Running Head: MD1P2CAuer

Group leadership and facilitation skills development: A learning program for seventh and
eighth grade family group leaders

Carrie Auer

Walden University

Dr. Ronald Paige

Capstone: Practical Application of Instructional Design, EIDT6910
September 16, 2015

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Group leadership and facilitation skills development: A training program for seventh and
eighth grade family group leaders
I.

Project Description and Goal Analysis

Project Description
St. Olafs School is a private, Catholic elementary school providing education to
children from preschool to grade eight. The school has implemented mixed-age family
groups to provide an opportunity for students to interact and learn from each other
around a specific theme for the school year. More specifically, the overall goal of the
family groups is to increase positive interactions between middle school and primary
school students by dispelling misconceptions and encouraging mutual respect and a
shared commitment to serving others. The family groups are made up of 10 to 12 students
from different grades and led by a seventh or eighth grade student. The family groups
meet once a month for about one hour to discuss a common topic and implement
activities around that topic. Each seventh or eighth grade student is responsible for
leading one family group. They must bring the group together, plan and implement
activities.
The use of peer-led groups, such as family groups, in schools has a long history
and is supported by the research literature. Two major categories of peer influence have
been identified in the literature: (a) Peers serve as natural teachers to stimulate cognitive
development, and (b) peers contribute to task orientation, persistence, and motivation to
achieve (Rorhbeck, Ginsberg-Block, Fantuzzo, & Miller, 2003, p. 242). Through
interactions with their peers, children learn and teach each other how to navigate different
social situations.

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Developmental theorists such as Vygotsky and Bandura placed social interactions

at the center of their theories of cognitive development (Tudge & Winterhoff, 1993).
Vygotskys sociocultural theory posits learning is a socially mediated process (Ormord,
2009, p. 220). That is, learning is a social process and happens when individuals are
engaged in social activities, interacting with each other and with the environment (Kim,
2001). Bandura (1997) suggests that one way children learn is through observation and
imitation of others. Banduras theory suggests that learning is a social process, and is
mediated by environmental influences. Structuring learning environments to promote
social interactions with others facilitates learning (Ormord, 2009). Some of the
approaches that promote interaction with others include peer collaboration, cooperative
learning, problem-based instruction, reciprocal teaching, web quests, and anchored
instruction (Kim, 2001). The student led family groups provide an opportunity for
students to interact with and learn from with each other.
Student led initiatives help young people develop self-esteem, self-efficacy, and
effectiveness, as well as leadership skills such as confidence. Stott and Jackson (2005)
report on a study of a program the highlights the value of peer mentoring in which middle
school students train elementary students in a service learning class. The study results
(Stott and Jackson, 2005) indicated that students who participated in the program had
strengthened personal awareness, social skills, learning skills, career interests, and
character education (Campolongo, 2009).
Peer-led initiatives are most successful when there are clear aims and objectives
for the project, that there is investment in peer education, and adequate training and
support for peer educators (Story, Lytle, Birnbaum, & Perry, 2002). Story and colleagues

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(2002) reported that young adolescents in their study indicated that it was difficult to
organize groups and to keep groups on tasks. They recommend that training for peer
educators include a greater focus on skills such managing a group, communication skills,
and group leadership techniques. The results of the study also suggested that it was
important for teachers to provide regular feedback and reinforcement to maintain the
quality of the implementation.
The family groups promote leadership development for the student leaders, and
encourage peer learning. The quality of the implementation and success of the family
groups has been mixed over the years. The Principal and faculty believe there is a need to
provide more structure to how the family groups are led and implemented. Given this,
this training program for the student leaders and the faculty on how to implement the
family groups, to improve their quality and success, is being developed. The proposed
learning solution will focus on developing leadership and facilitation skills of the student
leaders through a face-to-face training session followed by online modules addressing
specific monthly lessons for the family groups. The learning participants will be the
seventh and eighth grade student leaders and faculty, who serve as group advisors.
Goal Analysis
The family groups at St. Olafs School have two primary purposes: 1) to increase
positive interactions between middle school and primary school students by dispelling
misconceptions and encouraging mutual respect and a shared commitment to serving
others; and 2) to develop leadership skills in participating student leaders. This will be
done through supporting seventh and eighth grade student leaders to develop skills and
knowledge to lead the family groups through a process of identifying and analyzing

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issues related to the selected theme, and plan and carry-out age-appropriate actions.
When the learners complete the learning program they will be able to

demonstrate effective communication skills;

describe the characteristics of an effective leader, why these are important, and how
you can develop them; and

apply the knowledge, skills, and understandings of leadership through meaningful

group actions.
II.

Learner Analysis
In order to ensure that this module is appropriately designed for the target

audience of learners, it is important to understand the relevant characteristics of our

learners and how those characteristics provide either opportunities or constraints in our
designs (Morrison, Ross, Kalman, & Kemp, 2013, p. 50). The learner analysis provides
insights into the characteristics, abilities, and experiences of the learners. There are a
total of 14 students in the seventh and eighth grades: eight seventh graders (three female
and five male), and six eighth graders (four female and two male). Of these 14 students,
six served as student leaders for the family groups last year.
Early adolescence is a remarkable stage of the life cycle in which young adolescents (10to 15-year-olds) experience rapid and significant developmental change (Caskey &
Anfara, 2007). It is important to recognize and understand the unique developmental
characteristics of young adolescence, and the varying rate at which they undergo these
changes when designing learning programs for them (Slayers & McKee, n.d.). Some
typical adolescent behaviors include engaging in strong, intense interests, often short
lived; preferring interactions with peers; preferring active to passive learning (Lorain,
n.d., p. 1).

