Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Miranda Gall

Submitted: January 17, 2015

PROJECT PROPOSAL MODULE 2

Project Title
Front Line Leader Training | Warehouse Operations

Sponsoring Organization
Company
One of Americas oldest and largest privately held companies and is a global
leader in the manufacture of kitchen and bath products, engines and power
generation systems, tile and home interiors, and an international host to
award-winning hospitality and world-class golf destinations.

Project Description
Being a Front Line Leader for the Wisconsin Distribution Center comes with
many challenges. With each leader managing a group of at least 40
associates in a Distribution Center that is approximately one million square
feet, issues can arise. Not only is it important to understand how to run the
operations, it is important to understand how to lead people the most
valuable asset of an organization. With business demands high and the
hitting key business targets at stake, effectively managing a team becomes
deprioritized. At times, the reprioritization can lead to poor performance
management, decreased associate engagement, or increased potential legal
risks to the Company. The Front Line Leader Training will provide the leaders
of the Wisconsin Distribution Center with tools and resources to effectively
manage their associates when dealing with sensitive situations. Topics of
training include:
Importance of conducting investigations, what situations need to be
reported to leadership, and how to conduct investigations (i.e. Sexual
Harassment, Workplace Violence, Respectful Workplace issues)
Why proper documentation is importance when it comes to topics such
as performance issues, behavior issues and policy violations.
How to facilitate effective disciplinary and coaching conversations.
The Companys Alcohol and Controlled Substance Policy and steps to
take regarding reasonable suspicion.

Aim
Enhance the leadership skills of the Wisconsin Distribution Center leadership
team by providing tools and resources to effectively manage sensitive
situations. Examples of situations include: investigations, coaching and
disciplinary conversations, proper documentation and reasonable suspicion.

Target Audience
The target audience for this training is our Front Line Leadership team for our
Warehouse Operations. This includes our Team Leaders, Supervisors, and a
Warehouse Manager. The total number of participants in this training will be
7 associates.

Delivery Options
Because of the nature of the Warehouse leaders jobs, Face-to-Face training
with the simulations will be most effective. Holding a classroom training will
allow the participants to focus on the material and limit the distractions that
a manufacturing environment typically entails. Additionally, simulation
exercises will allow the participants to practice applying the learnings to real
life situations so the transfer of knowledge back to the job can be smooth.

FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3

Instructional Need
In 2014, 66% of the Font Line Leadership Team in the Distribution Center
turned over. The primary reason for the turnover was due to involuntary and
voluntary terminations. As a result, 4 new members of the leadership team
started in early 2015. Throughout the year, the Distribution Center
experienced an influx in mishandling of sensitive situations such as properly
handling of investigations, facilitating effective coaching and disciplinary
conversations, ensuring proper documentation and following the reasonable
suspicion process. Because of the mishandlings and inconsistent approach
to managing these situations, the Company and the associates were at risk
on a number of occasions from a legal standpoint. Additionally, a spotlight
was put on our organization from upper management. As an outcome of the
mishandlings, we realized Front Line Leadership training was a critical need
due to the existing performance gaps of our leadership team.
To confirm the instructional need, I conducted individual interviews with our
newest Team Leaders and General Supervisors. The purpose of the
interviews was to inquire about the training they received when starting at
the Company. I learned they have never received formal training when
entering the Company on how to handle these situations. Additionally, I
learned most of them were unaware of the Companys Alcohol and Controlled
Substance Policy and steps to take regarding reasonable suspicion. Because
of our matrix organization and size of the Company, they often have a hard
time understanding what needs to be reported to who, and why it is critical
to handle these types of situations properly to mitigate any risk to the
Company. Although the interviews were only conducted with our new Front
Line Leaders, the remaining two leaders with longer tenure would also
benefit from the training to ensure consistent practices across the
department. All 4 of our new Team Leaders and General Supervisors agreed
training would be valuable on the topics described above. Ultimately, we
would like to integrate this training into Front Line Leaders and General
Supervisors integration and onboarding into the department. Therefore,
they would have the tools upfront when starting in their positions.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

