Download docx - Lori Mitchell GCU Training Portfolio 3-11-16

Training Session Portfolio Piece

Lori Mitchell

Grand Canyon University: COM-472

Melissa Davis

February 27, 2016

Problem Solving Training

Throughout the Training and Development course, I have developed a Problem Solving

Training for an organization called Manette Meetings. I facilitated the session for a group of

participants that are in the customer service field that I felt could benefit from enhancing their

problem solving sills. This portfolio is a compilation of the training materials that I created

including the needs assessment. The training materials are the facilitation guide, the agenda, the

participant guide, the PowerPoint presentation, job aid, and end of training survey. There is also

a Problem Solving Jeopardy Game that I designed that is a stand-alone additional document.

The training materials for this course are defined as:

Facilitation Guide: A tool to provide a step by step guide to that the trainer will be

able to access the necessary tools to train the session.

Agenda: An outline to provide a roadmap to the participants so they are aware of

what topics will be covered during the session.

Participant Guide: A valuable resource that the participants will complete in

training and be able to use a resource to reference back to as needed.

PowerPoint Presentation: A visual tool for the trainer to utilize in class to aid in

facilitation.

End of the Training Survey: Utilized to help the trainer and the developers to

know what went well and what did not in order to make any adjustments.

Job Aid: A resource that the event planners can reference to after training.

Jeopardy Game: A fun way to review the training and quiz the trainees to ensure

they understand the concepts that were taught.

pg. 2Manette Meetings: Meeting, Convention, and Event Planners

Created on/by: 2-27-16 LJM C:\Users\mrsfm1\Documents\Lori School\COM 471 Training-Dev\Assignments


Manette Meetings

MANETTE MEETINGS NEEDS ASSESSMENT

Review InformationYour Name and position title(Optional): [Your Name]Date: [Date] Employee Start Date [Date]

Purpose

Manette Meetings have noticed issues with low productivity, low morale, late delivery of content, poor work quality, missed deadlines, and a general sense of frustration among the employees. At Manette Meetings we strive for excellence. We would like to help you be successful in your position and watch our organization grow together.

Please take a few moments to answer this ten question survey. Your responses will be utilized for company improvements. After completing your survey, please turn it into the box at the administrative assistant’

Guidelines

This assessment is broken into three sections:

Section 1 Communication and Leadershipo In this section you will use the 5 point scale to rate the communication and leadership at

Manette Meetings with the following ratings:

1 = Strongly Disagree2 = Disagree3 = Neutral4 = Agree5 = Strongly Agree

Section 2 Working Environmento In this section please check off the topic as a Great Need, Some Need, or No Need to help

Manette Meetings identify what work environment needs are necessary. Section 3 Personal Development Needs

o In this section please write in the answers on how Manette Meetings can assist you in your personal development.

Communication and Leadership

(5) = Strongly Agree (4) = Agree (3) = Neutral (2) = Disagree

(1) = Strongly Disagree

Manette Meetings is a great place to work ☐ ☐ ☐ ☐ ☐Manette Meetings are open to ideas from employees at all levels ☐ ☐ ☐ ☐ ☐




Manette Meetings communicates effectively ☐ ☐ ☐ ☐ ☐I am aware of Manette Meetings company’s direction ☐ ☐ ☐ ☐ ☐I feel that leadership supports my personal goals ☐ ☐ ☐ ☐ ☐

Working Environment

Great Need Some Need No Need

Work related activities ______ ______ ______

More interaction from leadership ______ ______ ______

More training ______ ______ ______

Personal Development Needs

What three areas would you like to improve on in your current position?

1.2.3.

In order to be successful and grow at Manette Meetings, I need the following assistance from my leader.




F A C I LI TA T O R ’ S G U I D E




(Performance-Improvement-Coach, 2012-2016)


Table of ContentsAbout this training………………………………………………………………………….......... 3

Target Audience ……………………………………………………………………….………… 3

Learning Objectives ………………………………………………………………………........... 3

Materials and Equipment …………………………………………………………………........... 3

Training Schedule & Training Instructions ……………………………………………………... 4

Classroom Preparation Checklist …………………………………………………………........... 5

Classroom Setup ………………………………………………………………………………… 5

Problem Solving Introduction …………………………………………………………………… 6

Instruction Notes ………………………………………………………………………………… 6

How to Handle Classroom Conflict…………………………………………………………. 6 & 7

Interaction with Participants ………………………………………………………………... 7 & 8

Conclusion ………………………………………………………………………….…………… 8

References…………………………………………………………………………………………9




Training Overview

ABOUT THIS TRAINING

The goal of this training is to help the trainees to develop an understanding of problem solving, enhance problem solving skills, and put the problem solving skills into action.

