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Instructional Plan and Presentation: Presentation Notes

Renda H. Driscoll
CUR/516 Curriculum Theory and Instructional Design
February 16, 2015
Instructor: Charity Jennings


1. WELCOME meeting participants and thank them for
a. Introduce yourself and any other meeting leaders
2. TELL: The purpose of our meeting today is to discuss a

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training initiative for leaders within our organization.

a. EXPLAIN: The Learning & Organizational
Development team is partnering with Managing
Director Human Resources Employee Relations to
develop a learning solution for leadership staff,
including but not limited to, Managing Directors,

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Directors, Managers and Supervisors, who are

responsible for ensuring direct reports, establish
business unit goals and guide staff to create individual
performance goals that align with our organizational
Goals and initiatives.
3. TELL: To provide you with a little background information on
this new training initiative, I will review the impetus for this
need for training.
a. EXPLAIN: During the Performance Appraisal Workshop
provided by an external source and delivered in
November and December 2013 that primarily reviewed
the new e-performance management application, the

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facilitation team received feedback from participants

that the goal setting process was incomplete and
inconsistent between leaders and departments.

b. The Learning & Organizational Development team is

partnering with Managing Director Human Resources
Employee Relations to develop a learning solution.
c. In response to this request we held a meeting to
determine the details of this request and what
prompted need for the project.
4. TELL: In order for Learning and Development to gain a better
understanding of the needs, we first conducted a population
analysis to determine the scope of the audience should a

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training class solution be necessary.

a. EXPLAIN: Having precise knowledge of a population
of learner for a design project is most often key to in
making critical decisions related to objectives, deliver
modalities and evaluations, as well as myriads other
possible questions that can arise in the design process
(Hodell, 2011).
b. What we found is we have 400 leaders within the
organization. While some leaders have been with the
organization for a number of years and have attended
the initial job planning training programs introduced in
2003 and 2005, 61% of those leaders are no longer

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with the organization. New leaders promoted from

within or hired externally, were not provided on-going
classroom training. Information and knowledge of this
process was transferred from other leaders and was the
main source of learning.
c. In order to get specific information we also conducted
two additional analysis efforts.

5. TELL: Based on the expectations of setting goals, Human

Resources in partnership with Learning & Development
conducted a review of last years performance goals using a

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stratified sample of leadership roles across the organization.

a. Our sample size was 10% of this population and we
compared the first two performance plan goals and one
development goal - if it was provided - against the
established criteria of writing an effective performance.
6. TELL: At the same time we evaluated performance plans, we
also held focus group meetings with 40 leaders, representing
varying levels within our geographically diverse markets.
a. EXPLAIN: What we found from this analysis effort is
there are inconsistencies in areas of the goal planning

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and setting process; such as

i. Appropriate measurement of success,
ii. establishing effective key action steps to attain
the goals, developing individual performer
stretch goals that are clearly stated,
iii. all location leaders conduct planning meetings
to effectively communicate organizational &
business unit goals, as well as
iv. Collaboration meeting with individual direct
reports that empower them to establish
individual performance goals and key action
steps that appropriately align with the
organizations goals and initiatives.
7. TELL: Because of the tight timeline to implement such a
training initiative and the information from our analysis
efforts, we are making the assumption that there are key

areas that call for a training solution for all leaders with direct
a. EXPLAIN: In order for success we assume that most
leaders have misinterpreted the performance planning
process and are not involving their staff in the planning
and writing of individual performance goals.
i. We also assume that there are a number of new
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leaders in the organization that are not fully

knowledgeable of the Aligning for Club Success
ii. Based off the information from the focus group,
many leaders are creating blanket stretch goals
for employees that are unattainable in many
iii. The key action steps to attaining goals are being
weighted by importance and although goals are
met, leaders are rating the goal statements as
needs improvement, based on not meeting one
or more key action steps.
8. TELL: We determined the need for training, now we turned to
the design process. A comparison of training solutions was
presented in order to select the best option. The
recommended training solution is to deliver instructor led

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a. EXPLAIN: Advantages and disadvantages of the
possible training solutions were discussed in context
with this project.
b. E-learning does not allow for immediate feedback with
the limited capabilities of the current authoring tools

used. Time required for design and development of elearning is too long to meet the implementation target
c. Instructor led webinars, although cost effective, was
implemented in 2013 and did not meet the learner
needs. Learners can become easily distracted and did
not participate in the learning event.
d. Recorded webinars are extremely cost effective,
however, does not allow for any interaction or allow for
evaluation of skills.
e. Blended learning. Is an optimal solution and can be less
costly that instructor led classroom training. This
requires a large commitment of time and resources to
develop an e-learning program that pushes low level
content and using classroom time to apply the
knowledge learned and getting feedback. Because of
the expected start date of a training solution, this is not
an option for this particular initiative; however it should
be considered for ongoing training of new leaders hired

or promoted in the future.

