are: Did the mediator identify the most relevant data or information about the conflict? Were all factors with regards to the conflicting parties considered? What intervention skills from the Moore model were used and applicable in the scenarios? How did the conflicting parties react to the intervention? Were the resolutions presented satisfactory to all parties involved? Were the best options presented or noted by the trainees? In answering the above questions, it can be determined that all Modules of the training were comprehensively absorbed by the trainees. Topic or needs specific outcomes are used to assess the training design. 5. Evaluation Process / Model There are several evaluation methods used for training designs. Evaluation determines the effectiveness of the design or training programme through reaction, feedback, behaviour, and actual performance of trainers. Expected benefits may also be assessed to determine the programme’s economic viability. In Kirkpatrick’s model, the training evaluation involves reaction, learning, behaviour and results. In the reaction process, there is an open discussion undertaken by trainees and their trainer about the mediation process. In learning, the trainer will determine how much have the trainees gained. There should also be an expected confidence and independence on the trainees’ behaviours upon completion of the training. Results will be spelled out in the overall performance of the trainees in their corresponding organisations. The quality of closures and resolutions they meted out will be commensurate to the increased or decreased number of clients seeking their mediation services. It can also be determined through the satisfaction of conflicting parties about the resolutions passed by the mediators. Under Phillip’s return of investment model, the organisational expenditure as well as the resources such as personnel, time and venue provided to the trainees shall be computed against their work outcomes and behavioural performance. This will require a return of investment where benefits are equated against the invested capital and resources. Direct and indirect costs are considered to determine the viability of a continuing training program and which design should be considered. In Nadler’s model of evaluation, the focus is on the design and delivery process of the training programme. This method proposes that whatever happens is directly related to the requirement of the organisation involved in equal responsibility with the trainees and decision-makers. Actions are evaluated through outcomes of the training. For the FAS QA 58/01 Mediation Skills Course, the various evaluation approaches may be applied. Training outcomes shall be determined against the training needs whether these were met or not; course objectives based on the 6 modules; determination of how effective has been the training design with its presentation, hand-out, and groups discussion; and by answering whether the problems and challenges were solved. In the adoption of the Kirkpatrick model, the trainees’ reactions, learning, behaviours and results are tested or considered. Their reactions were presented during the group discussion. There is a continuing feedback system in a group discussion that encourages participants to join and voice out their opinion as compared to a trainer-centred method. It should be recalled that the model uses a trainer-centred system that focuses on the needs and objectives of the learner as well as his qualification and desired outcomes. Also, during the group discussion, behaviour changes may be noted: basically, it will be determined whether there were improved confidence in expressing the trainer’s observation about the cases handled, increased competency in communicating and coordinating, as well as thorough understanding on the application of the Moore’s model of intervention and conflict resolution. Results for this method can be gauged even during the group discussion as there will be ways to determine the confidence level, communication and coordinating skills, as well as choice for options in the intervention process for every conflict discussed in the training. Performance of the trainer in the workplace will also reflect the viability of the training design. The Sample details are presented in Appendix D. 6. Conclusion / Summary (Integration of Theory and Practice) (rationale for design choices) In conducting training for mediators, the existence of training programs that will guide trainers is important. Whilst it may follow standard training programs already available, necessary procedures need to be undertaken in order for the training to succeed. Some of the procedures as discussed needs to identify the organisational goals, requirements or needs of the trainees, company and trainee expectations, challenges in the workplace, and other information that will guide the trainer as well as the process of the training. (Rationale for choice of assessment methods explained) Expected goals are important as well as the process of training. Certain designs are made for certain industries, skills, or even individuals. The FAS QA58/01Mediation Skills Course used a group discussion system as mediators are required good verbal communication skills, coordination, as well as determination of options for intervention. The method will ensure that their intra-personal and interpersonal skills are developed as their understanding and realisation of the conflict analysis and application of intervention are being developed. This method will fully prepare them to meet goals which are to make them become independent as well as effective in applying closure and resolving conflicts. (Rationale for choice of evaluation methods explained) Various methods may be applied in the evaluation of the FAS QA 58/01 Mediation Skills Course training design. This is necessary to provide a holistic view of the viability and effectiveness of the training design. Kirkpatrick’s model was used in this instance as the trainees serve as the focus of the development and they are the ones to be evaluated through their reaction, learning, behaviour and results. These requirements fit best the expected outcomes of the training design which is to come up with better mediators. 7. Bibliography and Referencing Garavan, TN., Hogan, C., & Cahir O’Donnell, A. (2003) Making Training and Development Work – A Best Practice Guide. 8. Appendix A: ADDIE Model _ INCLUDEPICTURE "http://www.instructionaldesigncentral.com/imgs/addie.gif" \* MERGEFORMATINET ___ Diagram by: Steven J. McGriff, Instructional Systems, College of Education, Penn State University Instructional design central < http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm > B: Kirkpatrick's Training Evaluation Theory _ Kirkpatrick's 4 Levels of Training Evaluation Model Source: http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm C: Kemp’s Instructional Design An illustration of the Kemp instructional design model: _ INCLUDEPICTURE "http://www.instructionaldesigncentral.com/imgs/kemp_instructional_model.gif" \* MERGEFORMATINET ___ Kemp Instructional Design Model Accesses from Morrison et al 201 D: Evaluation Sheet for FAS Trainees: Expected Skills /Output High Medium Low 1. Determination to understand the Moore’s model 2. Effective communication Skills 3. Effective coordinating skills 4. Identify options for intervention 5. Application of best options for closure & resolution _____________ Read More