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To address this diversity, it is necessary to provide a wide variety of educational

approaches and materials that are appropriate for young adolescent learners varied
abilities. Learning experiences will need to accommodate concrete as well as abstract
thinkers, maintain learners attention, reflect real-world concepts, and be authentic
educational activities that are meaningful for young adolescent learners (Caskey &
Anfara, 2007). Adolescents have a strong need to associate with peers, and opportunities
should be provided for peer interaction to support the development of positive and
healthy relationships. Developing cooperative learning and collaborative experiences
allows young adolescents to interact productively with peers (Caskey & Anfara, 2007).
One of the keys for working with young adolescent learners is to keep them
involved. Lessons that include a full range of sensory motor experiences, including
music, smell, touch, and emotion. Engaging the senses and emotions will increase student
attention span and heighten memory (Slayers & McKee, n.d., p. 2). Other strategies to
engage young adolescent learners include using inquiry or problem-based learning,
allowing for student choice, and making lessons relevant to their interests (Slayers &
McKee, n .d.).
III. Contextual Analysis

Research has found that if instruction is embedded in a familiar context, it

enhances both student achievement and student attitudes (Morrison, et al., 2013). It is
important that three types of contexts be analyzed for instruction: (1) the orienting
context, (2) instructional context, and (3) transfer context (Morrison, et al., 2013). The
analyses for these three contexts are explored in detail in this section.

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Orienting context: The learners are primarily seventh and eighth grade students
between 13 to 14 years of age. In this training program we will provide seventh and
eighth grade students with the skills to be leaders and role models, and to develop as peer
facilitators who are capable of planning family group sessions, leading discussions, and
bringing the group to agreement on a course of action related to the topic of the month.
The long-term goal is to build on this foundation to continue to support the development
of the learners leadership skills, and ability to effectively lead the family groups over the
course of the school year.
Morrison, Ross, Kalman and Kemp (2013) advise instructional designers that it is
equally important to get a better understanding of learners goals, their perceived utility,
and their perceptions of accountability towards the course in addition to understanding
learner characteristics such as the knowledge, skills, and attitudes they have towards a
course. The training program will be mandatory for all seventh and eighth grade students
who will need to complete the training if they wish to be family group student leaders.
Many of the eighth grade students were family group leaders in the previous school year.
They expressed a desire for more training and support in leading the groups (personal
communication ref). There is a keen interest in learning more about and developing
leadership skills.
Instructional context: The instructional unit will be conducted during regular
school hours at the school in a classroom setting and will last for two hours of class time.
The instruction will be delivered with a combination of visual instruction and hands-on
work, group discussions, role-plays, and some lectures. The multi-media materials will

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be delivered via a monitor and computer, iPads, and flip charts. Tables, chairs, and
writing materials will be provided.
Transfer context: To create an environment that promotes the application of the
newly learned knowledge and skills to a diverse range of situations, learners will be
provided opportunities to develop plans for the next months family group meeting.
Faculty advisors will be briefed about this learning program for the seventh and eighth
graders. Child-to-Child guides will be shared with them so that they can support the
family group leaders in developing and implementing the family group sessions. The
faculty members are expected to play an advisory role only. The only time they intervene
in the family group sessions is when there is a discipline problem.
IV. Task Analysis

Task analysis is considered to be one of the most critical components of the

instructional design process as it defines what the learner needs to know in order to
achieve the goals (Morrison, et al., 2013). Two key inputs that inform the breadth and
depth of the task analysis are the needs or goals derived from the definition of the
instructional problem (Morrison, et al., 2013, p. 74), and the learner analysis.
The overall purpose of the learning program is to support learners to develop the skills
and knowledge to lead the family groups through a process of identifying and analyzing
issues related to the selected theme, and plan and carry-out age-appropriate actions. The
following outline describes the process that learners will need to undertake to achieve the
goals of the learning program (see Table A1 in Appendice A for a visual representation).
1. Demonstrate effective communication skills.
a. What is communication?
b. What are the three types of communication?
c. Why is effective communication important?
d. What are effective techniques and strategies?

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e. Demonstrate skills to effectively communicate ideas and opinions

f. What are strategies for supporting group communications and decisionmaking?
2. Describe the characteristics of an effective leader, why these are important, and
how you can develop them.
a. What is a leader?
b. What is leadership and why is it important?
c. What are the different styles of leadership?
d. What are characteristics of effective and caring leaders (Spears, 2010)?
e. What are your personal strengths and growth areas as leaders?
3. Apply the knowledge, skills, and understandings of leadership through
meaningful facilitation of family group actions.
a. What is the child-to-child approach?
b. What are the 4 steps in the child-to-child approach (UNESCO, 2004)?
c. Use the Child-to-Child approach to develop a session plan for one family
group meeting.
d. What group communication and decision-making strategies can be
incorporated into the plan?
e. Implement the family group session plan.
V. Instructional Objectives
In order to achieve the overall purpose of the learning program to support seventh
and eighth grade students to lead the family groups through a process of identifying and
analyzing issues related to the selected theme, and plan and carryout age-appropriate
actions, the following learning objectives will need to be achieved.
1. When participating in a role-play, learners will demonstrate effective communication
skills.
1.1. When asked, learners will be able to explain what effective communication is
and why it is important.
1.2. When asked, learners will be able to explain the three types of communication.
1.3. When asked, learners will be able to describe effective communication
techniques and strategies.
1.4. When presented with a role-play scenario, learners will demonstrate skills to

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effectively communicate ideas and opinions.

