Protect Your PC from Viruses with the McAfee VirusScan! ©2004 SupraSite(tm) all rights reserved.		Welcome to SuprasiteTM Methodology Introduction Analysis Design Development Project Management Development This session concentrates on the Development Phase tasks and Guidelines for creating content for the Participant Guide and Instructor Guide, graphics, support materials, and assessment tools (tests). Pilot testing the program and determining next steps are also addressed. Discussion and activities emphasize the interdependence of the Design Phase outputs and the development effort. Workshop Purpose and Goals This session is designed to help participants: ·        Become familiar with the Development Phase Guidelines by participating in a series of selected activities. ·        Identify the interdependence between the Design and Development Phases. ·        Recognize the criticality of the Design Phase outputs to the smooth development of education programs. ·        Identify tasks that can be performed concurrently to speed course development. Participants’ Goals Ask participants to record their reasons for attending this workshop and what they hope to achieve or learn in the Development Phase session. Welcome and Briefing Session Overview Activity purpose After briefly reviewing what has been covered (about both the Training Guidelines and the client situation) and accomplished thus far, the Development Phase tasks and related Training Guidelines are introduced. procedure ·        Have the participants turn to page D-2 of their participant guides. ·        Introduce the goals of this session. ·        Review the Development Phase tasks in the guide with the participants, and direct their attention to the development section of large Process Map. ·        Explain that the Development Phase activities emphasize the versatility of the Training Guidelines. ·        They are not “hard and fast” rules; they can be adapted for various types of courses. ·        The challenge is for the participants to determine when and how to appropriately apply the Guidelines. ·        Explain that, while it would not be possible to develop the course during this session, they will have opportunities to: ·        Develop portions of a course ·        Review and evaluate sample course materials according to the Training Guidelines ·        Point out that they will also become familiar with the Guidelines through other “hands-on” activities. Materials ·        Development Phase map transition ·        Explain that (as defined in the Training Guidelines) you will begin with the tasks for building the participant guide: ·        Write the content                      2.   Create learning activities                  3.   Develop graphics Task: Write the Content Review Activity purpose This activity emphasizes the importance of the three “Cs” in writing course material – content, consistency, clarity. It also presents opportunities for participants to become familiar with the recommended formatting Guidelines and how they can be adapted to various types of courses. procedure ·        Have the participants turn to page D-3 of their participant guides. ·        Distribute samples of content from different courses.  ·        Ask participants to take a few moments to scan them. ·        Discuss how closely the samples reflect the Guidelines.  ·        Discuss the adaptability of the Guidelines for different types of content: ·        Technical skills ·        Computer systems ·        Processes ·        Procedures ·        Policies ·        Management, facilitation, presentation, or leadership skills ·        In your discussion, be sure to address level of content detail and layout options. Materials ·        Content samples for review Transition ·        The next task is to create the learning activities.  ·        Point out that this task can be done concurrently with writing the content, since each team member would have the necessary Blueprints. ·        Concurrency depends primarily on logistics, such as schedule and available resources, as well as course type, complexity, etc. Task: Create Learning Activities Instructor Note: This is an optional activity as time permits. Small Group Activity activity purpose This activity provides the opportunity for participants to become familiar with the Training Guidelines as they create learning activities for the scenario-related course being developed. procedure ·        Have the participants turn to page D-4 of their participant guides. ·        Divide class into small groups.  ·        Make sure the participants have their (Game Show Prize Coordination for the Producer) Course Blueprints for reference. ·        Each group is to review the Course Blueprint and to create an activity for a selected task as specified in the document. ·        Share the activities during class discussion at the end of the activity. Materials ·        Colored paper, markers, transparencies, etc. Deliverables ·        Completed learning activities transition ·        With the content in place, the graphics can be developed. ·        Explain that these three tasks can also often be accomplished concurrently, but the logistics and course-specific factors, mentioned in the previous task, will determine the likelihood of this happening. Task: Develop Graphics Specifying and Creating Graphics activity purpose This activity is designed to help participants: ·        Recognize when it is or is not appropriate to include graphics. ·        Communicate their ideas to a graphics designer. ·        Apply the training Guidelines when developing graphics. procedure ·        Have the participants turn to page D-5 of their participant guides. ·        Introduce the activity by explaining that: ·        In the Design Phase, the layout of the course guides – including the basic design for graphics/overheads – was specified in a Blueprint. ·        Explain what was specified in the Blueprint if necessary. ·        While some graphics may have been specified already, they will generally be designed, as well as created, in Development. ·        Point out that this is a pair activity. ·        Direct participants’ attention to pages of sample content on pages 6 of their participant guides. ·        Direct participants to decide which paragraphs require and/or can be enhanced by the use of graphics. ·        They are then to specify (in a combination of written words and diagram) what the graphics should/could be. ·        It is important that participants realize that their role in graphics development may vary from creating the actual graphic to specifying what a graphics designer/artist will need to create. ·        They will exchange their graphics specifications with another pair, who will create the graphics. ·        They can draw the graphics themselves, or they can cut pictures out of magazines and clip art books to show illustrations.  ·        Share the deliverables and discuss. ·        Guide discussion to determine how closely the participants’ work adheres to the Guidelines. ·        Emphasize the importance of conveying ideas clearly and precisely. ·        Refer to the specifications they developed in the activity to evaluate how closely the graphics reflect the specs. Materials ·        Magazines, clip art books, chart books ·        Colored markers, pencils and crayons ·        Scissors and gluesticks Deliverables ·        Graphics specifications ·        Completed graphics transition ·        In the Training Guidelines, review the “Checkpoints” for the three tasks just completed. ·        With the development of the participant guide, they can now move on to the next task, developing the assessment tools. Activities to Discover and Develop Creativity All the world’s greats have been children who wanted the moon; running and climbing, they sometimes caught a firefly.  But if one grew to an adult’s mind, that mind must see that it cannot have the moon and so, it catches no fireflies. John Steinbeck wrote these words in Cup of Gold. Karl and Steven Albrecht, in The Creative Corporation, write about how scientists get a spacecraft on the moon; they don’t aim directly at the moon.  Rather, they aim the rocket for the spot where the moon will be by the time the rocket gets there. The authors call this adaptive navigation - aiming at where you calculate something will be.  Adaptive navigators have both conceptual thinking and creative agility. Karl and Steven Albrecht point out that the “brave new world of business we are entering” will require skills in adaptive navigation.  That means accepting the fact that things will never be the same again. It means figuring out where you think the moon will be and aiming for it. Developing the habit of creativity can be a gift to yourself, your workplace, and to those around you.  Here are some guides to help you on your journey to a richer and more creative ways of thinking and living.  They aim to give you ways to invite people to catch some fireflies and aim for the moon by stretching their imaginations, perceptions, and possibilities... Relaxation “Most of us believe that our feelings determine our behavior, but the reverse is also true,” writes Michael LeBoef in Imagineering.  “Our behavior can determine our state of mind.  Making a conscious attempt to physically relax can bring about the relaxed mental state so essential for creative thought.  Some techniques for getting into a relaxed state are: Loosen tight clothing, focus on deep, slow breathing, close your eyes and imagine yourself in a pleasant, tranquil setting, visualize the scene, taste it, and smell it completely. Modeling Another method to develop creative problem solving is to envision the process in a new way.  Below is described an eight-step Creative Problem Solving model, based on the classic Parnes-Osborn model.  The CPS model consists of the following steps: 1. Problem finding 2. Fact finding 3. Problem definition 4. Idea generation 5. Evaluate and select 6. Action plan 7. Gain acceptance 8. Take action Ideation or divergence (looking at many alternative, taking in the “big picture”) and evaluation or convergence (focusing) are key components of each step.  