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Follow instructions for assignment below and the ones attached. The assignment has 2 parts and there is a grading rubric, please follow the grading rubric exactly as described for above expectations, ensure there is no plagarism, or AI noted text. 5 references for each work must be from 2020 onward and not from prior to 2020. Ensure that both assignments are 5 pages each with APA references .
In Part 1 of your two-part Assessment for this Competency, you will be asked to engage in a simulated individual coaching experience (attached simulation) where you will play the role of coach with an employee. Part 2 of the Assessment involves developing a draft of a team charter for a team you know well. This Pre-Assessment activity will help you prepare for those two parts of your final Assessment. To complete this Pre-Assessment, do the following: Review the Assessment Instructions and the rubric to ensure you understand the requirements for the Assessment. Download and review the MN002 Simulation Preparation (PDF) document. Download the MN002_Assessment_Template_Part1 (Word document) and complete the section entitled “Coaching Conversation Checklist,” in which you will detail how you will approach the coaching session with the employee and what you plan to discuss with them based on the information provided in the scenario background document. Complete the Checklist by writing a script or detailed notes for each item.
Download the MN002_Assessment_Template_Part2 (Word document). On your own, research team charters and find two (2) examples that you like (you may use these same two examples for your final Assessment for this Competency). Then, complete the section of the template entitled “Analysis of Team Charter Examples.” For each of the two selected team charter examples, analyze their effectiveness in helping a team organize quickly for success and avoid derailment. To support your analysis, provide details on how each team charter could contribute to a team’s success. Be sure to include a copy of the team charter examples you located. Submit the completed “Coaching Conversation Checklist” section of MN002_Assessment_Template_Part1, along with the completed “Analysis of Team Charter Examples” section of MN002_Assessment_Template_Part2. Before submitting your Pre-Assessment, be sure to use the rubric to ensure that you have met all requirements and are satisfied with your submission.
MN002: Developing Individuals and Teams: Assess management strategies that promote development of individual employees and teams
Assessment Rubric
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Rubric Criteria |
Does Not Meet Expectations |
Meets Expectations |
Exceeds Expectations |
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Part 1: Coaching for Performance |
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Develop a strategy for how you will approach the coaching session with the employee, including what you plan to discuss and any questions you may have when you debrief.
Learning Objective 1.1: Develop a coaching strategy to support professional development |
Development of a strategy for how to approach the coaching session with the employee, including what to discuss and any questions for the debrief, is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate development of a strategy for how to approach the coaching session with the employee, including what to discuss and any questions for the debrief. |
Response provides a thorough and detailed development of a strategy for how to approach the coaching session with the employee, including what to discuss and any questions for the debrief. |
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Evaluate if you accomplished the objectives you set out to accomplish, including an explain why or why not. Learning Objective 1.2.1: Evaluate the effect of preparation on a coaching experience |
Evaluation of whether you accomplished the objectives you set out to accomplish, including an explanation of why or why not, is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate evaluation of whether you accomplished the objectives you set out to accomplish, including an explanation of why or why not. |
Response provides a thorough and detailed evaluation of whether you accomplished the objectives you set out to accomplish, including an explanation of why or why not. |
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Rubric Criteria |
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Evaluate what effects (positive and negative, if applicable) your preparation had on the outcome, including a rationale to support your assessment. Learning Objective 1.2.2: Evaluate the effect of preparation on a coaching experience |
Evaluation of what effects (positive and negative, if applicable) your preparation had on the outcome, including a rationale to support your assessment, is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate Evaluation of what effects (positive and negative, if applicable) your preparation had on the outcome, including a rationale to support your assessment. |
Response provides a thorough and detailed Evaluation of what effects (positive and negative, if applicable) your preparation had on the outcome, including a rationale to support your assessment. |
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Assess what you felt you did particularly well in your coaching session, including what you might have done differently or what improvements you would make. Learning Objective 1.3: Assess strengths and areas of improvement of a coaching experience |
Assessment of what you felt you did particularly well in your coaching session, including what you might have done differently or what improvements you would make, is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate assessment of what you felt you did particularly well in your coaching session, including what you might have done differently or what improvements you would make. |
Response provides a thorough, detailed, and cohesive assessment of what you felt you did particularly well in your coaching session, including what you might have done differently or what improvements you would make. |
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Assess how the employee responded within the coaching session, including insights you gained that would be helpful |
Assessment of how the employee responded within the coaching session, including insights you gained for future coaching sessions and your |
