ATENEO DE MANILA UNIVERSITY

GRADUATE SCHOOL OF BUSINESS

ATENEO - REGIS MBA PROGRAM

Individual Activity

Training Course Design

Submitted by:
Nyla Irmamina Burgos

Submission Date:

November 2, 2024

Submitted to:

Professor Alfredo V. Primicias III, MIR, AFPM, CSHRBP, CTRS, CRSP

Human Resource Management | R77
Training Program Title: Rise and Lead: A Development Program for Team Leaders
and Managers
Training Duration: 7 Weeks, with one session each week on Thursdays for 2 hours.
Training Cost: PHP 5,500/participant

Training Outline:

I. Training Need
a. Enhanced communication, leadership adaptability, and team performance
management.
b. Conduct a competency assessment through a pre-training survey to
evaluate the existing skill levels in communication, leadership, and
management.
c. The successful transition to new duties is achieved through the adoption of
a leadership mindset.

II. Assessing the need for instructor-led training

a. Facilitators: Senior executives and external leadership coaches serve as
facilitators.
b. Training Sessions: Offer a weekly module to facilitate real-world
application.
c. Pre-Session Preparation: Inform participants of the objectives and
anticipated outcomes for each module using pre-worksheets.
d. Post-Session Support: Designate mentors to offer support and feedback.
e. The training method comprises videos, blended learning, modules, and
worksheets.

III. Training Objectives

a. Improve communication abilities, emphasizing clarity in communicating,
effective feedback provision, and dispute resolution.
b. Enhance flexible leadership styles and decision-making competencies for
remote teams.
c. Enhance managerial competencies in project planning, performance
evaluation, and goal establishment.

IV. Design the Training Curriculum Using Kolb’s Experiential Learning

Cycle

Kolb's experiential learning cycle describes how humans learn by

experiencing, reflecting, thinking, and experimenting. In 1984,
David Kolb created it to emphasize the learner's active
participation in creating knowledge through meaningful
experiences. Kolb's cycle suggests that learning better requires
moving through each stage to grasp new skills and concepts.
The Four Kolb Learning Cycle Stages:

1. Concrete experience. This stage emphasizes “doing” and involves the learner trying a
new thing or rethinking an old one. This phase involves active learning through hands-
on exercises, simulations, or real-life difficulties. Immersing the student in the
experience helps them fully interact with the issue. This stage lays the groundwork for
contemplation and analysis.

2. Reflective observation. The learner critically evaluates an event or task in the

reflective observation phase. This involves assessing what happened, their reactions,
and their expectations. Reflection helps students understand their reactions and
outcomes by identifying strengths and weaknesses. This step is critical for
understanding what worked, what could be modified, and how different approaches
produced varied results.

3. Abstract conceptualization. Students construct or change ideas, concepts, or theories

to describe their reflections in this stage. These insights help them create a mental
foundation for future scenarios. Learners gain generalizable information by connecting
experiences to larger concepts or hypotheses. This level integrates theory and practice,
structuring and applying learning.

4. Active experimentation. Learners test concepts in novel circumstances, using insights

to guide future actions. The “planning” phase encourages students to test new methods,
make changes, and practice their skills. The goal is to apply learning and reinforce the
cycle by creating new experiences. This gives learners confidence in applying their
knowledge and helps them solve comparable problems in different circumstances.

Module1: Introduction to Leadership and Self-Awareness

Learning Approach: Concrete Experience and Active Experimentation

Topics: Concentrate on exploring leadership styles, conducting self-assessments,

and establishing personal leadership goals.

Pre-Session Worksheet/Video: Disc Assessment and Ikigai Discovery Sheet

Delivery Method and Duration: Onsite, 2 hour

Module 2: Management Fundamentals

Learning Approach: Concrete Experience and Abstract Conceptualization

Topics: Aim to develop a deep understanding of the critical aspects of management

planning and control. Aim to develop a deep understanding of the critical aspects of
management planning, organizing, leading, and control.

Pre-Session Worksheet/Video: My Cannonball Experience

Delivery Method and Duration: Zoom, 2 hours

Module 3: Communication Skills for Leaders and Conflict Resolution

Learning Approach: Reflective Observation and Active Experimentation

Topics: Focus on critical skills including active listening, delivering constructive

feedback, managing challenging conversations, and employing techniques for conflict
resolution and effective decision-making under pressure.