MODULE 3
Learner Analysis
Primary Audience (training will be mandatory for these associates):
Distribution Center Team Leaders
Distribution Center General Supervisors
Manager-Logistics
Secondary Audience
N/A
General Learner Characteristics
Tenure at the Company ranges from <1 - 39 years of service (Five
learners have been at the Company for approximately 1 year, and
the other two learners have been at the Company 30+ years.)
Gender: 100% men
Age: 33-64
Schedule Shifts: Two on 1st shift, three on a split shift, and two on 2nd
shift
Education: High school diploma through graduate degrees
Limited to Moderate computer skills
Entry Characteristics
Most learners understand the Company can be put at a legal risk if
investigations arent handled properly
Two of the learners have heard of the Companys Alcohol and
Controlled Substance Policy
The learners typically dont spend much time in a classroom/office
setting because the demands of the job requires them to be on the
floor for the majority of the day.
Attitudinal and motivational characteristics:
Four of the learners are typically resistant to change due to their
tenure at the Company and personality make-up.
All recognize potential consequences if investigations and
reasonable suspicion activities arent handled properly
Some learners may be motivated to take the training because they
want to continue to progress with the Company and know this is a
necessity to move forward.
Prior experience:
All learners have been part of an investigation previously

All learners understand it is not safe to be under the influence of

alcohol or drugs at work, but few have actually gone through the
reasonable suspicion process.

Common errors made by Front Line Leaders:

Not notifying HR/management in a timely matter in the instance of
reasonable suspicion.
Not effectively addressing performance concerns with associates.
Most leaders tend to shy away from these conversations.
Not properly documenting performance discussions with associates.

Contextual Analysis
Orienting Context
Gaining an understanding of the Companies policies and procedures
regarding handling investigations, proper documentation, performance
conversations, and reasonable suspicion.
Knowing how to properly handle these types of situation the next time
one presents itself.
The Front Line Leaders know most of their focus is on the operations of
the business, but understand more focus should be placed on the
associates and properly managing them. The tools and resources
should help set them up for success on this front.
Our Front Line Leaders are held responsible for effectively managing
associates on the floor and understand they could be at risk of a write
up/disciplinary action if the situations are not handled properly.
The learners may feel the training will be an HR flavor of the week
type of training and not taken seriously.
Instructional Context
Scheduling: Schedule 3 short sessions to cover all topics. Schedule
over lunch time when shifts overlap and all learners will be present.
Lighting: Easily adjustable in training room.
Noise: Limited noise concerns in the training room. Ensure door is
closed to training room after session begins.
Temperature: Can be adjusted if needed by contacting maintenance.
Seating: Classroom Style Seating with two leaders at each table to
partner together for activities.
Accommodations: Provide lunch and beverages during the trainings
Equipment: Projector, Computer, Flip Charts
Transportation: N/A, all learners have easy access to the training room
Technology Inventory
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Learners will not be required to access technology during training. It is

recommended they keep their laptops at their desk to limit distraction.

Transfer Context
Some of the learning information will be used on a frequent basis while
other information will be used less frequently. Our frontline leaders
have performance and disciplinary conversations on a frequent basis
so they will be able to apply those learnings immediately. However,
situations like reasonable suspicion, sexual harassment and workplace
violence occur less frequently so that knowledge will be harder to
recall.
To assist with the recall of knowledge, learners will receive a Front Line
Leader Toolkit with job aids to help ensure a transfer of knowledge
back to the job. The job aid will show flow charts and process
diagrams to reference when faced with these types of situations. The
job aid will be a small spiral notebook to put in the front line leaders
high visibility vest pocket. High visibility vests are required to be worn
on a daily basis so the job aids will be easily accessible.

