HRMN 406 Assignment 3 – 2025

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HRMN 406 Assignment 3 – 2025

April 26, 2025

Kang, Sung Jin

Title: “Workplace Bullying Prevention and Response Training”

Target Audience: All new and current employees

Course Link: [Link to Workplace Bullying Prevention Course]

1. Overview and Learning Objectives (Reference: Chapter 9 – Training Themes, Ross, 2019)

 1) Overview

 This training program aims to raise awareness of workplace bullying and strengthen the ability to prevent and respond to such incidents effectively. Workplace bullying negatively affects not only the mental and emotional well-being of individuals but also the overall performance and atmosphere of the organization.

 It is therefore essential that all members of the organization accurately understand these situations and know how to respond appropriately. Stanley C. Ross (2019) emphasizes that effective training programs must closely reflect the realities of learners’ job roles. Since bullying can occur in various occupational groups and work environments, the training must go beyond general concepts and include specific behavioral strategies.

 This training is designed to help learners recognize problems based on realistic scenarios and actively develop response strategies. In addition, the training includes self-assessment tools for learners to review what they have learned even after the training, promoting continuous awareness and behavioral change.

 2) Learning Objectives

 (1) Clearly understand the definition and various types of workplace bullying.

 (2) Identify situations where bullying may occur and acquire criteria for judgment.

 (3) Understand the organization’s formal reporting and support procedures.

 (4) Learn appropriate responses when oneself or a colleague experiences bullying.

 (5) Explore the characteristics of bullying situations and resolution processes through case studies.

 (6) Derive practical response strategies through simulations and group discussions.

 (7) Use self-assessment tools to eval‎uate the degree of change in awareness.

 (8) Apply the training content to job roles and contribute to creating a prevention-focused organizational culture.

 (9) Improve individual learning plans based on feedback after the training.

 (10) Enhance understanding of organizational-level strategies to reduce workplace bullying.

 Ross (2019) argues that a training environment that encourages active participation and self-directed thinking leads to long-term outcomes. Therefore, this training will be conducted not through lecture-based methods, but through case-based learning, discussion-oriented approaches, and self-eval‎uation-centered formats.

 This program addresses the sensitive and significant issue of workplace bullying by increasing learners’ awareness and strengthening practical response capabilities, ultimately having a positive impact on both individuals and the organization. The training is designed not as a short-term information delivery session, but as a strategic intervention connected to organizational culture improvement.

2. Key Content of the Program (Reference: Chapter 10 – Models for Designing Training Programs, Ross, 2019)

 This training course is composed of four modules designed to equip employees with the knowledge and skills necessary to prevent and respond to workplace bullying. Each module has been developed with both theoretical foundations and practical applicability in mind, allowing learners to engage with realistic scenarios they may encounter in the workplace. Based on the theory of Stanley C. Ross (2019), and through collaboration with Subject Matter Experts (SMEs), the program ensures both credibility and effectiveness.

1) Module 1: What is Workplace Bullying?

 (1) Objective:

  To provide a clear understanding of the concept of workplace bullying and enable learners to identify its various forms.

 (2) Key Content:

• Definition:

 - Workplace bullying refers to repeated and continuous verbal, psychological, or physical acts that cause harm or intimidation to others.

 - It differs from one-time conflicts and is often closely related to power dynamics and organizational culture.

• Main Types:

 - Vertical Bullying: Occurs when a superior abuses authority over a subordinate.

 - Horizontal Bullying: Arises from competition, jealousy, or poor communication among peers, affecting teamwork.

- Cyberbullying: Indirect bullying through emails, messaging apps, and bulletin boards, increasing with digitalization.

• Training Materials:

 - Videos from the Korea Occupational Safety and Health Agency (KOSHA)

 - Testimonies and reenactments from actual victims

 - Short animated clips to enhance viewer engagement

• Theoretical References:

 - Ross (2019) emphasizes the impact of psychological safety in work environments on learning outcomes.

 - Using clear definitions and case-based learning promotes early learner engagement.

2) Module 2: Impacts of Workplace Bullying

(1) Objective:

To foster empathy for the necessity of training and raise awareness by analyzing the effects of bullying on individuals and organizations.

(2) Key Content:

• Individual Impacts:

 - Increased psychological stress, anxiety disorders, and sleep disturbances

 - Lower self-esteem and reduced job engagement

 - Ross (2019) notes that training programs are more effective when they reflect participants’ psychological states.

