The document outlines plans to revitalize an education program by developing a new framework based on best practices. It will utilize a virtual learning environment to deliver a flexible, customized program focused on core competencies like public speaking and leadership. Members will have interactive learning experiences. The program will be implemented in stages, including content development, beta testing, and change management support for districts.
NSI 2012: Building a Six-Year Plan with Success PlanningNaviance
Many states and districts are mandating a six-year plan to ensure each student is prepared for post-secondary success. This presentation will focus on how to create the framework and incorporate best practices for student plans by utilizing the program, task, and goal setting functionality in Success Planner.
Kim Oppelt, Senior Consultant, and Daniella Bonazzoli, Director of Success Management and Consulting Services, Hobsons
NSI 2012: Building a Six-Year Plan with Success PlanningNaviance
Many states and districts are mandating a six-year plan to ensure each student is prepared for post-secondary success. This presentation will focus on how to create the framework and incorporate best practices for student plans by utilizing the program, task, and goal setting functionality in Success Planner.
Kim Oppelt, Senior Consultant, and Daniella Bonazzoli, Director of Success Management and Consulting Services, Hobsons
Presentation given at the NGO resource centre (www.ngocentre.org.vn) to stir up the discussion to start the ict4dev working group among INGOS in vietnam
Ad Standards Council Digital Guidelines for Non-Regulated and Regulated Categ...Janette Toral
This policy takes effect on February 15, 2017. It covers paid, owned, earn content of advertiser and agencies whether in regulated or non-regulated categories.
Are you a public speaker? Are you a corporate trainer? Are you a sales professional? If your profession or job requires you to make PowerPoint presentations, this deck will help you.
The SlideShare 101 is a quick start guide if you want to walk through the main features that the platform offers. This will keep getting updated as new features are launched.
The SlideShare 101 replaces the earlier "SlideShare Quick Tour".
By popular demand we present the 'ready for Change' Roadshow slides covering the PRINCE2 2017 Update, Change Management and 'A Cocktail of PM Approaches' how it all fits together
Presentation given at the NGO resource centre (www.ngocentre.org.vn) to stir up the discussion to start the ict4dev working group among INGOS in vietnam
Ad Standards Council Digital Guidelines for Non-Regulated and Regulated Categ...Janette Toral
This policy takes effect on February 15, 2017. It covers paid, owned, earn content of advertiser and agencies whether in regulated or non-regulated categories.
Are you a public speaker? Are you a corporate trainer? Are you a sales professional? If your profession or job requires you to make PowerPoint presentations, this deck will help you.
The SlideShare 101 is a quick start guide if you want to walk through the main features that the platform offers. This will keep getting updated as new features are launched.
The SlideShare 101 replaces the earlier "SlideShare Quick Tour".
By popular demand we present the 'ready for Change' Roadshow slides covering the PRINCE2 2017 Update, Change Management and 'A Cocktail of PM Approaches' how it all fits together
On Thursday 16th October 2014, John Chapman and Andrew Gray presented at the APM Project Management in Practice Event, where the subject area was an Introduction to Programme Management.
Theirs was an interactive session where John provided the theoretical side of programme management, whilst Andrew explained how this worked using a real life example from the UK MOD where a Programme Management approach was adopted using the Managing Successful Programmes (MSP) framework.
The Programme Lifecycle gave a structure to the presentation covering seven areas
1. What is a programme?
2. Why do a programme?
3. What makes up a programme?
4. How do we run a programme?
5. Who is in the programme?
6. When does a programme end?
7. What challenges are faced?
It was important to show how Programme Management called upon the specialisms from the other Specific Interest Groups.
An example of this relates to Benefits Management. Early on in the programme the questions to be asked, and answered, include:
1. Is there a vision of a change future?
2. Is this a shared single vision?
3. Is it in line with what is needed?
4. What are the benefits to be gained?
5. Who benefits, what do they benefit, how much benefit, when do they benefit?
Andrew commented that an important area to consider was the area of stakeholder management. With a high profile programme, there are many diverse stakeholder groups and interfaces including
• An external advisory group
• Local representatives and committees
• Regulators & policy holders
• UK & Scottish governments
• Press coverage
• Wide ranging public consultations
Consultation and communication (two way) would then provide inputs and influences to the decision making process within the Programme.
