Instructional Systems Design (ISD) Certification Program 2021

INSTRUCTIONAL
SYSTEMS DESIGN
CERTIFICATION
PROGRAM
( ADDIE 2.0 )
Designed by : Wong Yew Yip
20 March 2021
The full training pack
(For individuals to design better learning
programs and for learning providers to
provide ISD certification)

Designed & Developed by : Wong Yew Yip version 20.3.2021 2
Program Purpose
To be certified as an Instructional
Systems Designer with the capability to:
 Design and develop learning solutions
to meet the learning and development
needs of the organization
 Evaluate the learning solutions of
learning providers to determine
whether the learning will effectively
meet the original objectives

ISD Certification Process
Undertake
ISD
Project
Step 2
Successful
completion of
knowledge and
skills component
through ISD
project
(2 months)
Attend
ISD
Workshop
Step 1
Successful
completion of
educational
and practical
component
3 Days
Assess
ISD
Project
Step 3
Successful
presentation of
ISD capability
through ISD
project
outcomes
1 Day
( Assessment
& further
Coaching)
Confirm
ISD
Certification
Step 4
ISD
Certification by
Training
Provider

This certificate is awarded to
xxx
for successfully completing the requirements of Instructional Systems Design,
and is hereby entitled to the designation of
CERTIFIED INSTRUCTIONAL SYSTEM DESIGNER
dd mm yy
--------------------------------------------------
Training Provider
------------------------------------------------
Instructional Systems Design Trainer
Certificate of Achievement

Learning Objectives
At the end of this ISD Certification Program, the participants will be able to:-
 Define Instructional Systems Design for the design and development of
effective learning solutions
 Recognize the 8 Adult Learning Theories that are critical in ISD process
 Describe the 5-Phase ADDIE 2.0 Instructional Systems Design Process
 Analyze learning needs and requirements through learning needs
analysis
 Design the instructional strategy, structure and contents for learning
solutions
 Develop course instructional materials and learning activities
 Implement the learning solution to learners
 Evaluate the effectiveness of the learning solution
 Apply the knowledge and skills acquired in an actual learning
environment by undertaking any ISD project

Program Structure & Contents
DAY ONE
 Program Purpose &
Learning Objectives
 Introduction to ISD
• Definition of Instructional
Systems Design (ISD)
• What is ISD?
• 5 Moments of Learning Need
• 8 Adult Learning Theories
• Conventional ISD Models
• 4Fs of ISD
• 5-Phase ADDIE 2.0 ISD
Process
 Phase 1 - Analyze
• Conduct learning needs
analysis
• Identify issues and problems
• Finalize learning requirements
• Skills Practice
DAY TWO
 Phase 2 - Design
• Write course purpose and
learning objectives
• Plan structure and contents
of the course
• Plan instructional strategy
• Skills Practice
 Phase 3 - Develop
• Collect course materials
• Develop learning activities
• Finalize course materials
• Skills Practice
DAY THREE
 Phase 4 - Implement
• Pilot the course in an actual
learning environment
• Assess course adequacy &
refine instructions
• Release & maintain course
• Skills Practice
 Phase 5 - Evaluate
• Assess learning
effectiveness
• Interpret evaluation results
• Revise course strategy &
instructional materials
 ADDIE 2.0 for e-Learning
 IS Designer Competencies
 ISD Project for Certification
• Assessment & Certification
requirements

Learning Methodology
Learning
Methodology
Lecture
Presentation

INTRODUCTION
TO
INSTRUCTIONAL
SYSTEMS
DESIGN

Definition of ISD
Instructional Systems Design (ISD)
is the systematic approach to the
Analysis, Design, Development,
Implementation, and Evaluation
of learning materials and activities
In short,
ISD is the process to determine the 5W1H
(Who, What, When, Where, Why, and How)
of Learning

 There is a genuine need for learning
 The learning events are well designed
 Quality learning materials are developed
 Learning events are implemented using the
appropriate strategies and approaches
 Learning events are evaluated to ensure learning
has actually taken place
Key Elements of Instructional Systems Design

Design with the
learners in mind
The Key to ISD

Designed & Developed by : Wong Yew Yip version 20.3.2021
The 3 Domains of Learning
Cognitive
Mental skills where the brain must be used
to perform intellectual tasks
(Knowledge)
Psychomotor
Physical skills such as movement, coordination,
manipulation, dexterity, grace, actions, etc
(Skills)
Affective
Described as "coming from the heart," -
knowing is nothing if there is no will to act on it
(Attitude or Will)
12

The 3 Domains of Learning = Competency
Knowledge
13
COMPETENCY
+
+
=
Skill
Will

ADDIE - 1975
• The ADDIE model of Analysis, Design, Development, Implementation & Evaluation was developed by Florida State University
• ADDIE was selected by the Armed Services as the primary means for developing training
• Then, the term "ADDIE" was not used, but rather "SAT" (Systems Approach to Training) or "ISD" (Instructional Systems
Development)
• As a general rule, the military used SAT, while their civilian counterparts used ISD
• The "D" in "ISD" first stood for "Development," but now normally means "Design"
Major Contributors
MAGER
Behavioral or performance
objectives
GLASER
Criterion reference testing
GAGNE
Hierarchical analysis,
conditions of learning
SCRIVEN
Formative evaluation
Conventional ISD Models

The Dick and Carey Model - 1978
• Dick and Carey's model details a comprehensive and detailed process
• However, it has been criticized for at the same time being too rigid and
cumbersome for the average design process
Conventional ISD Models

Conventional ISD Models - Example

To enhance selling skills of Forex & Remittances
Officers to achieve the financial targets set by
Management at their respective Forex Booths
and Sales & Service Centres
Goal Statement
ISD Project (2B)
Tune mindset
to sales &
customer
service
A2
Goal Step 1
Deliver quality
customer
service
A2
Goal Step 4
Sell
remittance
products
A2
Goal Step 5
Develop goal-
setting habits
A2
Goal Step 2
Develop a
marketing
plan to market
remittance
products
A2
Goal Step 3
1.1
Reframe for
sales & service
A2
1.1.3
Identify
current frame
R1
1.1.2
State an
individual’s
competency
criteria
R1
1.1.1
Explain
Knowledge,
Skills, Attitude
R1
V
2.5
List
characteristics
required for
achieving a goal
A1
2.2
State purpose of
goal setting
R1
2.1
State the
meaning of a
goal
R1
2.4
State the 3 types
of goals
R1
2.6
Set performance
standards
A2
2.3
Why is it
important to set
goals
R1
3.3
Understand
Consumer
behavior
R1
3.2
Understand
marketing
philosophies
R1
3.1
Understand what
is marketing
R1
3.4
Understand
Product &
service concepts
R1
3.5
Understand
segmentation &
target marketing
A1
4.5
Identifying/
Anticipating
needs of your
customer
R2
4.3
Explain why
quality customer
service is
important
R1
4.2
Explain what is
quality customer
service
R1
4.1
State what is
customer
service?
R1
4.3
State the 4 basic
customer needs
R1
4.4
State the 6 levels
of customer
service
R1
5.2
State
characteristics of
an effective sales
person
R1
5.3
Use selling skills
R11
5.1
Explain what is
selling
R1
Conventional ISD Models - Example

Andragogy vs. Pedagogy
No. Andragogy (Adult Learning) Pedagogy (Student Learning)
1.
2.
3.
4.
5.
6.
7.
8.
9
Source : Malcom Knowles in Modern Practice of Adult Education: Andragogy Versus Pedagogy
Learners are called “participants”
or “learners”
Learners are called “students”
Independent learning style Dependent learning style
Objectives are flexible
Objectives are predetermined and
inflexible
It is assumed that the learners have
experience to contribute
It is assumed that the learners are
inexperienced and/or uninformed
Active training methods are used
Passive training methods, such as lecture, are
used
Learners influence timing and pace Trainer controls timing and pace
Participant involvement is vital Participants contribute little to the experience
Learning is real-life problem-centered Learning is content-centered
Participants are seen as primary resources for
ideas and examples
Trainer is seen as the primary resource who
provides ideas and examples

The 5 Moments of Learning Need
Source : Conrad A. Gottfredson & Bob Mosher, Innovative Performance Support (New York, McGraw-Hill, 2011)
Learning something for the first
time
1
Learning more based on prior
learning experience
2
Learning at the point of
application
3
Learning through adaption when
things change
4
Learning when things go wrong in
order to solve a problem
5
1 2
Apply
3
4 5

8 Adult Learning Theories
Adult
Learning
Theories
Learning
Styles
1
Right Brain,
Left Brain
2
Multiple
Intelligences
3
Adoptive,
Adaptive
Learning
4
Learning
Pyramid
5
Attention
Span
6
70 : 20 : 10
7
After Action
Review
(AAR)
8

Adult Learning Theories (1)
LEARNING STYLES
Sensory or Intuitive
Sensory learners prefer concrete,
practical, and procedural information. They
look for the facts.
Intuitive learners prefer conceptual,
innovative, and theoretical information. They
look for the meaning.
1
Active or Reflective
Active learners prefer to manipulate
objects, do physical experiments, and learn
by trying. They enjoy working in groups to
figure out problems.
Reflective learners prefer to think things
through, to evaluate options, and learn by
analysis. They enjoy figuring out a problem
on their own.
3
Visual or Verbal
Visual learners prefer graphs, pictures,
and diagrams. They look for visual
representations of information.
Verbal learners prefer to hear or read
information. They look for explanations
with words.
2
Sequential or Global
Sequential learners prefer to have
information presented linearly and in an
orderly manner. They put together the details
in order to understand the big picture.
Global learners prefer a holistic and
systematic approach. They see the big
picture first and then fill in the details.
4

Right Brain
vs
Left Brain

1. Uses logic
2. Detail oriented
3. Facts rule
4. Words and language
5. Present and past
6. Math and science
7. Can comprehend
8. Knowing
9. Order/pattern perception
10. Reality based
11. Forms strategies
12. Practical
13. Safe
LEFT BRAIN FUNCTIONS
1. Uses feeling
2. “Big picture" oriented
3. Imagination rules
4. Symbols and images
5. Present and future
6. Philosophy & religion
7. Can "get it" (i.e. meaning)
8. Believing
9. Appreciates
10. Knows object function
11. Presents possibilities
12. Impetuous
13. Risk taking
RIGHT BRAIN FUNCTIONS
Theo Jansen

If you see the dancer
rotating clockwise, you
are right-brained
(and thus more creative)
If you see counter-
clockwise, you are left-
brained
(and more logical)
http://www.blogthings.com/areyourightorleftbrainedquiz/

The left side of your brain controls verbal ability, attention to detail, and
reasoning.
Left brained people are good at communication and persuading others.
If you're left brained, you are likely good at math and logic.
Your left brain prefers dogs, reading, and quiet.
The right side of your brain is all about creativity and flexibility.
Daring and intuitive, right brained people see the world in their unique
way.
If you're right brained, you likely have a talent for creative writing and art.
Your right brain prefers day dreaming, philosophy, and sports.