Response provides an adequate assessment of how the employee responded within the coaching session, including insights you gained for |
Response provides a thorough, detailed, and cohesive assessment of how the employee responded within the coaching session, including |
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for future coaching sessions with the employee and your prediction for how the employee’s behavior will change (or not) as a result of this coaching session. Learning Objective 1.4: Assess the impact of coaching on employees |
prediction for how the employee’s behavior will change (or not), is vague, inaccurate, or incomplete, or response is not present. |
future coaching sessions and your prediction for how the employee’s behavior will change (or not). |
insights you gained for future coaching sessions and your prediction for how the employee’s behavior will change (or not). |
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Evaluate at least one specific action you will take as a result of this experience to aid you further in your development as a manager and as a coach. Learning Objective 1.5: Evaluate actions that can be taken to improve managing and coaching abilities |
Evaluation of at least one specific action you will take as a result of this experience to aid in your development as a manager and as a coach is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate evaluation of at least one specific action you will take as a result of this experience to aid in your development as a manager and as a coach. |
Response provides a thorough and detailed evaluation of at least one specific action you will take as a result of this experience to aid in your development as a manager and as a coach. |
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Part 2: Developing Your Team |
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Analyze the effectiveness of two team charters in helping a team |
Analysis of the effectiveness of two team charters in helping a team organize quickly for |
Response provides an adequate analysis of the effectiveness of two team charters in helping a team |
Response provides a thorough, detailed, and cohesive analysis of the effectiveness of two team |
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organize quickly for success and avoid derailment, including details on how the charters would contribute to a team’s success and Learning Objective 2.1: Analyze the effectiveness of team charters in achieving success and avoiding impediments |
success and avoid derailment, including details on how the charters would contribute to a team’s success and copies of the team charters, is vague, inaccurate, or incomplete, or response is not present. |
organize quickly for success and avoid derailment, including details on how the charters would contribute to a team’s success and copies of the team charters. |
charters in helping a team organize quickly for success and avoid derailment, including details on how the charters would contribute to a team’s success and copies of the team charters. |
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Describe the mission or purpose of the team in your team charter. Learning Objective 2.2.1: Design a team charter for an organization |
Description of the mission or purpose of the team is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate description of the mission or purpose of the team. |
Response provides a thorough and detailed description of the mission or purpose of the team. |
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Identify three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission. |
Identification of three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate design of a team charter, including identification of three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission. |
Response provides a thorough and detailed identification of three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission. |
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Learning Objective 2.2.2: Design a team charter for an organization |
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Describe the names (disguised) of team members, their official team roles (if any), and their key strengths in terms of their functional skills and knowledge, as well as their work style and approach. Learning Objective 2.2.3: Design a team charter for an organization |
Description of the names (disguised) of team members, their official team roles (if any), and their key strengths in terms of their functional skills and knowledge, as well as their work style and approach, is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate description of the names (disguised) of team members, their official team roles (if any), and their key strengths in terms of their functional skills and knowledge, as well as their work style and approach. |
Response provides a thorough and detailed description of the names (disguised) of team members, their official team roles (if any), and their key strengths in terms of their functional skills and knowledge, as well as their work style and approach. |
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Explain specific and behavioral ground rules that team members are expected to abide by and how violations will be handled within the team. Learning Objective 2.2.4: Design a team charter for an organization |
Explanation of specific and behavioral ground rules that team members are expected to abide by and how violations will be handled within the team is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate explanation of specific and behavioral ground rules that team members are expected to abide by and how violations will be handled within the team. |
Response provides a thorough and detailed explanation of specific and behavioral ground rules that team members are expected to abide by and how violations will be handled within the team. |
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Outline the team’s approach to resolving |
Outline of the team’s approach to resolving |
Response provides an adequate outline of the |
Response provides a thorough and detailed |
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conflicts that may arise as the team works together. Learning Objective 2.2.5: Design a team charter for an organization |
conflicts that may arise as the team works together is vague, inaccurate, or incomplete, or response is not present. |
team’s approach to resolving conflicts that may arise as the team works together. |
