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The programme has been split up into four modules that cover each learning objective.

Module 1 is designed to establish the leader. Using emotional intelligence they will gain the skill and knowledge of Self-awareness, Self-regulation, Motivation, Empathy and Social skills. Using the strengths that make them who they are, they will understand how to build high self esteem and recognise when some strengths are being overused.

Module 2 is designed to teach leaders how to coach. This will create a more trusting, inclusive culture, breaking down barriers within a team that allows all members to feel they can talk openly, challenge one another and innovate.

Module 3 is designed to encourage teams to collaborate. This will encourage communication, inspire teams and help leaders deal with potential conflict and behavioural challenges that may occur.

Module 4 is designed to support your teams learning and development. With new ways of leading, comes change which can provoke team anxiety. Using psychological techniques seen in Kotter Change Model, will help leaders deal with these situations in their teams. Making all team members feel as important as one another by creating an inclusive culture across a diverse team.

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• Recognising the learning and development opportunities of their team.
• Learning how to lead teams through intense periods of change - Kotter Change Model, seeking to create urgency instead of anxiety.
• Understanding the business case for inclusion in the workplace and exploring ways create an inclusive culture in order to get the best from a diverse team.

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• Understanding stages of team development, with a focus on the role of trust in team and client relationships - Tuckman's Model.
• In the forming stage of team development, we will look at how we can inspire, motivate and encourage collaboration.

• In the storming stage of team development, we look at the potential causes of conflict, discover the underlying good intention, and identify what behavioural changes this could create as a result.

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• The importance of creating an inclusive culture where everyone feels that they belong whilst being valued for their uniqueness.
• Introduction of psychological safety for a diverse workforce to become inclusive.
• How to build psychologically safety within your team so that all team members feel safe to speak up, challenge each other and innovate.

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• The importance of Emotional Intelligence in business success.

• How we use our unique strengths to deliver high self esteem and how we have the potential to overuse our strengths.

• How to work most effectively together.

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To ensure consistency in approach, effective leadership when managing these changes, and enabling leaders to act as positive role models for their team.

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Using Blooms Taxonomy, I have determined that all personas will benefit from the first 4 steps learning based on the learning outcomes:

Remember - Taking notes and having resources available to the trainer during and after the programme.
Understand - Determine the key issues that need to be fixed with a clear learning journey to put into practice.
Apply - Using the knowledge obtained from the programme and applying it within their role. Pedagogical approaches such as social constructivism.

Analyse - Compare and contrast the learning gap before and after using the programme materials.

We can break down each of these Learning Outcomes using S.M.A.R.T.

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Note: This is a fictional company and rationale designed specifically for this project.

An I.T. company providing businesses with I.T. infrastructure. This is a large organisation based in Portsmouth, U.K. Since the relaxation of the pandemic restrictions, the company has opted for a hybrid work culture to sustain output, client satisfaction and allow the business to continue to grow during these uncertain times.

As a result of this quick reaction to the pandemic, clients have continued to reach out for new work and the team has continued to grow.

With the new working conditions and increased team size, the Managing Director, James Peter, has requested a new programme to develop team leaders and supply them with the best best practice tools and techniques for leading, collaborating and getting the best from a diverse team.

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The programme will be delivered in 8 weeks. During this time, leaders will be expected to complete the following criteria:

Pre-Work - Complete before Virtual Class.

Virtual Class - Collective Session to discuss the topic.

Applied Learning - Use your learning in the workplace.

Post-Work - Resources and assignments set to be complete before the next module.

Action Learning Set - Small groups to discuss your experience applying the learning in workplace situations. Reflect and discuss best practice.

Examination - Carried throughout the programme. Completion of pre-work and post-work including quizzes, assignments, learning logs. Attendance on Virtual Classes and Action Learning Sets. Reflection of applied learning during Action Learning Sets.

Resources on LMS - All resources will be downloadable for future reference.

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This programme will be delivered by Digital Blended Learning.

Based on the teams I.T competencies, hybrid working conditions and requirement for face-to-face and learning that can be complete in their own time, a digital blended learning experience will be required. This will include synchronous virtual classrooms with programme facilitators and asychronous learning outside before and after each virtual classroom.

This will also give the teams the opportunity to refer back to conversations and resources from the programme at a later date, maximising retention of the information.

Putting learning into practice will be essential. A series of Action Learning sets where leaders will be put into small groups where best practice is shared and experiences explored.