At the end of the presentation Andrew noted the lessons learned (so far) on the adoption of a programme management approach as:
A Programme Management approach is not for everything
- Split change element of the objectives from long-term business as usual
Bring clarity & focus
- Projects need to know how they fit into ‘big change picture’
Get senior commitment
- Have the approach endorsed by the Programme Board
Co-ordinate stakeholder engagement
- Communications must be co-ordinated and consistent across the projects
Scale the management investment that is needed
- Do not swamp with bureaucracy
Efficient pooling of resources
- A small programme team benefits from pooling common central activities
Cope with geographically dispersed team
- Programme Management approach is the glue to hold things together
The IC Who "Lived" Me, Transitioning from implementing D2L to operationsD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 2 (User Enablement): The IC who lived me, Jon Krochmalnek, Senior Manager Implementation Services, D2L
Brendan Browne, VP of Talent Acquisition at LinkedIn, shares an inside look at the LinkedIn recruiting team's strategic roadmap.
Catch the best of Talent Connect: http://bit.ly/2e5ojNe
My colleagues and I took a look back at the Promotion Process that we had recently gone through at ERM. We shared with the Information Solutions group our experience to help future colleagues go through the same process.
The Roles and Responsibilities in an Agile Project and OrganizationToivo Vaje
Presentation at Finnish project conference called Projektipäivät (Project Days) 2014. Going through topics related to how we have implemented Agile at scale at NAPA. (Minimal amount of text, so not sure how this works just as slides)
Prosci's webinar "Assessing and Building Your Organizational Change Capability" - delivered live on Wednesday, June 24 11:00 AM EDT and Thursday, June 25 4:00 PM EDT. Register at www.change-management.com/webinars.htm.
UCISA Major Project Governance Assessment ToolkitMark Ritchie
Universities and colleges are constantly undertaking significant change activities. These activities will typically be managed using existing institutional project and change management processes. Often, however, there is a lack of consistency and rigour in the governance approach. This can lead to significant cost overruns and project failure when confronted with the challenges of a major change project. Major projects require a more rigorous approach to governance and project management to deliver success.
The UCISA Major Project Governance Assessment Toolkit has been developed to assist staff who are managing or participating in major change projects.
The toolkit provides:
a) guidance on assessing which projects should be classed as Major
b) the key governance elements that must be managed for Major projects
c) an assessment tool for project governance to help ensure that the required governance actions are established and work effectively throughout the life of the project
d) a visualisation tool for project governance which gives a view of the project as it currently stands and the changes since the last review
e) case studies on the use of the toolkit at the University of Edinburgh
The toolkit has been designed to be complementary to existing project and change management processes. The toolkit fills an important gap by providing a repeatable assessment process that covers all aspects of governance for Major Projects. The toolkit can be used as a reference point and checklist for any project.
This presentation is from the UCISA15 conference in Ednburgh and may be useful for any organisation wishing to adopt the toolkit.
UCISA Major Project Governance Assessment Toolkitucisa
Universities and colleges are constantly undertaking significant change activities. These activities will typically be managed using existing institutional project and change management processes. Often, however, there is a lack of consistency and rigour in the governance approach. This can lead to significant cost overruns and project failure when confronted with the challenges of a major change project. Major projects require a more rigorous approach to governance and project management to deliver success.
The Major Project Governance Assessment Toolkit has been developed to assist staff who are managing or participating in major change projects.
The toolkit provides:
a) guidance on assessing which projects should be classed as Major
b) the governance elements that must be managed for Major projects
c) an assessment tool for project governance to help ensure that the required governance actions are established and work effectively throughout the life of the project
d) a visualisation tool for project governance which gives a view of the project as it currently stands and the changes since the last review
e) case studies on the use of the toolkit at the University of Edinburgh
The toolkit has been designed to be complementary to existing project and change management processes. The toolkit fills an important gap by providing a repeatable assessment process that covers all aspects of project governance. The toolkit can be used as a reference point and checklist for any project.
This presentation was first given at UCISA15 conference in Edinburgh and may be a useful aid to adopting the toolkit in your institution.
