This document provides an agenda and content for Day 2 of a 2-day training program on designing training programs. The document outlines modules on choosing appropriate media and delivery methods, structuring content, and presenting content. It discusses dividing content into units, setting an overall structure, and considerations for opening, closing and delivering lectures. The goal is to provide trainers with tools and best practices for designing effective training content and experiences.

1. TRAIN THE TRAINER
ACTIVE TRAINING TO LEAD CHANGE
DAY 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. GROUND RULES
Positive Participation Vegas Rules
Be on time Inactive MP & laptop

4. ICE BREAKERS
Strengths
Achievement Achievements
Team Cheers

5. SECTION 4
DESIGNING A TRAINING PROGRAM

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

7. MODULE 5. CHOOSING THE MEDIA FOR
ACHIEVING THE OBJECTIVES

8. MODULE 5 MEDIA AND
DELIVERY SELECTION

9. MEDIA SELECTION
Classrooms
Distance Learning
eLearning
Lecture
mLearning
On-The-Job-Training
Performance Aids
Social Learning & Social Media
Video

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    

11. MODULE 6 STRUCTURING THE CONTENT
FOR THE COURSE

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

14. Laurence Yap (Asia Pacific)
PEOPLE MANAGER ESSENTIALS

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

17. Start: 9:00 a.m.
Break: ~ 15 minutes
Lunch: ~ 45 minutes
Break: ~ 15 minutes
Close: 5:30 p.m.
TODAY’S SCHEDULE

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.

20. ANY QUESTIONS?

21. CHECKING OUT
EXPECTATIONS
写下期望
GOOD, NEW and APPLICABLE
好的、新的与适用的
EXPECTATION 期望

22. 22
Evaluation

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

26. INFO MAPPING

27. MODULE 7. PRESENTING THE CONTENT

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
.

35. CONSIDERATIONS
a. Appropriateness to group norms
b. Relevance to training contents
c. Feel safe
d. Beware of the physical distance

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

50. DISCUSSION AND
SHARING