Des Do Clive Online

Design Document
Managing to Achieve XYZ Company Goals
Prepared by
One Cielo Vista Place

Monterey, CA 93940
www.dsink.com
1-800-650-7465
Table of Contents
Introduction..........................................................................................................................3
Business Need Underlying Development............................................................................3
Course Goals and Learning Objectives...............................................................................4
Target Audience...................................................................................................................6
Learning Context.................................................................................................................6
Training Deliverables...........................................................................................................7
Training Development Timeline..........................................................................................8
Module Design.....................................................................................................................9
Preliminary Agenda...........................................................................................................10
Course Roadmap................................................................................................................11
Introduction........................................................................................................................11
Introduction........................................................................................................................12
Module 1: Norms of Management Behavior.....................................................................13
Module 2: Achieving XYZ Strategic Goals.......................................................................15
Module 3: Setting and Managing Expectations.................................................................18
Module 4: Communicating................................................................................................20
Module 5: Decision Making..............................................................................................22
Module 6: Financial Skills.................................................................................................25
Module 7: Presenting Plans to Achieve Goals...................................................................27
Module 8: Delegating........................................................................................................29
Module 9: Coaching for Performance...............................................................................32
Module 10: Developing People.........................................................................................34
Summary............................................................................................................................36
Design Document for the Management Forum @ XYZ: Managing to Achieve XYZ Goals
Introduction
Purpose
Project Manager, XYZ Organization Development Specialist, contracted

with Darryl L. Sink and Associates, Inc. (DSA) to redesign the three-day
leader-led Management Forum @ XYZ training program. The purpose of the
redesign was to focus the course on XYZ strategic goals and priorities.
Course topics and materials were to be revised, added, or deleted according
to whether or not they helped build manager skills to achieve XYZ goals.
Business Need Underlying Development

Project purpose
Starting in 1998, top XYZ leadership defined a set of five year strategic
goals for the company. These goals are supported by first year priorities.
The strategic goals are reviewed and updated annually as necessary. In
practice, adjustments to the five year strategic goals have been minimal.
Alterations to first year priorities, however, occur each year to keep the
company aligned with the five year goals given various changing business
conditions.
In order for XYZ to meet its strategic goals, managers at all levels must
direct their efforts and the efforts of their subordinates toward meeting the
company goals.
Training managers to use proven communication, decision making,
delegating, financial, coaching and other skills, within the context of
achieving company goals, will result in higher quality and more consistent
manager performance, more productive subordinate performance, and more
effective progress toward XYZ strategic goals.
Course Goals and Learning Objectives

Goals
The goals of the Management Forum @ XYZ: Managing to Achieve XYZ

Goals course are to increase managers ability to:
Achieve first year priorities and five year strategic goals.
Understand the financial impact of their actions, in order to help XYZ

meet its financial goals.
Coach, review, develop, and retain valuable employees.
Make timely and effective decisions and delegations in support of XYZ

goals.
Key learning
At the end of the training, learners will be able to:
objec
tives Module 1: Norms of Management Behavior
Identify and describe the norms of management behavior as they apply

to XYZ managers.
Module 2: Achieving XYZ Strategic Goals

Identify and describe XYZ Five Year Strategic Plan Goals and current
First Year Priorities.
Formulate a subordinate supportive goal/priority for a given work unit
that fully aligns with XYZ goals and priorities.
Develop a communication plan to effectively communicate XYZ
strategic goals/priorities and specific work unit goals/priorities to team
members.
Module 3: Setting Expectations
Apply the method for setting and managing expectations to typical work
situations.
Module 4: Communicating
Identify and apply effective communication strategies and methods.
Key learning
Module 5: Decision Making
objec Identify different decision-making styles and when best to utilize them.
tives,
Analyze who should make decisions, based on a balance of chance of
conti
error and consequence of error considerations.
nued
Module 6: Gaining Financial Skills

Identify and apply effective financial strategies and methods.
Module 7: Presenting Plans to Achieve Goals
that fully aligns with XYZ goals and priorities (recapitulated from
module 2).
Develop a communication plan to effectively communicate XYZ
strategic goals/priorities and specific work unit goals/priorities to team
members (recapitulated from module 2).
Present your communication in a manner appropriate for your work
team.
Module 8: Delegating
Write a plan that identifies work to be delegated that is not now
delegated. The plan should include:
What to delegate,
Who will be involved, and
What check points and controls will be established.
Module 9: Coaching for Performance
Explain how employee performance supports achievement of XYZ
goals.
Conduct a coaching session using the recommended guidelines.
Module 10: Developing People
Use the development planning worksheet to formulate and record career
development plans for employees.
Target Audience
Approach
This training will be offered to all XYZ managers worldwide. The following
characteristics are generalizations about this large and diverse group:
Personnel:
Learners are full-time and permanent.
Learners are highly intelligent business professionals managing the
gamut of technical, research, advisory, administrative, and management
work.
Learners are a mix of long-time XYZ employees and recent acquisition
employees.
Learners require high credibility from the instructor, a clear
understanding of the value the instruction provides them, efficient
information presentation, and humor or creativity in classroom activities.
Location: Learners are located in various countries, worldwide.
Language: Many languages are native to the learners in this group, however
a working knowledge of standard business English is expected of learners
attending the course.
Previous related training: Most learners will have attended Leadership
Academy 1 and 2.
Learning Context
Class attendance will be approximately 16 to 24 learners.