INSTRUCTIONAL IMPACT BASED UPON LEARNER

CHARACTERISTICS
Application of Learning Theories
Since my target audience is completely made up of adult learners, I will be
using a number of different teaching strategies to increase the effectiveness
of the training. Adult learners have a wealth of knowledge to share.
Therefore, I will be tapping into their prior knowledge and experiences
through facilitating discussions in my training and giving them the
opportunity to speak in front of their peers. Additionally, adult learners
prefer to be engaged in the designing learning process. Prior to rolling out
the training, I will review the material with a General Supervisor and also the
Manager-Logistics to get their buy-in and ensure the activities are applicable
to their day to day tasks. Because adult learners like participatory exercises,
the curriculum will consist of case studies and problem solving activities to
apply learnings to real life situations throughout the training. Lastly, adult
learners enjoy working in groups and socializing throughout training. I will be
incorporating small group activities to enable sharing knowledge throughout
the classes.

Application of Motivational Theories

In order for the audience to be motivated to attend the training up front, I
will need to collaborate with our management team to explain the
importance from top down. From an intrinsic perspective, some students will
be motivated to learn the material because of their desire to progress in the
organization. They know effectively managing individuals and navigating
through sensitive situations will be critical to any people leadership position.
It will be up to them to master the subject. For those who are extrinsically
motivated, I will provide opportunities to apply the learnings and get
immediate feedback. For example, I will be incorporating case study
exercises and group work activities where students will work with each other
and will get immediate feedback to support their learnings. The application
exercises will be real, and applicable to experiences the learners may find
themselves navigating through in their day-to-day activities. Successfully
navigating through these exercises will give them confidence and motivation
to navigate successfully in real life scenarios.

Impact of a Diverse Audience on Instruction

The audience for this training is not very diverse. The audience consists of
all Caucasian males, from the Sheboygan area. If the audience was more
diverse, I would need to take in a number of factors on my instructional
design. Some cultures do not prefer to be so direct when it comes to
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performance issues. Because my training focuses on having direct

conversations with associates when it comes to performance concerns or
disciplinary conversations, I would have to tweak my training to have
effective conversations, while being more indirect and providing the
audience with tools and resources to do so. Additionally, if we experience
the same type of turnover in the Front Line Leader positions that we did in
2014, hiring a more diverse workgroup may be a probability. Some leaders
may not have English as their primary language, in which training with less
words, and more simplistic pictures and diagrams would be valuable. Lastly,
I will include knowledge sharing activities in the training where the students
will learn from each other by engaging in dialogue with their peers to share
their experiences.

TASK/GOAL/PERFORMANCE ANALYSIS MODULE 5

Goal Analysis
Step 1 - Write down the goals.
Original goals:
Using the Front Line Leader Toolkit, the Distribution Center Front Line Leaders
will effectively manage their associates using coaching and disciplinary best
practices, proper documentation techniques, investigation techniques, and
reasonable suspicion procedures.
Step 2 - Write down everything a learner would have to say or do for you to
agree that the learner has achieved the goal. This is not a list of what you
will need to do as the instructional designer or teacher.
Define the terms coaching and discipline
Determine importance of coaching and discipline (setting expectations,
holding accountability)
Articulate what situations require coaching (i.e. providing feedback,
first time violations and what situations require discipline (i.e. clear
policy violation, serious infraction, repeated violations).
Recall key concepts of Inside Out Coaching Model
Demonstrate use of Inside Out Coaching Model in every day work
Explain the Dos and Donts of coaching conversations and apply
them to associate conversations
Demonstrate how to lead a disciplinary conversation
Hold an effective disciplinary conversation
Define the term documentation
Provide examples of documentation techniques
Articulate the importance of documentation (i.e. to protect the
Company, the associate, and our reputation)
State what situations should be documented (i.e. performance issues,
behavioral issues, repeated issues, clear policy violations)
Document all issues immediately after they happen
Demonstrate the use of documentation tools in daily work
Articulate the importance of investigations (i.e. protect the Company
from lawsuits)
When communicating an incident upline, answer the basic questions
Independently determine what situations should be reported to whom
(i.e. Sexual Harassment, Workplace Violence, Direct/Indirect Threats)
Determine if incidents should require coaching and counseling versus
an investigation led by HR

Know where to find the Companys Policy on Alcohol and Controlled

Substances
Recite importance of a drug and alcohol free workplace
Know where to find and how to complete the Intoxication and
Substance Abuse Checklist
Define a potential crisis situation and know who to contact (i.e.
Dangerous or threatening behaviors, obvious impairment, possession
of illegal drugs or alcohol, illegal activity)
Demonstrate an effective constructive confrontation conversation
Recite the Drug Test Protocol Procedure

Step 3 - Sort the items listed in step 2.

