Artha’s E-learning Blog(^.^)

Conflict Management E-learning Program Design

 

Introduction

This report will outline the application of the learning theories and multimedia principles in an e-learning program on conflict management. The report will further have recommendations on the integration of specific technologies to the e-learning program.

Context

This e-learning program is designed due to the belief that conflict is an important facet of the workplace. According to Kohlrieser (2007), conflict management is one of the keys to an innovative workplace and in turn can give businesses a competitive edge. Generally, this program should be valuable in all business workplaces in a variety of industries as conflict is an inevitable part of human nature. Because this is an e-learning program it is especially practical for those employees, who will not be able to attend training such as auditors on clients or this would make training generally more flexible to cater employees’ needs. Also, if necessary this program can be altered by workplaces to incorporate their own specific contents according to their particular needs as this program will focus on conflict between competing group/personal interests, power and control issues, lack of communication, personality clashes and cross cultural issues. In saying this, workplaces are recommended to carry out a needs analysis before they implement the program.

The generality of the context means that the learners of this program will be broad. The age of the learners would roughly range from 16 to 70. They would have a vast range of experiences, education & training, motivational aspects, learning styles and special learning needs such as having English as their second language. Therefore, this program would be incorporating different learning theories and activities that would cater for this.

This program utilises the unit of competency BSBATSIL503B: Manage Conflict. On completion of this program, the learners should be able to:

·         Define what conflict is, identify and describe the causes of conflict between competing group/personal interests, power and control issues, lack of communication, personality clashes or cross-cultural issues.

·         Identify and describe the implications of the conflict, identify responsibilities within the conflict, develop and document resolution strategies in consultations with the conflicting parties.

·         Apply the appropriate and ethical conflict management strategies.

 Learning Theories

This program will incorporate three different learning theories, they are: cognitive, humanist and social learning theory.

Cognitive Approach

The cognitive learning theory emphasise the importance of learners’ experience, the development of meaningfulness and the use of problem solving and insight as the basis of learning. The use of an advance organiser is helpful to the learners as they see content in organised whole rather than disconnected pieces. The principles emphasised by Cognitive theory are:

·         What is perceived by the learner will affect that they learn

·         Learning problems should be structured in a way that they are open for interpretations by the learners

·         The organisation of knowledge should move from simple to complex to create meaningful whole

·         Hypothesis testing are needed to give learners feedback

This theory will be the basis of the way the program will be structured. The reasons for this are:

·         In terms of the content, it is best to learn it in a sequential order from simple to complex as learners would not be able to perform subsequent topics without completing previous ones. In terms of the learner profile, as there are a wide range of learners they would be able to learn more effectively if they don’t have to learn what they already know. The pre test could determine this.

·         The tests/quiz would cater for and motivate those learners that like challenges, but learners are not required to pass the test/quiz to continue to the next model and therefore would cater for and motivate those who prefer learning casually.

·         The final assessment can act as a level 2 Kirkpatrick’s evaluation for organisations to see if the employees have learnt what is being thought. This would be beneficial for the organisations as it validates the value of the program. This would also inform the learners if they are able to manage conflict or not, combined with the module quizzes they would be able to see which section they are not so competent with.

 

Humanist Approach

This theory was developed from the Cognitive but focuses on experiential learning and the belief that learners, individually is ever seeking greater personal adequacy, self-esteem and self-actualisation. Principles emphasised by Humanist theory are:

·         Learners learn by relating previous experiences-learn by doing

·         Learners flourish in an environment that consent and encourages development of potential, self-expression and self-determination

·         Learners learn co-operatively, require constructive feedback in a non-competitive environment

·         Meaningful learning is constructed by individuals out of their experience

 

This approach will be incorporated mainly in the activities. The reasons for this are:

·         In terms of the content, to be able to manage conflict learners need to be aware of their selves as well. Kathleen and Pullen (2006) believe that internal conflict can cause external conflict and therefore a humanist approach would promote this. As there are a wide variety of learners, having a non-competitive environment and assessment would cater for both learners’ type – likes competition and challenges or those who doesn’t

·         Non-competitive environment would help promote learners to learn and therefore promote the culture at work.

 

Social Learning theory

This theory emphasises the importance of learning from experience and expectations, observing and modelling. Four processes underlining this type of observational learning are:

1.      Attention: focus on the features of behaviour

2.      Retention: how well the behaviour is remembered

3.      Reproduction: observed behaviour must be actions, practised, and given feedback

4.      Reinforcement: motivate learners to reproduce and perform the behaviour.

 

This approach will also be incorporated mainly in the activities. The reasons for this are:

·         In terms of the content, social activities would promote conflict management in the workplace as learners are encouraged to put into practice what they are learning. Conflict happens between people therefore it is fitting to have some social aspects in the learning program to promote this culture in the workplace.

·         Social learning theory also encourages communication between learners which is a vital aspect for managing conflict and preventing conflict to occur.

Integration of Technologies

 There will be different technologies that could be used within the e-learning program they are:

 

1.      Vodcast – Videos are a good way for learners to engage in learning conflict management. It caters for both visual and audio learners as well as those who have English as a second language. In the cognitive approach, videos can be used in a simple or advanced way depending on its content. Video content can be made from learners’ experiences to make the learning more relevant and meaningful. Videos are a good aid for learners to draw out their own ideas and perceptions. A prototype example can be seen here : Conflict Management

2.      Online Quiz –

 

3.      Blogs – learners are encouraged to be aware of themselves by blogging about their learning experiences. This is where the humanist approach is incorporated. Other learners can also comment on the blog which would increase communication and the social side of conflict management.

4.      Wikis – problem solving activities in groups encourages socialising and communication. Learners are free to interpret the scenarios themselves to make it more meaningful and relevant. They can draw out new knowledge or previous ones to incorporate it as a whole.

5.      Video Conferencing – can be used for the final assessment which incorporates social learning. Learners are allowed to be subjective and therefore make learning more meaningful.

 

 

Storyboard

This storyboard outlines the e-learning program designed for this particular purpose. This can be viewed from: http://www.gliffy.com/publish/1441472/

Conclusion

This report has outlined the aspects of learning theories and multimedia principles applied in an e-learning program on Conflict Management. The use of a cognitive approached combined with humanist and social theories are thought to be suited to the content and context of this particular program.

 

 

References

 

Parks, K. S.; Pullen, C. (2006) “Dealing with Internal and External Conflict” Journal of Financial Planning Dec. Iss 19, Vol 12 pg 48

Kohlrieser, G. 2007 “Six Essential skills for managing conflict” Perspective for Managers Jun. Iss 149, pg 1