1.5. When presented with a case study, learners will select appropriate strategies for
supporting group communications and decision-making.
2. When asked, learners will describe the characteristics of an effective leader, why these
are important, and how whey can develop them.
2.1. Learners will define what leadership is and why it is important when asked.
2.2. Learners will describe the different styles of leadership when asked.
2.3. Learners will explain the characteristics of effective and caring leaders (Spears,
2010) when asked.
2.4. Learners will identify their personal strengths and growth areas as leaders when
asked.
3. Learners will demonstrate the application of their knowledge, skills, and understanding
of leadership by planning and implthrough meaningful facilitation of family group
actions.
3.1. Learners will explain the child-to-child approach when asked.
3.2. Learners will describe the four steps in the child-to-child approach (UNESCO,
2004) when asked.
3.3. Learners will use the Child-to-Child approach to develop a session plan for one
family group meeting.
3.4. Learners will incorporate appropriate group communication and decisionmaking strategies into the family group session plan.
3.5. Learners will implement the family group session plan in November 2015.
VI. Instructional Sequencing and Strategies
Sequencing is the order in which the content of the learning program will be presented to
the learners so that they are able to achieve the learning objectives efficiently and
effectively (Morrison, et al., 2013). There are several sequencing methods that can be
used. How content is sequenced is based on the characteristics and needs of the learners,
the type of content, and performance required. The sequencing strategy used in this
learning program is content expertise sequencing (Morrison, et al., 2013). All three

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learning objectives require the learners to move from simple and observable concepts and
moving to more detailed and complex aspects of the topics.
Instructional strategies are used to ensure that the instruction designed is
effective and efficient and produces reliable results each time it is presented to the
learner (Morrison, et al., 2013, p. 138). Prescriptive instructional strategies have been
developed based on research especially from education and psychology, and are based on
a generative-learning approach (Morrison, et al., 2013). The basic principle of generative
learning is that learners construct meaningful relationships between the new knowledge
presented in the instruction and his or her existing knowledge (Morrison, et al., 2013, p.
138). It is important to use instructional strategies that will motivate the learner to
generate these meaningful relationships (Morrison, et al., 2013).
This learning program draws on three instructional strategies: interpersonal skills,
concept strategies, and procedure strategies. The table below depicts the sequencing and
instructional strategies for each of the three broad learning objectives.
Table 1: Task Analysis and Strategies
Sequence
Task Description
Strategy
Content
1. Demonstrate effective
Interpersonal
Expertise
communication skills.
Skills

Implementation

Model

Show learners a video of a peer

leader facilitating a group of
young adolescents
demonstrating effective
communication skills.

Verbal and
imaginal models
(organization)

Ask learners to identify the key

behaviors and when they are
used.

Mental rehearsal
(elaboration)

Provide learners with case

studies and ask them to identify
the behavior that they would

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use in this instance.
Overt Practice

Content
Expertise

Content
Expertise

2. Describe the
characteristics of an
effective leader, why
these are important, and
how you can develop
them.

3. Apply the knowledge,

skills, and
understandings of
leadership through
meaningful facilitation
of family group actions.

Provide opportunities for each

learner to use effective
communication skills as part of
a role-play.

Concepts
Integration

Ask learners to describe what

they think a leader is. Ask them
to name some leaders.
Show a video clip of a leader in
action and ask learners to
identify the characteristics of
the leader.

Organization

Brainstorm about different

leadership styles.
Ask learners to identify their
own personal strengths and
growth areas as leaders as write
these down.

Procedure

Learners watch a video on the

child-to-child approach and are
asked to take notes on the
approach.

Demonstratio
n,
organization,
elaboration,
practice

A diagram showing the labels

of the four steps in the Child-toChild approach is shown to the
learners. The learners are asked
to elaborate on each of the
steps.
The learners are asked to use
the Child-to-Child approach to
develop a session plan for one
family group meeting and
facilitate the group to
implement that plan.

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Instructional Materials: Group leadership and facilitation skills development

Carrie Auer

Walden University

Dr. Ronald Paige

Capstone: Practical Application of Instructional Design, EIDT6910
September 27, 2015

MD1P2CAuer

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Instructional Materials: Group leadership and facilitation skills development

This learning module will focus on developing leadership and facilitation skills of
the seventh and eighth grade student leaders through three 45-minute face-to-face
training sessions. The student leaders will strengthen their skills and knowledge to lead
the family groups through a process of identifying and analyzing issues related to a
selected theme, and plan and carry-out age-appropriate actions.
When the learners complete the learning module they will be able to

describe the characteristics of an effective leader, why these are important,

and how you can develop them;

demonstrate effective communication skills; and

apply the knowledge, skills, and understandings of leadership through

meaningful group actions.

Overview of Instructional Materials

The learning module is divided into the following three units: leadership,
communication skills, and the Child-to-Child approach. The instructional materials and
delivery methods have been designed to address the diverse needs of the adolescent
learners (Caskey & Anfara, 2007). A variety of materials and educational approaches
have been developed and incorporated into the learning units. The instructional materials
consist of multimedia presentations with appropriate text, graphics and other visuals, to
help control cognitive load (Morrison, Ross, Kalman, & Kemp, 2013). Handouts will be
provided to the learners highlighting key information relative to topics covered in the
three learning units.

