# data[].attributes.body
535

# data[].attributes.body
Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook: The Cognitive Domain. New York: David McKay.

Pappas, C. (2016). 6 eLearning Content Chunking Strategies to Apply In Instructional Design. Retrieved 26 March, 2022, from eLearning Industry Website: 6 eLearning Content Chunking Strategies To Apply In Instructional Design (elearningindustry.com)

Watson, S. (2019). Higher-Order Thinking Skills (HOTS) in Education. Retrieved 26 March, 2022, from ThoughtCo. Website: What Are High-Order Thinking Skills (HOTS) in Education? (thoughtco.com)

# data[].attributes.body
Delivery is blended. The programme is personal effectiveness based, which tends to lend itself better to face-to-face, but the more practical aspects can be covered digitally. The company is based in one location with everyone having the same core hours, so classroom sessions are straightforward to coordinate. Although staff are adapting to digital learning, the company is not at a stage to adopt it fully with the longer-serving employees associating it with policy/compliance training, including Rod. Yet digital elements must be included to help overcome this opinion.

The flow is linear, as every module is mandatory and builds on the next, and they must be completed in order. Yet the Think Tank that underlies the programme is optional to avoid it feeling forced, so could be considered a 'spoke' element.

# data[].attributes.body
I adopted a top-down approach to build the modular framework, with the learning outcomes guiding the development of modules, topics and subtopics. Every outcome has a corresponding module except the last, as this outcome will be met through the ongoing Think Tank. I utilised chunking to create the content map. This allowed me to prioritise information and will make it easier to storyboard when it comes the time (Pappas, 2016). A particular focus of our organisation is the importance of diversity and inclusion, so this is brought into every module. The final module includes three practical scenarios, which will be the main form of assessment in the programme.

# data[].attributes.body
Subtopics:
·         Coaching vs. mentoring

·         Coaching models

·         Identifying and addressing individual learning needs

·         Developing an inclusive coaching approach for a diverse team

·         Practical scenario

# data[].attributes.body
Subtopics:
·         Different approaches to take

·         Assertiveness
·         Link to PIC's capability framework

·         Practical scenario

# data[].attributes.body
Subtopics:
·         Feedback models

·         The art of recognition

·         Appraisals

·         Performance ratings

·         Practical scenario

# data[].attributes.body
Subtopics:
·         Motivators vs. hygiene factors

·         Delegation

·         Productivity and time management

·         Development plans

# data[].attributes.body
Subtopics:
·         Employee engagement quadrant

·         Working styles

·         Setting expectations

·         Objectives

# data[].attributes.headline
Identifying what it means to be a manager at PIC

# data[].attributes.subject
Identifying what it means to be a manager at PIC

# data[].attributes.body
Subtopics:
·         Management vs. leadership

·         Management styles

·         Managing a diverse team and being adaptive

·         Link to PIC's values

# data[].attributes.body
Subtopics:
·         Reflection of DISC assessment results

·         Interaction of different profiles

·         Applying knowledge and learning

·         The importance of equality, diversity and inclusion

# data[].attributes.body
Subtopics:
·         What DISC means

·         Why use the DISC model

·         Completing the assessment

# data[].attributes.body
Subtopics:
·         The role of self-awareness in personal development

·         Responding to feedback

# data[].attributes.body
Subtopics:
·         Preparing for the interview

·         Utilising PIC’s capability framework

·         Avoiding unconscious bias

·         Diversity of thought

# data[].attributes.body
Subtopics:
·         The ‘Authority to Recruit’

·         Selection methods

·         Advertising the role

·         Shortlisting candidates

·         The selection process

·         Decision and offer

# data[].attributes.body
Subtopics:
·         The positive candidate experience

·         Key touchpoints

·         The competent interviewer

# data[].attributes.body
Subtopics:
·         Manager’s role vs. HR’s role

·         Employee Assistance Programme

·         Mental Health First Aiders

·         Diversity and Inclusion Forum

·         Further resources

# data[].attributes.body
Subtopics:
·         Career performance

·         Development
·         Hybrid working

·         Absences

·         Changes

·         Departures

# data[].attributes.body
Subtopics:
·         Recruitment

·         Onboarding

·         Induction and probation

# data[].attributes.body
Subtopics:
·         Accessing your team’s information

·         Reporting dashboard

·         System notifications

# data[].attributes.body
Video message from CEO that outlines what the programme is and expectations

# data[].attributes.headline
Module 5: Managing the team’s performance

# data[].attributes.subject
Module 5: Managing the team’s performance

# data[].attributes.headline
Module 4: Managing the team’s development

# data[].attributes.subject
Module 4: Managing the team’s development

# data[].attributes.headline
Module 1: Managing the employee lifecycle

# data[].attributes.subject
Module 1: Managing the employee lifecycle

# data[].attributes.body
The learning personas and business problem established the learning gap, which allowed me to develop learning outcomes. I applied Bloom’s Taxonomy (1956) to determine how deep I wanted learning to be for each outcome (Watson, 2019). Each outcome progresses up a level, starting from ‘understand’ for LOTS (outcome 1), to ‘apply’, ‘analyse’ and ‘evaluate’ for HOTS (outcomes 2-6).