NOTE: Sorted the items into 4 separate topics: Investigation
Techniques, Reasonable Suspicion Procedures, Coaching and
Disciplinary Best Practices, Proper Documentation Techniques.
Although I am creating one training, I will be breaking up the
delivery of the training into 4 shorter, more digestible segments.
Investigation Techniques
Articulate the importance of investigations (i.e. protect the Company
from lawsuits)
When communicating an incident upline, answer the basic questions
Independently determine what situations should be reported to whom
(i.e. Sexual Harassment, Workplace Violence, Direct/Indirect Threats)
Determine if incidents should require coaching and counseling versus
an investigation led by HR
Measure of Success: When a situation arises, Front Line Leaders
consistently ask the basic questions and determine whether the situation
should require coaching and counseling or be escalated to HR for an
investigation.
Combined Content Delivery Items into one Statement: By asking basic
questions, Front Line Leaders are able to determine what situations should
be reported to who and determine if the outcome should be coaching or
counseling versus and investigation led by HR.
Reasonable Suspicion Procedures
Know where to find the Companys Policy on Alcohol and Controlled
Substances
Recite importance of a drug and alcohol free workplace

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Know where to find and how to complete the Intoxication and

Substance Abuse Checklist
Define a potential crisis situation and know who to contact (i.e.
Dangerous or threatening behaviors, obvious impairment, possession
of illegal drugs or alcohol, illegal activity)
Demonstrate an effective constructive confrontation conversation
Recite the Drug Test Protocol Procedure

Measure of Success:
Front Line Leaders locate and complete all required fields of the Intoxication
and Substance Checklist and follow the Drug Testing Protocol Procedures
when a reasonable suspicion situation presents itself.
Combined Content Delivery Items into one Statement: By locating and
completing the Substance Abuse Checklist, Front Line Leaders are able to
determine whether a situation is a potential crisis and if not, follows the Drug
Testing Protocol Procedures.
Coaching & Disciplinary Best Practices
Define the terms coaching and discipline
Determine importance of coaching and discipline (setting expectations,
holding accountability)
Articulate what situations require coaching (i.e. providing feedback,
first time violations and what situations require discipline (i.e. clear
policy violation, serious infraction, repeated violations).
Recall key concepts of Inside Out Coaching Model
Demonstrate use of Inside Out Coaching Model in every day work
Explain the Dos and Donts of coaching conversations and apply
them to associate conversations
Demonstrate how to lead a disciplinary conversation
Hold an effective disciplinary conversation
Measure of Success: Front Line Leaders are able to lead an effective
coaching and disciplinary conversation with an associate to set expectations
and hold accountability.
Combined Content Delivery Items into one Statement:
Front line leaders can demonstrate how to effectively hold a coaching or
disciplinary conversation by using the Inside Out Coaching Model and
disciplinary conversation best practices which ultimately set expectations for
the associate and holding them accountable for desired behaviors/results.
Proper Documentation Techniques

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Define the term documentation

Provide examples of documentation techniques
Articulate the importance of documentation (i.e. to protect the
Company, the associate, and our reputation)
State what situations should be documented (i.e. performance issues,
behavioral issues, repeated issues, clear policy violations)
Document all issues immediately after they happen
Demonstrate the use of documentation tools in daily work

Measure of Success: Front Line Leaders consistently demonstrate their

ability to document performance issues, behavioral issues and clear policy
violations.

