1 ASPA ToT Part 1: 8, 9, 10 Jan 2020 – DRAFT PROGRAMME & TRAINER ROADBOOK GOAL: Date Participants in this ToT will learn and experience modern and innovative training methods and instruments which will enable them to further enhance their knowledge and skills as trainers. As a result of this, participants will be able to deliver more effective and interactive trainings on behalf of ASPA. Time Contents Pedagogical/didactic approach Objectives DAY 1 Day 1 16/9 9.009.30 Welcome Introduction ‘Who is Who’ + expectations Interactive discussion - 9.3010.30 Presentation of the complete ToT programme Ppt presentation Participants reflect in small groups (max 5 per group, format: ‘World Café’) about the following topics/questions: World Café exercise Five groups; one flipchart per group. One person is designated as the fixed spokesperson of the topic. Participants discuss, the spokesperson notes reactions on the flipchart. Time per topic: 10’. After 10 minutes participants (except the spokespersons) rotate in group to a new table/topic. The topic’s spokesperson summarizes the previous answers to the new group, who continues elaborating the topic and adding new information. - - Participants’ prior knowledge & experiences with these topics are identified, enabling the TRAINER to build further on these taking into account participants’ starting position Every 10 minutes, groups rotate so that all participants (except the spokespersons) have had the chance to discuss all topics - Participants experience the tool of World Café themselves and are able to use the World Café technique in their own trainings. 1. ADULT LEARNING “What makes training adults in a professional context different from training youngsters at school or university?” “What do we have to pay attention to when training adults in a professional context?” 2. INCREASED TRAINING EFFECTIVENESS – BEFORE TRAINING “What can we do (as trainers) BEFORE THE TRAINING STARTS to guarantee/increase the effect and impact of our training?” (‘actions before training delivery’) 3. INCREASED TRAINING EFFECTIVENESS – DURING TRAINING ASPA ToT 2019-09 v3 Participants get a first chance to know each other Specific participant needs and expectations regarding the ToT are identified Participants get introduced to the key concepts of adult learning, training effectiveness and learners’ motivation starting from their own experience, knowledge and attitudes on these topics 2 “What can we do (as trainers) DURING THE TRAINING to guarantee/increase the effect and impact of our training?” (‘actions during training delivery’) 4. INCREASED TRAINING EFFECTIVENESS – AFTER TRAINING “What can we do (as trainers) AFTER THE TRAINING to guarantee/increase the effect and impact of our training?” (‘actions after training delivery’) 5. MOTIVATED PARTICIPANTS “what can we, as trainers, do to increase our participants’ motivation to learn?” [NOTE ON PARTICIPANT MOTIVATION: add if necessary: - the use of Energizers - Attention Span - Trainer’s non-verbal communication] 10.25 – 10.30 10.30 – 10.45 10.45 – 11.15 ASPA ToT 2019-09 v3 Each group’s spokesperson sticks the group’s flip on the wall. Coffee break Each spokesperson briefly reports (5min per person!) on the topic that has been discussed in his/her group. Trainer does not yet give extensive feedback, but circles keywords and mentions what will be tackled later on in the ToT (in part 1, or part 2 or part 3) Presentations by five spokespersons (max 5 min per person) NOTE THAT: each time participants present something before the group, the TRAINER gives them feedback on presentation skills! Participants are able to give a presentation before a group in a clear and interactive way, respecting the timing allotted. 3 What is being presented will be the ‘fil rouge’ of the next three days. 11.15 – 11.30 11.30 – 12.15 SHORT NOTE ON TOOL “WORLD CAFÉ”: How did participants experience this tool? Useful for their own training? “Try to find a topic in your own training for which you could use this World Café tool” Interactive discussion ‘Adult Learning’ and learning styles’ TRAINER gives a brief overview of some theories on adult learning, making links (when possible) to what has been mentioned in the World Café exercise. The short presentation (max 30 min) includes: - KOLB - VAKOG - From training to Learning Participants discover their own preferential learning style by filling in the Learning Style Questionnaire. (10 min) TRAINER checks the results and indicates the importance of making use of the different styles when providing training (5 min) Interactive presentation + Q&A 12.1513.30 Lunch break 13.30 – 14.00 ‘Enhancing Training Effectiveness: different steps’ BEFORE TRAINING: “From TNA to defining goals, objectives and learning outcomes” ASPA ToT 2019-09 v3 Participants are able to list the characteristics of the tool World Café. Participants can evaluate in which cases the use of the tool World café could be useful in their own courses. Participants can describe some fundamental theories on Adult learning. Participants are able to recognize different learning styles. Exercise: participants fill in the paperbased Learning Style Questionnaire and check their own results through the KEY Presentation on ‘Training effectiveness’ (including the TNA matrix) + interactive discussion Participants can list the consequences of KOLB’s theory for the creation of (their own) training courses. Participants can identify the different stakeholders for the trainings they will provide. 