Classrooms will be equipped with tables in a U shape, with the facilitator
positioned at front of class.
Break out areas will be available.
Lectures are PowerPoint driven (except for the Zodiak finance game).
Flip charts and white boards will be available.
Training Deliverables
Important note
Please confirm that the bulleted items in the Pre-study material paragraph cover
everything we discussed for inclusion in the learner pre-study.
Pre-study
mate
rial
Required preparation
Learners will be advised approximately ten days before the start of their class
that they must do the following pre-work:
Find the XYZ Five Year Strategic Plan on the XYZ intranet and read it.
Find XYZ First Year Priorities for the current year on the XYZ intranet
and read them.
Select their single most important First Year Priority and bring to class
any planning materials they have prepared relative to that priority.
Read SMART goals materials (to be sent to learners).
Suggested preparation
Learners who do not have experience dealing with financial statements may
find Finance Essentials, a XYZ on-line course, helpful as a pre-study.
Instructor
guid
e
The instructor guide will contain content, logistical materials, and a

presentation outline to support course delivery by subject matter experts.
Participant
work
book
The participant guide will contain course content, activity materials, and
worksheets for use by learners during class, and after class as a reference.
Visual media
The visual media for this course will consist of PowerPoint slides.
Instructional
activ
ities
The course will contain a variety of instructional activities, selected to best

present content, to stimulate participation, to encourage exploration and
practice of new skills, and to afford learners confirming and corrective
feedback.
Descriptions of activities are included under each module topic.
Assessment
In the Course Summary module, learners will complete a Kirkpatrick Level 1

XYZ Training Evaluation Form and a formal written assessment test.
Training Development Timeline

Important note
The table below is intended to show significant dates in the training development timeline.
The dates currently populating the table are estimates.
Please provide accurate dates as soon as they become available.
Date
Milestone
Monday, January 26
XYZ receives design document for review.
Thursday, January 29
XYZ specifies design document changes.
Monday, February 2
Janet begins sending modules for review and approval by XYZ (2day review and return cycle).
Wednesday, February 25
All course materials complete.
Monday-Tuesday,
March 1-2
Dress rehearsal/walk-thru of new and revised course materials.
Friday, March 5
Electronic copies of camera-ready course materials delivered to XYZ

for reproduction.
Janet attends via conference call.
XYZ reproduces class materials.

Monday-Wednesday
March 15-17
Run class. (Class coincides with Monday morning manager meeting.)
Monday, March 29
Final version of Leader Guide delivered to XYZ.
Janet attends in person to finalize Leader Guide.
Module Design
Module
elem
ents
The module elements below describe the components of each module in the
Management Forum @ XYZ: Managing to Achieve XYZ Goals training.
Introduction
This component prepares participants to learn. It stimulates interest and

provides the rationale for the specific module contents.
Learning
People learn best when they are given unambiguous objectives. The learning
objec objective for each module is clearly defined and stated at the beginning of
tives each module.
Presentation
and
dem
onstr
ation
During these sections of the course, information, definitions, demonstration of

proper techniques, examples and explanations will be presented by the subject
matter expert-instructor and augmented by slides.
Instructional
activ
ities
One of the ways information turns into instruction is by allowing people to

work with new information and/or to practice new skills. A variety of
instructional activities throughout the course provides the practice that helps
participants build for themselves an understanding of course content and
also adds variety and interest to the instruction.
Activity debriefing and assessment
Practicing new skills is not enough. During activity debriefing segments,
participants are provided insight into correct solutions and receive
reinforcement of key points. This component aids in training transfer to the
work environment.
Instructors will assess learner performance as demonstrated in class by correct
execution of objectives in applied activities.
Summary
This section of each module reminds learners of the learning objectives they
have just worked on and helps to transition to and tie-in the next learning
topic. Repeated use of the course roadmap will support this process.
10
Preliminary Agenda
Day 1
Timing
8:30 9:00
9:00 9:30
9:30 10:00
10:00 10:30
Instructor
Activity Description/Objectives
Introduction
Module 1: Norms of Management Behavior
30 minutes
Break
10:30 12:30
12:30 1:30
1 hour
10:00 10:30
30 minutes
Instructor
Welcome and recap of day 1
Module 6: Gaining Financial Skills
30 minutes
Break
10:00 10:30
Instructor
Welcome and recap of days 1 and 2
30 minutes
Break
Module 7: Presenting Plans to Achieve Goals,

continued
1 hour
1:00 2:30
2:30 3:15
3:15 3:45
3:45 4:45
4:45 5:15
Break
Module 6: Gaining Financial Skills, continued