A simplified model of CPS would consist of just three steps, Problem Finding (1,2,3 above), Problem Solving (4,5 above), and Solution Implementation (6,7,8 above).  Each step expands with ideation (divergence) and narrows with evaluation (convergence). Observe The creative person looks for links and connections by taking diverse objects or attributes that produce another object, attribute, or situation.  Be aware of similarities, patterns, and connections, as well as differences, contrasts, and unique features.  The more new associations you form, the greater your chances of finding original combinations and solutions. Remember that most important aspect of creativity is to maintain a childlike curiosity and don’t accept earth-bound limitations.  you may end up catching your own fireflies - and maybe even the moon too. Task: Develop Assessment Tools Discussion activity purpose This activity provides the opportunities for participants to use the Training Guidelines as they confirm appropriate assessment strategies and develop the tools for the course they are building. procedure ·        Have the participants turn to page D-7 of their participant guides. ·        Review the material in the Training Guidelines. ·        Discuss their Assessment Plans and review the Training Guidelines. ·        Ask ·        Are the assessment strategies valid and appropriate for the content? ·        Do the assessment strategies meet the stated criteria? ·        Be sure to address the roles of assessment and evaluation of course effectiveness. ·        Through discussion, be sure participants understand and can articulate the difference and similarities between assessment and evaluation. ·        An assessment should reflect the degree to which participants can “perform” the skills, knowledge, etc. that are presented in a course. The extent to which participants are successful in this “performance” is (largely) indicative of how effective the course was. ·        Assessment is a “test” (objective) where an evaluation applies judgement. ·        Discuss the methods of assessing their performance (and the effectiveness of the course) during a course, at the conclusion of a course, and after a course (i.e., when the participants are back “on the job”) ·        Note the Types 1 and 2 Evaluation Guidelines in the Evaluation section of the Training Guidelines. transition ·        Explain that they will now develop the instructor guide. ·        Point out that the instructor guide can be built concurrently with the participant guide. It is not necessarily a sequential series of activities. Task: Build the Instructor Guide Writing Instructor Notes activity purpose In this activity, participants will become familiar with the Guidelines for creating instructor guides as they review samples and then share ideas for writing instructor notes for selected content. Through these activities, they should recognize the value of instructor notes to facilitate instruction and support consistency of the delivery. procedure ·        Have the participants turn to page D-8 of their participant guides. ·        Facilitate discussion by asking participants… ·        If they typically develop instructor guides and why (…they do or don’t). ·        What their instructor guides include (list on board). ·        The level of detail (e.g., scripts) in guides they’ve built. ·        Show samples of instructor guides for participants to review, and ask them to compare the samples with the Guidelines. ·        Identifying best practices to developing instructor guides.  ·        Solicit participant ideas, tips, recommendations for writing instructor notes.  ·        You may want to record their input on a chart include what works and what doesn’t. Materials ·        Samples of instructor guides (paper and overheads) Deliverables ·        Instructor notes transition ·        Conclude development of participant and instructor guides by emphasizing how integral these documents and supporting materials are to a course. Task: Pilot Test the Course (Optional as time permits) Think Tank aCTIVITY PURPOSE A valuable pilot requires careful, thorough planning and follow-up. This activity attempts to direct participants to those tasks. It also addresses the Guidelines associated with Type 1 Evaluation. PROCEDURE ·        Have the participants turn to page D-9 of their participant guides. ·        Explain that they will not be piloting the course, but will examine the activities associated with this task. ·        The background… ·        College courses aren’t generally piloted. ·        There’s a lot “riding” on this course, however; and the client (MBEU) needs some assurance that it will work. (i.e., achieve the expected results as stated in the TPOs and EOs). ·        The problem… ·        Can they pilot the course, Game Show Prize Coordination for the Producer? ·        If yes, then how will they be able to logistically pilot the course? ·        How do they plan, carry out, and follow-up/evaluate the pilot? ·        In small groups, participants are to quickly generate some solutions (steps/activities).  ·        Review everyone’s answers. ·        Note in particular the post class debriefing guidelines found on pages 5-10 - 5-14. Deliverables ·        Completed list of steps and activities. TRANSITION ·        Move directly to the review. Review and Closing Statements Presentation ACTIVITY PURPOSE This session closes with a discussion aimed at reinforcing the interdependence between the Design Phase outputs and the work that needs to be completed during Development. It also reviews the ID Guidelines and accompanying support pieces (i.e. templates), with emphasis on their value. PROCEDURE ·        In a class discussion, review: ·        The ‘Workshop Map’ for this session on the last page of their participant books. ·        The support/productivity tools ·        Guide the discussion to ensure that the purpose of this wrap-up is achieved. ·        Distribute Development Phase Maps. Materials ·        Development Workshop Maps Transition ·        Once a project has been completely designed and developed, you will be ready to move on to delivering the final product. Delivery This workshop focuses on the fourth phase in the instructional design process where final instructional materials are produced and delivered to the client. This includes everything from selecting a vendor to produce materials to managing the ongoing classroom environment and supporting the transfer of training after the course has been completed. After a brief review of the Delivery Phase, participants will engage in an activity to familiarize them with the associated Training Guidelines. Session Purpose and Goals This session is designed to help participants: ·        Become familiar with the Delivery Phase Guidelines by participating in a specialized interactive activity. ·        Recognize the Delivery Guidelines can help enhance course implementation and effectiveness as participants apply consistent steps and actions throughout the delivery process. Participants’ Goals In the space below, record participants’ reasons for attending this workshop and what they hope to achieve or learn in the Delivery Phase session. Welcome Workshop Overview Activity Purpose This activity provides the participants an opportunity to become more familiar with the Delivery Phase about to be covered by the game. Procedure ·        Have the participants turn to beginning of the Delivery Section in the Training Guidelines. ·        Ask the participants to skim over pages 4-2 through 4-18. ·        Discuss any general questions participants may have about what they just read. ·        Ask them not to go into details as you will cover those in the next activity. ·        When they have finished reading, inform them that they will now play a game based on this information.  Transition ·        Explain that after completing the reading they now see how having a standard set of Guidelines can help to organize their time more efficiently. ·        To make what seems like rather rudimentary steps more memorable we have a fun game planned that will show how important delivery specific activities are. Start The Game! This game is based on the Game of Life which some of the participants may have.  The object of this game is for them to navigate their way through all the tasks and steps of Delivery, gaining awards along the way until they may reach Vacation Acres.  Like in a real project, they may encounter setbacks or advantages.  And, as in the Game of Life, the first one to Vacation Acres wins an extra reward! Procedure ·        Introduce the activity and have the participants pair up. ·        Ask the participants to keep the Training Guidelines handy, because at any time they might need them as a reference. ·        Bring out the game board and set it up in the middle of the room. ·        Have pairs choose a car and place a colored peg in the driver’s seat and passenger seat to represent themselves. ·        Ask them to make the decision to... 1) Take an internship +    Individuals get more choices in their career and salary range. ·        They must borrow $40,000 from bank to fund their project. ·        They will not be in the lead for Vacation Acres. 2) Take a fast track. +    Individuals get a jump on the competition to finish the project and get the rewards of           Vacation Acres first (they delegate the responsibilities). +    They do not need to borrow money to fund their project. ·        They do not get the opportunity to gain Awards on the other route. ·        They do not get to select their salary/career cards. ·        Have them place their cars on the appropriate space (intern/fast track) and give each pair $10,000 to start. ·        Explain that if they borrow money from the bank during the game they must pay it back, plus interest, before the end of the game or they will be sent back to the grindstone! ·        Ask the pairs to spin for the highest number.  