4 Starting from what participants already listed during the World Café exercise, TRAINER briefly elaborates on: - the importance of a good TNA (matrix), - different stakeholders (TRIANGLE trainer – training manager – participant) and their role in TNA - how to translate TNA’s results into GOALS, OBJECTIVES and LEARNING OUTCOMES - difference between COGNITIVE, BEHAVIORAL and AFFECTIVE objectives - how to make objectives SMART Participants can analyze the beginning situation and learning needs of the learners in their target group. Participants can explain the differences between goals and objectives. Participants can list the differences between the different kinds of objectives. Participants can explain what ‘SMART’ stands for. 14.00 – 14.45 Formulating Objectives – ROUND 1 (15 min) : in small groups, participants list a couple of objectives Group exercise of the course(s) they (intend to) teach. They help Meta-plan each other formulating these objectives and write them on post-its. [TRAINER meanwhile/afterwards reveals three spaces (on wall or flip), with three different headings COGNITIVE, BEHAVIORAL and AFFECTIVE] After writing down objectives on post-its, participants are asked to stick their objectives in the corresponding column on the wall. (5min) TRAINER goes through them (10 min) and checks: 1. If they are in the right column 2. How the division between the three columns is (less results for AFFECTIVE?!) ASPA ToT 2019-09 v3 Participants are able to define SMART training/learning objectives. 5 3. How SMART the objectives are. TRAINER gives feedback on tool “META-PLAN” 14.45 – 15.00 Classifying & prioritization of objectives: Bloom’s Taxonomy – short introduction: TRAINER explains BLOOM’s taxonomy Lecturing Ppt presentation Participants are able to explain the different levels of Bloom’s taxonomy. Participants can explain the impact of this taxonomy on the creation and prioritization of objectives. 15.00 – 15.15 15.1515.45 Coffee break formulating Objectives – ROUND 2: “identifying and listing my course objectives” Based on the previous exercise, each participant now identifies all objectives of his/her course (or part of the course if it’s a long course) by filling in the A3-size “Learning Objectives” template (with three columns). TRAINERS walk around to help and give feedback where necessary (check that objectives are SMART) Inform participants that after this preparation phase, five of them will be asked to present their course and its objectives before the rest of the group for max 5 min, (‘make publicity’ for their course). NOTE: if participants react that “it is not clear to them what their course objectives are”, focus on what is within their scope of reach to find this out, e.g. by: Contacting the different stakeholders (training manager/participant/…) Making suggestions based on own experience ASPA ToT 2019-09 v3 Individual exercise (NOTE: if any participant has no clear view yet about the course he/she will teach, he/she can either do this based on another course she/he once taught, OR help another participant formulating objectives) Participants can define learning objectives for their own courses based on TNA. When identifying SMART objectives for their own courses, participants can create a mixture of COGNITIVE, BEHAVIORAL and AFFECTIVE objectives. 6 15.45 – 16.25 - Benchmarking Some participants (max 5) present their course to the rest of the group, starting from the course objectives. [MAX 5 min per participant.] TRAINER gives feedback on the content + on their presentation skills 16.2516.30 Wrap-up of the day 9.00 – 10.30 INCREASED TRAINING EFFECTIVENESS – DURING TRAINING “THE LEARNING GALLERY” Throughout the room, different painting reproductions are distributed. These paintings could be interpreted as referring to: 1. Benchlearning 2. Flipped learning 3. Socrates discussion 4. Case study 5. Storytelling 6. Online learning: E-learning, Blended learning & MOOCS, video 7. Interactive voting (Kahoot) Participants’ presentations [max 5 min pp] [NOTE when selecting/inviting participants for presentation tasks before the entire group, make sure to select participants that have not yet presented anything before the group. Everyone should get the opportunity to present something at least once during the three days!] Participants are able to give a presentation before a group in a clear and interactive way, respecting the timing allotted. DAY 2 DAY 2 17/9 STEP 1 (10min) : CHOOSE A PAINTING (individual reflection + choosing a painting) participants are allowed to discover all paintings at their own pace; they are being asked to reflect on: ASPA ToT 2019-09 v3 Interactive exercise & discussion based on paintings which are distributed across the room. Participants can explain the main characteristics (including advantages and disadvantages) of different didactic methods and learning tools. 