Pre-Session Worksheet/Video: Conflict Resolution Case Study

Delivery Method and Duration: Onsite, 2 hours

Module 4:: Building and Leading Effective Teams

Learning Approach: Concrete Experience, Reflective Observation and Active

Experimentation

Topics: Examine team dynamics, enhance collaboration, and develop strategies to

cultivate a positive team culture.

Pre-Session Worksheet: "The Five Dysfunctions of a Team" by Patrick Lencioni and

Worksheet

Delivery Method and Duration: Zoom, 2 hours

Module 5: Time Management and Productivity Tools

Learning Approach: Abstract Conceptualization and Active Experimentation

Topics: Concentrate on optimizing task prioritization, ensuring effective delegation,

and utilizing management tools to handle workloads efficiently.

Pre-Session Worksheet: “Your not to do list” worksheet

Delivery Method and Duration: Onsite, 2 hours

Module 6: Performance Management and Coaching

Learning Approach: Concrete Experience and Reflective Observation

Topics: Qstrike Innovations Employee Performance Enhancement Plan: Emphasize

goal setting, conduct comprehensive performance reviews, and implement effective
coaching techniques to foster continuous team growth.

Pre-Session Worksheet: Completed EPEP Forms for 2-3 direct reports

Delivery Method and Duration: Virtual, 2 hours

Module 7: Strategic Thinking and Planning

Learning Approach: Reflective Observation and Active Experimentation

Topics: Foster a long-term perspective by establishing strategic objectives that align

with organizational goals, enabling effective navigation through the challenges of a
VUCA environment

Pre-Session Worksheet: Vuca Analysis Worksheet

Delivery Method and Duration: Onsite, 2 hours

 V. Develop the Training

Time Activity Description

3:00 – 3:05 PM Opening (5 minutes) Welcome Participants and begin with an
opening prayer to set a positive tone for
the session.
3:05 – 3:15 PM Pre-Worksheet Explanation (10 Briefly explain the purpose and
minutes) importance of the pre-worksheet that
participants completed prior to the
session. Highlight how the worksheet
ties into the day's topics.

3:15 to 3:30 PM Breakout Room Discussions (15 Divide participants into breakout rooms.
minutes) Allow them to share their answers and
insights from the pre-worksheet.
Encourage open dialogue and
collaboration.

3:30 to 3:50 PM Group Reporting (20 minutes) Reconvene as a large group. Each
breakout room selects a representative
to report key ideas and insights shared
during discussions.

3:50 to 3:55 PM Beak (5 minutes)

3:55 to 4:30 PM Topic Discussion (35 minutes) Introduce the main topic of the day.
Facilitate an engaging discussion,
allowing for questions and interactive
dialogue. Use real-world examples to
illustrate key points.

4:30 to 4:50 PM Group Activity and Sharing (20 Conduct a group activity focused on
minutes) applying the concepts discussed.
Encourage participants to work together
to solve a problem or create a plan that
reflects real-world application. Invite
groups to share their outcomes from the
activity. Discuss insights and lessons
learned during the exercise.

4:50 to 5:00 PM Wrap-Up Discussion (10 Summarize key points from the session.
minutes) Open the floor for any final questions or
comments. Provide guidance on how
participants can implement what they
learned in their roles.
 VI. Training Evaluation

a. Immediate Evaluation: Following each session, administer surveys to

assess satisfaction and knowledge acquisition.
b. Behavioral Observations: Assess modifications in participants' leadership
and management strategies via peer and subordinate feedback.
c. Long-Term Metrics: Monitor participants' improvements in team
performance, feedback efficacy, and retention over a period of 3–6 months
to evaluate skill transfer.

Sample Immediate Evaluation Form:

References:

Armstrong, M. (2023). Armstrong's handbook of human resource management

practice (15th ed.). London: Kogan Page.

Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2023). Human resource
management: Gaining a competitive advantage (13th ed.). New York: McGraw-Hill
Education.

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four
levels (3rd ed.). San Francisco: Berrett-Koehler Publishers.

Honey, P., & Mumford, A. (1986). The manual of learning styles. London: Peter Honey
Publications.

Blanchard, P. N., & Thacker, J. W. (2012). Effective training: Systems, strategies, and
practices (5th ed.). Upper Saddle River, NJ: Prentice Hall..
Appendixes:
Sample Worksheet for Module 5
Sample Discussion Presentation for Module 2