Finances and XYZ goals activity
Day 2 summary
10:30 12:00
12:00 1:00
Slides
Lunch

30 minutes
3:30 4:30
4:30 5:00
5:00 5:15
Day 3
Timing
8:30 8:45
8:45 10:00
Wkbk

1 hour
1:00 3:00
3:00 3:30
Slides
Break

Day 1 summary
10:30 12:00
12:00 1:00
Wkbk
Lunch
Module 3: Setting and Managing Expectations

4:00 5:00
5:00 5:15
Day 2
Timing
8:30 8:45
8:45 10:00
Slides
Module 2: Achieving XYZ Strategic Goals,

continued
1:30 2:15
2:15 3:30
3:30 4:00
Wkbk
Lunch
Module 9: Coaching
30 minutes
Break

Course summary and test
11
Course Roadmap
Overview
The graphic below depicts the course topics.
Developing
People
Coaching
for Performance
Delegating
Norms of
Management
Behavior
Achieving XYZ
Strategic Goals
XYZ
Strategic
Goals
Presenting Plans
to Achieve Goals
Setting
Expectations
Communicating
Decision
Making
Gaining
Financial Skills
12
Introduction
Introduction
Learners will be welcomed, acquainted with the requirements/features of the

learning environment, and introduced to the course goals and learning
objectives.
Learning
There are no learning objectives specified for the introduction.
objec
tives
Presentation
and
dem
onstr
ation
1.
2.
3.
4.
5.
Instructional
activ
ities
Circle introduction exercise. (p.6 in current Participant Workbook)
Summary
Show the roadmap slide briefly and move to the next module.
Welcome
Introduce instructors.
Explain class agenda and ground rules.
Introduce course goal and learning objectives.
Ask about completion of pre-work and explain how it supports the
learning objectives. Direct learners who have not completed the pre-work
to do so before the next class session.
6. Conduct circle introduction exercise
7. Show course roadmap.
13
Module 1: Norms of Management Behavior

Introduction
This brief portion of the course defines the norms of management behavior
and features a video presentation about the norms. The norms are presented as
a segue from the Leadership Academy training to this course.
The concept driving this section is that managers should work to achieve
XYZ goals in ways consistent with the norms.
Learning
objec
tives
Identify and describe the norms of management behavior as they apply to

XYZ managers.
Presentation
and
dem
onstr
ation
1. Explain that the norms are the manner in which managers apply XYZ
Values and Leadership Practices daily in their work units.
2. Conduct the Norm Recognition Activity (described below).
3. Confirm norm definitions and explain their origins.
4. View a 7.5 minute video of Murray Ray, EVP of HR, describing the
Norms.
5. Tell learners that descriptions of the norms, based on the video, are
included in their Participant Workbooks.
6. Conduct Summary Worksheet Activity (described below).
Instructional
activ
ities
Norm Recognition Activity

Have learners turn to the matching exercise in the Participant Workbooks.
Working as individuals, have learners match norms with the proper
definitions.
Debrief by telling learners that this was just a simple warm-up activity;
classwork will become much more complicated.
Summary Worksheet Activity
Introduce learners to the worksheet and explain that these sheets will be
used throughout the course at the end of each topic/module.
Ask learners to write down on the worksheet at least two ideas from this
module they dont want to lose sight of or forget.
14
Summary
Recapitulate that managers should work to achieve XYZ goals in ways

consistent with the norms.
Ask learners to be aware throughout the three days of training how the
norms and meeting XYZ goals interact. This interaction will be pointed
out frequently as the class covers the various course topics.
Show the course roadmap.
15

Introduction
This module spotlights the central focus of the course: achieving XYZ goals.
It also starts learners thinking about the single most important priority they
brought to class and the manner in which they should communicate that
priority to their work unit.
Learning
objec
tives
Presentation
and
dem
onstr
ation
Identify and describe XYZ Five Year Strategic Plan Goals and current
First Year Priorities.
Develop a communication plan to effectively communicate XYZ strategic
goals/priorities and specific work unit goals/priorities to team members.
Understanding XYZ goals