Gardner's Theory of MI
Howard Gardner
Thomas Armstrong
MULTIPLE INTELLIGENCES
Number Smart
Picture Smart
Body Smart
Music Smart
Nature Smart
People Smart
Self Smart
Word Smart

 Writing a report or essay - Verbal-Linguistic
 Making graphs - Logical-Mathematical; Visual-Spatial
 Designing posters - Verbal-Linguistic, Visual-Spatial
 Communicating with peers or experts online - Verbal-
Linguistic; Interpersonal
 Hands-on experimentation - Kinesthetic; Logical/Mathematical
 Composing a song - Musical/Rhythmic; Verbal-Linguistic
 Building a model or 3-D displays - Kinesthetic; Logical-
Mathematical
EXAMPLES OF MULTIPLE INTELLIGENCES

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Adaptive learning methods are
more agile in nature as they help
the “learner-to-learn,” also known
as meta-learning or meta-
cognition
Best for more advanced learners
EXAMPLES
1. Case studies
2. e-Learning scenarios that branch
3. Action learning
4. Personalized instructions
5. Experimental learning
ADAPTIVE LEARNING METHOD
Adoptive learning methods
basically map out what the
learners must do to master a task
Best for novice learners who
need to master the basics
EXAMPLES
1. Knowledge dumps
2. e-Learning that is basically
composed of “click for next slide”
3. Lectures
4. Role plays
ADOPTIVE LEARNING METHOD &

ATTENTION SPAN

10%
20%
70%
Education
Exposure
Experience
Most research points to the fact that learning
happens according to the 70:20:10 Rule
 10% of all learning comes from
Education, like attending training courses
 20% of learning comes from Exposure,
like asking colleagues, observing others,
social learning, networking
 70% of learning comes from Experience,
like on-the-job tasks, practice, challenging
projects

• After Action Review (AAR) is a simple process used by a team to
capture the lessons learned from past successes and failures, with
the goal of improving future performance
• It is an opportunity for a team to reflect on a project, activity, event or
task so that they can do better the next time
AFTER ACTION REVIEW (AAR)
• Originated by US Army
during Vietnam War
• Used by each Platoon
to review how they
acted and performed
during an engagement
with the “enemy”. It
was used immediately
after the “Action”

Do it
What was supposed to happen?
What
happened?
What actually happened?
But why?
Why were there differences?
Now how?
How will I do better next time?

 What was supposed to happen?  What actually happened?
 Why were there differences?  How will I do better the next time?

ADDIE 2.0
The process
of defining
what is to be
learned
The process
of specifying
how it is to
be learned
The process
of authoring
and
producing
the
instructional
materials
The process
of
implementing
the learning
solution to
learners
The process
of
determining
the
effectiveness
of the
instructions
5 - PHASE ADDIE 2.0 PROCESS
ANALYZE
Phase 1
DESIGN
Phase 2
DEVELOP
Phase 3
IMPLEMENT
Phase 4
EVALUATE
Phase 5
38

ADDIE 2.0
ANALYZE
Phase 1
DESIGN
Phase 2
DEVELOP
Phase 3
IMPLEMENT
Phase 4
EVALUATE
Phase 5
Conduct
learning needs
analysis
Identify issues
& problems
Finalize
learning
requirements
1.3
1.2
1.1
Write course
purpose &
objectives
Plan structure
& contents of
course
Plan
instructional
strategy
2.3
2.2
2.1
Collect course
materials
Develop
learning
activities
Finalize course
materials
3.3
3.2
3.1
Pilot course
Assess
adequacy &
refine
instructions
Release &
maintain
course
4.3
4.2
4.1
Assess
learning
effectiveness
5.1
Interpret
evaluation
results
5.2
Revise course
strategy &
materials
5.3

What is ADDIE 2.0 ?
 Original ADDIE was designed by Florida
State University in 1975 and there have
been various variations of the model since
 ADDIE is too rigid and cumbersome for
business operating environment in the 21st
Century to immediately address business,
performance and competency issues
 ADDIE 2.0 is the upgraded version with more dynamic, practical
and flexible processes, and also capitalizing on the new learning
theories and technologies to meet current business learning
needs but still maintaining the key essence
 Can also be considered as “Lean” ISD, as in Lean Production or
Lean Manufacturing - improving process and removing waste
while maintaining quality

4 Fs of ADDIE 2.0
41
Fit
✓Fit business improvement needs
✓Fit learners’ learning needs
✓Fit learning evaluation requirement
Fresh
✓Fresh learning
methodologies
✓Fresh concepts &
models
✓Fresh processes
Fast
✓Fast to design & develop
✓Fast to learn
✓Fast to apply
Fun
✓Fun to learn
✓Fun to deliver
✓Fun to experience
4Fs
of ISD

4 Types of Participants in Training
Don’t know that they
don’t know
(Unconscious
Incompetence)
Know what they
don’t know but may
get cynical about
how much the
training can actually
help them
(Conscious
Incompetence)
Know what they know
yet mentally ready to
put in conscious effort
learn to improve
(Conscious
Competence)
Don’t know what
they know - they may
want to learn more,
become bored or
challenge
(Unconscious
Competence)
4
Types
of Pax

ANALYZE
Phase 1
DESIGN
Phase 2
DEVELOP
Phase 3
IMPLEMENT
Phase 4
EVALUATE
Phase 5
Finalize
learning
requirements
1.3
Identify issues
& problems
1.2
Conduct
learning needs
analysis
1.1
Phase 1
ANALYZE

What is Learning Needs Analysis?
A Learning Needs Assessment is
the study done in order to:
 ascertain what the learners need
to learn to resolve
issues/problems or improve work
performance
 to design and develop
appropriate instructional learning
solutions to meet the learning
needs

Conducting Learning Needs Analysis
LEARNING NEEDS ANALYSIS METHODS
 Engagement
Work with the learners to gain understanding of the challenges and
opportunities they face on a daily basis
 Research
Analyze quality control documents, goal statements, evaluation
reports, staffing reports, audit/compliance reports or other documents
for existing problems/issues
 Interviews
Talk to supervisors, managers, Subject Matter Experts (SME),
and learners
 Observations
Watch the job or task being performed

Conducting Learning Needs Analysis
LEARNING NEEDS ANALYSIS METHODS
 Surveys
Send out written questionnaires to managers, supervisors and
learners
 Group Discussions
Lead a group discussion with managers, supervisors and learners
and ask questions like:
• What are your employees doing that they should not be doing?
• What specific things would you like your employees do, but don't?
• What prevents you from performing a prescribed task to the required
standards?
• If you could change ways to perform your work, what would these be?
• What knowledge and skills would you like to employees to acquire?

Requirements of Sponsor & Learners
 Easy to learn
 Useful
 Can apply
 Fun
 Time
 Participant manual
 Activities -
indoor/outdoor
 Prerequisites
 Evaluation, Test
 Certification
 Impact on performance
 Solve problem/issue
 Time away from work
 Cost
 Value adding
 ROI
 Urgency
 Special requirements
SPONSOR LEARNERS

What are the Learning Requirements?
LEARNING NEEDS ANALYSIS
Department
Department
Head
Date
Program
Title
No. of Days
IS
Designer
Learning
Goals
1. What organizational/departmental goal/KPI is driving
this training?
2. What will the expected benefit or ROI?
3. Are there any issues/problems to be resolved?
4. What is the current skill/competence gap?
5. What competencies (knowledge, skills, or attitudes)
will this program deliver?
6. What Evaluation Level will be used to measure the
effectiveness of this program?

What are the Learning Requirements?
LEARNING NEEDS ANALYSIS
Target
Learners
1. Who will be target learners?
2. What is the estimated class size?
3. How many sessions will there be?
4. How long will this training last?
5. What are the knowledge and skill prerequisites?
Limitations 1. What is the budget allocated for this program?
2. Are there any restriction or limitation for delivering this program?
3. Is there any special request?
Program
Planning
1. What is the expected timelines for delivering/completing the
program?
2. What is the estimated budget for the program?
3. What resources/personnel will be required?