7 - What does each painting tell me about training/teaching? What can I learn from the painting when I give training? Which painting do I like most? (Why?) Each painting has a number of small cards next to it that refer to it. Participants select the painting of their choice by taking that card. [NOTE THAT: all paintings should be selected, so the total number of cards should be only slightly higher than the number of participants] STEP 2: (20 min) PREPARE the explanation: Participants that chose the same painting work together in order to prepare to “explain” the painting to the rest of the group: - They first (first five minutes) exchange their ideas about what the painting could refer to in terms of training / learning - Afterwards, they receive an information sheet on the pedagogical approach/didactic tool the painting refers to - On the basis of their own interpretations + the information sheet, they will prepare a short presentation that one of them (the “art critic”) will give to the rest of the group STEP 3 (60min) : ‘the guided tour’: Presentations by five participants TRAINER guides participants around through the (max 5 min per person) gallery, stopping at the different paintings; for each painting the corresponding “art critic” explains ASPA ToT 2019-09 v3 Participants are able to give a presentation before a group in a clear and interactive way, respecting the timing allotted. 8 what the painting is about in relation to learning & training. [MAX 5 min per presentation!] TRAINER gives feedback on training / presentation / interaction skills. (e.g.: do they just “explain”, or ask questions to their audience and have interaction?) 10.30 – 10.45 10.45 – 11.30 11.30 – 12.15 ASPA ToT 2019-09 v3 Coffee break From course description to curriculum design: the ‘TRAINING ROAD BOOK’ (TRAINING PLAN) ( = WHY/WHAT/HOW/WHEN). Taking into account the multitude of different pedagogical methods at their disposition, AND taking into account Bloom’s taxonomy, participants now prepare a detailed training plan (“road book”) for their course, including information on: - Objectives - Contents - Pedagogical approach & didactic methods - Timing [NOTE: if a course lasts more than a couple of days, participants can do this exercise for a part of their course). (template COURSE PROGRAMME) TRAINER checks results by walking around and giving feedback. Select/invite three participants who will present their plan this afternoon. FLIPPED LEARNING in practice Instead of creating a training plan (road book) in the ‘traditional’ way, this can also be done using TRAINER introduces the assignment and gives an example of a template Based on the learning objectives of their courses, participants can determine which learning content they will select for their trainings. Participants individual assignment Based on the learning objectives, content, target group and context (e.g.: timing) participants are able to choose the most appropriate didactic method(s) and tools for their trainings. Participants can create a written training plan for their own training (including a detailed timing, SMART objectives, the appropriate content and the didactic methods that will be used). Short recap by trainer (5 min) + instructions Participants can apply the principles of the Flipped Learning methodology to their own courses. 9 the Flipped Classroom methodology (which was explained earlier this morning as a painting). Participants individual exercise. Starting from participants current training plan, they identify WHAT and HOW things could be ‘flipped’. Task 1: (30 min) Based on the list with objectives they have identified the day before, they now complete these objectives on a timeline (template). TRAINER checks results by walking around and giving feedback. Select/invite three participants who will present their plan this afternoon. 12.15 – 13.30 13.30 – 14.15 Lunch break FLIPPED LEARNING in practice (continued) Task 2: (30 min) they match their didactic materials to the corresponding objectives on the timeline (template). TRAINER checks results by walking around and giving feedback. Select/invite three participants who will present their plan this afternoon. 14.15 – 15.15 ASPA ToT 2019-09 v3 Training plan presentations participants present their Training Plan (Road Book) for their course to the rest of the group Presentations by participants (max 5 min per person) Participants are able to give a presentation before a group in a clear and interactive way, respecting the timing allotted. 10 (max 5 min pp), select some ‘traditional’ and some ‘flipped’ training plans. TRAINER gives feedback on content and presentation techniques 15.15 – 15.30 15.30 – 16.00 16.00 – 16.30 Coffee break Training plan presentations [continued] participants present their Training Plan (Road Book) for their course to the rest of the group (max 5 min pp), select some ‘traditional’ and some ‘flipped’ training plans. Wrap-up of the day: Kahoot Quiz Presentations by participants (max 5 min per person) Participants are able to give a presentation before a group in a clear and interactive way, respecting the timing allotted. Wifi + smartphones or tablet required! DAY 3 DAY 3 18/9 9.00 – 9.45 9.45 – 10.15 ASPA ToT 2019-09 v3 STORYTELLING Interactive workshop: - TRAINER explains context and some background about storytelling, and illustrates this stories… - Participants create their own stories linked to the course they will teach - They first exchange in small groups; per group the ‘best’ story is selected; this story will be told before the whole group after the coffee break Interactive workshop: combination of presentation + storytelling by TRAINER + application exercises made by participants Storytelling – PARTICIPANT PRESENTATIONS Some participants present the story they will integrate in the course they will teach Presentations by six participants (max 5 min per person) Participants can explain the characteristics and advantages of the tool “storytelling”. Participants can create their own stories which they can use in their own trainings. Participants are able to give a presentation before a group in a clear and interactive way, respecting the timing allotted. 