1. Remind learners of the prework directions to read the XYZ Five Year
Strategic Plan and First Year Priorities, and to select their single most
important First Year Priority.
2. Conduct Defining XYZ Goals Activity (described below).
3. Present information from the performance planning checklist that
describes the requirements managers have to:
a. Understand company goals (p.59),
b. Develop subordinate goals that directly support company goals,
(p.59) and
c. Communicate goals to their teams.
4. Distribute critiquing jobs aids and describe what goes into a good
presentation.
5. Conduct Goals Presentation Analysis Activity (described below) and show
video of ecomm member presenting XYZ goals/priorities.
Selecting a goal to focus on in class
6. Quickly recapitulate SMART goals guidelines from pre-work.
7. Conduct Initial Definition of Learner Priorities Activity (described
below). (This will include testing of learner-selected goals against XYZ
First Year Priorities and Strategic Goals.)
Working on a plan to communicate the goal
8. Explain the goal presentation activity learners will undertake on day 3.
9. Conduct the Summary Worksheet Activity (described below).
16
Instructional
activ
ities
Defining XYZ Goals Activity

Ask learners to name from memory each current XYZ First Year Priority.
Debrief:
Compare answers with the actual priorities.
Post priorities on wall for reference throughout course.
Goals Presentation Analysis Activity
Form three teams.
Assign teams one aspect of the ecomm presentation to analyze (i.e.
content, language, presentation techniques) and provide critiquing job
aids.
Show ecomm video of goals/priorities presentation.
Have each team present their analysis/critique.
Debrief by leading a discussion describing ways learners can use the
presentation techniques they observed and critiqued when they communicate
goals to their own work teams.
Initial Definition of Learner Priorities Activity
Distribute goal and communication plan templates.
Allow a brief work period for learners to define their single goal/priority
for class use.
Ask each learner to briefly describe to the class the priority he/she will
present on day 3.
Debrief: Instructor and class members compare selected goal against XYZ
priorities and goals and offer recommendations (if appropriate).
17
Summary
Explain that every topic and every skill included in the course should be
used to further achievement of XYZ goals. As learners move through the
course, they will accumulate information and skills to enable them to
speak about goals effectively and to formulate plans for communicating
goals to their work units.
Remind learners that they should rework and refine their selected goals
during the next two days as they learn more.
Tell learners that goal setting and achievement is an on-going and iterative
process in class and in actual practice.
18
Module 3: Setting and Managing Expectations

Introduction
This module looks at how managers must set and manage expectations
relative to work priorities. During the first activity learners focus on what one
manager should do to help his team make progress toward their goals while
dealing with various business changes and challenges during a single fiscal
year.
The concept driving this section is that managers must set clear expectations
and manage those expectations in the face of change through the use of timely
communication with all stakeholders.
Learning
objec
tives
Apply the method for setting and managing expectations to typical work
situations.
Presentation
and
dem
onstr
ation
1. Describe the focus of this module.

2. Share the John Kotter quote.
3. Explain the four-bullet method for setting and managing expectations.
(p.22)
4. Conduct the Case Study Activity (described below). (p.23-29)
Instructional
activ
ities
Case Study Activity

Give learners the descriptions of the fictitious work unit and the business
changes and challenges that will impact the units work priorities,
assignments, schedules, etc. during five points in the fiscal year.
Divide the class into five teams.
For each time period, ask teams to use the model discussed at the start of
this topic to describe what the fictitious manager should do to set and
manage the expectations of his direct reports.
Teams present their recommendations chronologically as the fiscal year
unfolds.
Other teams offer comments.
Debrief:
Ask learners if theyve had quarters like Terrells and if any of the
solutions the teams suggested worked for them.
Summarize/generalize how learners can apply the model to their own
work situations.
19
20
Instructional
activ
ities,
conti
nued

Summary
Ask learners to identify any information from the previous module

(Achieving XYZ Strategic Goals) that applied to the case study as well.
Suggest that the setting and managing expectations method (and
activity/debrief discussion) might have provided some good ideas for
learners to use when they design their own communication plans.
Tell learners that the next module will focus even more closely on
communication skills.
21
Introduction
This module looks at what makes for good communication, what are typical
communication barriers, and how learners can overcome communication
barriers.
Clearly, effective communication is key to achieving goals.
Learning
objec
tives
Identify and apply effective communication strategies and methods.
Presentation
and
dem
onstr
ation
1. Conduct the Defining Best and Worst Communication Practices Activities