The pair with the highest number goes first and the plays continue around the room to their left (clockwise). ·        Explain that if one person spins a number that places him/her on an occupied space they proceed to the next available space (unless it is a mandatory stop space). ·        Players receive their pay whether they land or simply pass a payday space. ·        Awards are only received after the player has completed the instructions on the space. ·        As an instructor, use the instructions/answers as you guide the game along and check off each space as it is landed on, so you can keep an inventory of the spaces that are missed and review the later. Materials ·        Large game board ·        Cars ·        People pegs ·        Career cards ·        Salary cards ·        Vendor cards ·        Award cards ·        Flip chart and markers Transition ·        Now we are ready to begin the game. Task: Prepare for the Course (Gateway) A - Fast Track Sign Post If a player chooses to start on this space they... ·        Pick one career card. ·        Pick one salary card. B - Internship Sign Post If a player chooses to start on this space they... ·        Pick three career cards - choose one. ·        Pick three salary cards - choose one. Step A:  Administrative   Hire professionals to do work. Pay $5000 Player must pay $5000 to every player. Player may borrow from bank if necessary. (recognize accountability is financial if not personal) Does site meet requirements? AWARD SPACE Player must name 3 site requirements that should be double-checked: size / accessibility / location / course type / media availability Site problems - loose turn   What are some factors for designing a room arrangement? Collect $5000 Player must name at least 2 of the following: # of participants instructional methods media to be used curriculum activities Draw room diagram. AWARD SPACE Player must draw diagram on flip chart at front of room. Instructor discusses and draws the various types of setups: Traditional / fan / block / semi-circle / circle Name some typical room distractions. Collect $5000 Player must name at least 3 of the following: phones / foot traffic / outside noises / acoustics ventilation / temperature control / lighting Instructor notes that a room should be distraction free. Air conditioning broke down. - Lose turn Instructor stresses the importance of attending to these details before the class starts! Contact participants - get 100% positive response. AWARD SPACE   Participants arrange 1st class travel and 5 star hotels. Pay $10,000 Instructor notes that they may have to oversee travel and accommodation arrangements. Create confirmation letter: AWARD SPACE Player goes to flip chart and draws up outline for confirmation letter.  It must include: dates / times / schedule / locations / directions / phone # Forgot to distribute RSVP phone number. Lose turn Instructor notes that RSVP should be imperative. Why are your participants prepared? AWARD SPACE Player is asked what steps they would take to ensure their participants would be ready for their course: wrote complete outline wrote out course objectives gave them assignment materials listed prerequisites Contact client management. What do you give them? AWARD SPACE Player is asked to list at least 3 of the following: copy of info sent to all participants questionnaire for their concerns confirmation of attendance roster pre-class information worksheet Forgot to send copy of participant’s information to client. Lose turn. Instructor notes that they must send complete package to client management. Write a client questionnaire. AWARD SPACE Player is asked what kinds of items would be included on such a questionnaire: concerns / issues / expectations / content Room is too small. Pay $5000 Players got 100% response from their attendance roster and must rent an external space for all of the people who want to take their course. Instructor notes that they may request client’s assistance in confirming participants plan to attend. Nobody shows. Pay $10,000 Players forgot to confirm attendance and arranged space/media/materials for no one! List all of the class materials and supplies needed. AWARD SPACE Players go to flip chart and draw pictures of the supplies and materials they think they might need: colored markers/ chalk / white boards / overheads / flip charts / staplers / pens / pencils / colored pencils / paper / scissors / paste / first aid kit Get standard exams through PROFS. Instructor notes that they should review test administration proceedures if not familiar with them BEFORE the class. Everything is going smoothly! Free Space   C - Administrative Review - Stop Sign As players land on this space they must stop no matter what number they spun. ·        Pairs add an additional peg to their car. ·        This peg represents a new supervisor on their project. ·        When the last person has landed on this space take a moment to review any spaces that were not landed on up until this point of the game. Step B: Instructional           Pre-teach the course. Pay $10,000 Player has to hire someone else to pre-teach the course because you are tied up with family.   