2. CONTENTS
Day Two
Section 4 Designing a Training Program
Module 5. Choosing the appropriate intervention and Media for achieving the objectives
Module 6. Structuring the content for the course
Module 7. Presenting the content
6. SECTION 4 DESIGNING OF
INSTRUCTIONAL DESIGN
Module 5 Choosing the appropriate Media and
Delivery for achieving the objectives
Module 6 Structuring the content
Module 7 Presenting the content
10. DELIVERY SELECTION
Training Delivery processes.
Training
Method
Usefulness for
Knowledge-
Based
Material
Usefulness for
Performance-
Based
Material
Usefulness for
Changing
Attitudes
Usefulness for
Developing
Interpersonal
Skills
Classroom
On-the-Job
Training
Self-Directed
Learning
E-Learning
12. MODULE 6 STRUCTURING THE
CONTENT FOR THE COURSE
Organizing content involves the following six steps:
1. Establish a general structure for the course
2. Develop a general structure for each unit
3. Set up an overall structure for the specific learning
content.
4. Divide the content into units
13. 1. FRONT AND BACK MATTER
FOR A CLASSROOM COURSE
1. Title of the course and names
2. Purpose of the course:
the desired outcome of the course
3. Agenda
4. Administrivia:
(a) the time of breaks and meals
(b) the location of meals
(c) the location of restrooms
15. PEOPLE MANAGER ESSENTIALS
PROGRAM PURPOSE
As a result of this experience, you will:
Discover or renew your relationship to your role as a people
manager
Apply principles and practices for engaging, managing and
developing your employees
16. AGENDADay 1
Introduction
Managing the Business: Creating
the Value Link
Managing Yourself: Defining Your
Role as a People Manager
Day 2:
Managing People: Setting and
Aligning Goals
Managing People: Monitoring &
Measuring Performance
Managing People: Developing for
the Future
Personal Action Planning
18. 2. THE BACK MATTER FOR A
CLASSROOM
1 A Summary of the key points
2. Assessment
3. Related resources
4. Follow-up support
5. Course evaluation
6. Certificate of completion
19. YOUR ACTION PLAN
Take some time to review the notes and action items you’ve
made throughout the last 2 days.
Create your action plan:
1. On Page 29 of your Workbook, summarize 2-3 Actions
that you want to accomplish within the next two weeks.
2. Also on Page 29, write the One Big Personal Insight that
you are taking away from this course.
23. 3. SET UP AN OVERALL
STRUCTURE FOR THE SPECIFIC
LEARNING CONTENT
Alphabet (as in a telephone directory, dictionary, or
encyclopedia)
Axxxx, Bxxxxx, Cxxxxxx
Continuum (such as least to most, worst to first,
and extreme conservative to extreme liberal)
Hot-Lukewarm-Cold,
Rough-Average Joe- Gentle-Charming
Exercise: Set up overall structure for your topics
24. 3. SET UP AN OVERALL
STRUCTURE FOR THE SPECIFIC
LEARNING CONTENT
Category (such as top 40, hard rock, rap, or
classical music)
10 Best Tips, IC-Junior Manager-Manager-Sr
Manager
Time (either a real chronological order, as in an
account of an event, or an implied order, such as a
procedure)
1700-1800-1900-2000
Location (in reference to a place or a thing)
Asia, India, Europe
25. 4. BREAK THE
CONTENTS INTO UNITS
New Role as Manager and Leader
Mindset of Individual Contributors, Leader and Managers
Leadership Behaviors
Effective and Positive Thinking
Managing Self
Effective and Positive Thinking
Time Management
Managing People
Saving Face: Provides Feedback, Receiving Criticism
Take Fear Out: Delegation, Coaching, Ownership
Guan Xi: Listening, Appreciation and Recognition, Work Extra Miles
Strength: Manage Performance, Follow Up, Develop for the Future
28. MODULE 7. PRESENTING
THE CONTENT
1. Adult Learning
2. Characteristics of an Engaging Course
3. Creating Opening and Ending Exercise
4. Preparing Lectures
5. Using alternate approaches
6. Designing Training Activities
29. 1. ADULT LEARNING
Adult Learners Bring Previous Knowledge and Experience
A lot of sharing , group discussion
Adult Learners Have Different Learning Styles
Visual, Auditory and Kinestatic
Adult Learners Are Goal Oriented
Practical and job related
30. 2. CHARACTERISTICS OF AN
ENGAGING COURSE
This is the most creative of the challenges because you
choose among many different teaching strategies, or
approaches, to presenting content
To make sure that learners want to learn and that the learning
sticks, create a motivating, active, and supportive learning
environment
31. THREE ELEMENTS
motivating
feel a reason exists to learn it
WIIFM
+ Tell them how the skills help them (leadership)
+ Let them connect to one another
32. THREE ELEMENTS
active
actively involved in the learning experience
exercises, case studies, discussions, and games
+adult learn from each other, let them share
+ change pace every 30 minutes
+ sharing can get buy in
+ VAK, address to all audience
33. THREE ELEMENTS
supportive:
they feel good about the learning experience
enhance learners' feelings of success
+ No fear
+ Platform of learning freely
+ Facilitate conversations (ORID)
34. 3. CREATING OPENING
EXERCISE
The beginning provides you with an opportunity to introduce the
content and create a supportive learning environment
One design for an effective opening is
Briefly introduce the purpose of the course.
Ask those learners who choose to do so to state what they
hope to accomplish by taking the course.
To begin with a group activity for networking and be here
experience within the first 15 minutes of the course.