• Organizational Impacts:

 - Higher employee turnover, reduced productivity, and collaboration

 - Loss of organizational reputation, talent drain, and legal costs from disputes

• Statistical Data:

 - Domestic and international bullying statistics

 - Survey findings that 63% of victims felt unsupported by their organizations

 - Organizational inaction increases the recurrence rate

3) Module 3: Prevention and Response Strategies

(1) Objective:

 To strengthen the organization-wide response system by teaching institutional preventive measures and proper response procedures.

(2) Key Content:

• Prevention-Focused Approach:

 - Job-centered prevention training developed in collaboration with SMEs

 - Enhanced practicality using Ross’s (2019) Instructional Design Model

 - Recommended at least annually and mandatory for new hires

• Organizational Policy Development:

 - Clear definitions, prohibited behaviors, and reporting systems

 - Anonymous reporting channels and formation of bullying prevention committees

• Response Procedures:

 - Step 1: Reporting by the victim (verbal or written)

 - Step 2: Investigation by the HR team or designated department

 - Step 3: Action based on findings (discipline, retraining, etc.)

 - SMEs can support investigation process design and provide response guidelines

• Legal Framework:

 - Labor Standards Act: Prohibits workplace bullying

 - Occupational Safety and Health Act: Mandates bullying prevention education

 - Introduction of legal cases and explanation of organizational responsibilities in case of violations

4) Module 4: Self-Assessment and Learning Reinforcement

(1) Objective:

 To enable learners to autonomously review and reinforce their understanding of the training content and ensure sustainability through feedback.

(2) Key Content:

 • Self-Assessment Quiz:

 - Includes five multiple-choice questions and one to two case-based questions

 - Provides explanations and real-world connections with each correct answer

 • Feedback System:

 - Offers explanations for incorrect answers and links to related materials

 - Ross (2019) emphasizes the importance of immediate feedback in enhancing motivation and performance

 - Utilizes Learning Management System (LMS) for automated feedback

 • Performance Eval‎uation Criteria:

 - A score of 80% or higher is required to pass the training

 - Integrated certificate issuance system, with training completion tracked by the organization

This program is designed to raise awareness of workplace bullying and strengthen practical prevention and response capabilities. By integrating Ross’s (2019) training design theory with field expertise from SMEs, the program ensures both effectiveness and applicability. The inclusion of legal context and real-life examples enhances credibility, while a built-in eval‎uation framework allows for continuous improvement. Ultimately, this training aims to promote a healthy organizational culture and improve overall competitiveness.

3. Eval‎uation (Reference: Training Program Assessment, Ross, 2019, Chapter 8)

 To eval‎uate the effectiveness of the training program, this report has established a detailed assessment framework based on Donald Kirkpatrick’s Four-Level Training Eval‎uation Model. This model is widely used as an effective tool for analyzing the impact of training from learners’ reactions to organizational-level outcomes.  Additionally, Stanley C. Ross (2019), in Chapter 8, emphasizes the importance of using clear indicators and assessment tools for each stage based on this model. Accordingly, the training program will be assessed using the following methods for each level:

1) Level 1: Reaction

 This first level measures participant satisfaction and overall response to the training. It eval‎uates how positively learners perceived the training program, including the environment, instructor capabilities, and content structure.

 • Learners will participate in a reaction survey immediately after completing the training.

 • The survey will be automatically provided through the EdApp platform and will consist of 10 questions.

 • Sample questions: “Do you feel this training will be helpful to your job?” “Was the training material easy to understand?”

 • Responses will be collected using a 5-point Likert scale (Strongly agree ~ Strongly disagree).

 • The data will be automatically analyzed using EdApp’s reporting functions, presenting average scores and satisfaction metrics visually.

 • Ross (2019) explains that learners’ initial reactions significantly influence engagement and the potential for learning transfer to subsequent stages.

2) Level 2: Learning

 The second level eval‎uates how much knowledge, skills, and attitudes the learners acquired through the training.

 • A quiz will be provided at the end of the training using EdApp’s “Quiz” module, which supports auto-scoring.

 • The quiz will contain 10 questions with various formats such as short answer, multiple choice, and true/false.

 • A score of 80 or higher will be considered a successful learning outcome.

 • Quiz results serve as an indirect measure of learners’ understanding and retention of the training content.

 • Results will be viewable in real-time through the administrator dashboard, with additional feedback available if necessary.

 • Ross (2019) recommends that assessment items align with actual learning objectives and that quizzes be regularly updated to maintain quality.