Prepare the
Learning Needs
Analysis Report
for the Learning
Program you have
selected
(Individual or Group)

ANALYZE
Phase 1
DESIGN
Phase 2
DEVELOP
Phase 3
IMPLEMENT
Phase 4
EVALUATE
Phase 5
Plan
instructional
strategy
2.3
Plan structure
& contents of
course
2.2
Write course
purpose &
objectives
2.1
Phase 2
DESIGN

A course purpose statement
sets out what the learner will
be able to do upon completion
of the course by applying the
competencies acquired
It is to tell learners and their
sponsors in broad terms what
the course is for, what it offers
and what are the benefits
Course Purpose

 To be able to lead individuals and work teams by role-modelling,
influencing, inspiring and enabling them to contribute towards
the effectiveness of the organization to achieve the desired
goals
 To formulate the Organization’s new strategic directions for the
short and long term with renewed Vision, Mission, Core Values
and Strategic Objectives to continuously grow the business
 To be able to conduct an effective job interview through a
structured interview process to select and evaluate and hire the
best suited employees
 To be able to apply problem solving skills and techniques to
resolve problems that are part of any business, and make high
quality decisions to support the goals of the organization and on
a daily basis
Examples of Course Purpose

To be able to lead individuals and work teams
by role-modelling, influencing, inspiring
and enabling them to contribute
towards the effectiveness of the organization
to achieve the desired goals

To formulate
the Organization’s new strategic directions
for the short and long term
with renewed Vision, Mission, Core Values,
and Strategic Objectives
to continuously grow the business

To be able to
conduct an effective job interview
through a
structured interview process
to select, evaluate, and
hire the best suited employees

To be able to apply
problem solving skills and techniques
to resolve problems
that are part of any business, and
make high quality decisions
to support the goals of the organization,
and on a daily basis

 Learning objectives are statements that describe
significant and essential learning that learners will
acquire and can demonstrate at the end of a course or
program
 In other words, learning objectives identify what the
learner will know and be able to do by the end of a
course or program
 Learning objectives refer to observable and
measurable Knowledge, Skills and Attitudes
 Answers the question, “What will I learn from this
course?"
Learning Objectives

Learning Objective statements may be broken down
into two main components:
1. an action verb that identifies the performance that
can be observed, demonstrated and measured
2. a learning statement that specifies what learning will
be demonstrated in the performance
Learning Objectives
By the end of this session, the participant will be able to:
Action Verb > Learning Statement

Example of Learning Objectives
At the end of this 2-days program, the participants will be able to:-
✓ Define Problem Solving and why organizations seek problem
solvers
✓ Recognize the 5 types of Problem Solvers and the need for
Creative Problem Solvers
✓ Describe the 5D Creative Problem Solving Model
✓ Apply Creative Problem Solving Model to resolve problems
✓ Define Decision Making and why it is important
✓ Explain the different types of Decision Making and Decision
Making Structures
✓ Describe the 6-Step Decision Making Process
✓ Apply Decision Making Process to make quality decisions

Action Verbs List
Activate
Acquire
Adjust
Analyze
Apply
Appraise
Arrange
Articulate
Assemble
Assess
Breakdown
Build
Calculate
Carry out
Catalogue
Categorize
Change
Check
Cite
Classify
Collect
Combine
Compare
Compute
Contrast
Complete
Compose
Compute
Conduct
Construct
Convert
Coordinate
Count
Criticize
Critique
Debate
Decrease
Define
Demonstrate
Describe
Design
Detect
Develop
Differentiate
Direct
Discuss
Distinguish
Draw
Employ
Establish
Estimate
Evaluate
Examine
Explain
Explore
Express
Extrapolate
Formulate
Generalize
Identify
Illustrate
Implement
Improve
Increase
Infer
Integrate
Interpret
Introduce
Investigate
Judge
Limit
List
Locate
Maintain
Manage
Modify
Observe
Operate
Order
Organize
Perform
Plan
Point
Predict
Prepare
Prescribe
Produce
Propose
Question
Rank
Rate
Read
Recall
Recommend
Recognize
Reconstruct
Record
Recruit
Reduce
Reflect
Relate
Remove
Reorganize
Repair
Repeat
Replace
Report
Reproduce
Research
Restate
Restructure
Revise
Rewrite
Schedule
Select
Separate
Sequence
Simplify
Solve
Specify
State
Structure
Summarize
Supervise
Systematize
Tabulate
Test
Theorize
Trace
Track
Train
Transfer
Translate
Update
Use
Utilize
Verbalize
Verify
Visualize
Write

Action Verbs To Avoid
Verbs to avoid when writing learning objectives
include:
 Understand
 Enjoy
 Know
 Realize
 Be aware of
 Perceive

What’s wrong with these Learning Objectives?

How To Continuously Improve Performance At Work

Budgeting & Cost Control Workshop

Developing Your Company HR Policy & Manual

Management & Leadership Skills for
NEW Supervisors & Managers (2 days)

Develop the
Program Purpose &
Learning Objectives
for your selected
Learning Program

Structure & Contents of Course
Course Purpose
Learning Objectives
Level 1
Learning
Objective 1
Learning
Objective 2
Learning
Objective 3
Learning
Objective 4
Level 2 Topic Topic Topic Topic Topic Topic Topic Topic Topic Topic Topic Topic
Level 3
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Sub-
Topic
Using
Hierarchical
Task Analysis

Structure & Contents of Course
Using
Mind Map
Learning
Objectives
Sub-Topic 3
Sub-Topic 3
Sub-Topic 3

Example of Course Structure & Contents
Workshop Purpose
Describe Personal
Mastery and develop a
Personal Growth Plan
Influence and initiate
Change for continuous
improvement
Apply Strategic Thinking
using Sun Tzu Art of
War principles
Recognize the 5 Steps
to Inspire People to
achieve individual and
organizational KPIs
Explain Leadership and
Progressive Leadership
Competency Model
Realize the need to
Collaborate with Internal
and External entities
Leadership Development Workshop
1. Introduction to
Leadership
2. Manager vs
Leadership
3. 5 Levels of
Leadership
4. Progressive
Leadership
Model
5. 5 Critical
Leadership
Competencies
1. Personal Mastery
2. Work Life Balance
3. Personal Growth
Plan
4. My Life’s Purpose
5. My Vision/Mission
6. My Life & Work
Goals & Projects
7. My Personal
Growth Plan
1. Personal
Change
Checklist
2. Resistance to
Change
3. 7 Steps to a
Workable
Change Plan
1. What is Strategic
Thinking?
2. Sun Tzu Art of
War Strategies
3. Sun Tzu Strategic
Principles
4. 5 Strategic
Elements
5. Applying Sun Tzu
Art of War
Principles
1. EQ of Inspiring
Leaders
2. Behaviors of
Inspiring
Leaders
3. 5 Steps to
Inspire
Employees
4. Inspiring Self &
Others through
Law of Attraction
5. 101 Ways to
Reward
Employees
1. Why Collaborate?
2. Leadership &
Collaboration
3. Benefits of
Collaboration
4. Internal &
External
Collaboration
5. Collaboration
Continuum
6. Virtual
Collaboration
M1 M2 M3 M4 M5 M6
Intro to Leadership Personal Mastery Influencing Change Strategic Thinking Inspiring People Collaboration
Learning Objectives

Course Structure & Contents Tool
Course Purpose
Learning Objectives
Learning
Objective
2
Learning
Objective
3
Learning
Objective
4
Learning
Objective
5
Learning
Objective
1
Learning
Objective
6
Course Title
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
M1 M2 M3 M4 M5 M6

Design the
Course Structure &
Contents
for your selected
Learning Program

Instructional Strategy
Using The Learning
Pyramid as a guide, plan
the instructional Strategy
i.e. identify the
instructional methods to
use for the course
Remember the
Attention Span Theory!

Instructional Methodologies
Instructional
Methodologies
Lecture
1
Learning Video
2
Case Study
3
Songs
4
Group
Discussion
5
Panel of Experts/
Guest Speaker
6
Self-
Assessment
7
Role-play
9
On-the-Job
Learning
12
Experiential
Learning
13
Field Trips
14
Benchmarking
15
Learning Circles
16
Self-Study
17
Mentoring
18
Coaching
8
Learning
Activities
10
Projects
11
76

Identifying Instructional Methods
INSTRUCTIONAL METHODS
No. Learning Objective Topic Instructional Method
1. Explain Leadership and
Progressive Leadership
Competency Model
1.1 Introduction to Leadership L
1.2 Manager vs Leadership SA L
1.3 5 Levels of Leadership L
1.4 Progressive Leadership Model L V
2. Describe Personal Mastery
and develop a Personal
Growth Plan
2.1 Personal Mastery L V
2.2 Work Life Balance L GD
2.3 Personal Growth Plan L
2.4 My Life’s Purpose SA L
3. Influence and initiate
Change for continuous
improvement
3.1 Personal Change Checklist A L
3.2 Resistance to Change L V
3.2
7 Steps to a Workable Change
Plan
L
3.4

Identifying Instructional Methods Tool
No. Learning Objective Topic Instructional Method
1. 1.1
1.2
1.3
1.4
2. 2.1
2.2
2.3
2.4
3. 3.1
3.2
3.2
3.4

Lesson Plan Tool
LESSON PLAN DAY :
Start Time Actual Time Topic Instructional Method Learning Aids
10.30am 15 mins TEA BREAK
12.30pm 60 mins LUNCH BREAK
3.30pm 15 mins TEA BREAK
5.30pm End of Day 1