TARGET AUDIENCE

This course is designed for event planners. Their supervisors/managers are invited so they can coach to the training to reinforce the skills learned.

LEARNING OBJECTIVES

When participants complete this course they will be able to:

Have a clear understanding of problem solving and the effects of not utilizing problem solving skills.

Effectively apply the problem solving techniques to their everyday scenarios with their clients.

Have an understanding of how and when to apologize.

MATERIALS AND EQUIPMENT

MATERIALS EQUIPMENT

Participant Guides Problem Solving PowerPoint:

o Make copies of the slides to hand out to the participants

Problem Solving Jeopardy Problem Solving Job Aid Problem Solving Agenda to be attached to the

email invitations End of Training Survey

Facilitator’s Computer Projector Dry Erase Markers Small White Boards Pens




TRAINING SCHEDULE & TRAINING INSTRUCTIONS

Topic Time Training InstructionIntroduction & Ice Breaker

12 minutes

Welcome the group & sign in. Explain the purpose of the training from the introduction section. Break the class up into groups Instruct them as a group they will need to correctly solve 3 Math

Word problems on page 3 of their participant guide. Once complete, review the answers and explain how math

problem solving helps them with their daily problem solving skills needed for their job.

Problem Solving Steps

12 minutes

Introduce the class to the basic problem solving steps while the participants follow along in their participant guides. Instruct the group to fill out page 4 in their participant guide. Apologize Defining the problem (Mind Tools, 2016) Generating alternatives (Mind Tools, 2016) Evaluating and selecting alternatives (Mind Tools, 2016) Implementing solutions (Mind Tools, 2016)

Problem Solving Role Play

12 minutes

Break the class into groups of 4 Assign each group one of the 4 scenarios on page 5 & 6 of their

workbook to complete a response using the steps. Once they are complete, have them act out their scenario in front of the class.

Debrief: Have the class critique the performances and add in any tips to help the participants.

Problem Solving Jeopardy

12 minutes

With the class still in their teams, conduct the Problem Solving Jeopardy Game.

The Jeopardy Game is a PowerPoint. o You will put the PowerPoint in slide show mode.

As the participants chose the category and the dollar amount, you will click on their selection to review the answer the participants need to create the question. Click on the house icon on bottom left of the screen to return to the main page and repeat the steps.

The team with the most points wins the game.Wrap Up 12

minutes

Recap the session using the review ball to toss to the trainees. Apologize The basic problem solving steps

o Defining the problem (Mind Tools, 2016)o Generating alternatives (Mind Tools, 2016)o Evaluating and selecting alternatives (Mind Tools,

2016)o Implementing solutions (Mind Tools, 2016)

How to implement the steps in our daily tasks




CLASS PREPARATION CHECKLIST

Task Obtain and test projector and personal computer

Obtain small white boards and markers: 1 for every 2 participants

Copy participant materials. For each participant:

Participant Guide

PowerPoint Slides

Job Aid

End of Training Survey

Sign In Sheet

Obtain and test PowerPoint

Send out training invitations attach the Problem Solving Agenda

CLASSROOM SETUP

Arrive early to setup the classroom.

Arrange tables for groups of 2. Place copies of the PowerPoint, Participant Guide, job aid and a pen at

each seat. Provide a small white board and dry erase markers for each table of 2

participants. Create a Welcome to Training sign

Place the sign in sheet with a pen at the front of the class.




PROBLEM SOLVING INTRODUCTION

In order to get buy in of the course from the participants, you must effectively provide a strong introduction.

Sample introduction:

You are probably wondering why you are here today. You are here today because during the needs assessment that was conducted it seems that problem solving skills were needed for Meeting, Convention, and Event Planners.

It is important for you to utilize proper problem solving skills to help your clients as well as help to grow Manette Meetings. I have invited the management team to join us so they can help to reinforce the skills you learn today during your coaching sessions. Together we will help enhance the problem solving skills you already possess.

At your desk you have a participant guide that you will fill out as we go through the training. The participant guide will be a reference for you to use after class when you need assistance in your problem solving. Please take additional notes on the notes pages at the end of your participant guide as we go along.