11 10.15 – 10.30 10.30 – 12.15 Coffee break E-learning / blended learning Brief introduction and demo by TRAINER: - Online tools for e-learning - Tips & tricks for video and sound recording - Storyboarding - Recording a presentation in ppt - Padlets - MOOCS Ppt and online demo + Q&A Participants can sum up some do’s and don’ts regarding online learning. Practical tasks & exercises by students. NOTE: technical requirements: - WIFI - ASPA online platform being operational would be an asset - Possibility to play SOUND with video - Participants need laptop or smartphone or tablet Participants can list some tips and tricks regarding the use of video in online learning. INCREASED TRAINING EFFECTIVENESS – AFTER TRAINING: training EVALUATION Building further on the input given by participants on this topic during the first day’s World Café exercise, TRAINER briefly elaborates on the topic of training evaluation and: - Evaluation timing: before/during/after training - The Kirkpatrick model - establishing questionnaires - using case studies presentation Participants can explain the different levels of evaluation. Integration exercise: How, as a trainer, would you evaluate the past three days? Group assignment Participants experiment with video recording, creating PADLETs and PPT recording. 12.15 – 13.30 13.30 – 14.15 14.1515:15 ASPA ToT 2019-09 v3 Participants can record a presentation with slides + live video using ppt Participants can create PADLETs Lunch break Participants can make a questionnaire for evaluation purposes. Participants can create a case study in order to conduct a level 2 evaluation of their participants’ learning results. Using various tools, participants can evaluate whether their students have reached the course objectives. 12 15.15 – 15.30 15.30 – 16.15 16.15 – 16.30 ASPA ToT 2019-09 v3 In small groups (3 to 5 participants per group), participants work together to design a course evaluation for this ToT. Each group uses a different methodology for evaluation: 1. case study (participants create a case study to make a level 2 evaluation of this ToT) 2. interactive voting system (Kahoot) (participants create a Kohoot based evaluation; different levels can be tested) 3. questionnaire (participants create a questionnaire to evaluate this ToT ; different levels can be tested, although this probably stays a level 1 evaluation) Coffee break Participants present their course evaluation methodology (one person per group presents). Q&A and TRAINER feedback on their presentation skills. Wrap-up of the day – final remarks – feedback Next steps in the ToT programme. Presentations by different participants (max 5 min per person) Interactive discussion Participants are able to give a presentation before a group in a clear and interactive way, respecting the timing allotted. PROJECT LEADERSHIP TEAM July 25 – 26, 2022 Goal: Date Participants of this training will learn how to keep their teams motivated as well as sustain high-performance in their respective branches. Time Day 1 09:0007/25 09:30 09:3010:00 Contents Pedagogical/didactic approach Registration DAY 1 Pre-registration via QR link On-site registration Welcome Remarks and Introduction Financial Overview Presentation A representative from the leadership team will introduce as well as give an overview of the company’s financial highlights from the previous month. Objectives - - - By showing the agenda to the participants, this will give them an idea and overview of the flow and expectations from the program. - Primary objective of this task is to introduce each member of the team to each other. - Each team member should not only remember the name and face of their team member but also remember some interesting fact about them. - This method will help them remember and know their In this part of the program, the agenda for the day will also be quickly discussed. 10:0010:15 10:1511:00 This will serve as the attendance sheet that will list down all the attendees for the event This method promotes transparency and practices the idea of well-informed in the company by letting the employees know the company’s performance. Coffee Break Participants are equally and randomly grouped into five. This part of the program has two parts: introduction and the guessing game. Part 1: Each member is given an opportunity to introduce themselves quickly in just 2-3minutes. Part 2: After everyone finished introducing themselves, the guessing game will now begin. “Getting to know you” 20 participants are randomly and equally grouped into five. Each member of the group should give a quick introduction about himself (ex. Name, Years of experience in the bank, and some interesting fact about him) The last person who introduced himself should pick a random clue from the bowl and try to guess who is being described by the clue. Team with the highest number of guesses will receive a special award at the end of the training program. 11:3012:00 Concept Discussion: Introduction to Agile Methodologies Presentation A quick overview of how Agile methodologies is being practice in the IT industry as well as its possibility of being adapted in the Banking and Finance Industry. staff personally and what interests them. - - This will allow participants to learn a new concept – agile methodologies at work. - This will also help leaders to plan its workforce efficiently and delegate tasks effectively. The presenter will show scenarios in which agile methodologies can be applied in the work setting 12:0013:30 13:3014:30 Lunch Motivational Talk This talk will give about motivation at work and how to become both a leader and a motivator. Presentation “Keeping you and me motivated” The guest speaker will discuss about motivation, leadership styles, and ways on how to become a motivator. 