The nature of the programme meant that ‘remember’ was not relevant to my outcomes, as it is personal effectiveness based, rather than policy/compliance. It was also not possible to capture ‘create’ outcomes as this will only come with time when managers encounter real-life situations.

Although there were only five areas identified in the learning gap analysis, I chose to add an additional outcome for the fifth area, managing the team’s performance, as a key part of the programme will be peer-to-peer learning. I plan to incorporate a Think Tank where managers will reflect on learning and continue embedding it back into the workplace.

Outcomes are SMART. E.g.:

Discover what your behavioural style is, in terms of how you how you respond to challenges, how you influence and interact with others, your preferred pace, and how you respond to rules and procedures, by participating in a DISC assessment.

·         Specific – assessment tool is named, and behavioural style is broken down

·         Measurable – ability to reflect on style

·         Attainable – achievable during the programme

·         Relevant – tool chosen is an established way of measuring personality, and knowledge will help build self-awareness

·         Timely – by the end of the programme

# data[].attributes.body
By the end of this programme, you will be able to:

1.       Explain your key responsibilities as a people manager at PIC throughout the employee lifecycle

2.       Apply the correct process to recruit a new employee, using appropriate probing techniques to reveal behaviours in candidates during interviews, and scoring candidates objectively and consistently

3.       Discover what your behavioural style is, in terms of how you how you respond to challenges, how you influence and interact with others, your preferred pace, and how you respond to rules and procedures, by participating in a DISC assessment

4.       Examine ways of communicating with your team and motivating them, which achieve collaboration, success, and foster inclusion

5.       Experiment with different communication approaches during practical workplace scenarios

6.       Explore how others have applied their learning so you can plan and continue developing your own management style

# data[].attributes.body
People managers of all levels must undertake the programme, meaning there are varying levels of knowledge and skills. It will not be possible to bring all managers up to the same level, as this only happens by extended application. It is most important to train managers on the practical aspects of people management at PIC (Lower Order Thinking Skills, ‘LOTS’), and how to apply PIC’s values and capability framework when managing a team (Higher Order Thinking Skills, ‘HOTS’).

Key areas to be addressed are:

·         Managing the main elements of the employee lifecycle, from onboarding to eventual exit

·         How the recruitment process operates at PIC and interview techniques that identify the right people, avoiding any unconscious bias

·         Building self-awareness of their own management style and how this interacts with different personality types

·         Exploring what being a manager is and how to get the best out of the team to achieve goals and business impact

·         Using feedback and coaching to enhance the team’s performance

Managers of all levels will get something out of this. For experienced managers, this content will be more of a skills refresher, but tailored to the business. In contrast, for new managers, the content will provide a foundation to continue building on throughout their time at PIC and future career.

# data[].attributes.body
My company, PIC, has a MDP in place, which all people managers must complete, regardless of their experience level. The MDP ensures that all managers are consistent in the way they manage their teams practically, and that managers are aligned to PIC’s values and capability framework in their management styles.

The MDP has always been classroom-based, with six half-day modules, delivered over nine months. However, the company has gone through a significant growth period, with numerous restructures. Many new managers have joined, and many existing staff have become managers. They all need to be trained, but it is no longer feasible to continue with the MDP’s current format as:

·         We only have one internal trainer. One person cannot physically train the number of new managers we have starting based on the programme length

·         There is only one programme launch per year. If a manager joins shortly after the programme has started, they must wait at least a year for the next to begin

·         Three days out of the office is costly both in terms of time for the person delivering the training, and the managers undertaking the programme

·         Now we have moved to hybrid working, it is unlikely managers will always be available to attend six classroom sessions

·         Since the Covid-19 pandemic, staff have started to expect access to content when they need it through digital platforms and have begun recognising its value

# data[].attributes.body
Previous management experience is a key consideration when designing a Management Development Programme (MDP). All managers must complete the programme, so it must be relevant to all management levels. That is why I chose two personas and collected information through interviews – an experienced manager who has just joined the company, and an existing staff member who has recently been promoted to become a manager. This revealed contrasting perceptions of digital learning, which is important to bear in mind when planning the ‘how’.