INSTRUCTION NOTES

Follow the notes on the Problem Solving PowerPoint to assist in facilitation of the class. Add in your own experience as well as any examples to help the participants learn the material.

You only have an hour to complete the session. In the event that you run out of time, you will need to remove the Jeopardy game. This should be a last resort as it is a great fun way to assess the learners.

At the end of the session, hand out the end of the training survey and instruct the group to place them in the survey box when completed.

HOW TO HANDLE CLASSROOM CONFLICT

In any group setting you may run into conflict with the participants amongst each other or with you as the trainer. Conflict can be good because it helps people to find common ground (866Seminars, 2015). However, it can be a challenge in a classroom setting and needs to be addressed as soon as conflict arises. Keep in mind that vocal cues conflict with verbal messages, the audience will typically put more weight on the vocal messages (Beebe & Mottet, 2014). Choose your words wisely.







HOW TO HANDLE CLASSROOM CONFLICT - CONTINUED

Here are five steps you can follow to handle conflict if should arise:

Step 1: Identify the source of the conflict (AMA, 2014).o Find out why there is a conflict and what started it.

Step 2: Look beyond the incident (AMA, 2014)o Do not focus on the incident, look past it to find ways to resolve

the conflict. Step 3: Request solutions (AMA, 2014)

o Ask the participants for solutions. Step 4: Identify solutions both disputants can support (AMA, 2014)

o Find ways to mutually resolve the conflict. Step 5: Agreement (AMA, 2014)

o Implement a mutual agreement with the participants.o After the conflict is resolved, apologize to the entire class and

move back to where you left off reviewing any necessary material.

INTERACTION WITH PARTICIPANTS

This session is designed with all learning styles in mind and is not designed as a lecture. As the facilitator it will be important for you to interact with the trainees throughout the session.

Here are some ways that you will interact with the trainees:

PowerPoint Presentation: While facilitating add in any additional scenarios and examples to help engage the class.

Role-Play: As the trainees are working on their scenario presentations, walk around and assist as they need you to without giving out the answers. Have the trainees come up with their own solutions.

Jeopardy: You will be the host/hostess to the Jeopardy Game. As the trainees play the game cheer them on and do not take sides to add to any competition.




INTERACTION WITH PARTICIPANTS - CONTINUED

Here are 9 additional tips to help you make the session interactive:

1. Don’t take it so darn seriously (Mindflash, 2011): There is no perfect training. Relax and remember you are the subject matter expert. The trainees do not know what to expect or if you make a mistake. The important thing is learn from your mistakes for the next session.

2. Have a conversation (Mindflash, 2011): Talk with the trainees and avoid talking at them (Mindflash, 2011). The session should flow with conversation from you as well as your trainees. If you have shy trainees encourage them to speak. Make the environment comfortable to where the trainees fell welcome to participate.

3. Speak their language (Mindflash, 2011): Many positions have different lingo/jargon that they use in their daily interactions. Learn the lingo/jargon of your participants. Avoid any lingo/jargon that is not used in their department to avoid confusion or miscommunication.

4. Let a little bit of you out (Mindflash, 2011): Play music, show pictures, share relation stories that you have experiment. The more comfortable the trainees are with you the more they will be engaged. This is a great way to build rapport.

5. Let conversations linger (Mindflash, 2011): If the conversation is relevant to the topic, let the participants speak. Be mindful of not going over the session time.

6. Smile. Be energetic. Be happy to be there (Mindflash, 2011): Even if you are having a bad day, do not let your trainees know it. Be excited about the topic and training them. If you are positive and excited your trainees will follow.

7. Treat people like responsible adults (Mindflash, 2011): Have training ground rules, but treat the trainees like the adults that they are. You will lose their respect if you treat them any less.

8. Ask the class (Mindflash, 2011): Ask questions throughout the session. This is engaging as well as a way for you to assess the transfer of learning.

9. Practice, practice, practice (Mindflash, 2011): Allow the trainees time to practice and you assist in the practice. Be available for questions as well as to be a role-play partner when needed.

CONCLUSION

Remember that no training session is perfect. Each session may have its own style and things that you can add as you facilitate more sessions. Following the facilitation guide will assist you in creating a good experience with the session.




References

Beebe, S., & Mottet, T. (2014). Introducing Communication Training. In Training and development:

Communicating for success (2nd ed.). Boston, Massachusetts: Pearson.