Instructor led classroom training, is more costly than
other solutions and it requires a high level of
commitment of time from the instructional designer,
subject matter experts and project team members.
Review of 2003 and 2005 training programs may result
in reducing design and development time.
i. This solution allows for interaction with the
facilitator and other participants to respond to

questions that need immediate answer, practice

writing performance goals and get immediate
feedback. Concerns and questions about the
merger can be addressed in person.
9. TELL: Once it was decided to deliver this training as an
instructor led classroom training, we began formulating the
overall objective for this class.
a. Our terminal objective is By the end of this training
class Auto Club Group leadership staff will have the
knowledge and skills to effectively plan and write
business unit goals and translate the plan into specific
deliverable performance goals for each employee that
align with the organizational strategies, goals,
objectives and measures.
b. EXPLAIN: From this point we began to develop the
enabling goals and objectives, such as;
i. At the end of this course, organizational leaders
will be able to effectively write business
unit/department goals, differentiate stretch
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goals and clearly state the key actions, using the

SMART format that align with the organizations
goals and initiatives.
ii. At the end of this course, organizational leaders
will be able to effectively write and individual
performance goal, differentiate stretch goals and
clearly state the key actions, using the SMART
format that align with the organizations goals
and initiatives.

iii. At the end of this course, organizational leaders

will be able to define development goals that link
to key core competencies (Proficiencies) required
to meet or exceed performance goals.
10.TELL: As we completed the design process and begins
development process we will finalize the design and develop
drafts of the participant materials and job aids, we will work
closely with pre-determined subject matter experts and the
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delivery team. It is in this phase we will also:

a. Conduct train the trainer sessions to ensure the
delivery staff is able to facilitate the content of the
b. Pilot the course and evaluate the feedback with the
subject matter experts and delivery team, and make
adjustments as determined as crucial in meeting the
needs based on the analysis.
11.TELL: Once we are ready to begin the implementation phase,
there is a lot to do to prepare for implementation.
a. By February 27, 2015 we have targeted completion of
the following:
i. The final product sent to printer and distribute
the participant Workbook and Practice Sheets,

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Goal Worksheets to the facilitators

ii. Create overall class schedule by region, market
and facilitator.
iii. Create course and classes listings in the LMS by
Region and Market
iv. Create weekly Class Evaluation reports in the
LMS for Level 1 Evaluations

b. Prior to the start for the scheduled classes we have

targeted the following:
i. E-mail blast and Intranet post to Leaders
regarding the training being available from VP
ii. Create friendly reminder notification to send to
leaders on a weekly basis via LMS generated
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c. Because this program implementation is scheduled to
coincide with the performance planning process, the
expected start date is set for March 9, 2015 and will
end April 3, 2015.
12.TELL: During implementation we continue our evaluation
process and is built into our plan during the training to allow
us to make any adjustments to the program and after the
training initiative to evaluate the project outcomes.
a. EXPLAIN: During the training we will have:
i. Scheduled weekly meetings with facilitators for
program feedback
ii. Review Class Evaluation and Confidence and

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Competence learner self-evaluation with

facilitators and Project Owner
iii. Make any necessary revisions to facilitation
materials based on feedback from facilitators,
class evaluations and Confidence and
Competence self- assessments
iv. Create completion report in LMS to track the
number of participants
v. Review completion report format with Executive
Sponsor & Project Owner in order to determine if

additional communication needs to be sent to

encourage participation from Executives.
13.TELL: After the training program we will evaluate the
measurable outcomes.
a. EXPLAIN: To evaluate the project outcomes we have
determined the measurable results of success and the
data sources.

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Data Source

90% of Leaders responsible for direct reports

attend the training.

Improved quality of goals (SMART format) including

Quality and/or Quantity and/or Cost measurement in
addition to time measures.

Results of Stratified Sa
of Performance Plans f
previous year to post tr
2012 performance plan

Eliminate weighting Key Action Steps and inclusion

of appropriate measures.

Results of Stratified Sa
of Performance Plans f
previous year to post tr
2012 performance plan

Increase in written development goals including link

to performance goal/success factor.

Results of Stratified Sa
of Performance Plans f
previous year to post tr
2012 performance plan

Development goals are linked to competencies

(Success Factors) needed to meet/exceed individual
performance goals.

Stratified Sample of
Performance Plans from
previous year to post tr
2012 performance goal

LMS Completion Repo

14.TELL: Critical to the long term success of our organization,

establishing specific, measurable business unit/department
and individual performance goals that align with the
organizations goals and initiatives will positively influence
Branch profit, growth and customer service goals. We know
that understanding the organizational initiatives, planning and


communicating the goals is imperative to alignment and

ultimately attaining organizations goals.
a. This training effort will support the need to level set
this process across our organizational footprint and
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provide future leaders with the knowledge and skills

necessary to continued success. Having your support in
this training initiative to make this a successful
endeavor for our leadership, employees and ultimately
the organization.
b. We thank you for your time and look forward to hearing
your thoughts.


Hodell, C. (2011) ISD From the Ground Up A No-Nonsense Approach to Instructional

Design. 3rd Edition. The
American Society of Training and Development. Printed by Sheridan Books Inc.
Chelsea, MI.