14:3015:00 Quick Ice Breaker Interactive Game – Kahoot Agile Methodologies and Keeping you and me motivated Keeping the atmosphere lively after a series of talks and presentation. The moderator will prepare 20 random questions from the topics discussed about motivation and agile methodologies. - A 30-minute Kahoot game which will allow the participants to recall the concepts learned from the previous talks and presentation. Top three participants with the highest points wins the game and will receive a special prize at the end of the session. - This will give the participants an idea on how to keep themselves and their team members motivated at work. This will also help them create a highly functional and motivated team. The main purpose of this part of the program is to introduce the concept of rewards and recognition. Remember that employees tend to perform well if they are being rewarded and recognized for their hard work. 15:0015:15 15:1516:00 16:0017:00 Coffee Break Concept Discussion: Brief Introduction to the assigned group case study The moderator of the training program will give the participants an overview of the next task – Case Study. Groups should prepare a plan and a presentation to be presented on the Day 2 of the training. Participants can use different platforms to show their presentation. At the end of the case presentation, other groups can critique and ask questions. 17:00 Best presentation will be voted by selected members of the Senior Leadership. End of Day 1 Presentation The leadership that matters Gives an overview of how leaders should react and create a strategy to address different real-life working issues such as addressing high customer complains, staff inefficiencies, and handling disengaged employees. Case Study “A Day in the Office” The case study is all about the usual day of a department head who continously receives an explain why letter from the senior leadership team due to high employee turnover rate, high customer complains, inability to reach quota for the month, and inefficiencies on reports produced. The main goal of the case study is to identify which problem/s should be addressed first and create a strategy on how to tackle each issues being pointed out. - This part of the program gives the participants an idea and ways on how to handle difficult issues usually being faced by bank managers (from human resources, administrative, and sales). - The goal of this case assignment is to assess managers ability to critically decide on different issues usually faced in the work setting. - This will also allow them to strategize properly and brainstorm ideas that may help the team to become efficient. - Participants may apply the concepts learned from the previous talks and presentation. - - Day 2 09:0007/26 09:30 Registration 09:3009:45 Introduction of the Agenda 09:4510:00 10:0012:00 Coffee Break Continuation of the discussion for the Case Study: “A Day in the Office” Jotting down of notes can be done using whiteboard (can be virtual/on-site) 12:0013:30 13:3013:45 Presentation Quick overview of the programs and trainings for the day Quick Ice Breaker 1) What is employee engagement? 2) How to keep yourself engaged at work? 3) Suggestions on how the company can promote employee engagement. - - This will serve as the attendance sheet that will list down all the attendees for the event Gives the participants an overview and expectations of the program for the day Focus Group Discussion - Participants are now encouraged to do a focus group discussion wherein they list down all possible strategies, prioritize projects and deliverables, and introduce a proposed improvement - The main purpose of conducting a focus group discussion is to gather ideas on how to solve or address an issue. This will also allow the participants to be collaborative in terms of sharing their best practices at work. - Lunch A series of questions regarding employee engagement using the mentimeter platform. - DAY 2 Pre-registration via QR link On-site registration Mentimeter – Employee Engagement Moderator flashes the mentimeter code and participants should enter the code provided on the website: menti.com Participants are requested to join this quick mentimeter series of questions related to employee engagement. Participants are given only 1 minute to answer the mentimeter question. - This allows employee participation and gathering of thoughts on how they define the idea of employee engagement and how they can help the company to improve its employee engagement program. 13:4514:45 14:4515:40 Results and Presentation of Case Study Groups are given only 20 minutes to present their findings and solutions. Deliberation from Senior Leadership Team and other groups. Non-presenting groups are given a chance to ask questions, give feedback to the presentation. 15:4015:50 15:5016:20 - Each group can either assign a speaker/s that shall serve as a representative/s of the team. Question and Answer - Question can be answered by either the representative of the group or any member of the team. Presenting group are given 20 minutes to answer questions from either the other group or senior leadership team. Coffee Break Concept Talk Quick talk on how technology and innovation take part in the Banking and Finance industry. 