Guyer, H. (2015). Event Planning 101- Challenges and how to overcome them. Retrieved February 02,

2016, from http://www.omaticsoftware.com/Blog/TabId/225/ArtMID/1158/ArticleID/4/Event-

Planning-101--Challenges-and-how-to-overcome-them.aspx

How to Make Training Interactive |. (2011, October 17). Retrieved February 06, 2016, from

https://www.mindflash.com/interactive-training

"The Five Steps to Conflict Resolution." 16 Apr. 2014. Web. Retrieved February 06, 2016, from

http://www.amanet.org/training/articles/the-five-steps-to-conflict-resolution.aspx

These Problem Solving Steps actually do work. (2012-2016). Retrieved February 6, 2016, from

http://www.performance-improvement-coach.com/problem-solving-steps.html

"Training and Seminars for the Complete Organization - Call 866-SEMINARS." 866Seminars.com. 2015.

Web. 06 Feb. 2016. <http://www.866seminars.com/Training-Seminar/How-to-Handle-Conflict--

Confrontation/16781/index.aspx>.

What is problem solving? (2016). Retrieved January 17, 2016, from

https://www.mindtools.com/pages/article/newTMC_00.htm




AGENDA


FEBRUARY 15, 2016

08:00 AM – 09:00 AMFacilitator: Lori Mitchell

Attendees:Event Planners and Managers

Please bring:

Pen, paper, problem examples, problem challenges you have encountered, and your smiling face.

08:00 AM – 08:12 AM INTRODUCTIONIntroduction of the training session & Ice Breaker

Training Room

08:12 AM – 08:24 AM PROBLEM SOLVING STEPSLearn and reinforce problem solving steps

Training Room

08:24 AM – 08:36 AM PROBLEM SOLVING ROLE-PLAYPractice the problem solving steps through in class role-play with real scenarios.

Training Room

08:36 AM – 08:48 AM PROBLEM SOLVING JEOPARDYPlay a quick round of Jeopardy to test your problem solving knowledge.

Training Room

08:48 AM – 09:00 AM WRAP-UP

REVIEW THE KEY POINTS OF THE SESSION AND ASK ANY ADDITIONAL QUESTIONS.

Training Room




Problem Solving TrainingParticipant Guide

NAME: ____________________________



(Performance-Improvement-Coach, 2012-2016)


Table of Contents

Introduction…………………………………………..…………………………………..………..3

Ice Breaker-Math Problems………………………………………………………….……........... 3

Problem Solving Steps ……………………………………………………………………........... 4

Problem Solving Scenarios …………………………………………………………............. 5 & 6

Notes …………………………………………………………………………………............7 - 10

References ………………………………………………………………………………..…….. 11




INTRODUCTION

The Problem Solving Participant Guide is designed to provide a resource for you after you complete the training. As you follow along with the training, you will complete pages in the participant guide as well as take notes to help you have a valuable resource.

ICE BREAKER – MATH PROBLEMS

Like Math, problems need to be solved. In your group you will solve the following problems. Be sure to write your answers on the white board to share with the group.

1. Minnie Mouse went shopping to buy 7 new bows of different colors. Each bow costs $2.50. How much money will Minnie need to purchase the bows?

2. Goofy has $20.00 and purchased 6 baloney sandwiches for $3.00 each. How much money does Goofy have left?

3. It costs $99.00 for a Disneyland adult ticket. A hotel costs about $100.00 a night. If you wanted to go to Disneyland for 3 days, how much money would you need for the hotel and park tickets?




PROBLEM SOLVING STEPS

Directions: Write in the Problem Solving steps and description below.

Step Description

1. _____________________________

2. _____________________________

3. _____________________________

4. _____________________________




PROBLEM SOLVING SCENARIOS (GUYER, 2015)

Directions: Write a response for your assigned scenario using the Problem Solving Steps you learned in this session. You will act out your scenario in front of the class.

Scenario 1:

Problem: You are in charge of an event that you took all new hires to assist you. The new hires are moving at a very slow paced and seemed lost.

Alternatives:

____________________________________________________________________________________________________________________________________________________________

Evaluating:

____________________________________________________________________________________________________________________________________________________________

Implement: ____________________________________________________________________________________________________________________________________________________________

Scenario 2:

Problem: At the last minute the caterer informs you that they are out of the mashed potatoes that were on the menu.

Alternatives:

____________________________________________________________________________________________________________________________________________________________

Evaluating:

____________________________________________________________________________________________________________________________________________________________

Implement: ____________________________________________________________________________________________________________________________________________________________




PROBLEM SOLVING SCENARIOS (GUYER, 2015) - CONTINUED

Scenario 3:

Problem: The venue has the doors locked upon your arrival with no phone number on the door to contact the venue.