(described below), including discussion of research findings.
2. Conduct the Defining Strategies for Overcoming Communication Barriers
Activity (described below), including discussion of research findings.
3. Lead a discussion focusing on the challenges of interdepartmental
communications and how to gain cooperation.
a. Highlight the best practices and strategies formulated earlier that
might be particularly applicable to these communications.
Instructional
activ
ities
Defining Best and Worst Communication Practices Activity

Ask learners to note on index cards three characteristics of excellent
communication.
Working as teams, learners consolidate lists.
Working as a class, learners develop best practices list.
Repeat process for worst communication practices.
Debrief by sharing research findings to confirm and refine best practices list
developed in class.
22
Instructional
activ
ities,
conti
nued
Defining Strategies for Overcoming Communication Barriers Activity

Brainstorm as a class the barriers to good communication.
Have the class determine by vote the four most significant barriers.
Have teams each take one barrier and develop four strategies for
overcoming that barrier.
Have learners present their strategies.
Debrief:
Share research findings to confirm and refine strategies to overcome
communication barriers developed in class.
Recapitulate best practices and strategies.
Acknowledge that nothing works every time, but it can be helpful to have
these strategies to consider.
Summary
Ask learners to make note of any techniques from this module that they
can use when they design their own communication plans.
Using the course roadmap, tell learners that the next module will focus on
decision-making; another skill critical to achieving goals.
23

Important note
We are concerned that this module may not solve the management skill needs articulated by
Laura and John. Please review this module carefully and verify that the instruction and
activities shown below adequately address those needs. If not, please provide more
information about the needs.
Introduction
This module explores the use of different decision making styles and provides
a tool for identifying decision makers.
Learning
objec
tives
Presentation
and
dem
onstr
ation
Identify different decision-making styles and when best to utilize them.

Analyze who should make decisions, based on a balance of chance of
error and consequence of error considerations.
1. Describe what makes an effective decision maker at XYZ. (p.31)

2. Present Victor Vrooms quality and acceptance factors and his four
basic styles/approaches to decision making. (p.32)
3. Conduct Decision Making Styles Activity (p.34) and define best uses at
XYZ for each style.
4. Conduct Identifying Personal Styles Activity and identify under-utilized
styles for each learner.
5. Present the Decision Maker Analysis Matrix (see example below) and
share several actual XYZ decision making examples to illustrate proper
tool use.
High
Will require
assistance
Consequence
of
Error Should not require
assistance
Low
Refer to an authority
other than yourself
May require research
or assistance
Chance of Error
High
6. Conduct the Decision Making Activity. (p.37)

24
Instructional
activ
ities
Decision Making Styles Activity

Assign a different decision making style to teams of learners and
distribute a supply of two colors of Post-It notes to everyone.
Focusing only on their assigned style, ask learners to take five minutes to
individually write down 2-3 examples of appropriate and 2-3 examples of
inappropriate decision making at XYZ on the Post-It notes. They should
write only one example per note.
At the end of 5 minutes, call time and ask them to review their notes with
others in their group. Ask groups to sort out redundancies and to select
their top three examples of appropriate decision making and their top
three examples of inappropriate decision making using the following two
criteria:
1. Clearly fits the category.
2. Shows diversity of types of decisions.
Debrief:
Teams stick notes on an enlarged model of Decision Making at XYZ
matrix and explain their decisions.
Leader offers clarification and/or corrective feedback, if necessary and

notes best uses of each style.
Identifying Personal Styles Activity

Have tables work as groups.
Each person identifies the decision making style he/she most often uses.
Use the Decision Making at XYZ matrix to record real decision making
examples from each learners job.
Debrief:
Each person identifies one or more of his/her less-used styles as a
development opportunity.
25
Instructional
activ
ities,
conti
nued
Decision Making Activity (modified)

Read the scenario. (p.37)
For each of the five messages, teams should:
o In one sentence, summarize the key issue or problem from the
managers point of view.
o Set the managers primary objective relative to each message
make sure it aligns with XYZ goals and priorities.
o Select an appropriate decision making style.
o Using the Decision Maker Analysis Matrix, decide who should
make the decision.
Teams present their decisions to the class and receive feedback.
Debrief:
Instructor summarizes class consensus for each of the case study messages,
emphasizing alignment with XYZ goals/priorities, as well as proper style
selection and decision maker identification.
Note: this use of the activity on page 37 does not include setting priorities or
developing solutions. Class content has not addressed these skills. Our
proposed use of the activity is limited: the activity tests only learner ability to
see alignment with XYZ goals, select a decision making style, and identify the
decision maker.
Summary
Overcoming indecision is key to decision making. Getting buy-in and/or

making sure everyone is happy with a decision with may not be appropriate
for many business decisions. Using the decision making styles information
can help you avoid unnecessary discussions, negotiations, compromises, and
delays.
Also, an essential test for decision making is whether or not XYZ goals and
priorities are being served by day-to-day business decisions.
26
Module 6: Financial Skills

Introduction
This module addresses what managers need to know about finance using the
Zodiak instructional game.
Debriefing discussion questions at the end of the day serve to place financial
issues and concerns within the context of achieving XYZ goals.
Learning
objec
tives
Identify and apply effective financial strategies and methods.
Presentation
and
dem
onstr
ation
1. Present existing course materials.