From Sticker Sheet to Mature Design System: Improving User Experiences while ...Karissa Woodward-Hobson
How does a large eCommerce company implement a new visual language to create a more cohesive user experience?
Contributors: Jessie Rogers, Neva Corbo-Hudak, Stephanie Cenatiempo, Karissa Woodward-Hobson
Over the course of a single calendar year, our experience design team went from using out-of-date sticker sheets to implementing a mature design system – enabling us to roll out a new look and feel across multiple eCommerce brands and create a new, more cohesive experience for our users. Learn how we partnered with dozens of separate product teams, measured design system adoption over time, optimized our communication model, and rebuilt our whole platform in the process.
Why Agile is changing how we manage change?Mark Constable
Agile methods drive a stream of continuous change into the business. Some organisations are struggling to manage this volume of change. As a result, Agile delivery teams and change professionals must collaborate.
Change Managers have to change their approach to leading behavioural change, and Agile teams need to expand their backlogs to include user stories that support change activities by the business.
In this webinar, Melanie will explain the impact on Agile and Change professionals and give practical examples of how they are working differently to support the business to manage faster and higher volumes of change.
Watch recording here: https://apmg-international.com/events/why-agile-changing-how-we-manage-change
AgileLIVE: Scaling Agile Faster, Easier, Smarter with SAFe and VersionOne - P...VersionOne
Dean Leffingwell, creator of SAFe, and Lee Cunningham, director of enterprise agile, at VersionOne, share insights on successful and repeatable patterns for implementing SAFe, the role of lean/agile leadership for transformational change, and more. Watch the webinar: http://bit.ly/1dZobtK
Similar to Toastmasters Revitalized Education Program 2014 Q4 Update (20)
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
3. Our Commitment
Produce a world-class education program
that truly empowers members to become
more effective communicators and leaders
Preserve Toastmasters’ rich history and
culture
4. How & When We Will Get There
Use Cases
Select VLE Vendor
Content Development
VLE Implementation
Program
Implementation
5. Program Objectives
A program based on current best practices
Flexible
Customized to member needs
Strong mentorship & evaluation
Real-world relevance
Fit into the club format
6. Program Foundation
Core Competencies
Public Speaking
Interpersonal Communication
Leading and Managing
Leading Strategically
Building Confidence
It’s been a few months since we last updated you on the development of the program, let’s take a moment to recap our commitment to our members.
In creating the revitalized education program it is our commitment to produce a world-class program that truly empowers members to become more effective communicators and leaders and to preserve Toastmasters’ rich history and culture.
We began this process over a year and a half ago, which is why we brought you in when we did, with the intention of launching in 2014. As we delved deeper into the development process, it became clear that this was going to take much longer than originally anticipated to deliver on our commitment, meaning we brought you in prematurely. We thank you for your patience and we’re excited because now we’re at a point where we can share our progress.
Originally we said there would only be two club visits but due to the extension of the timeline, more will be required. We will talk about this more later.
It still wont answer all of your questions, but it will help you to understand how its being built. As Chief Ambassadors, please use your discretion but know that anything we have shared with you and will share with you today can be shared with your Ambassadors and your clubs.
**ANIMATIONS ON THIS SLIDE**
This is just a brief reminder of the timeline. We reviewed this image in the previous webinar so we won’t go into detail of it.
Use Cases (CLICK)
This has been completed.
Virtual Learning Environment Vendor Selection (CLICK)
This is still in process but we are down to the final two vendors. This is a key piece of ensuring that we roll out on time.
Content Development (CLICK)
This is right on schedule and will be the focus of our discussion today.
VLE Implementation (CLICK)
This is pending the VLE Vendor Selection.
Program Implementation (CLICK)
It is premature for us to go into more detail until we’re further along with program development but we are still planning to begin the roll out at the latter part of 2015.
Our focus today is to provide details on how the program is being built- the instructional design. For you to be able to talk with others about the program now, or when we rollout, you'll want and need to understand this.
Our objective is to create a program of high value. It must be based on current best practices. It must be flexible. It must be customizable to our members. It must feature strong mentorship and evaluation. It must have real-world relevance and it must fit into the club format. Its on this premise that we began.
Remember the five core competencies that we talked about in the past webinar? They are the five competencies one can learn by participating in the education program.