You are completely familiar with the course materials. AWARD SPACE Instructor notes that they must become familiar with content and materials before they teach the course.   Work out bugs. Pay $10,000 Instructor notes: practice practice practice.   Discuss ways to personalize instructor guide. As a class discuss different ways people have of personalizing a course: personal anecdotes / annotatations   Pilot test the course. Collect $10,000 Player must work long extra hours to review feedback and make major modifications.   Trade career or salary card with any other player. OPTIONAL SPACE: Any player who lands on such a space may trade salary cards with another player only if he or she desires.   Broken VCR. Pay $5000 Instructor notes the importance of always checking to see if equipment is available and working. 1. double-check equipment is available and working. 2. know how to maintain equipment.     Prepare and set-up equipment. Pay $5000       What equipment are you proficient with? Collect $5000 Player receives $5000 for each type listed: TV / VCR / Overhead projector / Slide Projector / Computer System / Other Course Specific Equipment   D - Instructional Review - Stop Sign As players land on this space they must stop no matter what number they spun. ·        Pairs draw a card and select a vendor and pay whatever amount is listed on the card. ·        Pairs add an additional peg to their car. ·        This peg represents the vendor on their project. ·        When the last person has landed on this space take a moment to review any spaces that were not landed on up until this point of the game. E - Production Signal (Green Light)         Get final signoffs for all materials. Collect $5000 Player made sure all the text was reviewed, approved, and signed off by the proper persons.   How many copies of material do you order? AWARD SPACE Player must answer “Correct quantities plus some additional copies” to receive award.   Forgot to inform vendor of deadlines. Pay $20,000   F - Task: Begin the Course (Gateway) Step A:  Administrative         Set up classroom properly. AWARD SPACE Players actually move chairs into new configuration from before (preferably into setup designed by previous player who landed on space 5 if there is room).   Lead an introduction. Collect $10,000 Player must introduce himself/herself.   List good icebreakers. AWARD SPACE Players must list at least 3 of the following: game / role play / movement / introductions   Forgot sign in sheets. Lose turn Instructor notes the importance of complete logistic activities.   Review expectations of participants. AWARD SPACE Player must name some typical expectations of participants: requirements / behaiviors / conduct / performance / enthusiasm / participation   Discuss course contracts. Discuss as a class when a contract would be appropriate.  Some examples would be for union linemen or new hires.   Review logistics and procedures. Collect $5000 Player must list at least 4 of the following logistical things that must be discussed before a class: Restrooms / Telephones / Coffee / sodas / water fountain / safety procedures / fire exits G - Focus On Professionalism Signpost At this point the path goes in two directions and players may choose either path (neither is a wrong decision).   You are completely prepared. Free Spin (if you are not in the lead)   Win a new best friend!   You are so positive and enthusiastic you are positively magnetic! Add another peg to your car! You forgot to iron your shirt. Lose turn. (appear and behave professionally) It’s a free for all!!! Instructor notes the importance of setting expectations and maintaining disciplaine through the class. Bring out a basket of kazoos and have participants make as much noise as possible for 30 seconds. You’re right on schedule! AWARD SPACE Instructor notes the importance of keeping to a schedule. Step B:  Instructional       What supports a positive learning environment? AWARD SPACE Players  must list at least 3 of the following: active / careful listening / reinforce positive participation / non-threatening climate /    room set-up   Who is in charge? If player says “instructor” immediately they collect $5000 from each player.   Reinforce accountability Show your accountability to everyone in the group by paying them $5000 each.   Stay focussed on_______ and meeting the ____________. AWARD SPACE content course objectives.   Implications of unacceptable behaivior are? AWARD SPACE Player must list 1 of the following: thrown out of class / repeat class /     certificate withheld   What do you present in an introduction? AWARD SPACE Player must draw on flip chart the following: Overview / Objectives / Expectations and explain their importance to the class.   