Example of Lesson Plan
LESSON PLAN - DAY ONE
Start Time Actual Time Topic Instructional Procedure Learning Aids
9.00 am 10 mins Welcome Participants / Facilitator Introduction Interactive Lecture PPT
9.10 am 10 mins Course Purpose & Learning Objectives Interactive Lecture PPT
9.20 am 30 mins Introduction to Inspiring Leadership Interactive Lecture PPT
9.50 am 15 mins Geese Example PPT show, Discussion PPT Show
10.05 am 25 mins 2st Century Leadership Interactive Lecture PPT
10.30 am 15 mins TEA BREAK
10.45 am 15 mins Continuation of 21st Century Leadership Interactive Lecture PPT
11.00 am 30 mins 21st Century General Managers Discussion, Presentation Flipchart
11.30 am 30 mins Leadership Style Self-Assessment Survey Form
12.00 pm 30 mins Situational Leadership - Introduction Interactive Lecture PPT
12.30 pm 60 mins LUNCH BREAK
1.30 pm 5 mins Situational Leadership - 3 Skills of a Situational Leader Interactive Lecture PPT
1.35 pm 5 mins Situational Leadership - Skill 1 : Diagnosis Interactive Lecture PPT
1.40 pm 40 mins SL - Skill 1 : Learning Activity (Origami) Activity, Presentation Activity Materials
2.20 pm 10 mins SL - 4 Developmental Levels PPT PPT
2.30 pm 40 mins SL - Developmental Levels Identification Study Grp Discussion/Presentation Flipchart
3.10 pm 20 mins SL - Characteristics of each Developmental Level Interactive Lecture PPT
3.30 pm 15 mins TEA BREAK
3.45 pm 45 mins SL - Skill 2 : Flexibility Interactive Lecture PPT
4.30 pm 45 mins Match & Mismatch Practice Grp Discussion/Presentation PPT, Flipchart
5.15 pm 15 mins Summary Day 1 Learning Interactive Lecture PPT
5.30 pm End of Day 1

Course Structure & Contents Tool (1 Day)
MORNING AFTERNOON
L
U
N
C
H
B
R
E
A
K

Course Structure & Contents Tool (2 Days)
DAY ONE DAY TWO
LUNCH BREAK
M
O
R
N
I
N
G
A
F
T
E
R
N
O
O
N

Course Structure & Contents Tool (3 Days)
DAY ONE DAY TWO
LUNCH BREAK
M
O
R
N
I
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G
A
F
T
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DAY THREE

Course Design Document Tool (1)
Name of Program :
No. of Days : Who must attend :
Purpose :
Learning Objectives
At the end of this program, the participants will be able to:-
•
Program Contents :
Methodology :
Application of Learning :
Facilitator :
Evaluation:

Course Design Document Tool (2)
Program Title No. of Days
Purpose
Learning
Objectives
Contents
Delivery
Methodology
Evaluation
Application
of Learning
Facilitator
At the end of the Module, the participants will be able to:
DAY ONE DAY TWO

Example of Course Design Document
Name of Program :
MANAGING YOUR BOSS
No. of Days :
2 Days
Who must attend :
Senior Managers, Managers, Unit Heads,
Senior Executives, Executives
Purpose :
To build an excellent relationship with your Boss by knowing what
makes your Boss ticks, enhancing your skills and dealing with
difficulties to advance in your career
Learning Objectives
At the end of this program, the participants will be able to:-
•Describe the 12 Kinds of Bosses
•Analyze how good or bad is your Boss
•State the Managing Your Boss Model
•Recognize the various ways in “Knowing Your Boss”
•Build your skills to manage your Boss and get promoted
•Prepare yourself in “Managing Difficult Boss”
Program Contents :
Methodology :
Lectures, self assessment, learning videos, activities,
discussions, presentations, tools and action learning
Application of Learning :
Participants will undertake an action learning project to apply the
knowledge/skills acquired during the program back at the workplace
Facilitator :
Senior Consultant/Trainer who has vast leadership and managerial
experience in well respected organizations
DAY ONE
PURPOSE & LEARNING
OBJECTIVES
MANAGING YOUR BOSS
•What is Managing Your Boss?
•The first thing you need to do
•12 Types of Bosses
•How Good or Bad is your Boss
Assessment
•What people think of their Bosses
•7 Things never to say to your Boss
•Managing Your Boss Model
KNOWING YOUR BOSS
•Understanding your Boss
•Be part of the Solution not Problem
•Developing specific skills to deal with
your Boss
•Handling work stress from Boss
•Creating the perfect relationship
DAY TWO
BUILDING YOUR SKILLS
•Coping with emotions
•Being assertive
•Listen & be listened to
•Using feedback techniques
•9 Crucial Questions to ask your
Boss
•30 Ways to get yourself promoted
MANAGING DIFFICULT BOSS
•25 Types of Tricky Bosses
•10 Things a Difficult Boss says
•20 Habits that your Boss won’t like
•12 Ways to make your Boss happy
•Do’s & Don’ts in managing a
Difficult Boss
Evaluation :
Level 1 - Reaction

Design the
Lesson Plan
for your selected
Learning Program

ANALYZE
Phase 1
DESIGN
Phase 2
DEVELOP
Phase 3
IMPLEMENT
Phase 4
EVALUATE
Phase 5
Finalize course
materials
3.3
Develop
learning
activities
3.2
Collect course
materials
3.1
Phase 3
DEVELOP

Collecting Course Materials
 Information to be collected should be:
 Accurate
 Current
 Appropriate
 Relevant
 Reliable
 Avoid using information that are out-dated or appears
to be incorrect or unreliable
 Be aware of copyright materials or materials with
Intellectual Property rights
 Where applicable, quote the source of the information
or material

Sources of Course Materials
INTERNAL SOURCES
1. Instruction manuals, SOP
2. Company reports
3. Audit Reports
4. Other training manuals
5. Performance reports
6. Internal survey reports
7. Observation
8. Subject Matter Experts
9. High Performers
10. Course participants
EXTERNAL SOURCES
1. Internet
2. Books
3. Journals, Magazines
4. Newspapers
5. Research papers
6. External training courses
7. Videos
8. Industry reports
9. Survey reports
10. Radio/TV programs
11. Conferences
12. Customers
13. emails

Some Useful Websites
91

Tips on Collecting Course Materials
 Start collecting any information or data now and don’t wait
until you need them, as on many occasions, you have
tight deadlines to meet
 The information/data may not seem to be useful now but
when you really need them, you may never be able to
retrieve them
 Information/data that you may start collecting are:
 Videos/Learning videos
 Music videos
 Songs, including with lyrics
 Karaoke songs
 Images/photos
 ppt/pps
 e-books
 Training games
 Quotations
 Business models
 Assessments
 Miscellaneous

Developing Learning Activities
MAIN TYPES OF TRAINING/
1 Lecture / Presentation
2 Group Discussion
3 Game / Activity
4 Video
5 Case Study
6 Role Play
7 Demonstration

Lecture/Presentation
 An effective way to introduce
new information or concepts to a
group of learners
 The learners always appreciate
a concise, stimulating and well-
delivered lecture
 However, it is one-way,
monotonous, directive, and
encourages passivity
 The key point is how to make it
interesting and participatory

Lecture / Presentation
ADVANTAGES
• Allows the presentation of
facts, information and concepts
in a relatively short span of
time
• Can be used with illiterate
learners
• Supportive materials can be
used to support the content
areas - slides, charts, posters
• A large number of learners can
be accommodated at one time
DISADVANTAGES
• The view of the speaker
dominates
• Does not promote interaction
in most cases
• Participants can get carried
away by the charisma and
personality of the speaker or
lack of it, instead of focusing
on an analyzing what he/she
is saying
• Low retention

Guidelines for Effective Lecture/Presentation
1. Prepare for the lecture and be very familiar with the
subject matter
2. Prepare supporting aids to illustrate the points made
3. Use flip chart and marker pen for noting key points
4. Provide examples to link the subject matter to the
work or lives of the learners
5. Sequence the contents logically, sequentially and
systematically building upon previous content areas
6. Ask questions to check whether the learners are
following

Guidelines for Effective Lecture/Presentation
7. Provoke the learners to ask questions
8. Maintain eye contact with the learners to assess whether
they are following, interested or bored
9. Keep to the time provided - don't get carried or don't
sacrifice essential material for the sake of time
10. Have a seating arrangement in which all can see the aids
equally well and hear the lecture
11. Be aware of your own body movements, and facial
expressions
12. Speak clearly, loudly, and use simple language
13. Avoid being prescriptive, try to be provocative

Group Discussion
 Commonly used method, using
learners' own past experiences,
attitudes and values
 Learners are divided into small groups
and given a relevant subject matter to
discuss
 Learners arrive at new knowledge and new insights from
the group discussion
 Each group then presents the outcome of discussion to the
class
 Avoid the common mistake to have the discussions without
subsequent presentation and summarization

Steps to conduct Group Discussion
1. Divide the class into small groups - preferably into 3-4
groups
2. Instruct the groups clearly about the subject matter,
specify time and the form of presentation
3. Different groups may be given different subject matters
4. Let the groups discuss, through sharing and analysis, the
subject matter under consideration for the stipulated time
5. Let one or two individuals from each group to present their
discussion results to the class
6. Add any relevant points that you feel have been left out
and summarize

Group Discussion
ADVANTAGES
• Allows the learners to be in control
of pace, content and focus
• Provides opportunities for the
learners to express themselves
• Allows the learners to validate
their knowledge and skills
• Allows learners to clarify, reflect
and reconfigure their experiences
• Promotes a sense of belonging in
a group
• Learners realize their own ability
for critical thinking and change
through this medium
DISADVANTAGES
• It is time consuming
• Dominant or aggressive
members may hijack the process
• Members might not be serious,
affecting the quality of discussion
• Requires more space than a
lecture
• Difficult to monitor the progress
of many different small groups
• Facilitator needs special skills to
facilitate, debrief and summarize
the discussions

Game / Activity
 Learning games are seemingly fun
activities involving all participants
 Some even believe that if the learners
are having fun and laughing, they will
be learning much
 There will be rules and regulations and the game may not
include a competitive element but to convey feelings and
processes which are implied within the game being played,
e.g. trust, leadership, communication, teamwork, etc
 After the game is over, it is essential that the feelings of the
participants are debriefed and consolidated; otherwise it will
remain either an icebreaker or an energizer