2. Play the Zodiak game.
3. At the end of the day, conduct Finances and XYZ Goals Activity
(described below).
Instructional
activ
ities
Zodiak Game
Finances and XYZ Goals Activity
Divide learners into four teams.
Ask each team to develop an answer to one of the discussion questions
listed below.
Allow a five minute work period and remind learners to draw from
everything they have learned in the class to formulate their answers.
Have each team present their question and response.
Have the class at large offer further comments.
Discussion Questions:
How can financial information and what was learned during the Zodiak
game be used to support of XYZ goals? (Give at least two actual
examples.)
How can financial issues be communicated to subordinates and other
stakeholders? (Give at least two actual examples.)
What sort of interdepartmental complications arising from financial issues
can adversely impact XYZ goals? (Give at least two actual examples.)
What should managers do to effectively collaborate interdepartmentally
over financial matters? (Give at least three suggestions.)
Debrief by summarizing responses and offering corrective feedback.
27
28

Summary
Summarize the topics covered during the day.

Describe the activities for the evening and/or next morning start time.
29

Introduction
This module revisits the topic addressed in module 2, XYZ Strategic Goals.
In this section of the course, learners will finalize one goal for their
subordinate work unit, prepare a plan to communicate company and work unit
goals to their subordinates, and actually present the goals in class.
Learning
objec
tives

Develop a communication plan to effectively communicate XYZ strategic
goals/priorities and specific work unit goals/priorities to team members.
Present your communication in a manner appropriate for your work team.
Presentation
and
dem
onstr
ation
1. Describe the required deliverables (i.e. work unit goal and communication
plan).
2. Explain what this module will include and how the time will be used.
3. Start the Work Period.
4. After the work period, distribute critique sheets keyed to the XYZ goals
presentations and explain the critiquing process.
5. Conduct the Learner Presentations Activity (described below).
Instructional
activ
ities
Work Period
Allow a one-hour work period for learners to help one another
(collaborate) as they put the final touches on their work unit goal/priority
and their communication plans.
Learner Presentations Activity
Divide the class into two groups that contain both rookie and experienced
managers.
Provide a separate room area for each group.
Have rookie managers present XYZ goals and first year priorities; have
experienced managers present their specific work unit goal. (Note: this
information is not shared with learners beforehand. All learners will
prepare a presentation including both XYZ and work unit goals.)
Debrief:
Lead critique sessions.
Stress positive accomplishments by speakers.
Summarize best practices observed during presentations.
30
Instructional
activ
ities,
conti
nued

Summary
Have groups come together.

Summarize the topics covered during the morning.
Ask learners to share what they learned during the critiquing sessions.
Segue into the next topic by saying that we have covered XYZ goals and
defined a work unit goal, now we turn to topics that will help our people
work to achieve these goals. The next topic is Developing People.
31
Introduction
This module looks at the skill of delegation.

Entrusting others with responsibility and authority and establishing
accountability for results is essential to XYZ meeting its goals and the success
of the XYZ management team.
Learning
Key Objective:
objec Write a plan that identifies work to be delegated that is not now delegated.
tives The plan should include:
Presentation
and
dem
onstr
ation
What to delegate,
Who will be involved, and
What check points and controls will be established.
1. Conduct Delegation Fears Activity (described below).

2. Briefly define delegation, authority, and accountability. Acknowledge the
fact that XYZ managers have dual roles: they are responsible for
individual contributor work as well as management work. The skill of
delegation cannot remedy that situation, but it can help managers be more
effective and accomplish more toward XYZ goals.
3. Lead discussion of Why Managers Need to Delegate More. Conclude
discussion with perception of leadership at XYZ needing them to delegate
more.
4. Summarize the benefits of delegating.
5. Present generic information on what to delegate and what not to delegate
while learners take notes.
6. Conduct Identifying Items to Delegate Activity (described below).
7. Present information on the psychological and organizational barriers to
delegation and how they might be overcome.
8. List five requirements for successful delegation, emphasizing clarity,
acceptance, establishing effective controls, and requiring completed work.
10 mins.
9. Conduct Delegation Planning Activity (described below).
32
Instructional
activ
ities
Delegation Fears Activity (5 minutes)