outline of the team’s approach to resolving conflicts that may arise as the team works together. |
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Explain two or three strategies you plan to use to further develop the team and its members based on your assessment of them. Learning Objective 2.3: Assess members of a team to promote their development |
Explanation of two or three strategies you plan to use to further develop the team and its members based on your assessment of them is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate explanation of two or three strategies you plan to use to further develop the team and its members based on your assessment of them. |
Response provides a thorough and detailed explanation of two or three strategies you plan to use to further develop the team and its members based on your assessment of them. |
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Explain two or three strategies you plan to use to further develop the team and its members based on your assessment of them. Learning Objective 2.4: Develop managerial strategies to promote team development |
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Propose three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team. Learning Objective 2.5: Propose managerial action steps for mentorship and succession planning |
Proposal of three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate proposal of three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team. |
Response provides a thorough and detailed proposal of three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team. |
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Evaluate your rationale for selecting the Learning Objective 2.6.1: Evaluate the effectiveness of team charters in promoting development |
Evaluation of your rational for selecting the specific goals, ground rules, and approaches to conflict resolution you drafted for the team, including how these guidelines will help the team develop and meet those goals, is vague, inaccurate, or incomplete, or response is not present. |
Response provides an adequate evaluation of your rational for selecting the specific goals, ground rules, and approaches to conflict resolution you drafted for the team, including how these guidelines will help the team develop and meet those goals. |
Response provides a thorough and detailed evaluation of your rational for selecting the specific goals, ground rules, and approaches to conflict resolution you drafted for the team, including how these guidelines will help the team develop and meet those goals. |
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Evaluate any potential risks or challenges you |
Evaluation of any potential risks or challenges you |
Response provides an adequate evaluation of any |
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may face as you implement the team charter, as well as what approach you will take to manage those challenges. Learning Objective 2.6.2: Evaluate the effectiveness of team charters in promoting development |
may face as you implement the team charter, as well as what approach you will take to manage those challenges, is vague, inaccurate, or incomplete, or response is not present. |
potential risks or challenges you may face as you implement the team charter, as well as what approach you will take to manage those challenges. |
evaluation of any potential risks or challenges you may face as you implement the team charter, as well as what approach you will take to manage those challenges. |
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Professional Writing |
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Professional Writing: Presentation of Content |
Key sections of content lack clarity, logical flow, and/or organization. Writing contains significant spelling, punctuation, and/or grammar/syntax errors and requires additional proofreading. Professional/scholarly tone and style reflect the need for additional editing. |
Content is mostly clear, logical and organized. Writing contains few, if any, spelling, punctuation, and/or grammar/syntax errors and may require minor editing. Tone is mostly professional, scholarly, and free from bias, and the style is mostly consistent with the appropriate professional setting/workplace context. |
Content is clear, logical, and well-organized. Writing is free from spelling, punctuation, and grammar/syntax errors. Tone is professional, scholarly, and free from bias. Content presented reflects original writing and proper paraphrasing and a style consistent with the appropriate professional setting/workplace context. |
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Professional Writing: Source Credibility & Attribution of Ideas |
Writing demonstrates inconsistent adherence to reference requirements, including the use of credible evidence to |
Writing demonstrates adherence to reference requirements, including the use of credible evidence to support a claim, with |
Writing demonstrates full adherence to reference requirements, including the use of credible evidence to support a claim, with |
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support a claim, with appropriate source attribution (when applicable) and references. There are numerous and/or significant errors. |
appropriate source attribution (when applicable) and references. There are one or two minor errors in formatting and/or a missing source attribution to support a claim. |
appropriate source attribution (when applicable) and references. There are no errors in formatting and no missing source attributions or references. |
© 2021 Walden University, LLC
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© 2021 Walden University, LLC 1
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Coaching for Performance
Prepared by:
Date: 03/15/2025
MN002: Developing Individuals and Teams
1
Introduction
The PERLA Coaching & Consulting (n.d.) article in Module 2 provides a useful framework for preparing for a coaching conversation. You will use the same framework, based on the acronym FUEL, to prepare for—and serve as a roadmap during—your simulation. Before initiating your simulation, be sure to review the situation as well as the simulation challenges/objectives and the MN002 Simulation Preparation (PDF) document. Then, complete the Coaching Conversation Checklist (starting on page X of this document) by writing out a script or detailed notes that you will use when completing your live, online simulation experience. You will then want to have this document available to reference as you work through the simulation.