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Group presentations will be used to introduce each unit and provide essential
information on topics in each unit. Active interactions with the instructor will be
encouraged through questioning by the instructor as well as the learners (Morrison, et al.,
2013). Because group presentations are typically very passive (Morrison, et al., 2013)
they will be used sparingly with the young adolescent learners.
Given adolescents strong need to associate with peers, opportunities will be
provided for peer interaction using small group formats (Morrison, et al., 2013). The
small-group format will promote active learning, and help learners to develop their social
skills and improve their communication skills (Morrison, et al, 2013). The specific
techniques that will be used include discussion, role-playing, and games. Activities will
be used to keep the learners involved. The activities will include sensory motor
experiences to increase learners attention span and enhance their memory (Slayers &
McKee, n.d.).
Assessment
Morrison, Ross, Kalman and Kemp (2103) describe the three types of evaluation
that can be used to determine if the learning unit goals have been achieved: formative
evaluation (How are we doing?, p. 257), summative evaluation (How did we do?, p.
257), and confirmative evaluation (How are we still doing?, p. 257). The evaluation
process for this learning unit will primarily include a summative component, as the time
is short to complete a formative and confirmative assessment.
A summative evaluation will be done upon completion of the learning unit in
which the learners will be asked to use the Child-to-Child approach to develop a session
plan for one family group meeting incorporating appropriate group communication and

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decision-making strategies into the family group session plan. The learners also will
complete a pre- and post-test (Appendix A) in which they will be asked to describe the
characteristics of an effective leader, why these are important, and how whey can develop
them; to explain what effective communication is and why it is important; and explain the
three types of communication. Learners will be observed when doing a role-play to
demonstrate effective communication skills. The observers feedback as well as the
learners self-reflection on their performance will be used to assess their ability to use
effective communication skills.
The learners also will be asked to give feedback on the learning unit. Specifically,
learners will be asked what they liked about the learning unit, what they did not like, and
what they think would be good things to do to help them learn about and develop their
leadership and facilitation skills (Appendix B).

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Presentation Module
Sequence

Task/Event
Description

Introduction
Pre3. Introductio
instructio
n of
nal
learning
strategy
module

Strategy

Implementation
Welcome the learners
to the session and
show them a video
(https://www.youtube
.com/watch?v=eVjisHm4sw)
of a young boy
leading a crowd to
move an obstacle in
the road.
Ask the learners what
they think the video
was about. Who
demonstrated
leadership in the
video? Why did they
choose that person?
Explain to the
learners that the
leadership
development module
will be implemented

Assessment
Strategies

Learning
Objectives

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Sequence

Task/Event
Description

Strategy

Implementation

Assessment
Strategies

Learning
Objectives

over three 45-minute

sessions covering
three topics:
1. leadership
2. communication
skills
3. child-to-child
approach
Unit 1: What is leadership?
Content
4. Describe
Concepts
Expertise
the
characteri Integration
stics of an
effective
leader,
why these
are
important
, and how
you can
Organization
develop
them.

4. Outcome: When asked, learners will describe the

characteristics of an effective leader, why these are
important, and how whey can develop them.
4.1. Learners
will define
Ask learners to
Pre- post-test
what
describe what they
that asks
leadership is
think makes a good
learners to
and why it is
leader. Ask the
define
important
following questions
leadership;
when asked.
and have learners
explain why it is
4.2. Learners
write three answers
important; and
will explain
to each question,
define
the
putting one answer
characteristics of
characteristic
on a sticky note: what effective leaders.
s of effective
kinds of things do
The Pre-test will
and caring
leaders do (actions)?
be administered
leaders

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Sequence

Task/Event
Description

Strategy

Implementation

Assessment
Strategies
What do leaders
the week prior to
believe in (values and the learning
beliefs)? What kind of sessions.
people are leaders
(skills and qualities)?
Who are some
leaders (specific
names)? Divide the
learners into four
groups and assign
one group to each
question. Group
sticky notes
according to themes.
Report out to whole
group.
Show slide with 10
Characteristics of
Effective, Caring
Leaders (Character
and Servant
Leadership). Ask
learners to discuss 10
characteristics in
groups of three.

Were learners
able to
cooperate with

Learning
Objectives
(Spears,
2010) when
asked.

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Sequence

Task/Event
Description

Strategy

Implementation

Assessment
Learning
Strategies
Objectives
each other as
Human Knot activity they worked to
Divide learners into
untangle their
two groups and have bodies? What
them stand in two
lessons were
circles and close their learned about
eyes. Ask them to
leadership
reach out and hold
throughout the
another learners
activity?
hand with their right
hand. Repeat for left
hand. Once this is
completed, ask
4.3. Learners
learners to open their
will identify
eyes. The group must
their personal
detangle itself
Learners will
strengths and
without letting go of
write down their
growth areas
their hands.
leadership
as leaders
strengths and
when asked.
Ask learners to
growth areas,
identify their own
and identify ways
personal strengths
they can develop
and growth areas as
these areas.
leaders and write
these down. Ask
them to pair up with

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Sequence

Task/Event
Description

Strategy

Implementation

Assessment
Strategies

Learning
Objectives

another learner and

share their lists. The
pair can brainstorm
on how they can
improve their growth
areas.
If time permits, show
this video which
reviews attributes of
leaders
https://www.youtube.
com/watch?
v=ZoI7ou_SpwA
Unit 2: Effective Communication
Content 5. Demonstr
Expertis
ate
e
effective
communi
cation
skills.