Give each learner a 3x5 card and ask them to write down one of their
fears about delegating responsibilities to their employees.
Pass the cards around in a clock-wise direction. Learners read every card
and put a checkmark in the upper right hand corner of the card if that fear
is true for them, too.
After circulating the cards, each card returns to the originator to hold until
the end of the module.
Debrief postponed until end of module.
Identifying Items to Delegate Activity
Divide class into discussion groups of three.
Have groups specify items pertaining to their own areas that can be
delegated.
Debrief:
Call on individuals to present one or two of their ideas for delegation.
Give corrective feedback if the wrong things are picked to delegate or not
to delegate.
Delegation Planning Activity
Using a planning worksheet, learners select at least two things of
significance to delegate and write a plan for how they will accomplish the
delegation.
Debrief:
Have learners read aloud the cards with the most checkmarks from the
first module activity.
Ask learners to reconsider their fears in light of the delegation module.
Instructor leads a brief discussion of a positive, upbeat nature.
33
Summary
Summarize the lesson and give the following tip for delegating that Karl
would endorse:
Look at all the work done by your group.
Delete all non-critical items, regardless of who is performing them.
Do this on an on-going basis.
The result will be to make more resources available.
34
Module 9: Coaching for Performance

Introduction
This module discusses the most common way managers improve employee
performance coaching. Good coaching is key to achieving goals throughout
XYZ and is the on-going daily activity managers undertake in preparation for
annual performance reviews.
Learning
objec
tives
Explain how employee performance supports achievement of XYZ goals.

Conduct a coaching session using the recommended guidelines.
Presentation
and
dem
onstr
ation
1. Present the following topics:

a. Why it is necessary to focus on performance. (p.45)
b. How good performance supports XYZ business needs. (p.45)
c. XYZs performance philosophy. (p.47)
d. Why coach? (p.68)
e. Coaching and the 5 leadership practices. (p.68)
f. Identifying coaching opportunities. (p.69)
g. Coaching and situational leadership. (p.70)
2. Conduct Instant Gap Analysis Activity (described below).
3. Present the following topics:
a. Coaching tips. (p.70)
b. Giving feedback. (p.71)
c. Coaching for 9-block performance ratings. (p.71)
d. Coaching conversation. (p.72-3)
4. Conduct the Coaching Challenge Activity (p.92).
Instructional
activ
ities
Instant Gap Analysis Activity

Describe gap analysis.
Distribute worksheets.
Ask learners to identify one of their immediate subordinates to be the
subject of their instant analysis. (The subordinate will not be identified by
name at any time.)
Ask learners to complete the worksheet focusing on this employee.
Debrief by telling learners to keep this employee in mind throughout the rest
of the module. At the end of the module, this employee will be featured in
another activity.
35
Instructional
activ
ities,
conti
nued
Coaching Challenge Activity (modified from p.92)

Divide learners into teams of three.
Review instructions for the activity, including role switching and use of
checklist.
Ask teams to coach/critique according to the directions.
Keep track of time, so team members have time to switch roles.
Allow a 25 minute work period.
Have each team discuss with one another what they learned or will take
back to their next real coaching sessions.
Debrief by asking each team for one aspect of coaching they saw in the
activity and will take back to the job. Offer additional suggestions, if
necessary.
Summary
Tell learners that coaching leads directly into the next course topic:
developing people. Coaching is a daily process, but a fairly informal one.
Developing people is a formal, organized process we use to make sure our
human resources can achieve XYZ goals.
36

Important note
Please provide feedback on HP Professional Development Planning booklet Darryl provided.
Do you wish to use the worksheet for putting together a development plan included in this
section of the course or something else?
Introduction
This module focuses on defining the acquisition and development of the

knowledge, skills, and experience employees need to meet current and future
business, personal, and professional goals.
Professional development plans help people:
Align personal professional development with corporate goals and needs,
and thus move the business forward.
Help employees form their work and career expectations within their
employers.
Enable managers to more effectively coach and manage for best
performance and development.
Ensure employee skills and knowledge keep abreast of evolving industry
trends and developments.
Help employees focus on their future.
Help retain valuable and motivated employees.
Learning
objec
tives
Presentation
and
dem
onstr
ation
Use the development planning worksheet to formulate and record career

development plans for employees.
1. Describe the benefits of developing employee careers for the individual

and for XYZ.
2. Describe developing people preparations:
a. Review job description (p.63)
b. Review competencies (p.63)
c. Review past performance records (p.63)
d. Identify major organizational goals/projects/tasks (p.64)
3. Introduce learners to development plan worksheets and describe how to
use them.
4. Conduct How To Develop This Employee Activity (described below).
5. Demonstrate how to update employee training plans (p. 65)
37
Instructional
activ
ities
How to Develop This Employee Activity