Combined Content Delivery Items into one Statement:

Using a variety of documentation techniques, Front Line Leaders protect the
company, associate, and reputation by effectively documenting situations
regarding behavioral issues, repeated issues and clear policy violations in a
timely matter.
Step 4 - Write a complete sentence to describe each of the items on your
final list.
Investigation Techniques: By asking basic questions, Front Line Leaders are
able to determine what situations should be reported to who and determine
if the outcome should be coaching or counseling versus and investigation led
by HR.
Reasonable Suspicion Procedures: By locating and completing the Substance
Abuse Checklist, Front Line Leaders are able to determine whether a
situation is a potential crisis and if not, follows the Drug Testing Protocol
Procedures.
Coaching & Disciplinary Best Practices: Front line leaders drive accountability
and desired behaviors of their associates by holding effective coaching and
disciplinary conversations with their associates by using the InsideOut
Coaching Model.
Proper Documentation Techniques: Using a variety of documentation
techniques, Front Line Leaders protect the company, associate, and
reputation by effectively documenting situations regarding behavioral issues,
repeated issues and clear policy violations in a timely matter.
Investigation Techniques:

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1. Who is to do something: Front Line Leaders

2. What are they to do: Ask basic investigation questions
3. Under what conditions are they expected to do it: Given Investigation
Quick Reference Guide and Decision Tree (In Front Line Leader Toolkit)
4. How well are they supposed to do it: Independently determine
outcome should be coaching and counseling, or escalated to HR
Reasonable Suspicion Techniques:
1. Who is to do something: Front Line Leaders
2. What are they to do: Determine if a reasonable suspicion case if a
potential crisis or not. If not, follow the Drug Testing Protocol
Procedures
3. Under what conditions are they expected to do it: Given Substance
Abuse Checklist and Drug Testing Protocol Procedures (In Front Line
Leader Toolkit)
4. How well are they supposed to do it: Zero mishandled reasonable
suspicion cases per year
Coaching & Disciplinary Best Practices:
1. Who is to do something: Front Line Leaders
2. What are they to do: Hold effective coaching and disciplinary
conversations
3. Under what conditions are they expected to do it: Given InsideOut
Coaching Model and Disciplinary best practices (In Front Line Leader
Toolkit)
4. How well are they supposed to do it: Drive accountability and desired
behaviors of associates
Proper Documentation Techniques:
1. Who is to do something: Front Line Leaders
2. What are they to do: Document behavioral issues, repeated violations,
and clear policy violations
3. Under what conditions are they expected to do it: Given
documentation best practices (In Front Line Leader Toolkit)
4. How well are they supposed to do it: Document within 24 hours of the
occurrence

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INSTRUCTIONAL OBJECTIVES MODULE 5

Project (Instructional) Goal
Given the Front Line Leader Toolkit, participants in the course will ask basic
questions to independently determine if the outcome of an investigation should be
coaching and counselling or engaging HR. Participants will also follow the Drug
Testing Protocol Procedures for an outcome of zero mishandled reasonable suspicion
cases per year and will lead and document disciplinary and coaching conversations
to drive accountability and desired behaviors within 24 hours of violation.

Terminal Objectives and Enabling Objectives

Terminal Objective: Given the Investigation Quick Reference Guide and
Decision Tree, the Front Line Leaders will ask basic interview questions to
determine if the situation presented should require coaching and counseling,
or be escalated to HR. (Cognitive domain)
Terminal Objective: Given Substance Abuse Checklist and Drug Testing
Protocol Procedures, the Front Line Leaders will determine if a reasonable
suspicion case is a potential crisis or not. If not, the Front Line Leaders will
follow the Drug Testing Protocol Procedures to achieve zero mishandled
reasonable suspicion cases per year. (Cognitive domain)
Terminal Objective: Given the InsideOut Coaching Model and Disciplinary
Best Practices, the Front Line Leaders will apply coaching and disciplinary
conversation techniques to drive accountability and desired behaviors of
associates. (Cognitive domain)
Terminal Objective: Given documentation best practices, the Front Line
Leaders will document behavioral issues, repeated violations, and clear
policy violations within 24 hours of occurrence. (Cognitive domain)
Enabling Objectives: (all cognitive domain)
1. Given the behavioral issue, repeated violation or clear policy violation,
the Front Line Leader will recall details of situation within 24 hours of
occurrence.
2. Given the behavioral issue, repeated violation or clear policy violation,
the Front Line Leader will determine severity of event within 24 hours
of occurrence.
3. Given the behavioral issue, repeated violation or clear policy violation,
the Front Line Leader will use the InsideOut Coaching Model and
Disciplinary Best Practices to hold a coaching or disciplinary
conversation with associate within 24 hours of occurrence.

