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Instructional Design Program


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Instructional Design Program

  2. 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
  3. 3. GROUND RULES Positive Participation Vegas Rules Be on time Inactive MP & laptop
  4. 4. ICE BREAKERS Strengths Achievement Achievements Team Cheers
  6. 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
  9. 9. MEDIA SELECTION Classrooms Distance Learning eLearning Lecture mLearning On-The-Job-Training Performance Aids Social Learning & Social Media Video
  10. 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. 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. 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
  14. 14. Laurence Yap (Asia Pacific) PEOPLE MANAGER ESSENTIALS
  15. 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. 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
  17. 17. Start: 9:00 a.m. Break: ~ 15 minutes Lunch: ~ 45 minutes Break: ~ 15 minutes Close: 5:30 p.m. TODAY’S SCHEDULE
  18. 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. 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.
  20. 20. ANY QUESTIONS?
  22. 22. 22 Evaluation
  23. 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. 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. 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
  26. 26. INFO MAPPING
  28. 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. 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. 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. 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. 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. 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. 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 .
  35. 35. CONSIDERATIONS a. Appropriateness to group norms b. Relevance to training contents c. Feel safe d. Beware of the physical distance
  36. 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. 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. 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. 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. 40. 4. PREPARING LECTURE Most instructor broadcasts content to learners through a lecture. There are five techniques to make your delivery more interesting
  41. 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. 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. 43. f. Invite virtual guest speak to deliver message Begin with virtual speaker talk about topic-related sharing Steve Jobs
  44. 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. 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. 46. d. Spot Challenge Challenge the participants to give example e. Illuminating Exercise During the presentation, do a brief activity
  47. 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. 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. 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