Divide learners into pairs.
Ask each pair to read the description of Anna Smith (p.95) and
complete a Development Activity Planning Worksheet for her.
Allow a five minute work period.
Call on various pairs to present their plans for Anna.
Have the class at large offer further comments.
Ask the class to identify which of the current First Year Priorities Annas
development helps to achieve.
Debrief by:
Summarizing responses and offering corrective feedback, if necessary.
Suggest that high-performers consider the opportunity for training/
development a significant job search criteria. Ask learners if they have
any personal examples of how development can contribute to retaining
valuable employees.
Summary
Direct learners to resources behind the online employee training plan

program and to other HR resources.
38
Summary
Important note
Please give us a description of how the formal assessment test will be used in class and after
class to assess and record learner performance. These decisions impact test design and may
have other important business implications.
Introduction
This segment will help learners focus on what they have learned and define
for themselves specific actions they will apply on the job as a result of their
new knowledge and skills.
Additionally, learners will take a formal assessment test at the conclusion of
the training session.
Learning
objec
tives
There are no learning objectives specified for the summary.
Presentation
and
dem
onstr
ation
1.
2.
3.
4.
5.
6.
Instructional
activ
ities
Course Summary Activity

Show and explain use of the personal action plan 3-part form.
Ask learners to refer to each modules summary worksheets.
Distribute forms and envelopes for supervisors.
Allow a 5 minute work period.
Collect instructor and supervisor copies (with addressed envelopes).
Learners keep third part.
Show course roadmap and review topics covered during training.

Conduct Summary Activity (described below).
Review XYZ resources they may access for help/further information.
Ask learners to complete evaluations.
Thank all participants.
Conduct Assessment Test (described below).
Assessment Test
Explain why the test is being given and how test results will be used.
Explain test completion requirements and distribute test.
Allow however much time is required by learners to complete the test.
Remain in room to answer questions, collect tests, and say good-bye.
39
Summary
No summary or additional remarks will be made once the tests are distributed.
40

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Design Document

Managing to Achieve XYZ Company Goals

One Cielo Vista Place

Project Manager, XYZ Organization Development Specialist, contracted

Business Need Underlying Development

Course Goals and Learning Objectives

The goals of the Management Forum @ XYZ: Managing to Achieve XYZ

Achieve first year priorities and five year strategic goals.

Understand the financial impact of their actions, in order to help XYZ

Coach, review, develop, and retain valuable employees.

Make timely and effective decisions and delegations in support of XYZ

Identify and describe the norms of management behavior as they apply

Module 2: Achieving XYZ Strategic Goals

Module 6: Gaining Financial Skills

Class attendance will be approximately 16 to 24 learners.

The instructor guide will contain content, logistical materials, and a

The course will contain a variety of instructional activities, selected to best

In the Course Summary module, learners will complete a Kirkpatrick Level 1

Training Development Timeline

XYZ receives design document for review.

XYZ specifies design document changes.

All course materials complete.

Dress rehearsal/walk-thru of new and revised course materials.

Electronic copies of camera-ready course materials delivered to XYZ

Janet attends via conference call.

XYZ reproduces class materials.

Run class. (Class coincides with Monday morning manager meeting.)

Final version of Leader Guide delivered to XYZ.

Janet attends in person to finalize Leader Guide.

This component prepares participants to learn. It stimulates interest and

During these sections of the course, information, definitions, demonstration of

One of the ways information turns into instruction is by allowing people to

Module 7: Presenting Plans to Achieve Goals,

Module 6: Gaining Financial Skills, continued

Module 6: Gaining Financial Skills, continued

Module 6: Gaining Financial Skills, continued

Module 5: Decision Making

Module 3: Setting and Managing Expectations

Module 2: Achieving XYZ Strategic Goals,

Module 10: Developing People

The graphic below depicts the course topics.

Learners will be welcomed, acquainted with the requirements/features of the

There are no learning objectives specified for the introduction.

Circle introduction exercise. (p.6 in current Participant Workbook)

Module 1: Norms of Management Behavior

Identify and describe the norms of management behavior as they apply to

Norm Recognition Activity

Recapitulate that managers should work to achieve XYZ goals in ways

Module 2: Achieving XYZ Strategic Goals

Understanding XYZ goals

Defining XYZ Goals Activity

Module 3: Setting and Managing Expectations

1. Describe the focus of this module.

Case Study Activity

Summary Worksheet Activity

Ask learners to identify any information from the previous module

Identify and apply effective communication strategies and methods.

1. Conduct the Defining Best and Worst Communication Practices Activities