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4. After the coaching or disciplinary conversation is held, the Front Line

Leader will prepare a Record of Discussion Form within 24 hours of
occurrence.
5. After the Record of Discussion From is complete, the Front Line Leader
will report the incident to HR and will store the form in the associates
personnel file within 24 hours of occurrence.

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ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT

MODULE 6
Title of the unit/module: Front Line Leader Training | Warehouse
Operations
Terminal Objective: Given documentation best practices, the Front Line
Leaders will document behavioral issues, repeated violations, and clear
policy violations within 24 hours of occurrence. (Cognitive domain)
List Pre-instructional Strategy: Instructor to send Class Objectives
Enabling
Objective

Given the
behavioral
issue,
repeated
violation or
clear policy
violation, the
Front Line
Leader will
recall details
of situation
within 24
hours of
occurrence.
Given the
behavioral
issue,
repeated
violation or
clear policy
violation, the
Front Line
Leader will
determine

Level on
Blooms
Taxonomy*

Learner Activity

Knowledge

Fact,
concept,
principle,
rule,
procedur
e,
interpers
onal, or
attitude?
Procedure

The learner will

receive a case
study to review
(i.e. Safety
Concern). As part
of this objective,
the learner will
read through the
situation, and will
recite the details
of the event back
to their partner.

Partner
Activity

Analysis

Concept

Based on the case

study, the
learning partners
will discuss if the
situation is severe
enough to get HR
involved for an
investigation, or if
it can be solved
via coaching and

Partner
Activity

(What would
learners do to
master this
objective?)

Delivery
Method
(Group
presentation/le
cture, selfpaced, or small
group)

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severity of
event within
24 hours of
occurrence.
Given the
behavioral
issue,
repeated
violation or
clear policy
violation, the
Front Line
Leader will
use the
InsideOut
Coaching
Model and
Disciplinary
Best
Practices to
hold a
coaching or
disciplinary
conversation
with
associate
within 24
hours of
occurrence.
After the
coaching or
disciplinary
conversation
is held, the
Front Line
Leader will
prepare a
Record of
Discussion
Form within
24 hours of
occurrence.
After the
Record of
Discussion
From is

counseling.

Application

Concept

Based on the case

study, the
learning partners
will role-play.
Using the
InsideOut
Coaching Model
and Disciplinary
Best Practices,
FLL #1 will hold a
disciplinary
conversation with
the associate
(FLL #2). FLL#2
will critique FLL#1
and will provide
feedback on how
they handled the
conversation.

Application

Procedure

Based on the case Partner

study, FLL#1 in
Activity
the prior activity
will complete the
Record of
Discussion Form
(attached below)
and FLL#2 will
provide feedback
on how FLL#1
filled out the form.

Comprehens Procedure
ion

Participants will
be asked to write
down who the
Record of

Partner
Activity

Group Activity
and Group
Discussion

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complete,
the Front
Line Leader
will report
the incident
to HR and
will store the
form in the
associates
personnel file
within 24
hours of
occurrence.

Discussion Form
should be given to
in what
timeframe, and
will reveal their
answers at the
same time. Group
discussion will
follow.

Record of Discussion Form

Topic:
Associate(s) Involved in Discussion:
Date/Time Occurred:
Documentation Completed by:

Background Information:
Provide 2 3 sentences on the background and/or events that led up to the
discussion.

Details of Discussion:
Provide a bulleted list of the topics discussed; does not need to be a
verbatim of the discussion.

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Outcome of Discussion:
What was the result of the discussion? How did it end? What are the next
steps or what follow up will happen?

Agreed Upon Action (agreed by both parties):

When will you meet again (if needed? Note date/time.
Note agreed upon actions (i.e. behaviors that will stop, information that
needs to be gathered, etc.)

REFERENCES
Instructional design. (2016, January 11). In Wikipedia, The Free Encyclopedia.
Retrieved 21:04,
January 17, 2016, from:
https://en.wikipedia.org/w/index.php?
title=Instructional_design&oldid=699250050

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