Game / Activity
ADVANTAGES
• It is lively, fun and involves the
participation of everyone
• Complex issues can be
explained in a simple manner
• It allows the participants to
experience the matter under
consideration within the course
of the training itself
• It builds teamwork, team spirit
and togetherness in meeting
challenges
DISADVANTAGES
• Finding or designing appropriate
games is not very easy
• The focus of the game must be
clear to the trainer and learners
otherwise the debriefing will be
confused
• May generate lot of feelings that
may obstruct learning
• Often, entertaining learners
seems to be the objective, not
learning
Energizer
Energizer
Shake

Round 1
(5 mins)
Produce paper
airplanes and
select each
Team's best
design
Team with Best
Design earns
5 pts
Round 2
(2 mins)
Each Team makes
as many as
possible of its
best design
Each airplane
produced earns
2 pts
Round 3
(2 mins)
Each Team makes
as many as
possible of its
best design
Each airplane
produced earns
2 pts
Round 4
(5 mins)
Each team
produces a
military stealth
plane
If meets quality &
criteria earns
5 points
Round 5
(5 mins)
Each team
produces a
transport plane
capable of
carrying a ping
pong ball
If meets quality &
criteria earns
5 pts
Paper Plane Activity

PAPER AIRPLANE EXERCISE SCORECARD
Team
Round 1
(5 pts for Best
Design only)
Round 2
(2 pts for each plane
produced)
Round 3
(2 pts for each plan
produced)
Round 4
(5 pts for military
plane produced)
Round 5
(5 pts for transport
plane produced)
Total
Score
Team A
Team B
Team C
Team D
Team E

105
1. How does your team go about producing the
airplane - standard plane, radical design?
2. Any production process to produce as many
airplanes in 2 minutes?
3. How did the your team maximize output to
improve production in Round 3?
4. How did your team go about producing
different types of airplanes - Rounds 4 & 5?

NAME OF LEARNING GAME
Paper airplane Activity
LEARNING PURPOSE
To manage innovation in an organization
LEARNING OBJECTIVES
1. Different types of innovation – radical and incremental, product and process
2. Interdependence of product and process innovation
3. Innovation involves pull signals – demand side – and push signals –
technological opportunities
OVERVIEW
This exercise challenges the participants to:
1. come up with the best airplane design
2. maximize output
3. produce different airplanes (products) for different markets
TIME
45 minutes
GAME AIDS
1. A4 papers 2. Color pens
3. Cellophane tape 4. Ping pong balls
PREPARATION
1. Scorecard for recording of scores by each team (see next slide)
INSTRUCTIONS TO PARTICIPANTS
1. Divide the participants into teams
2. Round 1. Give each team some A4 papers and ask the teams to produce
and test-fly a paper airplane within 5 minutes. Each team chooses its best
design. Only the Team with the Best design earns 5 points.
3. Round 2. Each team to make as many as possible of its best design in 2
minutes. Each completed airplane earns 2 points. Each team performs AAR
for 2 minutes.
4. Round 3. Repeat Round 2. There should be a marked increase in
productivity. Each completed airplane earns 2 points.
5. Round 4. Each team produces a military stealth plane, painted all black,
small & aerobatic in 5 minutes. Award 5 points if it meets quality &
performance criteria.
6. Round 5. Each team produces a transport plane capable of carrying a ping
pong ball from one side of room to another in 5 minutes. Award 5 points if it
meets quality & performance criteria.
OBSERVATION
Watch out for:
1. How teams go about producing the airplane - standard plane, radical design,
2. Any production process to produce as many airplanes in 2 minutes?
3. How did the teams maximize output to improve production in Round 3 ?
4. How the teams go about producing different types of airplanes - Rounds 4 &
5?
DEBRIEF
1. Team with highest score is the most innovative team
2. Innovation takes different forms– radical & incremental, product, process
3. Innovation involves pull signals – demand side – and push signals –
technological opportunities;
4. Dependencies of product and process innovation
FINALLY, innovation in organizations is doing things better than ever before
and it covers many aspects like product, services, process, systems, etc

NAME OF LEARNING ACTIVITY
LEARNING PURPOSE
LEARNING OBJECTIVES
OVERVIEW
TIME
GAME AIDS
PREPARATION
INSTRUCTIONS TO PARTICIPANTS
OBSERVATION
DEBRIEF
Learning Activity Tool

Video
 Studies have proven that participants
will learn more when they “see” and
“hear” (50%)
 Videos will enhance active learning if
the videos are relevant and
appropriate to the subject matter
 There should be a good sound system to ensure that all
the participants are able to see and hear the video
 Where appropriate, use the pause button to freeze on a
specific frame to reinforce a point
 After the video, check for understanding, connect to real
situations and ask what was learned

Video
ADVANTAGES
• Holds the learners’ attention
• Gives "real-life" information, and
presents scenarios that are not
easy to create in a training session
• Passes on information which
learners can relate to their own
experiences
• Allows learners easy access to
"experts“, often without a fee
• Can be viewed again and again to
improve comprehension and
understanding
DISADVANTAGES
• Difficult to find a video relevant to
the subject matter
• A good audiovisual system may
not be available to show the
video to its best effect
• Can appear to be merely
entertainment or a break in the
training session
• Can be expensive and tend to go
out of date
• Some parts may be irrelevant
and cannot be removed

Video
30

1 How did he inspire his people?
2 What resource did he use? And how?
3 What process did he manage? And how?
4 How did he deal with the team and relationship?
5 How did he role model and manage himself?

Case Study
 Generally actual cases of the subject
matter are given to the class of small
groups in the form of a case study
 These experiences are reflected upon
and analyzed by the learners to then
extract or arrive at new approaches to
deal with the case
 The learners' own experiences,
values and feelings form the basis for
analyzing the experiences of others
 Case studies may be presented in
written form, verbal form or video

Case Study
ADVANTAGES
• Simple and relatively easy to
facilitate the activity
• Can be used with relatively
inexperienced learners
• Develops analytical and
problem solving skills
• Helps to solve work or personal
problems
• Allows learners to clarify,
reflect and reconfigure their
experiences
DISADVANTAGES
• May be difficult to find an
appropriate case study
• Case study may be too
general to focus on a specific
issue
• Case study written by
someone else may contain
the writer's perceptions,
feelings and ideologies which
may lead to distortion of the
objective reality

Role Play
 Individuals enact a role-play about a
situation while other learners observe
 Role-play is usually enacted by the
learners
 Essentially a group discussion where
role-play merely acts as a stimulant or
catalyst for the discussion that follows
 Also used to practice some skills eg
selling, customer service, supervisory
 Learning is by practicing and receiving
feedback from other learners and
trainers after the role-play

Role Play
ADVANTAGES
• It is energizing and enjoyable
• Helps the learners to express
their feelings
• Simple and low cost
• Focuses on problems which
are very real in nature
• Presents complex issues
simply and in a short time
• May not need support
materials or a lot of advance
preparation
DISADVANTAGES
• Possibility of it becoming an
entertainment
• Participants can get too
involved in their roles and lose
objectivity during analysis
• Acting can become an end in
itself and participants can
overact or distort the roles
• Observers need to observe
clearly or the subsequent
discussion will be inadequate

Role Play
 Use the Alleged Corruption case
 As the interviewer, how would you conduct the
interview?
 As the interviewee, how would you defend
yourself?
 Class to observe the role-play and take notes of
the interviewer’s positive actions & improvement
areas

 You are the interviewer to conduct the investigative
interview on the alleged corruption fraud
 You conduct the interview:
• By applying the art of questioning
• Using communication skills
• Reading body language
• Dealing with deceptive behavior
• Obtaining admission/confession
 You can use the questions that were discussed during
the earlier Group Activity
Interviewer’s Role
Role-play Instructions

 You are the interviewee who is being interviewed on the
alleged corruption case
 The interviewer will use the following techniques during
the interview with you:
• By applying the art of questioning
• Using communication skills
• Reading your body language
• Dealing with your deceptive behavior
• Obtaining admission/confession
 Prepare to defend yourself during this interview
Interviewee’s Role
Role-play Instructions

Observers’ Checklist
ROLE-PLAY CHECKLIST - OF INTERVIEWER
No. Elements
Observed?
Remarks
Yes No
1.0 General Guidelines
1.2 Introduction/ice-breaking
1.2 Puts the interviewee at ease
1.3 Moves chronologically through the facts
1.4 Commits interviewee to a story or chronology of events
1.5 Good preparation for the interview
2.0 The Art of Asking Questions
2.1
Asks open-ended questions first, then moves to more
narrow/specific questions
2.2 Asks who, what, when, where, why, & how (5W & 1H)
2.3 Asks leading questions
2.4 Asks closed-ended questions
2.5 Keeps tough questions until the end

Observers’ Checklist
ROLE-PLAY CHECKLIST - OF INTERVIEWER
No. Elements
Observed?
Remarks
Yes No
3.0 Communications
3.1 Smiling face
3.2 Shows that interviewer wants to listen
3.3 Eye contact
3.4 No unnecessary remarks
3.5 Talks only when the interviewee has stopped
3.6 Shows bias towards interviewee
3.7 Antagonizes interviewee
3.8 Unfriendly & insensitive
4.0 Body Language/Non-verbal gesture
4.1 Notices interviewee’s body language
4.2 Acts on interviewee’s body language
5.0 Deceptive Behaviour
5.1 Detects interviewee’s deceptive behaviour
5.2 Handles deceptive behaviour
6.0 Obtaining Admission/Confession
6.1 Obtains admission from the interviewee

Demonstration
 Method of telling and showing
learners the best approach to
handling a given set of circumstances
or procedures
 Participation can be increased by
allowing learners the opportunity to
perform the skills under similar
conditions
 The process is :
Tell > Show > Do > Repeat