5. When participating in a role-play, learners will

demonstrate effective communication skills.
Interpersonal
Pre- post test
Skills
Model

Show learners a
video demonstrating
what happens when
there is a failure to
communicate and
when communication

5.1. When
asked,
learners will
be able to
explain what
effective

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Sequence

Task/Event
Description

Strategy

Verbal and
imaginal
models
(organization
)

Mental
rehearsal
(elaboration)

Overt

Implementation

Assessment
Strategies

happens
(https://www.youtube
.com/watch?
v=hazUbxPkeI4).

Learning
Objectives
communicati
on is and why
it is
important.

Ask learners to
describe the different
ways we
communicate.
Present PowToon on
the three types of
communication:
verbal, non-verbal,
and written. Explain 3
Cs of Communication:
clear, concise,
complete.

5.2. When
asked,
learners will
be able to
explain the
three types of
communicati
on.

Ask learners if they

have heard of active
listening, and if they
have experienced it.
Ask them to describe
what it is and how
you do it. Show
learners slide with

5.3. When
asked,
learners will
be able to
describe
effective
communicati
on

Observation of
role-plays.
Feedback from
observers, and

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Sequence

Task/Event
Description

Strategy
Practice

Implementation
tips for active
listening.
Provide opportunities
for each learner to
use effective
communication skills
as part of a role-play.

Unit 3: Child-to-Child Approach

Assessment
Strategies
self-reflection of
each learner on
how they did in
the role play.

Learning
Objectives
techniques
and
strategies.
5.4. When
presented
with a roleplay scenario,
learners will
demonstrate
skills to
effectively
communicate
ideas and
opinions.

6. Learners will demonstrate the application of their

knowledge, skills, and understanding of leadership by
planning and implementing meaningful facilitation of
family group actions.
Content
4. Apply the Procedure
Learners are
6.1. Learners
Expertise
knowledg
presented with the
will explain
e, skills,
Demonstratio history and back
the child-toand
n,
ground of the childchild
understan organization, to-child approach.
approach

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Sequence

Task/Event
Description
dings of
leadershi
p through
meaningf
ul
facilitatio
n of
family
group
actions.

Strategy
elaboration,
practice

Implementation
A diagram showing
the labels of the four
steps in the Child-toChild approach is
shown to the
learners. The learners
are asked to
elaborate on each of
the steps.
The learners are
asked to use the
Child-to-Child
approach to develop
a session plan for one
family group meeting
and facilitate the
group to implement
that plan.
Show the following
video:
https://www.youtube.
com/watch?v=PTHBl2TVtI

Assessment
Strategies

Learning
Objectives
when asked.
6.2. Learners
will describe
the four steps
in the childto-child
approach
(UNESCO,
2004) when
asked.
6.3. Learners
will use the
Child-to-Child
approach to
develop a
session plan
for one family
group
meeting.
6.4.
Learners
will
incorporate
appropriate
group
communicati
on and

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Sequence

Task/Event
Description

Strategy

Implementation
Demonstrating how a
child leader created
change.

Assessment
Strategies

Learning
Objectives
decisionmaking
strategies
into the
family group
session plan.
6.5. Learners
will
implement
the family
group session
plan in
November
2015.

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References
Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Young adolescents
developmental characteristics. Retrieved from
http://www.nmsa.org/Research/ResearchSummaries/DevelopmentalCharacteristic
s/tabid/1414/Default.aspx.
Training & Education Center on HIV (I-TECH). (2004). Building A Training Program:
Training Evaluation and Learning Self Assessment. Retrieved from
http://www.go2itech.org/HTML/TT06/toolkit/evaluation/forms.html
Morrison, G. R., Ross, S. M., Kalman, H. K., and Kemp, J. E. (2013). Designing
Effective Instruction (Seventh Edition). Hoboken, NJ: John Wiley & Sons.
Slayers, F. and McKee, C. (n. d.). The young adolescent learner. Retrieved from
http://www.learner.org/workshops/middlewriting/images/pdf/W1ReadAdLearn.pd
f.
Spears, L. C. (2010). Character and servant leadership: Ten characteristics of effective,
caring leaders. The Journal of Virtues & Leadership, 1(1), p. 25 30.

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Appendix A: Pre- and Post-test
Name:

Date:

Next week you will be participating in a course on leadership and

facilitation skills. In order to help us design the learning sessions so
that they best meet your needs, we would like you to complete the
following questionnaire. This will not be graded. Thank you.
Leadership
1. What is a leader? (LO* 1.1)
2. What is leadership and why is it
important? (LO 1.1)
3. What are characteristics of effective and
caring leaders? (LO 1.2)
4. What are the different styles of
leadership? (LO 1.3)
Communication Skills
a. What is communication? (LO 2.1)
b. What are the three types of
communication? (LO 2.2)
c. Why is effective communication
important? (LO 2.1)
d. What are effective techniques and
strategies? (LO 2.3)
e. What are strategies for supporting group
communications and decision-making?
(LO 2.3)
Child-to-Child Approach
a. What is the child-to-child approach? (LO
3.1)
b. What are the 4 steps in the child-to-child
approach? (LO 3.2)

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Note: * LO = Learning Objective
Appendix B: Learner Feedback Form (Note:

Group Leadership and Facilitation Skills

Development
Learning Self Assessment and Training Evaluation

1. Please review the following list of knowledge and skills statements.

Give some thought to what you knew before this training and what
you learned here today. Circle the number that best represents your
knowledge and skills before then after this training.
RATING SCALE:

BEFORE TRAINING
1 2 3 4 5
1

1
1

2
2

3
3

4
4

5
5

1 = LOW

SELF-ASSESSMENT

OF

KNOWLEDGE

3 = MEDIUM

AND

SKILLS RELATED

5 = HIGH

TO:

Defining leadership and why it is important. (LO* 1.1)

Explaining the characteristics of effective and caring leaders. (LO
1.2)
Identifying your personal strengths and growth areas as a leader.
(LO 1.3)
Explaining what effective communication is and why it is important.
(LO 2.1)
Explaining the three types of communication. (LO 2.2)
Describing effective communication techniques and strategies. (LO
2.3)
Demonstrating skills to effectively communicate ideas and opinions. (LO 2.4)
Describing the four steps in the child-to-child approach. (LO 3.2)
Incorporating appropriate group communication and decision-making
strategies into the family group session plan. (LO 3.4)

AFTER TRAINING
2 3 4 5

1
1

2
2

3
3

4
4

5
5

Note: * LO = Learning Objective

OVERALL EVALUATION

OF

TRAINING

2. Please take a moment to answer the following questions. Your

comments are an important contribution as we design learning
experiences to meet your needs.
What will you do differently in your leading the Family Group as a
result of this training?

What do you feel were the strengths of this training?

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What do you feel were the weaknesses of this training?

How can we improve this training?

What additional learning in this area do you require?

3. Please rate the following statements using a 1 through 5 scale

where:
1 = Disagree Strongly

5 = Agree Strongly

____ The difficulty level was about right.

____ I can apply the information in my family group.
____ The training met my educational needs.
____The trainer actively involved me in the learning process.
____ As a result of this training, I feel more confident in my capacity
to
lead a family group.
Adapted from International Training & Education Center on HIV (I-TECH). (2004). Building A Training
Program: Training Evaluation and Learning Self Assessment. Retrieved from
http://www.go2itech.org/HTML/TT06/toolkit/evaluation/forms.html.

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References

Campolongo, E. D. (2009). Intentional peer-mentoring programs in Christian schools: An

exploratory study. Journal of Research on Christian Education, 18, p. 6983.
Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Young adolescents
developmental characteristics. Retrieved from
http://www.nmsa.org/Research/ResearchSummaries/DevelopmentalCharacteristic
s/tabid/1414/Default.aspx.
Kim, B. (2001). Social Constructivism. In M. Orey (Ed.). Emerging perspectives on
learning, teaching, and technology. Retrieved from
http://epltt.coe.uga.edu/index.php?title=Social _Constructivism.
Lorain, P. (n. d.). Brain development in young adolescents: Good news for middle school
teachers. Retrieved from http://www.nea.org/tools/16653.htm.
Malecki, C. K. and Elliott, S. N. (2002). Childrens social behavior as predictors of
academic achievement: A longitudinal analysis. School Psychology Quarterly,
17(1), p. 1 23.
Morrison, G. R., Ross, S. M., Kalman, H. K., and Kemp, J. E. (2013). Designing
Effective Instruction (Seventh Edition). Hoboken, NJ: John Wiley & Sons.
Ormrod, J., Schunk, D., and Gredler, M. (2009). Learning theories and instruction.
(Laureate custom edition). New York: Pearson
Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., and Miller, T. R. (2003). Peerassisted learning interventions with elementary school students: A meta-analytic
review. Journal of Educational Psychology, 95(2), p. 240 257.

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32

Spears, L. C. (2010). Character and servant leadership: Ten characteristics of effective,

caring leaders. The Journal of Virtues & Leadership, 1(1), p. 25 30.
Slayers, F. and McKee, C. (n. d.). The young adolescent learner. Retrieved from
http://www.learner.org/workshops/middlewriting/images/pdf/W1ReadAdLearn.pd
f.
Story, M., Lytle, L. A., Birnbaum, A. S., and Perry, C. L. (2002). Peer-led, school-based
nutrition education for young adolescents: Feasibility and process evaluation for
the TEENS Study. Journal of School Health, 72(3), p. 121 127.
Stott, K. A., & Jackson, A. P. (2005). Using service learning to achieve middle school
comprehensive guidance program goals. Professional School Counseling, 9(2), p.
156159.
Tudge, J. R. H. and Winterhoff, P. A. (1993). Vygotsky, Piaget, and Bandura: Perspectives
on the relations between social world and cognitive development. Human
Development, 36, pp. 61 81.
UNESCO (2004). FRESH Tools for effective school health (First Edition). Retrieved
from http://www.unesco.org/education/fresh.

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Appendice A
Table A1: Expanded performance-content matrix
Content

Performance
Recall

Fact
Concept

Application
Describe the characteristics
of an effective leader, why
these are important, and
how you can develop them

Principles and rules

Procedure

Apply the knowledge,

skills, and understandings
of leadership through
meaningful facilitation of
family group actions
Demonstrate effective
communication skills

Interpersonal
Attitude

Implementation and Evaluation Report: Group leadership and facilitation skills

development

Carrie Auer

Walden University

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Dr. Ronald Paige

Capstone: Practical Application of Instructional Design, EIDT6910
October 13, 2015
I.