16:2016:30 Group Presentation Technology Talk A project management tool which track down the lists of projects in place and the stages the project is currently at. Using the DMAIC system, managers can now see at This promotes team work as well as showcasing everyone’s creativity in terms of creating a solution that can effectively address the issues raised. Participants can explain the reason why they came up with that solution and explain further the steps they are going to take to address the issue/s. Presentation: Competing in the Age of Digital Platforms - Guest Speaker to quickly discuss the trends within the Banking and Finance industry now that technology is highly adapted. - Discussions on the role of technology in terms of process improvement, adaptability of staff, and promotion of work efficiencies. Presentation: Ideas Management – The Kanban Board Quick overview of the functions of the Kanban board which is an effictive project management tool. - - This will allow participants to gather new concepts on the Digitization of the Banking industry. Participants will also have an overview on how to work well with others during the digital age. Helps participants to track down their current projects and initiate further projects to the team. This will also help proper utilization of assets and manpower by allocating the right person for each project. 16:3017:00 the prioritized tasks, focals for each project, and the due dates. Results of the Case Study & Presentation of Winners Quick Contest 1) Getting to Know you 2) A Day in the Office Recognition of the employees who were Photo Ops with all the voted by the Senior Participants of the Training Leadership team by their excellent solutions and best practices. Rewards can either be monetary or a plaque of recognition. - Recognizes the best team that provides the most suitable solution to the problem Project Manager Leadership Training: Building and Leading High-Performance Teams Course 346 Duration: 3 days Language: English Level: Advanced 17 NASBA CPE Credits 17 PMI PDUs In this Project Management Leadership course, you transition to an effective project team leader who can inspire a diverse team to work together & deliver customer success. Learn how to build a high performing team through an immersive class that covers project leadership best practices, models, videos, and assessments. Project Manager Leadership Training: Building and Leading High-Performance Teams Delivery Methods In-Person Online Project Manager Leadership Training: Building and Leading High-Performance Teams Course Benefits Manage internal and external influences that affect team performance Increase productivity by challenging your processes and motivating your people Develop team identity and empower others Foster productive team communication and effectively manage conflict Test your knowledge in the included end-of-course exam Leverage continued support with after-course one-on-one instructor coaching and computing sandbox Continue learning and face new challenges with after-course one-on-one instructor coaching Project Manager Leadership Course Outline Assessing Your Leadership Skills Measuring yourself against the Leadership Services Model Soliciting 360-degree feedback Working with a mentor and personal board of directors Examining your support network and sphere of influence Managing your emotional intelligence Developing your self-awareness and social awareness Applying emotional intelligence to project management Building a Team Identity and Purpose Fostering a team state of mind Considering the stages of development Turning hard work into an enjoyable experience Defining the future Clarifying and communicating your vision and goals Collaborating on project objectives Empowering others to act Developing Productive Teams Crafting a healthy, winning culture Agreeing on standards and ground rules Encouraging feedback and nurturing the emotional intelligence of your team Creating psychological safety through mutual respect Overcoming communication barriers Clarifying roles, responsibilities and boundaries Learning the language of leadership Turning conflict to your advantage Optimizing Efficiency through Motivated Teams Thinking outside of the box Challenging the process Making decisions efficiently and effectively Examining the art and science of motivation Balancing personal needs with organizational goals Adapting leadership to individual work styles Building ownership through delegation Managing virtual, remote and global teams Recognizing the importance of physical space Monitoring External and Internal Risks Combating the dangers of outside influences Assessing the organization's capacity for change Balancing project constraints and avoiding burnout Managing project subjectives and office politics Dealing with daily distractions and disruptions Recognizing success Celebrating success and failure Building morale Applying "Lessons Learned" Reaching the next level Assuming responsibility and holding each other accountable Achieving autonomy and self-management Setting smart challenges Building a Project Leadership Best-Practices Toolkit Generating your personal leadership action plan Creating your customized project leadership framework PROJECT LEADERSHIP TEAM July 25 – 26, 2022 Goal: Date Participants of this training will learn how to build, to keep and to sustain highperformance of each team members