Demonstration
ADVANTAGES
• Highly practical as it clearly
and systematically shows
how the task should be done
• Directly applicable to work
situations
• Can highlight errors in doing
the task and the
consequences
• Allows learners to practice
on their own
DISADVANTAGES
• May be difficult to set up the
demonstration in the class
• May be difficult to demonstrate
in actual work environment
• Time constraints as the
demonstration may take time
• Individual counselling may be
required if learners are slow to
learn and may be
disheartened

Finalize Course Materials
Types of
Course Materials
Trainer Participants Training Dept
PPTs
Instructor Guide
Learning Activity
Materials
Videos
Participant Manual
Workbook
Reference Materials
Course Materials
Checklist
Reference Materials

No. Contents
1. General Instructions
2. Preparation for Course
3. Creating the Learning Environment
4. Instructor's Use of Questions
5. Learning Activities
6. Course Discussion
7. Handling Difficult Participants
8. Classroom Arrangement
9. Audio-Visual Aids
10. Worst Case Scenarios
11. Lesson Plan
12. Classroom Materials Checklist
13. Classroom Presentation
14. PowerPoint Presentation Slides
15. Attachments
Contents of Instructor Guide

Course Materials Checklist
CLASSROOM MATERIALS CHECKLIST
Name of Program Program Dates
Name of Facilitator Venue
Item No. Type of Material No. of Items Check
1 Tables & Chairs (sufficient nos. for participants and co-facilitator/observer
2 Notebook/Computer
3 Audiovisual equipment
4 Whiteboard / Projection screen
5 PowerPoint presentation file
6 Participant Manual
7 Laser Pointer
8 Whiteboard marker
9 Pencil for participants
10 A4 plain paper
11 Flipchart (with flipchart papers)
12 Masking tape
13 Post-it stickers
14
Learning Activity - Preparation Materials
-
15.
Others :
-

Prepare a
Learning Activity
for your selected
Learning Program

PPTs for Presentation vs Training
Objective is to present information in a
dynamic, interesting way
1
Objective is using engaging delivery to
increase participants knowledge & skill
1
Audience can be any size
2
Number of participants varies, but it is
usually between 12 to 30
2
Audience is there to receive information
3 Participants are there to learn
3
Speech outline creates logical flow of
presentation
4
Course outline creates the learning
structure and flow of contents
4
Presenter is a provider of information
5 Trainer is a catalyst for learning
5
Presenter primarily answers rather than
asks questions
6
Trainer asks questions to stimulate and
evaluate learning
6
Visuals are used to present or clarify
information
7
Visual aids are used to communicate
and illustrate learning points
7
Presenter communicates largely one
way from presenter to audience
8
Trainer uses involvement so participants
can learn from others and retain interest
8
Why PPTs are designed differently for presentation and training
PRESENTATION TRAINING

Use only essential information
Choose only the top 3 - 8 points about your topic and
use bullets
Simplify and limit the number of words on each screen
1 Use key phases about the topic
 Put the title at the top of the slide where your learners expect
to find it
 Phrases should read left to right and top to bottom
 Keep important information near the top of the slide. Often
the bottom portions of slides cannot be seen from back rows
2 Make slides easy to follow
Top Ten Tips for Creating Good PPT

Punctuation can needlessly clutter the slide
Use of all caps makes statements more difficult to read
and is like SHOUTING at your participants
3 Limit punctuation & avoid CAPITAL LETTERS
 Choose a font that is simple and easy to read such as Arial,
Tahoma or Calibri. Times New Roman is not recommended
 Avoid script type fonts as they are hard to read on screen
 Keep fonts large enough (at least 18) so that people at back
of the room will be able to easily read what is on the screen
4 Avoid fancy fonts

 Dark text on a light or white background is best.
 Dark backgrounds if you just want to dazzle the crowd but make
sure to make text a light color for easy reading
 Patterned or textured backgrounds can reduce readability of text,
so are red and orange color text
5 Use contrasting colors
 Choose a design theme or template that is appropriate for
the learners
 The design theme or template should also be appropriate for
the subject matter
 A clean and straightforward layout is best for learning
6 Use appropriate slide designs

A No-No !!!
1. PROFESSIONAL FOUNDATIONS 2. PLANNING & ANALYSIS
1. Communicate effectively in visual, oral and written
form
2. Apply current research and theory to the practice
of instructional design
3. Update and improve one’s knowledge, skills and
attitudes pertaining to instructional design and
related fields
4. Apply fundamental research skills to instructional
design projects
5. Identify and resolve ethical and legal implications
of design in the work place
1. Conduct a needs assessment
2. Design a curriculum or program
3. Select and use a variety of techniques for
determining instructional content
4. Identify and describe target population characteristics
5. Analyze the characteristics of the environment
6. Analyze the characteristics of existing and emerging
technologies and their use in an instructional
environment
7. Reflect upon the elements of a situation before
finalizing design solutions and strategies.

 Keep the number of slides to a minimum so that the
presentation will not become too long and drawn out
 It also avoids the problem of continually changing slides
during the presentation that can be a distraction to learners
 As an average, one slide for 1-3 minutes is about right
7 Limit the number of slides
 Use a combination of images, charts/graphs to add variety
 Also use pps or embedding digitized videos with text to keep
learners interested
 Avoid having text only slides - have a good balance of text,
images, charts
8 Use images, charts and graphs

 Too much and too fancy transitions and animations can
distract them from what you are saying
 Slide show is meant to be a visual aid not the focus of the
presentation
 Use not more than 3 types of transitions and animations
9 No excessive use of slide transition/animation
Not all softwares can be run on any computer,
especially if you are not using your own
Sometimes Microsoft Powerpoint 2007 cannot be even
be run if the computer has PowerPoint 2003
10 Ensure presentation can run on any computer

Actual Example of PPT

Other PPT Tips
 Do not use PowerPoint “default” slides to open new ppt file
- customize your own
 Design a standardized template for your training courses -
to be used for internally and to insist that external trainers
comply
 Do not use PowerPoint standard clipart or commonly used
images - shows your lack of creativity or laziness to
search for better ones. The picture used must be relevant
to the text
 Use “hyperlink” to show other files, videos, pps, etc
instead of wasting time switching from file to file
 Use an appropriate image to add visual to the text for
greater impact

Every time you have a negative
thought, immediately think of
a happy memory or someone you love
B & A

Never use an
image that
has no
relevance to
the text or
topic

Learning Environment
Outdoor
Activity Site
Conducive
Learning
Environment
Desk/Chair
Seating
Whiteboard
Room Size &
Configuration
Flipchart
Indoor Activity
Space
Projector
Audiovisual
equipment
Lighting
Temperature
Noise
Air-circulation
Distractions
Obstructions
Workable
walls
Microphone
Restroom
Telephone
Snacks
Drinks
Lunch

Classroom Arrangement
Screen
Screen
Screen
P
X
P
P

ANALYZE
Phase 1
DESIGN
Phase 2
DEVELOP
Phase 3
IMPLEMENT
Phase 4
EVALUATE
Phase 5
Release &
maintain
course
4.3
Assess
adequacy &
refine
instructions
4.2
Pilot course
4.1
Phase 4
IMPLEMENT

Objective
• Evaluate the adequacy and
effectiveness of the newly
designed course in respect of
content, training methods and
training materials
• Seek comments and feedback
Target Audience
• Learners
• Subject Matter Expert
• Observers - Sponsor, Training
Department
Pilot Course

TEST & PILOT COURSE REPORT
Course
Date of Test/Pilot Venue
Pilot Trainer
Attendees
Observers
Comments on Contents Comments on Training Methods Comments on Training Materials
Other Comments
Test & Pilot Course Report Tool

TEST & PILOT COURSE
LEARNER'S COMMENTS / FEEDBACKS FORM
My reaction to the Course Yes No My reasons why My suggestions
1. The contents are relevant to
and useful for my work
2. The training methods (eg
lectures, videos, discussion,
activities) are effective
3. The training materials are
useful (eg ppts, tools) are
useful
4. The program is well paced - not
too fast and not too slow
5. I can apply the knowledge and
skills back in my workplace
Test & Pilot Course Tool

Example of Pilot Course Assessment
Hi Mr ABC
We thank you for giving us the opportunity to design, develop and conduct the above first Pre-retirement workshop for Maybank. As this is also the “pilot”
workshop, we wish to report the feedbacks, observations and assessment of the workshop as follows:
1. OVERALL ASSESSMENT OF WORKSHOP
The participants have demonstrated favorable responses to the workshop and they have given good ratings for learning effectiveness, with 90.9% to
100% ratings for the various aspects of the workshop and Satisfactory to Good ratings for the facilitations. For details, please see file attached.
2. FEEDBACKS & ANALYSIS OF WORKSHOP
No. Subject Comments
1. The
Workshop,
in general
a) The participants welcome and thank Maybank for providing the workshop for the first time.
b) It was unanimous that the workshop should be provided earlier, prior to retirement
c) Generally, there was not a single item that raises concern although as usual, a couple of participants have strong personal views on
certain topics in the discussions
d) You made the decision to group the participants based on grades/positions and this has been proven to be the right decision as these
Managerial and above participants are more interested in and focus on personal financial planning and wills/trusts. In addition, a few
of the participants were quite vocal in stating their views and participants from lower positions may not feel comfortable to be
actively involved in discussions in such a situation.
2. Structure &
Contents
a) The structure & contents of the workshop are designed to run within a tight timeframe to cover as much as possible. On Day 3, we
have to rush through the session on preparing the Personal Growth Scorecard. This was mainly due to time lost (more than 30
minutes) when the participants reported in late in the morning, after tea break and lunch).
For future workshops,
- we will have to remind the participants on punctuality and implement an effective manner to call participants into
the classroom after breaks
- we will refine the contents and allow for flexibility to cut down on certain less important areas should time constraint
becomes apparent
b) Several participants have given their suggestions to improve the workshop which we will analyze further as the suggestions appear to
be more individual preferences and thoughts rather than the majority, for example MARDI to talk on farming, inviting Starbucks &
McDonalds, franchising, having the workshop in overseas locations, etc
c) One participant was particularly critical on some mention on the negative aspects of retirement and stressed that we should only talk
about the positive aspects. We strongly believe that both negative and positive aspects of retirement must be covered with focus on
the positives and the workshop is designed to eventually prepare them to move ahead armed with a personal growth plan. We will
explain this in more detail in future workshops.
3. Welcome
Address
In view of the tight schedule of HR senior management to give personally give the welcome address at the start of the workshop, we
suggest that Maybank produces a video taped Welcome Address from Maybank senior management (using JiTeck technology). If the
Welcome Address is from the President, then it would be very much more impactful and more greatly appreciated by the participants.
On the video production, MGLC’s Mogan is an expert on this.