The Situation
You took over as manager of your team approximately 6 months ago. For the first 3 months, one of your employees, Chase, exhibited great engagement and motivation. For example, they would often volunteer suggestions for improving processes, initiate team get-togethers and celebrations, and consistently greet you and team members warmly and with a smile.
Over the last 2 months, however, you have noticed a change. Chase is now completing their assigned tasks competently (though they have missed a couple of deadlines) but has ceased to participate in team brainstorming sessions or generate new ideas for improving team processes. They have been self-isolating lately and have even asked to be excused from opportunities outside of work hours to socialize with the team—something for which they previously showed great enthusiasm. You have asked them several times if something is bothering them, but each time, they stated that things were fine and ended the conversation as soon as possible. You are concerned that if these warning signs are not attended to, Chase’s performance may slip further.
You have asked Chase to meet with you today to discuss your observations and concerns. To prepare for this conversation, your senior leader has asked you to complete and use the Coaching Conversation Checklist to ensure your conversation is productive. The checklist will guide you through the steps to a successful conversation and will provide space for you to write out key statements (such as the purpose of the conversation) or specific questions you want to be prepared to ask during your meeting.
You have also taken the step of consulting HR to ensure you are fully prepared for the conversation. They reminded you that the company has an Employee Assistance Program (EAP) available to all employees at no cost to them. The EAP is a workplace benefit that confidentially provides a range of services to employees to assist with personal problems that may be impacting work performance. Issues they can help with include substance abuse, social service referrals, and short-term counseling, to name a few. HR provided you with contact information and materials you can share with Chase if it seems appropriate. You are also prepared to make appropriate adjustments to Chase’s work schedule and workload if it will be helpful, such as providing a more flexible work schedule, making arrangements for Chase’s workload to be covered so they can use some accumulated paid time off (PTO), or making some adjustments to Chase’s current workload and deadlines. While you are prepared to work with Chase using any of these resources that seem appropriate, you do not want to pry unnecessarily into their personal affairs. You also want to make clear that the primary purpose of the conversation is to discuss performance-related observations and concerns and come away with a clear plan for performance improvement and monitoring. Specifically, you want to ensure there are no more missed deadlines (indicating work progress will need to be tracked and monitored before the deadlines occur) and that Chase both attends and actively participates in team brainstorming and process improvement sessions.
Simulation Challenges and Objectives
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Challenge/Objective 1: Frame the content and process for the coaching conversation and set a tone of mutual exploration and problem solving.
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Challenge/Objective 2: Share behavioral observations and ask for employee’s point of view.
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Challenge/Objective 3: Explore solutions and strategies and reach mutual agreement.
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Challenge/Objective 4: Review next steps with the employee, including timelines and follow-up actions to be taken.
Important Note: In the simulation experience, you will not be notified when you have met or not met a challenge and its objective. However, the avatar will respond positively when you “hit” the challenge and will react in a more negative manner if you “miss” the challenge. Please consult the MN002 Simulation Preparation (PDF) document for more information about the avatars.
Part 1: Coaching Conversation Checklist
Instructions: For each item on the checklist, write out a script or detailed notes that you will use when completing your live, online simulation experience. You will submit this as your Pre-Assessment and will then use this document to guide your coaching conversation simulation experience.