in their respective branches. Time Day 1 09:0007/25 09:30 09:3010:00 Contents Pedagogical/didactic approach Registration DAY 1 Pre-registration via QR link On-site registration Welcome Remarks and Introduction Financial Overview Presentation A representative from the leadership team will introduce as well as give an overview of the company’s financial highlights from the previous month. Objectives - - - By showing the agenda to the participants, this will give them an idea and overview of the flow and expectations from the program. - Primary objective of this part of the program is to break the ice by keeping the audience alive by showcasing their talents to other participants. - This will formally introduce the participants on the ways on how to effectively provide feedbacks. In this part of the program, the agenda for the day will also be quickly discussed. 10:0010:15 10:1510:30 Coffee Break Since participants have already known each other briefly, a quick powerpoint karaoke can be done to start up the program. There will be five participants who can join the powerpoint karaoke 10:3011:20 This will serve as the attendance sheet that will list down all the attendees for the event This method promotes transparency and practices the idea of well-informed in the company by letting the employees know the company’s performance. Concept Discussion The first concept discussion tackles the way on how an effective manager can go a 360 Powerpoint Karaoke Volunteer singers/participants may prerequest their selected song during the registration. Selected songs can be of any genre as long as it is still office approriate. Presentation “Leadership Services Model” Quick discussion on the basic concepts of providing and degree feedback. This also allows the participants to have an overview on how to work well with key stakeholders as well as providing mentor/mentee scenario. 11:3012:00 Concept Discussion: The second concept discussion tackles about the working trends initially started by the IT industry which is later on being adapted on other industries. receiving feedbacks (usually applicable in performance review). At the end of the session, key speaker will give sample scenarios wherein participants are requested to provide their feedback regarding the scenario. Presentation - This will allow participants to learn a new concept – agile methodologies at work. - This will also help leaders to plan its workforce efficiently and delegate tasks effectively. Introduction to Agile Methodologies A quick overview of how Agile methodologies is being practice in the IT industry as well as its possibility of being adapted in the Banking and Finance Industry. The presenter will show scenarios in which agile methodologies can be applied in the work setting 12:0013:30 13:3014:30 Lunch Motivational Talk This talk will give about motivation at work and how to become both a leader and a motivator. Presentation “Keeping you and me motivated” The guest speaker will discuss about motivation, leadership styles, and ways on how to become a motivator. 14:3015:00 Quick Ice Breaker Interactive Game – Kahoot Leadership Service Model and Keeping you and me motivated Keeping the atmosphere lively after a series of talks and presentation. The moderator will prepare 20 random questions from the topics discussed about motivation and leadership service model. - A 30-minute Kahoot game which will allow the participants to recall the concepts learned from the previous talks and presentation. - This will give the participants an idea on how to keep themselves and their team members motivated at work. This will also help them create a highly functional and motivated team. The main purpose of this part of the program is to introduce the concept of rewards and recognition. Remember that employees tend to perform well if they are being rewarded and recognized for their hard work. Top three participants with the highest points wins the game and will receive a special prize at the end of the session. 15:0015:15 15:1516:00 Coffee Break - Concept Discussion: Presentation The third concept discussion tackles about the breaking barriers and silos within the team. This session also promotes selfawareness and social awareness. “Re-shaping and Re-defining a leader” Key speaker provides the participants of the basic knowledge on how to promote effective communication within the team. - - This part of the program gives the participants an idea and ways on how deal with different types of personalities which may be present within the team. This session will also help them how to become both a goal-oriented and people-oriented leader. The session will also allow participants to further understand their member’s needs and aspirations. 16:0017:00 Brief Introduction to the assigned group case study The moderator of the training program will give the participants an overview of the next task – Case Study. Groups should prepare a plan and a presentation to be presented on the Day 2 of the training. Participants can use different platforms to show their presentation. At the end of the session, the participants are requested to answer the Myers Briggs Type Indicator Personality Test. Participants can access the MBTI test online. Case Study “A Day in the Office” The case study is all about the usual day of a department head who continously receives an explain why letter from the senior leadership team due to high employee turnover rate, high customer complains, inability to reach quota for the month, and inefficiencies on reports produced. The main goal of the case study is to identify which - The goal of this case assignment is to assess managers ability to critically decide on different issues usually faced in the work setting. - This will also allow them to strategize properly and brainstorm ideas that may help the team to become efficient. - Participants may apply the concepts learned from the previous talks and presentation. At the end of the case presentation, other groups can critique and ask questions. 