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To be collaborative and lead from the centre of the group rather than the top of the pyramid. Encourage sharing of ideas, increasing buy-in, and the importance of celebrating success when leading teams.

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To create an environment that involves, engages, motivates and retains a high performing team.

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To recognise and leverage leaders and their teams unique strengths and purpose whilst guarding against their own agenda or potential for bias.

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The mode of delivery chosen for this programme supports the specific needs of a team with time and geographical limitations.

By creating a programme thats both synchronous and asynchronous, will give the programme structure and the team clear expectations for delivery outside of virtual classrooms and webinars. The courses will be interactive to keep engagement up, with the use of infographics, resources, gamification elements and quizzes.

Assignments will be set to put the learning into practice within their role, and during the action learning sets, leaders will be examined as a group based on their experiences, knowledge and reflective thinking. This will again keep everyone on a clear learning journey at the same pace with minimal drop-off. The only concern is the time this work needs to be complete within, with quite strict deadlines. But by incorporating the learning directly into their work, this should aid not hinder their work.

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The project rationale breaks down a clear expectation for the programme delivery. With a new hybrid working culture, a growing team and new ways of having to consider how your team works together, collaborates, builds performance and trust leaders - The managing director is hoping a new programme to develop Team Leaders will promote a more productive, open and diverse team culture that will in effect increase performance.

James Peter is the Managing Director with 25 years of experience in I.T. As someone who is very social and thrives on team culture, it is very important that all members of the company from Management, to Team Leaders, to Peers all trust one another and show a willingness to succeed. James has found communication barriers between tenured and new team members a challenge and clear inconsistencies with managing techniques. Creating a programme that aligns team leaders learning and tackles collaboration, trust within a team, is key. James would want a system that works well on his computer and will less likely be mobile during the programme.

Aimee Marie has been in the company for 4 years and worked up to their position. Aimee has great communication and performance skills, but clearly has found issues creating a team environment that works together and trusts leadership. There's clearly inconsistencies with management techniques. They hope to break these barriers down and create a more inclusive work place. As someone who is very mobile, having the option to work on the programme anywhere on any device, would be a preference.

Amar Khan joined the business more recently after completing their studies. Amar has a geographical disadvantage, living further away than the other employees. This is due to the position offering a hybrid working condition. A virtual learning environment would be recommended. As someone with a lot of experience in their field, but lacking in leadership, they hope to gain the knowledge and trust to be a great leader who can support their team. Amir would prefer shorter synchronous sessions, so building content outside of virtual classrooms would be ideal.

All learning personas bring up the need to develop leadership, performance and collaboration in the business. Keeping the learning asynchronous and anywhere is very important. To help support one another and carry out key learning, a set of short virtual classes will be created alongside Action Learning Sets to examine individual expriences.

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The learning outcomes indentified:

1. Developing an understanding of best practice tools and techniques for leading, collaborating and getting the best from a diverse team.

2. Recognising the importance of purpose and values in the workplace and developing the skills of a purposeful leader.

3. Encouraging greater peer to peer support and sharing.

4. Embedding a habit of continuous personal development, curiosity and self-directed learning.

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The learning gaps identified:

Team Leadership

All Senior Leaders and management are not being trained to the same level as one another to manage their teams correctly. This has lead to a drop in confidence and trust between Senior Leaders and their peers to do the right thing by them when they require directions and decision making.

Team Performance

The hybrid working culture, growing teams and Seniors with different levels of experience, is creating concern for management and employees performance levels and self-directed learning.

Team Collaboration

A hybrid working culture means communication is key. This isn't being encouraged between peers and Senior Leaders. Relationships have already been formed between tenure employees, which also creates a divide and seclusion for new employees entering the business.

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The companies move to a hybrid working culture has allowed employees a lot more flexibility with where they work. But with teams growing, new Senior Leader roles being filled with different levels of experience and communication dropping between peers and Senior Leaders, managers fear this will effect performance, client relationships and create inconsistencies with team leadership techniques and self-directed learning.

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The learning personas show a diverse team with different levels of skill, experience, expectations and frustrations. Creating these personas also shows similarities in competencies and where a company is falling short of team expectations. Although the personas are leader focused, seeing experience, time in the business and personal backgrounds have created their own set of challenges that need to be addressed with the programme.

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To raise the overall performance of the business through equipping and empowering leaders to get the best of their teams and clients.