The core competencies of our education program remain the same:
Public Speaking (Public speaking builds members’ confidence in delivering both prepared and impromptu speeches in the Toastmasters club environment as well as their personal and professional lives. Through practice, peer evaluation and educational tools, members learn how to present their messages effectively, concisely and professionally.)
Interpersonal Communication (Interpersonal communication builds members’ confidence in communicating with others, whether verbally, non-verbally, in writing or via electronic methods. Members learn how to build relationships, resolve conflict and communicate well with others.)
Leading and Managing (There are different skill sets needed for both of these roles. Within the Toastmasters organization of clubs, areas, divisions and districts, managing deals mostly with planning, organizing and facilitating specific tasks, such as the club treasurer managing the club’s budget. Leading deals with people, whether they are individuals or groups.)
Leading Strategically (This is the ability to see the big picture and have the ideas and vision to do things better, whether it’s to build a more supportive club environment, lead a team, or attract and retain more members. The Toastmasters strategic leader has a vision that is both attainable and inspiring. He or she is able to bring about positive changes by inspiring others to get involved and help.)
Building Confidence (Through self-reflection and evaluation, members learn to acknowledge their flaws and embrace their capacity for self-improvement. By learning how to set goals and meet them, they gain confidence in their own knowledge, skills and abilities.)
These five core competencies are the platform on which the program is being built.
**ANIMATIONS ON THIS SLIDE**
The purpose of the graphic you’re about to see here is to show the member experience as they progress through the revitalized education program.
At the center you see the member’s experience within the club. It isn't until after joining, that the member begins participating in the education program.
Moving out from the center, you can see there are five possible areas of learning, based on the core competencies:
Public Speaking + Interpersonal Communication (CLICK)
Interpersonal Communication + Strategic Leadership (CLICK)
Interpersonal Communication + Management (CLICK)
Public Speaking + Management (CLICK)
Public Speaking + Strategic Leadership (CLICK)
By grouping the competencies into these distinct areas, it gives members a choice in what they’ll concentrate in. In the last webinar we discussed learning paths. To begin with, at rollout, there will be two learning paths in each area of learning. We will talk about these more in a moment.
To build the learning structure, it was necessary to identify what the learning experience would be in increasing levels within each learning path: this visual shows those levels. Each level represents the experience a member has as he or she progresses along their path.
Level 1: Mastering Fundamentals (CLICK)
Each project at Level 1 is designed to introduce the member to Toastmasters. Each person has the opportunity to establish goals and learn the basics of speech writing and evaluation.
Level 2: Learning Your Style (CLICK)
By completing projects at Level 2, members learn about themselves. The focus is on how they communicate and lead. They are also introduced to what they will learn in their selected path.
Level 3: Building Your Skills (CLICK)
In Level 3 the person is immersed in the core learning of their path. These projects are designed to build the knowledge and expertise needed to succeed as a speaker and a leader.
Level 4: Demonstrating Knowledge (CLICK)
At Level 4, members are well on their way to completing their chosen learning path. In these projects the focus shifts to demonstrating their knowledge by leading a team, completing a project, and speaking with a higher level of confidence.
Level 5: Accomplishing Goals (CLICK)
Level 5 is the culmination of all the learning in each path. Every member who accomplishes all of the tasks at Level 5 will have completed a substantial project. Some paths include projects focusing on leading a group to the completion of a major goal and others focus on individual goals designed by the member.
Establishing these levels gave us the framework we needed to match competencies to learning.
We began at the foundation by identifying the foundational project competencies that are currently taught in the CC, CL, and HPL. It’s an impressive list! And it also ensures that what has always been taught through the education program remains.
We took those foundational project competencies and built upon them to help shape the revitalized education program. We haven’t lost anything in the new program; in fact we have added to the core of the current one.
There are more than 200 additional competencies that are being added to the program.
These competencies were sourced in two different ways: 1. work of the Board of Directors and 2. gap analysis to determine what was missing. Once we determined the appropriate competencies, we matched where each skill was learned.
These are just Levels 1 and 2. There are many more competencies that have been added to Levels 3, 4 and 5.