17:00 Day 2 09:0007/26 09:30 Best presentation will be voted by selected members of the Senior Leadership. End of Day 1 Registration 09:3009:45 Introduction of the Agenda 09:4510:00 10:0012:00 Coffee Break Continuation of the discussion for the Case Study: “A Day in the Office” Jotting down of notes can be done using whiteboard (can be virtual/on-site) 12:0013:30 13:3013:45 problem/s should be addressed first and create a strategy on how to tackle each issues being pointed out. DAY 2 Pre-registration via QR link On-site registration Presentation Quick overview of the programs and trainings for the day A series of questions regarding participant’s perception on winning team, using the mentimeter platform. 1) What is a winning team? - - This will serve as the attendance sheet that will list down all the attendees for the event Gives the participants an overview and expectations of the program for the day Focus Group Discussion - Participants are now encouraged to do a focus group discussion wherein they list down all possible strategies, prioritize projects and deliverables, and introduce a proposed improvement - The main purpose of conducting a focus group discussion is to gather ideas on how to solve or address an issue. This will also allow the participants to be collaborative in terms of sharing their best practices at work. - Lunch Quick Ice Breaker - Mentimeter – The winning Team Moderator flashes the mentimeter code and participants should enter the code provided on the website: menti.com Participants are requested to join this quick mentimeter - - This allows employee participation and gathering of thoughts on how they define the idea of how to build a winning team. Sharing of ideas and best practices allow the participants to further explore other possibilities on how to create a productive team. 2) How do you build a winning team? 3) Ideas on how to foster a competent team. 13:4514:45 14:4515:40 Results and Presentation of Case Study Groups are given only 20 minutes to present their findings and solutions. Deliberation from Senior Leadership Team and other groups. Non-presenting groups are given a chance to ask questions, give feedback to the presentation. 15:4015:50 15:5016:20 series of questions related to developing a productive team. Participants are given only 1 minute to answer the mentimeter question. Group Presentation - Each group can either assign a speaker/s that shall serve as a representative/s of the team. Question and Answer - Question can be answered by either the representative of the group or any member of the team. Presenting group are given 20 minutes to answer questions from either the other group or senior leadership team. Coffee Break Concept Talk Fourth concept talk discusses the different office issues and challenges on how to deal with it smoothly. This concept talk also provides the participants ways on how to effectively provide strategic decisions to address a certain concern (ex. Office politics) This promotes team work as well as showcasing everyone’s creativity in terms of creating a solution that can effectively address the issues raised. Participants can explain the reason why they came up with that solution and explain further the steps they are going to take to address the issue/s. Presentation and Open Discussion: - “Managing Office Challenges” Key speaker briefly discuss the usual office issues that each team member or even leader faces once in a while. The speaker will provide a scenarios to the participants which they are required to provide an action based on their experience. This will allow participants to further understand and manage prevalent office issues that usually arise in an office setup. This will also serve as a best practice sharing since each participants have their way on how they address the situation. 16:2016:30 16:3017:00 Concept Talk Presentation: Fifth concept talk discusses a project management tool which track down the lists of projects in place and the stages the project is currently at. Ideas Management – The Kanban Board Quick overview of the functions of the Kanban board which is an effictive project management tool. Using the DMAIC system, managers can now see at the prioritized tasks, focals for each project, and the due dates. Results of the Case Study & Presentation of Winners Quick Contest 1) A Day in the Office Recognition of the employees who were voted by the Senior Leadership team by their excellent solutions and best practices. Rewards can either be monetary or a plaque of recognition. - Recognition of the Singers in Power Point Karaoke. Photo Ops with all the Participants of the Training - Helps participants to track down their current projects and initiate further projects to the team. This will also help proper utilization of assets and manpower by allocating the right person for each project. Recognizes the best team that provides the most suitable solution to the problem. 
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