Implementation and Evaluation Report: Group Leadership and Facilitation

Skills Development

Module Overview and Description

The family groups at St. Olafs School have two primary purposes: 1) to increase
positive interaction between middle school and primary school students; and 2) to
develop leadership skills in participating student leaders. Research indicates that peer-led
initiatives are most successful when the aims and objectives are clear, peer education is a
priority, and peer educators receive adequate training and support (Story, Lytle,
Birnbaum, & Perry, 2002). Training for peer educators should include greater focus on
group management skills, communication skills, and leadership techniques to help young
adolescents organize and keep their groups on task (Story, et al., 2001). The learning
solution was developed to strengthen the leadership and facilitation skills of the student
leaders of the St. Olaf family groups.

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Description of Implementation
The learning module was implemented with six eighth grade (4 girls and 2 boys)
and 8 seventh grade (3 girls and 5 boys) students at St. Olafs School. Three learning
units were covered over three 45-minute sessions on October 5, 6, and 7, 2015. Lesson
plans were developed based on the implementation plan with detailed descriptions of the
objectives of the learning activity, instructions on how to implement the learning activity,
and materials needed for the learning activity. The learning module began with an
introduction and pre-test of the learners knowledge of leadership, communication, and
the child-to-child approach.
To address the specific learning needs of young adolescents (Lorain, n.d., p. 1), a
variety of activities and games were used to help the learners understand the concepts
being addressed throughout the learning module. Adolescents have a strong need to
associate with peers. Opportunities for peer interaction were provided through small
group discussions, games, and role-plays (Caskey & Anfara, 2007). Keeping all of the
learners involved was a challenge given the range of interests and abilities. The students
responded most positively to activities, games and learning resources that involved a full
range of sensory motor experiences such as the Human Knot, multimedia presentations,
and activities that involved discussion and writing (Slayers & McKee, n.d.).
One of the high points was that the students were actively engaged throughout the
three sessions. All students took part in the discussions and participated in the learning
activities. On the third day, the teacher reported that in their social studies class, the
students had spontaneously discussed the type of leaders the authors of the Declaration of

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Independence were, demonstrating that they were interested in and internalizing the
information.
Analysis of Evaluation Data
The learning unit on leadership and facilitation skills was designed to teach
seventh and eighth grade student leaders about leadership, communication skills, and the
child-to-child approach to lay the foundation for facilitation skills needed to plan and
implement sessions for the family groups. The overall unit goals are to:

describe the characteristics of an effective leader, why these are important,

and how you can develop them;

demonstrate effective communication skills; and

apply the knowledge, skills, and understandings of leadership through

meaningful group actions.

Learner assessment and evaluation data were collected before, during, and after
the implementation of the learning module based on the implementation and evaluation
plans. Using Kirkpatricks (2009) model, designed to elicit important information from
learners to help in the design and implementation of training programs, data was
collected to assess the learning module at four levels: (1) reaction the students
impression of the program, their level of satisfaction with the course, trainer, pace of
instruction, content and materials; (2) learning the students acquisition of knowledge,
skills and attitudes (KSA) from the training; (3) application the students transfer of
learning into the family groups following the application of the KSA; and (4) results the
changes in the students facilitation of the family groups. It is important to conduct
evaluation at all levels to determine the areas where there has been improvement and
where further improvement is still needed (Eason, 2013). A positive evaluation result at

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one level does not necessarily guarantee equally positive results at subsequent levels. The
evaluation results are discussed below.
The learners were asked to give feedback on the learning module using the
training evaluation survey. Specifically they were asked what they thought the strengths
and weaknesses were; how the training could be improved; and to rate five statements
about the training. Overall, the students feedback indicated that the learning module was
at the right level of difficulty, met their needs, and helped them feel more confident in
their capacity to lead a family group. They felt the information could be applied in the
family group. The majority of the students reported that they were actively involved in
the learning process. The learners indicated that the would have liked more explanation
on the child-to-child approach, more time to practice active listening, giving them a roleplay versus letting them chose what to talk about, and more active games.
At the beginning of the first session a pre-test was completed by each student to
determine their levels of understanding of the basic concepts that were being addressed in
the learning module (Morrison, Ross, Kalman, & Kemp, 2013). During the
implementation of the learning units, levels of understanding were monitored through
discussions and observations of activities. Each participant completed the post-test and a
learning self-assessment and training evaluation survey at the end of the final session.
These data were used to determine if there was any improvement after the completion of
the learning module (Morrison, et al., 2013). In addition, each learner was asked to
complete a family group session plan. All but one learner completed the plan.
Analyses of the pre- and post-test data indicate that overall there was an
improvement in the knowledge of the learners on leadership, communication, and the

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child-to-child approach. The following graph depicts the percentage of learners
answering questions in each unit correctly on the pre- and post-tests.

Pre-Test
Post-Test

Figure 1: Percentage of students answering questions correctly on the pre- and post-test
for each learning unit.
The data from the pre-test indicate that less than half of the learners had a basic
understanding of leadership prior to the implementation of the learning module. After
completion of the learning module almost all learners could describe the characteristics of
a leader, what leadership is and why it is important. Data indicate similar results for the
communication unit. Only one-third of the learners could explain effective
communication, why it is important, the three types of communication, and effective
techniques and strategies for communicating effectively. This increased to 86 percent of
learners after the learning sessions. The pre-test indicated that only seven percent of the
learners knew about the child-to-child approach. On the post-test, 68 percent of learners
were able to explain the child-to-child approach and its four steps.