Adjust / Refine Course Materials
 Analyze comments and feedbacks from the piloting
of the course
 Identify areas to refine and improve the design of
the course in respect of:
 Purpose
 Learning Objectives
 Course Structure
 Course Contents
 Course Materials
 Finalize course for release

To release the newly designed and “tested” course, it
is important to prepare a marketing plan which should
include the following information on the course :
1. Name of Course 8. Course Contents (By Day)
2. Introduction 9. Methodology
3. Course Dates 10. Who Must attend
4. Time 11. Trainer
5. Venue 12. Course Fees
6. Course Purpose 13. Registration
7. Course Objectives 14. Contact
Release Course

Marketing & Promotion Example

Prepare the
Marketing &
Promotional Material
for your selected
Learning Program

COURSE MAINTENANCE
Name of Course
Date of Release Approved by
IS Designer
Sponsor
Course Owner
Types of Course Materials
Course Version #
New Course Versions
No. Version # Date Changes made IS Designer Approved by
Course Maintenance - Tool

ANALYZE
Phase 1
DESIGN
Phase 2
DEVELOP
Phase 3
IMPLEMENT
Phase 4
EVALUATE
Phase 5
Assess
learning
effectiveness
5.1
Interpret
evaluation
results
5.2
Revise course
strategy &
materials
5.3
Phase 5
EVALUATE

“ The more effectively you can measure and
prove knowledge, the more likely you can turn
learning into a tangible corporate benefit “
“ If you want employees to walk away from a
training program with actual job skills that can
translate to benefits for the employee and the
organization - not just a certificate and a fancy
binder - you need to provide proof of
effectiveness “
Quote : CLO Academy
Key Outputs of Learning Evaluation

Learner
What
When
How
Learning Outcomes
Evaluation Design
Learning Design Begin with the
end in mind when
designing Learning
Many make the mistake
of designing
Learning Evaluation last,
or even
after delivery of learning
To be effective, evaluation
cannot be an afterthought
or instructional add-on.
It needs to be embedded,
contextualized, and executed
within the learning process
When to design Learning Evaluation?

Donald
Kirkpatrick
“ The Father of
4 Levels of
Evaluation ”
4 Levels of Evaluation

RESULT
BEHAVIOR
LEARNING
REACTION Did they like it?
Did they learn it?
Did they use it?
Did it matter?

Level 5 - R O I
 Jack Phillips added this Level 5
– Return on Investment
 Considered part of Level 4 by other
evaluation experts
 Measures Cost Benefit Analysis
 Most difficult to measure
 Numerous other factors affect ROI
Level 5 of Evaluation

RESULT
BEHAVIOR
LEARNING
REACTION
ROI
Did they like it?
Did they learn it?
Did they use it?
Did it matter?
Did we get our returns?

Learners’ reactions and satisfaction ratings on Conditions for Learning,
with comments, for example, on the course, the instructor, the facility, the food
and other aspects of the learning experience
LEVEL 1
REACTION
Learners’ improvement in Knowledge, Skills, and Attitudes (KSA’s) after the
course. Pre and post-tests may be used to determine changes during training,
or the assessment may address only the KSA’s at the conclusion of program
LEVEL 2
LEARNING
Learner’s ability to apply what is learned in the actual work environment.
Answers the question "Do Learners use their newly acquired learning on the
job?"
LEVEL 3
BEHAVIOR
Learners’ impact on their performances and the organization itself.
Answers the question "What impact has the training achieved?" on the
individual learner, team, business unit or organization
LEVEL 4
RESULT
Allows organizations to find out if a training program has been profitable, i.e
to determine if the monetary value of the results exceeds the cost of the
training (ROI)
LEVEL 5
ROI

RESULT
BEHAVIOR
LEARNING
REACTION
ROI
100%
50%
25%
10%
5%
General Guide to Evaluation of Learning

DESCRIPTION
How the learners felt, and their personal reactions to the
learning experience, for example:
☺ Did the learners like and enjoy the learning experience?
☺ Did they consider the learning relevant?
☺ Was it a good use of their time?
☺ Did they like the venue, the style, timing, administration, etc?
☺ Level of participation
☺ Ease and comfort of experience
☺ Level of effort required to make the most of the learning
☺ Perceived practicability and potential for applying the learning
Level 1 – Reaction (Conditions for Learning)

TOOLS & METHODS
☺ Typically 'happy sheets'
☺ Feedback forms based on subjective personal
reaction to the learning experience
☺ Verbal reaction which can be noted and analyzed
☺ Post-training surveys or questionnaires
☺ Online evaluation or grading by learners
☺ Subsequent verbal or written reports given by
learners to managers back at their jobs

RELEVANCE & PRACTICABILITY
☺ Can be done immediately the training ends
☺ Very easy to obtain reaction feedback
☺ Feedback is not expensive to gather or to analyze
for groups
☺ Important to know that learners were not upset or
disappointed
☺ Important that learners give a positive impression
when relating their experience to others who might
be deciding whether to experience the same

No. Questions
1.0 BEFORE THE LEARNING EXPERIENCE
1.1 I was given sufficient notice to attend the course
1.2 I am aware of the learning objectives
1.3 I believe the learning will improve my job performance
1.4 I found it easy to get to the training venue
2.0 THE LEARNING EXPERIENCE
2.1 General
2.1.1 To what extent do you feel your personal learning objectives have been achieved?
2.1.2 Which of your personal objectives were not achieved, and why?
2.1.3 Which parts of the event do you feel will be most useful back at work?
2.1.4 Which parts of the event do you feel will be least useful, or not at all useful back at work?
2.1.5 Are there any subjects you would have liked to be included?
2.1.6 To what extent has your understanding of the subject improved as a result of program?
2.1.7 To what extent have your skills in the subject improved as a result of the program?
2.1.8 To what extent has the program helped to enhance your and understanding of your job?
2.1.9 How would you rate the program overall?
Level 1 – Sample Questions

No. Questions
2.2 The Learning Program
2.2.1 Stimulating
2.2.2 Useful for my work
2.2.3 Relevant to my work
2.2.4 Good discussions
2.2.5 Flexible structure
2.2.6 Well conducted
2.2.7 Demanding
2.2.8 Challenging
2.2.9 Well spaced out
2.2.10 Good use of time
2.2.11 Good level of activity
2.2.12 My objectives achieved

No. Questions
2.3 Program Content
2.3.1 What did you like best about the program?
2.3.2 What did you like least about the program?
2.3.3 What did you learn from the program?
2.3.4 What did you not learn from the program that you were expecting to learn?
2.3.5 What do you think should be added to the program?
2.3.6 What do you think should be dropped from the program?
2.3.7 To what extent did the program duplicate what you had learned previously
2.3.8 What are your views on the handouts given?
2.3.9 What are your views on the visual aids used?
2.3.10 Learning methods used (cases, exercises, group discussions & simulations) are
effective
2.3.11 The course is detailed enough for my current job.
2.3.12 The contents are easy to understand
2.3.13 The learning materials are useful to me.

No. Questions
2.4 Trainer/Facilitator Rating
2.4.1 Knowledge of subject
2.4.2 Organization of sessions
2.4.3 Obvious preparation
2.4.4 Style and delivery
2.4.5 Responsiveness to group
2.4.6 Produce a good learning climate
2.4.7 Right balance between input sessions, activities, discussions, and videos
2.4.8 How did you feel about the length of the program?
2.4.9 To what extent was the program logically sequenced?
2.4.10 How did you feel about the pacing of the program?
2.4.11 How effective were the practical activities?
2.4.12 What was the level of time given for (a) the activities and (b) the follow-up discussion?
2.4.13 The facilitator made learning easy.
2.4.14 The facilitator was/were responsive to questions
2.4.15 There was effective usage of training aids
2.4.16 The outdoor activities are safe
2.4.17 The outdoor activities are relevant to the course objectives.

No. Questions
2.5 Learning Administration/ Location/Hotel/Accommodation/Travel
2.5.1 Was material necessary to the program provided to you prior to the program?
2.5.2 How much information was given to you to attend the program?
2.5.3 Do you think the number of course participants was - Too few, Just right, Too many?
2.5.4 How do you rate the training location?
2.5.5 Training location - ease of travel
2.5.6 Seating comfort
2.5.7 Food quality
2.5.8 How do you rate the service (breaks, refreshments, meals, etc)?
2.5.9 How do you rate the Learning accommodation?
3.0 AFTER THE LEARNING EXPERIENCE
3.1 I can apply what I have learned to my current job
3.2 I would recommend this course to my colleagues/others
3.3 Has a post-training debriefing meeting been arranged with your line manager?
3.4 If 'No', will you have a post-training debriefing with your line manager?
3.5 To what extent will you be helped to implement your Action Plans: (a) by your line
manager (b) by your colleagues?
3.6 If your line manager does not perform post-program reviews and follow-up of your action
plans, do you agree that the Training Department can contact you for this purpose?