Alternatives:

____________________________________________________________________________________________________________________________________________________________

Evaluating:

____________________________________________________________________________________________________________________________________________________________

Implement: ____________________________________________________________________________________________________________________________________________________________

Scenario 4:

Problem: Two days before the event, your best employee gets sick and cannot attend.

Alternatives:

____________________________________________________________________________________________________________________________________________________________

Evaluating:

____________________________________________________________________________________________________________________________________________________________

Implement: ____________________________________________________________________________________________________________________________________________________________




NOTES

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ pg. 22

Manette Meetings: Meeting, Convention, and Event Planners



NOTES

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ pg. 23




NOTES

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ pg. 24




NOTES

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ pg. 25




References

Guyer, H. (2015). Event Planning 101- Challenges and how to overcome them. Retrieved February 02,

2016, from http://www.omaticsoftware.com/Blog/TabId/225/ArtMID/1158/ArticleID/4/Event-

Planning-101--Challenges-and-how-to-overcome-them.aspx

These Problem Solving Steps actually do work. (2012-2016). Retrieved February 6, 2016, from

http://www.performance-improvement-coach.com/problem-solving-steps.html






PowerPoint Presentation




Welcome to Problem Solving Training.

You are probably wondering why you are here today. You are here today because during the needs assessment that was conducted it seems that problem solving skills were needed for Meeting, Convention, and Event Planners. It is important for you to utilize proper problem solving skills to help your clients as well as help to grow Manette Meetings. I have invited the management team to join us so they can help to reinforce the skills you learn today during your coaching sessions. Together we will help enhance the problem solving skills you already possess.

At your desk you have a participant guide that you will fill out as we go through the training. The participant guide will be a reference for you to use after class when you need assistance in your problem solving. Please take additional notes on the notes pages at the end of your participant guide as we go along.

Purpose: This slide will help explain why the trainees are attending the training.




To start of the session, I would like to get your brains to start to flow in a problem solving way. I am sure there are many of you, like myself who do not like math. My apologies in advance for this activity. At the end of the activity, I will explain how it ties into our training today.

In your group you have 3 short problems to solve. Write each answer on the whiteboards. You only have 3 minutes to solve them.

Debrief:

Like many of you, I used to think that math was useless in everyday careers, but that is not true. Math does help you with your problem solving skills that you will use in your everyday interactions. I chose to have the problems as a part of the training to help tie the pieces together.

Let’s discuss our agenda today.

Purpose: The ice breaker will help the trainees to get into a problem solving mindset as well as get to know each other.




This session will cover the following:

• Problem Solving Steps:

• You all possess problem solving skills or you would not have been blessed with your position. We will review a simple four step process to help you when you need to use the skills.

• Problem Solving Role Play:

• We will have some time to practice the steps that you learn in real-life scenarios via a role-play in front of the class.

• Problem Solving Jeopardy:

• We only have a short time, but we will have some fun playing a quick round of jeopardy to help reinforce the skills we learned.

• Wrap-Up:

• Our wrap-up will provide a recap of the training reinforcing how you can implement the training into your daily interactions.

Purpose: The agenda will provide a roadmap of the session so the trainees know what to expect during the training.




Before I provide the short four step problem solving steps, I felt it was important to remind you all the importance of an apology.

When there is a problem, a client has been inconvenienced. It is important that you apologize immediately when the problem is identified. Waiting to apologize only makes the problem worse.

Apologize empathically as you mean it. Be cautious on the number of apologies as too many apologies will lose the meaning. Also, choose your words wisely. Some people can get away with saying I’m sorry, where others need to say I apologize to provide the meaning behind it. If one doesn’t seem to work for you switch it up. In both choices be sure that you have a sincere tone and that your body language matches for in person interactions.

We are now ready to move on to solve problems.

Purpose: Explaining apologizing as well as having group interaction will help the trainees to see how apologizing ties into the problem solving process.




Just as detectives need to solve crimes, as an Event Planner, you have problems to solve.

Here are four simple steps to help you solve problems. You will find on page 4 in your participant guide that you

• Step 1: Defining the problem (Mind Tools, 2016) Take a step back to analyze what they true issue is. Identifying the true issue is the only way to solve the issue. If you try to solve what may look to be the problem and it turns out that was not the problem, you will waste time. Your client will get aggravated and potentially leave the company.