Frame the Conversation
_____ Welcome Chase warmly and thank them for meeting with you today.
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ State the purpose of the conversation in one sentence, followed by your suggestion for how the conversation will proceed and a clear statement of the desired outcome (Remember that you want to provide appropriate support for any issues Chase may be facing, but your primary goal is to ensure their performance does not continue to deteriorate.):
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ Get Chase’s agreement to proceed as outlined, or else agree with specific changes to the process:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
Understand the Current Situation
_____ Open the discussion by sharing one or two specific behavioral observations of the shift in behavior that you have noticed. Attend carefully to tone of voice as well as wording to ensure your observations are clear, behavioral, and non-judgmental:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ State your concern and/or possible interpretation of the behavior change and ask for more information, using an open-ended question:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ Be prepared with at least three additional, open-ended questions to elicit more information:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
Explore Desired Outcomes
_____ Ask what possible strategies or resources have been considered:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ Clarify what’s important to the coachee, while being clear about success factors that must be met on your end:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ Suggest possible resources or strategies, allowing multiple options
(
Important Reminder: From your discussions with HR, you know that there are things that can be offered if Chase is experiencing some kind of personal issues affecting their performance. For example, the company has an Employee Assistance Program (EAP), providing free, confidential counseling and referral to resources; Chase has some accumulated paid time off (PTO) that can be used if desired, and the company does allow managers to provide flexible schedules if warranted. You want to make sure that no further deadlines are missed, so it’s important that progress be clearly tracked and measured along the way.):
Replace this text with your script or detailed notes to use for your live, online simulation experience.
Lay Out a Success Plan
_____ Reach clear, mutual agreement on the plan for success, including:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ Action items and owners of the actions:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ Due dates for each action item:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ Dates for follow-up check-ins to measure progress and define what, if any, next steps need to be taken:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
_____ End the conversation by summarizing the agreed-to plan, asking for additional comments or concerns, thanking the coachee, and expressing confidence:
Replace this text with your script or detailed notes to use for your live, online simulation experience.
Part 2: Coaching Plan
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References
[Please delete this note before submitting your Assessment. For more information about formatting your reference list, please visit the following site:
https://academicguides.waldenu.edu/writingcenter/apa/references
.]
Include appropriately formatted references to support your Assessment. Refer to the Assessment guidelines for further information on the requirements.
2
Developing Your Team
Prepared by: Replace this text with your name.
Date: Replace this text with the submission date.
University
MN002: Developing Individuals and Teams
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Part 1: Analysis of Team Charter Examples
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Part 2: Team Charter Design Draft
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Part 3: Appendix
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References
[Please delete this note before submitting your Assessment. For more information about formatting your reference list, please visit the following site:
https://academicguides.waldenu.edu/writingcenter/apa/references
.]
Include appropriately formatted references to support your Assessment. Refer to the Assessment guidelines for further information on the requirements.
2
Collaborative Conflict Management in the Workplace
Scenario Background and Simulation Preparation
Getting Ready for the Online Simulation
• The Collaborative Conflict Management Simulation will be conducted online via a Zoom
meeting link, which will be sent to your Walden email prior to your scheduled simulation
time. In preparation for your simulation experience, consider the following technical aspects
of the simulations:
• Find a location with reliable internet connectivity and minimal background noise. If
you have the ability to create a hard connection to your internet, i.e. using an
Ethernet cord, you may wish to do so to ensure your connectivity is reliable.
• Use a computer or laptop with a webcam and screen large enough to view the
avatars well. Note: The avatars can see you and respond to you in real time.
• Check the microphone and speakers on your computer or laptop to ensure they are
at a volume at which you can hear and speak to the avatars clearly. You may wish to
use a headset with a microphone for a better listening and recording experience.
• Your simulation will be recorded and a link to your recording will be sent to you following the
completion of the simulation experience.
The Simulation Scenario
Lee, an experienced employee at Global ProTech, has recently been transferred to a new
manager. In past years, Lee’s performance reviews have been stellar. He has been recognized
for professional commitment to the company, superior talent and skills, communication and
collaboration strengths, and the ability to perform on budget and on time. Linda, his new
manager, was looking forward to having Lee on her team and so far, she has not been
disappointed in his performance. Lately, however, Lee has been sporadic in his arrival time;
often coming in later than the other employees on the team; sometimes leaving earlier;
sometimes staying later. Her observations show that he is still putting in the correct number of
hours per week but even so she feels she needs to be able to count on Lee to be at work “on
time,” not only for the skills he brings to the team but also because she wants him to be a role
model for others.