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The data from the learner self-assessment indicate that most learners rated their

level of knowledge and skills higher after the training than they had before the training.
On average, learners rated their knowledge and skills two levels higher after training. As
can be seen in the chart below, the mode for Before Training is 3 (40 responses)
whereas the mode for After Training is 5 (62 responses). The self-assessment results
are supported by the post-test data, which indicate learners had improved their knowledge
about leadership, communication, and the child-to-child approach.

Before Training
After Training

Figure 2: Distribution of learners self-assessment ratings on knowledge and skills before

and after training. The rating scale is as follows: 1 = Low, 3 = Medium, and 5 = High.
The learners demonstrated their ability to apply the knowledge, skills, and
understandings of leadership, communication and the child-to-child approach by
completing the family group session plan. In the plan, the learners had to state the
objective of the session, identify specific action for each of the four child-to-child steps,
communication strategies and techniques they would use with their family group, and
facilitation notes. All but one student completed the session plan with all of the relevant
information. The student leaders will use the family group session plan at the next

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session. Feedback from the student leaders and teachers on how well the plans were
implemented will be sought by the SME. The data are not available at this time.

In conclusion, the data indicate that the instructional module achieved the learning
objectives. Learners improved their ability to describe the characteristics of an effective
leader, why these are important, and how you can develop them; demonstrated their
understanding of effective communication skills; and applied their knowledge, skills, and
understandings of leadership for meaningful group actions. The child-to-child approach
unit may need more time as fewer students improved their knowledge in this area. Using
more games, providing specific role-play scenarios, and providing more opportunities to
practice skills emerged from the training evaluation.
Proposed Revisions
Based on the implementation, learner assessment and evaluation data gathered,
the following table summarizes the revisions that are proposed to the instructional
module and the rationale for each.
Revision
Conduct pre-test at least one week
before implementation.
1

Use more games and activities, and

begin the module with a game such
as the Human Knot.

Review learning module to

determine if a blended approach
would be more effective.

Rationale
The pre-test was conducted at the beginning of the first
session, which took time away from the learning module. It
would have been useful to know what the learners already
knew and understood about leadership, communication, and
the child-to-child approach so that adjustments in learning
activities and timing could have been made.
The learners responded very positively to the Human Knot
activity. Beginning the learning module with an activity that
involved all of the learners in an active problem solving
situation, would allow the facilitator to get to know the learners
as well as grabbing the attention of the learners. The energy
level was high after this activity and motivated the learners to
continue to engage.
The learning module was dense with information that was
difficult to cover given the time constraints. By moving to a
blended approach, background information could be presented
through online modules, leaving more time in the face-to-face

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Revision
Provide specific role-play scenarios
for learners to practice active
listening.
4

Revise the child-to-child module to

focus more on general facilitation
skills.

Rationale
component for activities and skills practice.
The learners were hesitant about the active listening activity
because they had to choose what they wanted to talk about
when they were in the role of the speaker. The learners
expressed how difficult it was for them to decide what to talk
about and many were uncomfortable. By providing a role-play
scenario, the learners could act out a part rather than being
put on the spot to think of something to talk about. This could
reduce the fear of judgment by their peers.
While the child-to-child approach is useful and the learners
found it simple and easy to apply, it could be presented as one
of several tools to help with the planning and facilitation of the
family groups. It became apparent that the student leaders
needed more knowledge and skill development on how to
effectively facilitate a group.

Table 1: Proposed revisions and rationale.

Before implementing the leadership and facilitation skills development module,
the proposed revisions should be made to ensure that the time spent in the face-to-face
training is adequate and effective. If the learning module is to be implemented with the
next batch of student leaders, consideration should be given as to how the current
participants could be more actively involved in delivering the learning module. With the
above modifications, the leadership and facilitation skills development module will
strengthen the leadership and facilitation skills of the student leaders of the St. Olaf
family groups.
References
Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Young adolescents
developmental characteristics. Retrieved from
http://www.nmsa.org/Research/ResearchSummaries/DevelopmentalCharacteristic
s/tabid/1414/Default.aspx.

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Dick, Walter, and Johnson, R. B. (2002). Evaluation in instructional design: The impact
of Kirkpatricks four-level model." RA Reiser & JV Dempsey Trends and Issues in
Instructional Design and Technology (2002): 145-153. Retrieved from
http://jhollenbeck.com/courses/hrd480/pdf/handouts/06b_dick_eval.pdf.
Eason, R. (2013). Kirkpatrick Levels of Evaluation: an enduring model. Retrieved from
http://evaluationfocus.com/kirkpatrick-four-levels-evaluation-model/.
Kirkpatrick, D. L. and Kirkpatrick, J. D. (2009). Evaluating Training Programs. San
Francisco, CA: Berrett-Koehler Publishers.
Lorain, P. (n. d.). Brain development in young adolescents: Good news for middle school
teachers. Retrieved from http://www.nea.org/tools/16653.htm.
Morrison, G. R., Ross, S. M., Kalman, H. K., and Kemp, J. E. (2013). Designing
Effective Instruction (Seventh Edition). Hoboken, NJ: John Wiley & Sons.
Slayers, F. and McKee, C. (n. d.). The young adolescent learner. Retrieved from
http://www.learner.org/workshops/middlewriting/images/pdf/W1ReadAdLearn.pd
f.
Story, M., Lytle, L. A., Birnbaum, A. S., and Perry, C. L. (2002). Peer-led, school-based
nutrition education for young adolescents: Feasibility and process evaluation for
the TEENS Study. Journal of School Health, 72(3), p. 121 127.