Introduce a list of objectives. AWARD SPACE In front of class try to relate what the objectives are for this workshop.   Introduce some expectations. AWARD SPACE In front of try to relate some of the expections of this workshop.   H - Task: Conduct the Course (Gateway) Step A:  Administrative Pause after last person has passed this gateway and review any spaces or points that were missed in Beginning the Course.         Perform ongoing administrative activities. Add a co-facilitator. Add ‘co-facilitator’ peg to car Instructor mentions that they may as instructors always ask for help when conducting any of these tasks/subtasks.   List some of the ongoing administrative activities. AWARD SPACE Player must relate some of the following: at end of day, everything is ready for next day, check setup / handouts / guest speakers / system status   Remember to have specific times for breaks regulariy. First time someone lands on this space take a break.   Keep accurate attendence on what system? AWARD SPACE TRAINS system   Maintain performance records As a class discuss what they have done to keep records on performance levels.   Manager wants to be more informed. Add manager ‘peg’ to your car Instructor notes that they must keep client mgt. informed of issues.   Materials not handy or organized. Lose turn     Submit names for certificates. Player must recite names around room without benfit of looking at name tags.   Plan end of class celebration. Pay $50,000 Player must list all of the following topics to address: location / time / refreshments / invites   Handle a negative comment and maintain professionalism. Pay $10,000 1 pair member  makes a negative comment and other player on space must handle it appropriately.  (If they need help - whisper to the first player to say “I hate being here.”) Step B:  Instructional   You review the content and activities completely! AWARD SPACE   Practice effective facilitator techniques. Collect $10,000 Review good techniques with class from list on pages 4-21 through 4-24 in Training Guidelines. Take a course in coaching. Pay $20,000 Instructor notes importance of leading by example. Involve participants. AWARD SPACE Player(s) must lead class in a song. Be positive! Collect $5000 Players must say something positive about their jobs. Instructor notes the importance of maintaining a supportive learning environment. Maintain competency in your presentation skills. Collect $5000 Player must explain this game to the class. Wasted media and materials. Pay $30,000 Instructor notes that materials and media are meant to be used, not just for decoration. Course is running long. Go back 6 spaces Instructor notes importance of pacing the course. Implement exercises, lectures and discussions. AWARD SPACE Players must lead everyone in a 3 minute exercise break. (stretching, jumping jacks, whatever) Forgot to monitor progress. Lose Award   Solicit participant experience. Player must ask other players how they feel about this game. Take everyone to movies! Pay $5000 The course ended way too early and you have so much time left over because you didn’t follow timing and pacing guidelines. Vary the pace and make smooth transitions. Spin again if not in lead Instrcutor notes how important it is to keep everyone interested. Break up time in shorter blocks/activities. Present an overhead on run-on text (no punctuation) to player and ask them to read it as written.  The player then adds punctuation as appropriate and re-reads the overhead. Instructor notes the importance of chunking time like word or thoughts are chunked together. How can you illustrate information? AWARD SPACE Player must list at least 3 of the following: examples / analogies / quotes / diagrams / definitions List ways to maximize student involvement. AWARD SPACE Player must list at least 3 of the following: Q and A / discussion / partnering / grouping You forgot to keep focused on objectives. Pay $5000 Pay $5000 to every player for wasting their time! You’re keeping your students motivated! Collect $10,000 Players must write and present a motivational cheer for the class. Use MBEU Pom Poms. If players have difficulty writing a cheer suggest: You can do it. Yes you can!             If you can’t do it, nobody can! You accomodated different learning styles and rates. Collect $5000 Explain that the $5000 is a tip from a very happy participant! Side tracked. Lose turn. Ask players if they know a good clean joke.  If yes, then have them tell it. Practiced standup comedy routing for 2 hours.  