A Typical Level 1 Evaluation Form (1/2)

A Typical Level 1 Evaluation Form (2/2)

1
COURSE EVALUATION
BEFORE THE LEARNING EXPERIENCE
I believe the learning will improve my job performance
1.2
I am aware of the learning objectives
1.1
No
Yes
1.0
No
Yes
The learning objectives are achieved
2.1
The learning methods (eg lectures, discussions, activities) are effective
2.5
There are new learning concepts that I can apply in my current job
2.4
The contents are relevant to and useful for my current job
2.3
The course is well structured
2.2
THE LEARNING EXPERIENCE
The toolkits provided will help me to apply the learning in my current job
2.7
The course materials (manuals, handouts, etc) are useful
2.6
2.0
AFTER THE LEARNING EXPERIENCE
I would recommend this course to others
3.2
I can apply what I have learned in my current job
3.1
No
Yes
3.0
LEARNING ENVIRONMENT
The hotel accommodation is satisfactory
4.3
The quality of food/refreshment is satisfactory
4.2
The course venue is satisfactory
4.1
No
Yes
4.0
Please tick ( )
P
Dates
Course
2
COURSE EVALUATION
COMMENTS
What I like about this Course
Suggestions to improve this Course
Example of Course Evaluation Form - Level 1

0
5
10
15
20
25
Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Defect
Rate
Course Evaluation - Defect Rate
Before Learning Experience
Course Content
Course Leadership
Administration
After Learning Experience
HIGH DEFECT
RATE FROM
MAJOR CAUSES REMEDIAL ACTION SPECIFIC REMEDIAL ACTION
Before
Learning
Experience
Negative responses to “My Head has
briefed me on how this learning will
improve my job performance”
Seek help of Supervisors “Learning Agreement” implemented
Administration Negative responses to “The Food &
Refreshments are satisfactory”
Constant feedback to caterer Raise budget allocation per head
Example of Level 1 Evaluation
Add

OVERVIEW
 What knowledge and skills were learned – principles, facts,
techniques
 Measures learning by each learner
 Provide quantitative results of the course by using tests and
exercises
 Pre & Post tests on participants
 Evaluation results are analyzed statistically
 Comparisons can be made for different groups of learners
Level 2 - LEARNING (Knowledge & Skills Test)

DESCRIPTION
The measurement of the increase in knowledge, skills &
attitudes or intellectual capability from before to after the
learning experience:
☺ Did the learners learn what was intended to be taught?
☺ Did the learner experience what was intended for them to
experience?
☺ What is the extent of advancement or change in the
learners after the learning, in the direction or area that was
intended?

TOOLS & METHODS
☺ Typically assessments or tests before and after the training
☺ Interview or observation can be used before and after
although this is time-consuming and can be inconsistent
☺ Methods of assessment need to be closely related to the
aims of the learning
☺ Measurement and analysis is possible and easy on a group
scale
☺ Reliable, clear scoring and measurements need to be
established, so as to limit the risk of inconsistent
assessment
☺ Hard-copy, electronic, online or interview style assessments
are all possible

☺ Relatively simple to set up, but more investment
and thought required than reaction evaluation
☺ Highly relevant and clear-cut for certain learning
such as quantifiable or technical skills
☺ Less easy for more complex learning such as
attitudinal development, which is difficult to assess
☺ Cost escalates if systems are poorly designed,
which increases work required to measure and
analyze

179
Type of Questions Example
1
Open-ended question
- Has unlimited answer, followed by
ample space for the answer
What problems have you encountered in using the selling skills learned
in the program?
2
Checklist
- List of items for learner to check
those that apply to the situation
In the following checklist, check the items classified as job motivators:
❑ Responsibility
❑ Company policy and administration
❑ Achievement
❑ Interpersonal skills
❑ Technical supervision
3
Two-way question
- Has alternate responses, a Yes/No
As a result of this program, do you have a better understanding of your
job as a Sales Executive?
❑ Yes ❑ No
4
Multiple-choice question
- Has several choices, learner to
select most correct one
The increase in error rate for the organization last year was :
(a) 2.1% (b) 2.4% (c) 2.6% (d) 2.8% (e) 3.0%
5
Ranking scales
- Learner to rank a list of items
The following lists 5 important aspects of a supervisor’s job. Please
rank, 1 = Least important to 5 = Most important
Salary _____
Nature of Job _____
Authority _____
Responsibility _____
Working environment _____

MODULE C5
No. Question Answer
1 Brainstorming allows you to:
A = Plan/Map Out or Schedule Activities
B = Collect the Right Data
C = Generate the Highest Quantity of Ideas
2 Which tool allows you to monitor the Upper and Lower Control
Limit?
A = Control Tools
B = Control Chart
C = Control Milestone
3 Which is a part of a Team Charter?
A = Goal Statement
B = Decision Making
C = Trend chart
4 Which tool allows you to make comparison on before and after?
A = Scatter Diagram
B = Paired Pareto Chart
C = Checksheet
D = Cause and Effect Diagram
5 Trend Chart allows you to:
A = Know which tools to use
B = Composition of Comparisons (ratio).
C = Show the Trend Over a Time Period
6 Which chart allows you to do Comparison of Independent
Elements?
A = Bar Chart
B = Paired Pareto
C = Line Chart
7 What tool allows you to Show the Distribution of Measurement
Data?
A = Scatter Diagram
B = Histogram
C = Paired Pareto
8 Histogram allows you to Examine Variations Collectively
A = True B = False
PRE-TEST Sheet No. Score (No. of Correct Answers)
MODULE C5
POST-TEST Sheet No. Score (No. of Correct Answers)
No. Question Answer
1 Brainstorming allows you to:
A = Plan/Map Out or Schedule Activities
B = Collect the Right Data
C = Generate the Highest Quantity of Ideas
2 Which tool allows you to monitor the Upper and Lower Control
Limit?
A = Control Tools
B = Control Chart
C = Control Milestone
3 Which is a part of a Team Charter?
A = Goal Statement
B = Decision Making
C = Trend chart
4 Which tool allows you to make comparison on before and after?
A = Scatter Diagram
B = Paired Pareto Chart
C = Checksheet
D = Cause and Effect Diagram
5 Trend Chart allows you to:
A = Know which tools to use
B = Composition of Comparisons (ratio).
C = Show the Trend Over a Time Period
6 Which chart allows you to do Comparison of Independent
Elements?
A = Bar Chart
B = Paired Pareto
C = Line Chart
7 What tool allows you to Show the Distribution of Measurement
Data?
A = Scatter Diagram
B = Histogram
C = Paired Pareto
8 Histogram allows you to Examine Variations Collectively
A = True B = False

OVERVIEW
 Measures on-the-job behavior change
 Before & After appraisal on-the-job behavior or
performance
 Usually appraisal by supervisor but can include
peers, subordinates
 Statistical analysis Before & After for comparison
and evidence of change
 Post appraisal done after a certain period of time
after training e.g. 3 months
Level 3 - BEHAVIOR (Behavior Change)

DESCRIPTION
The extent to which the learners applied the learning and changed their
behavior. Can be immediately and several months after the learning,
depending on the situation:
☺ Did the learners put their learning into effect when back on the job?
☺ Were the relevant skills and knowledge used
☺ Was there noticeable and measurable change in the activity and
performance of the learners?
☺ Was the change in behavior and new level of knowledge sustained?
☺ Is the learner aware of their change in behavior, knowledge, skill
level?

TOOLS & METHODS
☺ Observation and interview over time are required to assess change,
relevance of change, and sustainability of change
☺ Arbitrary snapshot assessments are not reliable because people change
in different ways at different times
☺ Assessments need to be designed to reduce subjective judgment of the
observer or interviewer
☺ 360-degree feedback is useful method
☺ Assessments can be designed around relevant performance scenarios,
and specific key performance indicators
☺ Self-assessment can be useful, using carefully designed criteria and
measurements

☺ Measurement of behavior change is less easy to quantify
☺ Cooperation and skill of observers, typically line-managers,
are important factors, but difficult to control
☺ Management and analysis of ongoing subtle assessments
are difficult, and virtually impossible without a well-
designed system from the beginning
☺ Behavior change evaluation is possible given good support
and involvement from line managers or trainees, so it is
helpful to involve them from the start, and to identify
benefits for them, which links to the higher levels of
evaluation

COURSE : SELLING SKILLS Dates :
Name of Participant
BEFORE the Course
KEY KNOWLEDGE / SKILLS ELEMENTS
AFTER the Course
1
Very
Poor
2
Poor
3
Avg.
4
Good
5
Very
Good
1
Very
Poor
2
Poor
3
Avg.
4
Good
5
Very
Good
1. 0 SELLING SKILLS & TECHNIQUES
1.1 Ability to demonstrate various selling approach or style
1.2 Ability to arouse interest & maintain interaction with
prospects
2.0 PERSUASIVE COMMUNICATION SKILLS
2.1 Ability to communicate ideas or thoughts clearly/confidently
2.2 Ability in using appropriate statements/questions to change
opinions and points or views of prospects
3. 0 HANDLING DIFFICULT CUSTOMERS & OBJECTIONS
3.1 Ability to manage and response to objections
3.2 Ability to turn sales resistance from prospects to
opportunities
4.0 POSITIVE MINDESET
4.1 Concentration and determination towards achieving set tasks
and targets
4.2 Motivation level and desire to achieve targets and goals

Instructional Systems Design (ISD) Certification Program 2021

Instructional Systems Design (ISD) Certification Program 2021

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