3) Level 3: Behavior

 The third level assesses changes in learners’ behavior in the workplace a certain period after the training.

 • The eval‎uation will be conducted approximately three months after the training.

 • On-site managers or direct supervisors will participate as eval‎uators, using a pre-designed behavioral checklist.

 • Sample checklist items: “Is the employee applying what they learned on the job?” “Have you observed positive changes in their communication with colleagues?”

 • Additional information may be collected through interviews or feedback meetings if needed.

 • These behavioral changes serve as key indicators of training transfer.

 • Ross (2019) states that behavioral eval‎uations are more accurate when conducted through repeated and consistent observation rather than short-term checks.

4) Level 4: Results

 The final level assesses the specific outcomes the training has produced at the organizational level.

 • The main goals of this training are reducing workplace bullying and improving employee satisfaction.

 • Within six months after the training, changes will be measured by analyzing the number of bullying cases reported and addressed.

 • Results will also be compared to findings from the organization’s annual employee satisfaction survey.

 • Specific indicators include improvements in positive response rates to bullying-related questions and shifts in perceptions of overall organizational culture.

 • Sample KPI goals: a 20% reduction in bullying cases and a 15% or higher increase in employee satisfaction.

 • Ross (2019) suggests that measuring organizational outcomes requires linkage to management or HR performance metrics and advises interpreting both quantitative and qualitative data.

5) Eval‎uation Tools and Technology Utilization

 To enhance the efficiency and accuracy of eval‎uation, this program incorporates various tech-based tools.

 • The EdApp “Quiz” module automatically conducts assessments post-training and generates individual and group averages.

 • Eval‎uation reports are automatically generated upon course completion, allowing training managers and administrators to quickly understand overall results.

 • The administrator dashboard provides real-time tracking of progress, participation rates, and average scores through visual graphs for swift response.

 • In addition, tools such as MS Excel-based behavioral checklists and Google Forms for supervisor feedback collection will be used in parallel.

4. Learner Feedback (Reference: PDF - Quality Matters Standards for Continuing Education and Training)

 Learner feedback is a critical element in continuously improving the quality of training programs and enhancing their effectiveness. After the training, learners are given the opportunity to provide an overall eval‎uation of the course through an anonymous feedback survey. This allows them to identify both strengths and areas for improvement based on their experiences. The feedback collected serves as valuable input for future course enhancements and the development of new content. Learner feedback provides a timely means to assess training effectiveness and offers important opportunities to continuously improve the quality of future program designs.

1) Survey Items for Feedback

 The learner feedback survey is composed of the following items to enable a comprehensive eval‎uation of the training program:

• Appropriateness and Clarity of Training Content: This eval‎uates how well learners understood the training content and whether it was practical and clear. Feedback in this area provides foundational insight for instructional design improvements. It also helps determine how clearly learners perceived the material, which plays a key role in refining the training curriculum.

• Ease of Use of the Platform: This assesses the learner's experience using the platform through which the training was delivered. It determines whether the platform was intuitive and accessible, and if any difficulties were encountered. Feedback on platform usability provides essential information for enhancing user experience and increasing learner engagement.

 • Effectiveness of the Instructor’s Delivery and Relevance of Examples: This eval‎uates how effectively the instructor delivered the material and how relevant the provided examples were to real work situations. Feedback on the instructor’s communication style and the applicability of examples offers guidance for improving instructional effectiveness.

 • Applicability to Real Work Tasks: This assesses how useful the training was for actual job performance.     Learners provide feedback on how helpful the content was in their day-to-day work and how easily it can be applied. This serves as a key indicator of the program’s practical value.

2) Survey Design and Delivery

 The survey is automatically provided after learners complete the training. Upon participation, learners can submit their feedback, allowing timely collection of opinions and immediate reflection on the effectiveness of the program.

3) Use of Feedback

 Learner feedback plays a vital role in improving training courses. The insights collected through the survey help eval‎uate the overall quality of the training and identify problem areas. Feedback on content clarity, platform usability, instructional delivery, and applicability to job tasks is utilized by instructional designers and trainers to improve training materials. Based on this feedback, the course is regularly updated, ensuring that learners receive content that is practically useful.

4) Future Improvements

 The insights gathered through learner feedback will be reflected in future enhancements of the training program. Opinions on what worked well and what requires improvement help shape the direction of content development and instructional design. For example, if feedback indicates that content clarity is lacking, materials can be made more specific or supplemented with more realistic examples. If learners report difficulty using the platform, updates can be made to improve user experience. The issues identified through feedback become the foundation for elevating future training quality.