**ANIMATIONS ON THIS SLIDE**
We’ve talked a lot about learning paths in the past. The REP will launch with up to ten learning paths. A learning path consists of a set of 14 projects. Some projects are required, others are elective.
Here is a sample of two learning paths. You will see that each runs from level 1 through to level 5, which must be completed sequentially.
Level 1 always contains the same projects and this is true of every one of the ten paths. That doesn’t mean to say that members need to give the same speeches each time though! Members are still able to choose their own topics in each of the projects. In Path 1 and 2, there is the “Icebreaker,” “Evaluate and Implement Feedback,” and “Research and Present a Topic.”
Level 2 always includes a foundational mentoring project, another project to assess your leadership or communication style, and one project unique to that path. In Path 1, there is the mentoring project, “Understand How You Lead,” and the unique project is “Manage Time Efficiently.” In Path 2, there is the mentoring project, “Understand How You Lead,” and the unique project, “Understand Your Audience.”
In Levels 3, 4 and 5 the projects are specific to the path. There is always a Reflection project at Level 5 to allow members an opportunity to reflect and share with their club members what they gained from completing a full learning path.
In some projects members will be asked to choose a topic that closely reflects the learning. For example, in Path 1 of this slide you can see at level 3 the project is “Planning and Implementing.” The member will be asked to make a speech on a topic of his or her choice but to ensure it is about planning a project.
Remember that these are all working titles so if you share this information with your team, it is subject to change. (CLICK)
Levels 3, 4, and 5 always have electives but Levels 1 and 2 do not.
Here is the current list of elective projects – we are still adding projects to this pool.
Members can choose electives beginning at Level 3. This gives them the flexibility to choose the projects that most appeal to them.
This is how the program has been developed. We’ve been working with the Learning Masters along the way. They have recently reviewed the Ice Breaker and shared their input on the areas of learning and project titles. We will continue working with them on content development.
We’ve also started to develop the interactive elements. We’re spending time not only on how the words read but how they will appear on the screen. Here’s what a project might look like.
**ANIMATIONS ON THIS SLIDE**
These next slides show sample content. Please note that all the content you will see are not finalized and are subject to change. On this slide, we can see some of the Ice Breaker project.
You will click on the “BEGIN” button (CLICK) to begin the project.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
To move through the project, you will click on the arrows (CLICK) on the screen.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
Here we see the progress tool, which you use at the beginning and end of each project. For each item, click on the “+” button (2 CLICKS) to input (2 CLICKS) your score.
Once you’re done with the progress tool, click on the arrow (CLICK) to advance.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
As you continue through the project, you’ll see the project competencies (2 CLICKs), videos (2 CLICKS), and additional information.
In this slide you learn about timing. Click on the first box, “ALLOTTED TIME”, (CLICK) for information about the topic (CLICK). Here, you learn about the use of signal devices or timing cards.
Then you can click on “Awareness” (CLICK) to learn about pace when speaking (CLICK).
Once you’ve viewed all the information, click on the arrow (CLICK) to move forward.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
Once you’ve viewed all the content and completed your speech, you’ll return to the progress tool to reassess yourself. Again, click on the “+” button (2 CLICKS) to input (2 CLICKS) your score.
Once you’re done, click on the arrow (CLICK) to advance.
(CLICK TO ADVANCE TO NEXT SLIDE)
Finally, each project ends with a survey and evaluation.
It’s important to note that every slide in the Ice Breaker project has not been shown. This is just an example of some of the elements.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
Here are some other examples of interactive elements.
HOW TO BE AN EFFECTIVE EVALUATOR
This one illustrates the difference between advice (CLICK) and feedback (CLICK).
Click on each example of advice (CLICK) and you’ll learn how to state the same concept as feedback (CLICK).
Once all the information has been viewed, click on the arrow (CLICK) to move forward.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
WHEN YOU ARE EVALUATING
This is a multiple choice question where you receive feedback on your answer immediately.
For example, “Begin private evaluations by asking the speaker how he ____.”
The answer options include “did compared to other speakers that day,” “was able to read the audience,” “felt about the presentation,” and “could have improved his performance.”
The answer I’ll select is “felt about the presentation.” (2 CLICKS)
My answer was correct. Click on the “X” in the upper right corner (2 CLICKS) to close the feedback.