Linda is aware that there is a flex-time arrival policy in place at Global ProTech but she is still
finding it difficult to let Lee “come and go as he pleases.” She is concerned about whether the
other employees on the team will think that she is giving Lee special treatment because he has
been with the company for years. She also does not want anyone else to adopt a cavalier
attitude when it comes to getting to work “on time.” She has approached Lee about this twice,
but both times he seemed to withdraw, and avoided(?) answering her directly as to why he
comes in on time some of the time and then, unpredictably, gets to work an hour or so later on
other days. Last time they spoke, he looked down and quietly mentioned, “flex-time,” looked at
her apologetically, and went to his desk where he diligently got down to work.
Linda astutely realizes that her frustration with the situation may spill over to how she views the
quality of Lee’s work and so decides to come to you, her HR professional, to get help talking
with Lee in order to manage what is escalating into a conflict. You invite both Linda and Lee to a
meeting to work this through together. In Lee’s response to the invite, you learn that he has
been late because he has taken on the challenging role of caring for an elderly parent.
Your challenge as Human Resources Manager is to meet with Linda and Lee to foster
communication between the two, encourage Lee to confide his situation to Linda, and help them
both manage this conflict and reach an agreement about arrival and departure times before the
situation intensifies. As you prepare for the meeting, you make sure you have a copy of Global
ProTech’s flex-time policy and your meeting notes.
Simulation Challenges and Objectives
Important Note: In the simulation experience, you will not be notified when you have met or not
met a challenge and its objective. However, the avatar will respond by becoming more engaged
in the conversation when you “hit” the challenge and will react in a more disengaged manner if
you “miss” the challenge. If you would like to keep track on your own, you may wish to have this
document and your Week 5 Meeting Notes Assignment available as you complete the
simulation experience.
• Challenge 1: Use facilitation skills/active listening to begin the meeting by greeting both
the manager and the employee, creating a safe space to foster open dialogue, and
discussing the purpose of the meeting.
Performance Objective for Challenge 1: Create a safe atmosphere for everyone in
order to encourage them to engage.
• Challenge 2: Use active listening skills as you begin the process of guiding the
collaborative conflict management process. This includes asking each party to share the
issue from his/her perspective, acknowledging that you are listening to each person’s
perspective by asking questions and/or paraphrasing, and demonstrating appropriate
body language.
Performance Objective for Challenge 2: Draw both Lee and Linda into the
conversation in a positive way so they each share their perspective on the issue.
• Challenge 3: Share the Global ProTech flextime policy, use active listening skills, and
based on based on both people’s perspectives and the corporate flextime policy, present
a solution that respects both people’s needs.
• Share the flextime policy
• Point out the overlaps in the employee and manager’s perspectives and the flextime
policy
• Present a solution that respects both people’s needs.
Performance Objective for Challenge 3: This challenge has multiple objectives of
supporting/sharing the company flextime policy, making both people feel heard and
acknowledged, and presenting a solution that respects both people’s needs.
• Challenge 4: End the meeting cordially, summarize what took place, create a plan that
establishes a check-in for progress.
Performance Objective for Challenge 4: Obtain cooperative statements from Lee and
Linda and agreement to the plan.
Simulation Preparation
• Review the Week 7 Discussion requirements and view the introductory and sample
simulation videos in the Week 5 Learning Resources as well as all of the simulations
resources and documents. Be sure to familiarize yourself with the technical aspects of
the online simulation.
• Complete your Week 5 Meeting Notes Assignment.
• Keep in mind, you will not be assessed on your performance, rather this exercise is a
tool for practice and reflection on facilitating conflict management in the workplace.
The CANs and CANNOTs of the Avatars
• The avatars CAN:
• Interact with and respond to you in real time while experiencing a wide range of
emotions
• See you and hear you
• Improvise according to what they know or don’t know
The avatars CANNOT:
• Perform certain physical functions such as switching seats, standing up, leaving the
room, etc.
Meet the Avatars
The following information provides insight into the different avatars you will engage with or
observe during the simulation experience. Be sure to review the information prior to your
experience to get to know the avatars and familiarize yourself with their backstories.
Michael
You will begin your simulation with a welcome from Michael, our
Simulation Guide. He will greet you prior to your simulation and he will explain the simulation
protocols. Michael will always be standing by during your simulation if you run into any technical
difficulties. At the end of your simulation, you will be reunited with Michael to briefly reflect on
your experience.
Lee and Linda