5) Role of Learner Feedback

 Learner feedback is a powerful tool for improving the quality of training and increasing learner engagement. Through anonymous feedback surveys provided after the program, learners can express their views on content, the platform, the instructor’s delivery style, and more. This feedback provides valuable insights for future improvements and the development of new content, ultimately enhancing the effectiveness of training. Instructional designers and trainers should actively incorporate this feedback to continuously evolve the program into one that learners can apply effectively in real-world situations.

5. Course Design and Development Stage (Reference: Implementation Phase, Ross, 2019)

 This training program was systematically developed through the following steps:

1) Needs Assessment

 The first step in developing the training program was identifying the need for "bullying prevention" education through a preliminary survey conducted among internal employees. The survey results confirmed a strong need for training to address workplace bullying issues. Based on this data, the overall direction and goals of the program were established.

2) Content Development

 During the content development stage, subject matter experts (SMEs) were closely involved to ensure the training materials reflected both legal standards and real-life examples. Following the guidelines from Ross (2019), the program included key legal components along with practical case studies to ensure the content would be genuinely helpful to learners in real workplace situations.

3) Platform Selection

 EdApp was chosen as the training platform. EdApp offers a mobile-friendly interface, along with features such as quizzes, surveys, and certificate issuance. These features contribute to improving the effectiveness of the training and increasing learner engagement.

4) Implementation and Testing

 In the implementation phase, a pilot test was first conducted with internal managers. This allowed for an eval‎uation of the program’s overall flow and collection of user feedback, which was then used to optimize the program. Based on the test results, some content was revised to reflect suggestions for improvement.

5) Feedback Collection and Final Launch

 After the pilot test, the program was finalized and refined using the feedback collected. Once the revisions were complete, the training program was made available to all internal staff. The final version of the program was officially launched, ensuring that all employees had access to the training.

6. Technical and Operational Support

 • Company Cafe Homepage: Kang Sung Jin Cafe (supports both mobile and web access)

 • Supported Browsers: Chrome, Edge, Firefox

 • Content Upload Formats: Multiple formats such as Word, PDF, images, videos, and quizzes are supported

7. Conclusion and Expected Outcomes (Reference: Stanley C. Ross, 2019, Chapter 13 – Conclusion)

 This training program was designed with the goal of raising practical awareness and equipping employees with effective strategies for preventing workplace bullying. The content has been structured so that all employees can clearly understand the definition, types, and organizational impact of workplace bullying. The training enables participants to systematically acquire coping strategies for bullying situations, thereby contributing positively to their psychological security and job engagement.

 Ross (2019) emphasized that the continuity and practical application of training have a direct influence on improving organizational culture. Based on this principle, the training aims not only to achieve short-term results but also to foster long-term cultural change within the organization. The training philosophy, which emphasizes psychological safety, is expected to promote an atmosphere of trust and respect, ultimately leading to improved communication openness and teamwork.

 In addition, an effective feedback system will be operated even after the training to continuously reflect areas for improvement. This will gradually enhance the quality of the training and increase its applicability in real work settings.

 The organization has actively utilized the in-house platform "Kang Sung Jin CAFE" to provide a highly accessible learning environment. This platform allows for repeated learning regardless of time or location, and participants can review content or share questions autonomously.

 Furthermore, through team-based learning activities, the training content can be naturally disseminated within the organization. Continuous post-training support and updates to the materials will help maintain the relevance and accuracy of the training content. At the organizational level, this program can be strategically utilized in alignment with talent development and broader organizational strategies.

 Ultimately, this training will serve as a foundation for sustainable growth and enhanced competitiveness. Based on Ross (2019), the program demonstrates the potential of education to drive organizational change. Going beyond simple knowledge transfer, the training aims to induce practical implementation and behavioral change. Therefore, it can be organically linked with various HR strategies and organizational culture improvement policies in the future.

Resources:

1. Ross, S. C. (2019). Training and Development in Organizations: An Essential Guide For Trainers. Routledge.

 - Chapter 8_Training Program Assessment

 - Chapter 9_Training Themes

 - Chapter 10_Models for Designing Training Program

 - Chapter 13_Conclusion

2. PDF Materials

 - How to measure Training Effectiveness

 - Quality Matters standards for Continuing Education and Training