Once all the questions have been answered, click on the arrow (CLICK) to move on.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
RESOURCES
Here you select and submit the appropriate answer to the question posed.
The goal is to identify each option that is a reliable source.
I’ll click on “Article from The Guardian” (CLICK) and submit my answer. (2 CLICKS)
Unfortunately, this answer wasn’t quite right because I only selected one of the reliable sources. I’ll click on the “X” (2 CLICKS) to close the feedback and answer again.
When the question is completed, click on the arrow (CLICK) to advance.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
TIME MANAGEMENT TECHNIQUES
On this screen, the content has been broken down into three topics.
You learn different time management techniques, starting with “Small Tasks.” Click on “One a Day” (2 CLICKS) to learn about a different technique.
Once you’ve viewed all the techniques, click on the arrow (CLICK) to move on.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
PROJECT IMPLEMENTATION
This is another method of organizing the content in easy to understand pieces.
This is a very high-level look at project implementation. For example, clicking on “FIND” (2 CLICKS) emphasizes the importance of finding the right team members.
Then, clicking on “BUILD” (2 CLICKS) focuses on building strong relationships.
Click on the arrow (CLICK) once all the content has been viewed to move on to the next slide.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
PROMOTING POSITIVITY
Here two similar but different pieces of information are posed next to one another.
You explore the benefits of keeping a gratitude journal.
Click on the “Daily Journal” tab (2 CLICKS) to find out the benefits of journaling daily.
Then click on the “Weekly Journal” tab (2 CLICKS) to find out the benefits of journaling weekly.
Once you’ve read about both, click on the arrow (CLICK) to continue.
(CLICK TO ADVANCE TO NEXT SLIDE)
**ANIMATIONS ON THIS SLIDE**
CHOOSE AN IMAGE
And finally, on this screen you answer the question posed by selecting the appropriate image.
So, when showing that 62% of internet users in Europe are in a social network online, you’d select the image on the left (CLICK) as your answer. (CLICK)
And you would be correct.
As you can see there are many new and different ways for the content to be portrayed.
(CLICK TO ADVANCE TO NEXT SLIDE)
We’re going to continue developing content and select the VLE vendor. Once our vendor has been selected, we will begin the process of integrating the content into the VLE. In 2015, we will focus on implementation, specifically we’ll be going through the beta phase, pilot phase and the change management process. This is where your role will be particularly critical.
In the next webinar we will give you more specific details about the roll out and about the communications plan. Because the communications plan and change management are critical.
The process has taken longer than anticipated but the program will be far better for it. We know that there hasn’t been a lot for the ambassador teams to do, to date, but there are 320,000 members who will be impacted by the new education program and the change. In your district you will be the point person to prepare your members by answering questions, being an advocate for the program, and helping with program adoption. We don’t have all the answers for you at this time because the program is still being built but we will have them closer to launch.
Originally we asked you to stay on through 2014 but we ask you if you would stay on through the end of 2015 at a minimum. The members will need you for them to feel comfortable with the program. They are going to need advocates like you who understand how it was built, who are starting to see everything that’s happening behind the scenes and who see how the fundamentals will always be the same, and how the club format will stay the same, and how the new program simply solidifies and enhances the learning.
We’d like to ask you to stay on because you are such an integral part of this process.
An email will be sent asking you to re-enlist, in the same way you were sent badges. Please reach out to your Ambassador team and contact us with an updated list. We know that this means that you may have to recruit new Ambassadors and let us know how we can help if that happens.
If you are unable to continue your involvement, we completely understand but please let us know as soon as possible.
You will receive this email no later than the first week of December. Please respond by December 15.
Over the next year, Chief Ambassadors are asked to still attend webinars, lead their team of Ambassadors, present at district events, partner with the district leadership team, and participate in beta testing.
Particularly for the conferences coming up in April and May, there will be a presentation to present so Chief Ambassadors should partner with their LGET to arrange this.
Again, as Chief Ambassadors, please know that you are empowered to use your discretion - everything we have presented today can be shared with Ambassadors and clubs.
The revitalized education program will run concurrently for a period of at least two years.
The DTM will remain the highest educational award.
![Presenter
[Insert Name]
[Position]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)