Everybody had a good time, but nothing was learned. What kinds of questions encourage participation? Collect $5000 Open ended questions Instructor notes the importance of using varied question techniques. What kinds of questions solicit specific answers? Collect $5000 Close ended questions Instructor notes the importance of using varied question techniques How do you handle irrelevant questions? AWARD SPACE Discuss this as a class. Refer to suggestions on page 4-13. Brainstorming Implementation Guidelines. Collect $5000 For spaces 86 through 92, a large match list is brought out. The player landing on this space must match the learning activity to the correct guidelines. Case Study Implementation Guidelines. Collect $5000 As above Demonstration Implementation Guidelines. Collect $5000 As above Discussion Implementation Guidelines. Collect $5000 As above In-Basket Implementation Guidelines. Collect $5000 As above Role Play Implementation Guidelines. Collect $5000 As above Site Tour Implementation Guidelines. Collect $5000 As above If the participants are up to 8 feet away - how large should one write? minimum of 1” letters Write something this size on flip chart.   If the particiapnts are up to 31 feet away - how large should one write? minimum of 4” letters Write something this size on the flip chart.   I - Task: End the Course (Gateway) After the last person has passed this gate identify any spaces/points that have been missed. Step A:  Administrative   List ways to monitor student progress. AWARD SPACE Players must list 1 of the following: Informal Testing / Activity that results in feedback / Formal Testing Leave classroom as you found it. Move chairs back to original plan Missing some course materials when collected. Pay $20,000   Step B:  Instructional   Conclude the course. Everyone applauds! Everyone applauds! Instructor notes that when concluding a course one must review / discuss and solve issues. Collect final assessment and evaluations. AWARD SPACE Everyone learned everything and everyone loved your course! Hand out diplomas. Everybody smiles. Everybody smiles at the player(s) Lunch on you. Pay $5000 per person in car.   Schedule feedback sessions Discuss with class under what circumstances these sessions are needed. You are a delivery veteran All who pass over the bridge must pay you $20,000 for advice. If a second person should land on this space they pay the fee and then become the new delivery veteran. J - Task: Follow Up the Course (Gateway) After the last person has passed this gate identify any spaces/points that have been missed. Step A:  Administrative         You are late inputting records. Lose a turn Use TRAINS     Forward attendence and performance information to_________&_________? Collect $10,000 Client Manager Training Coordinator or other appropriate person.     Are participant’s new information or skills being implemented? Player spins to find out answers: Spin 1-5 - Yes     Collect $50,000 Spin 6-10 - No    Pay $50,000 Discuss making questionaire.     Is client is thrilled with the course? AWARD SPACE Player spins to find out answers: Spin 1-5 - Yes     Collect $50,000 Spin 6-10 - No    Pay $50,000 Discuss making questionaire.     Prepare final report and debrief client mgt. Collect $10,000       Too busy to help initiate transfer of new skills. Pay $40,000       Asked to remain available to assist with skills transfer. Collect $30,000       Assemble input in a report for course revision. AWARD SPACE       Setup revision/modification schedule. Collect $10,000       Employee BONUS. Collect $10,000 times spin. Player spins to find out the level of bonus.     Vacation Acres First player to get here gets an extra award.     Back to the Grindstone Any player caught with a bank note at end is sent here. Because when you owe, it’s off to work you go!   If award chips are all distributed, give out $5000. Players add up their wealth and awards. Give the winner a t-shirt! Review Presentation and Discussion Activity Purpose This activity provides the participants an opportunity to become more familiar with the job aids at the back of the Delivery section in the Training Guidelines. Procedure ·        Ask participants to open their Training Guidelines to pages 4-19 through 4-26. ·        Note the checklists provided for them so they will not miss any important details. ·        Ask if there are any remaining questions or issues about these lists and address them. ·        These checklists are included on their workshop diskette. Transition ·        Now that we have gone over all of the steps let us take a look at the Delivery as a whole. Closing Statements Facilitator Presentation Activity Purpose Before closing this phase, it is necessary to summarize the key points and to discuss any concerns or issues. It is especially important that the participants: ·        Realize how the accompanying support pieces (i.e. checklists) will facilitate the Training delivery. Procedure ·        Have the participants turn to page 54 in their participant guides. ·        Refer to the Workshop Map to review Delivery Phase. ·        Point out that these Guidelines fall primarily into 2 catagories: ·        Administrative ·        Instructional ·        Discuss any Delivery Phase questions and issues. ·        Discuss “shortcuts.” Materials ·        Delivery Phase Map Transition ·        Thank the participants for their attendance.
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