• Step 2: Generating alternatives (Mind Tools, 2016) Provide options to your clients that will help to resolve the issue. It is important that you provide them the options and allow them to make the decision that works best for them. They want to be a part of making decisions. Feel free to add in your suggestions if the client asks for them.

• Step 3: Evaluating and selecting alternatives (Mind Tools, 2016): Collaborate with your client to help them make the best solution. Add in any experiences you have seen to help them see all sides. If alternatives are an option, add them in for the client. Remember it is ultimately their decision to make, do not get upset if they do not go with a decision you would have made.

• Step 4: Implementing solutions (Mind Tools, 2016) The final step is where the problem is solved. Hopefully it is a solution that has made your client happy. Remember there are times where you can do your all, but some clients just may not be happy no matter what you do. As long as you have tried and involved your manager if needed to provide them the best customer service and solutions, you have done your job.

Now it’s time to practice the steps with some event scenarios that we have witnessed.

Purpose: This is the section the trainees will learn the problem solving steps to apply to their everyday interactions with their clients.




In your groups you will evaluate the problem and come up with the solution using the steps we spoke about.

After you are finished, each group will role play your scenario in front of the class. Feel free to add in any additional tips.

Purpose: Through role-play the trainees will have a chance to practice the problem solving steps in a safe environment. They will make mistakes, but I will be there to guide them. This will also give me a chance to assess the transfer of learning and provide additional tips to help the trainees.




We will take a few minutes to have fun playing a quick round of Jeopardy.

Purpose: The Jeopardy is a fun way to reinforce the learning as well as provide me another way to assess that the trainees understand the concept.




In this session you learned:

• Apologize: How to and when to apologize

• Problem Solving Steps: What are the four steps?

• Throw ball to a trainee to ask what the first step is and an example. Then have that trainee throw the ball to another trainee and continue until all 4 steps are reviewed.

• Implement: How will you implement the four steps?

• Use the ball to throw to all trainees and have them each share how they will implement the steps.

• Questions?

Purpose: During the Wrap-Up, we can recap what the training session involved as well as give the trainees another opportunity to ask any last minute questions. This is also my last chance to observe if any trainees had any issues learning the material. I will be able to provide a detailed follow-up with the management team.




Thank you for taking time out of your busy schedule to attend training today. I hope you have a great day and fun being problem solving detectives.







PROBLEM SOLVING JOB AID

In order to effectively problem solve you must follow the basic four step process.

Step 1: Defining the problem (Mind Tools, 2016) Take a step back to analyze what they true issue is. Identifying the true issue is the only way to solve the issue. If you try to solve what may look to be the problem and it turns out that was not the problem, you will waste time. Your client will get aggravated and potentially leave the company.

Step 2: Generating alternatives (Mind Tools, 2016) Provide options to your clients that will help to resolve the issue. It is important that you provide them the options and allow them to make the decision that works best for them. They want to be a part of making decisions. Feel free to add in your suggestions if the client asks for them.

Step 3: Evaluating and selecting alternatives (Mind Tools, 2016): Collaborate with your client to help them make the best solution. Add in any experiences you have seen to help them see all sides. If alternatives are an option, add them in for the client. Remember it is ultimately their decision to make, do not get upset if they do not go with a decision you would have made.

Step 4: Implementing solutions (Mind Tools, 2016) The final step is where the problem is solved. Hopefully it is a solution that has made your client happy. Remember there are times where you can do your all, but some clients just may not be happy no matter what you do. As long as you have tried and involved your manager if needed to provide them the best customer service and solutions, you have done your job.




References






End of Training SurveyDirections: Rate each question about your training session. Once you have completed your survey, please turn it into the survey box at the front of the class. All results will be confidential.

Strongly Agree

Agree Neutral Disagree Strongly Disagree

1. The training session was the appropriate length of time.

2. The training materials were easy to understand and provided accurate information.

3. The trainer was knowledgeable on the subject.

4. The trainer was prepared.

5. I feel I gained valuable knowledge to help me in my daily duties.

Additional Comments:




In conclusion, the training materials were designed to be universal in order to be effective

to teach Event Planners, the target audience, as well as non-Event Planners. The Training and

Development course gave the opportunity to design the materials in a step by step process to

create a successful training. Each material has its on purpose in the session to aid to the transfer

of learning meeting all learning styles.



Melissa Davis, 03/02/16,

Great job on your portfolio. Very professionally done.