Use the debriefing of the exercise to introduce the main
objectives of the course
.
36. USEFUL IDEAS TO
OBTAIN PARTICIPATION
1. Frog face
2. Line Up
3. 10 cents
4. Know Your Neighbor
5. Video Exercise
6. My visual unusual successes
37. CREATING ENDING
EXERCISE
One of the most important parts of a course is its end. It is
your last opportunity to reinforce the key learning points
take a few moments to reflect on the content
providing learners with scenarios, asking them what they
have learned in the class that specifically helps them
respond to the scenarios (first things in the morning with
your staff)
asking learners to state what lessons they will take away
from the course.
distributing preaddressed, stamped envelopes to learners
and pieces of paper
38. SUMMARY
Two types of summaries exist
Topic summaries state the topics covered but give no details
about them,
Descriptive summaries state the topics covered as well as
points that learners should remember about them
To be a manager is a life changing experience. You can
change the world of you staff by motivating them, delegate
clearly and feedback without hurting them.
39. CLOSING
1. Recap
2. Sharing the learning: Good, New, Practical and Insight
3. Evaluation Forms
4. Exchange cards
5. Shake hands and see them off
Some ideas:
1. Share about each other in round robin
2. Go to Starbucks or coffee house to share the learning
3. Action Plan sharing
4. Emotional changes – How do you feel?
40. 4. PREPARING LECTURE
Most instructor broadcasts content to learners through a
lecture. There are five techniques to make your delivery more
interesting
41. INTEREST BUILDING
a. Introductory Exercise – Begin with a game or fun filled that dramatically
introduces the main point of the lecture
Know Your Neighbors
b. Interesting Visual
Use flipcharts, video, power points to that participants
can see as well as hear what you are saying
Violin
c. Leadoff Story
Tell stories, cartoon or graphic
Victor Frankl and Proactivity Model
42. d. Initial Case Problem
Present a short problem around which the lecture will
be structure
Why tem members are not participative in the meeting?
e. Test Questions
Ask participants a question related to the lecture topic so
that they will be motivated to listen to your lecture for the
answer
What type of water is most suitable to our human body?
43. f. Invite virtual guest speak to deliver message
Begin with virtual speaker talk about topic-related sharing
Steve Jobs
44. UNDERSTANDING AND
RETENTION
a. Opening Summary
At the beginning of the lecture, state the lecture’s
major points to help participants organize their listening
Cancer
b. Examples and Analogies
As much as possible, provide real life illustration of
the ideas in the lecture
Management Experience
45. DURING LECTURES-
PARTICIPANT INVOLVEMENT
a. Listening role
Assign participants the responsibility of the
active listening to the lecture
b. WIIFM
Inform them the benefits
c. Guided Note
Provide a form indicating how they should take notes
46. d. Spot Challenge
Challenge the participants to give example
e. Illuminating Exercise
During the presentation, do a brief activity
47. REINFORCES AFTER
LECTURE
a. Participants Review
to review the contents with each others
b. Implications to them
Ask the participants to reflect on the lecture’s
implications
48. c. Post Lecture Case Problems
Pose a case for participants to solve based on the info
given in the lecture
d. Drawing
Ask the team to draw the key learning points and present
them creatively to the team
49. LECTURE – 7 STEPS
• Gain learners' attention.
• Present an overview of the content, including the learning
objectives covered in the lesson.
• Present the learning material through a lecture or with the
assistance of a video or similar audiovisual program.
• Discuss the learning material.
• Provide practice problems.
• Summarize the content.
• Test learners
• Demo – 110 Years
Purpose of the Introduction:
Set the context for the course.
Hello and Welcome 5 Minutes
Welcome to People Manager Essentials. I’m _________ and I’ll be your Course Leader over the next 2 days. I’ll let you know more about me (and any other facilitators/observers) in a little bit. But first…
Ask: What would you say if I told you that as people managers you have the most important jobs in the company? Guide Discussion.
As eBay, Inc. people managers, you have a critical job.
When I say “eBay”, I always mean the enterprise. Recognize that you have a strong association with the business that you work in (Marketplace, PayPal, Shopping.com, etc.), but we all work for eBay Inc.
We’ll do the routine review of objectives and the agenda in a few minutes, but first let’s set the stage for these 2 days.
These 2 days are about you taking time out from the demands of your day-to-day job to reflect on what it takes to be an effective manager at eBay, Inc.
The emphasis is on “being” a People Manager – how you think about the role, how you feel about the impact that you have on the work lives of others.
There are some things that you have to “do” as a manager and we’ll point you to where you can get instructions on what to “do”—but first let’s think about how you wear the role of manager—is it a comfortable sweater that you slip on and feel secure wearing is it a stiff jacket that doesn’t fit quite right and that you feel self-conscious in?
So, let’s get right to it…
Review Program Purpose 1 Minute
Here’s what we set out to do in these two days.
Ask: How have we done?
Ask: Raise your hand if you are feeling a new and more inspired relationship to your role as manager. (Model raising your own hand)
Raise your hand if you are feeling more equipped and knowledgeable about how to engage and develop your people. (Model raising your own hand)
Acknowledge the results of the hand raising by saying – “It looks like we got the job done.” (If necessary add “We’ll look forward to getting feedback on the course evaluation from any of you who did not raise your hand.” Just do not invite a contrarian to complain here.)
Emphasize that the intention was to focus on the BEING aspects of managing people and, as such, development is an ongoing journey. Also, the intention was to point them to resources that would aid them in the DOING aspects of managing people.
Go to next slide… here is the ground we covered in these two days…