SOUTHEAST UNIVERSITY

Term Paper: Designing Training Program on Time Management

Skill

Course Title: Training & Development

Course Code: MGT4128

Section: 01

Date: 30-5-2020

Submitted To: Dr. Nargis Akhter

Professor, School of Business Studies

Submitted By:
Name Latifa Afroze Samsun Nahar
ID 2017110000055 2017110000056
Mobile 01521429725 01621915591
Email 2017110000055@seu.edu.b 2017110000056@seu.edu.b
d d

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 Business Letter
Jennifer
Manager
RIO Company Ltd.
659 Apple Lane,
Canada

Dear Ms. Jennifer,

Thank you so much for taking the time to meet with me and give me the opportunity to join as a
trainer in a program in your company.

As I mentioned in our conversation, I’ve been a well wisher for your company and it is very
honor to me to join as a trainer and arrange a time management skill training program with all of
your junior executives. I will try my best to success the program as much as I can and hope that
it will be very beneficial to your employees.

We discussed that your company is going through with some time management problems so I
arrange the training program with my own plan and designed the program by following some
steps and already discussed with the HRD Department in your company.

I hope that this training program will be a successful journey to your company.

Best Wishes,
Louis Sofia
Trainer
555 Apple Lane
Canada

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 Table of content

No. Descriptions Page No.

1 Designing Documents …………………………………………….. 4

1.1 Course Parameter …………………………………………………. 4

1.2 A Lesson Plan Overview …………………………………………. 5

1.3 The Detailed Lesson Plan ………………………………………… 6

2 Designing of Training Room ……………………………………. 6-8

3 Preparation & Designing for Instruction ………………….. 8-9

4 Classroom Management …………………………………… 9-11

5 Conclusion ……………………………………………….. …11

6 Appendix …………………………………………………….. 12

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 Term paper
As a HR consultant of RIO Company, I will organize a training program on time management
skills to all the junior level executives of every department by following the learning from
designing effective training programs which includes four major components. Let’s see each of
the components which are I will used to design the entire program for employees so that they can
attend their training program with great comfort and benefit and their outcome helps both the
organization and individual to reduce their delay on time management.

DESIGN CONSIDERATIONS for TRAINING on TIME MANAGEHEMT

1. Design Documents:

Design document is the specific model which is prepared on behalf of the trainers. So in this
program my design documents will be created based on ‘Time Management Skills”, which
includes these four elements:

1.1.Course Parameter: This will be the general information about Time Management
Skills including-

 Course title: “Training on Time Management Skills”.

 Description of the audience: Junior Level Executives of all departments.
 Purpose: All employees can have the learning on time management, importance of time
management, after this program all employees should effectively manage their time and
improve their time skills.
 Goals: All employees can understand the nuances of time management effectively and
use their outcome efficiently on their workplace so after the program they can manage
their time schedule which brings productivity on both their work and organization and
also as well as can handle effectively interruptions and procrastinations.
 Location: RIO company’s training room.
 Time: 10:00 am
 Perquisite: All employees can achieve the benefits of the program.
 Name of the trainer: Louis Sofia

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1.2. A Lesson Plan Overview: Making an effective lesson plan takes time, dedication, and an
understanding of students' abilities and goals. In the field of education, every teacher strives to
motivate students to retain as much as possible during the course of the class and apply it.

Example of a Good Lesson Plan

Lecturer’s name: Louis Sofia Date: 30-5-2020

Course: Training Duration: 2 hours
Subject/Unit: Management Level: 1

Topic: Time Management Skill

Aims of lesson: To plan & structure learning activities through developing effective time
management

Lesson objectives: junior executives will be able to use time properly and effectively.
Assumed prior knowledge: Trainees are existing teachers & may have some knowledge
about the time management.
Resources: Whiteboard pens; flip paper; ; register; 4 handouts; 1 worksheet; 2 lesson pla;
Power point presentation & memory stick; Copy of Power point as handout; computer &
projector to be booked; assignment handout

Key Skills: to be addressed Communication/literacy analyzing information regarding

strengths & areas for development in draft lesson plan; speaking & listening in pairs;
selecting appropriate verbs to use as objectives;

Information Technology- - lesson plan to be word processed as assignment.

Homework/assignments set: practice of time management.

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1.3. The Detailed Lesson Plan: The training on time management skill is lasting for maybe
around 2 hours.

Example of a lesson plan

Course Title: Time Management Skill

Lesson Title: Effective Use of Time Management Skill

Lesson Length: 2 hours

Lesson Objective: To employees effective use of their

time in workplace and reduce delays in their productivity.

2. Designing of Training Room:

Room may have significant impact on your training session. Arrange the room to support the
learning objectives and the amount of participation you will desire.

Typically I may not have the opportunity to select a room. However, consider the attributes that
will create the best learning environment for participants.

 Size: Arrange for a room to accommodate the number of participants. Remember that a
room that is too large can be as bad as one that may be too small. If it is large, pull the
tables together close to the front to create a warm and friendly grouping.

 Training requirements: If the training session entails many small group activities,
determine if there is enough space in the room. If not, arrange for additional breakout
rooms to accommodate your needs.

 Accessibility: Ensure that the room is accessible to all, including those who have limited
mobility.

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 Location: If participants need to travel (either by foot or vehicle) to the session, the
location should not pose a hardship, for example, walking in rain, or parking difficulty.

 Convenience: Readily accessible restrooms, telephones, snacks, lunch accommodations,

and so on help ensure that participants return on time following breaks or lunch.

 Distractions: Select a room that is free of distractions and noise. Thin walls with a sales
convention next door may not create the environment you’re trying to establish for
learning.

 Obstructions: Select a room that is free of structures such as posts or pillars that may
obstruct participants’ views.

 Seating: Select a location that provides comfortable, moveable chairs. Seating

arrangements should further enhance the learning environment you wish to establish.
Determine what’s most important for the learner. There are probably two dozen ways you
could set up the training room The seven seating arrangements in the figure are typical.
Consider the advantages to your participants for each arrangement. The table provides
guidance about why you may select each.

 Furniture: In addition to decisions about the seating arrangements and the kind of tables
you prefer, you will want a table in front of the room for your supplies and equipment.
Don’t allow too much space between the table from which you will present and the front
participant row. Reducing the amount of space between you and the learners increases the
affect level in the room. It closes the distance between you and the trainees both
physically and emotionally. The participants feel better about you, themselves, and the
training session.

 Lighting: Lighting should be adequate. Dimly lit ballroom ambiance will not promote
energy in a training session. Is the lighting bright enough? Is it natural lighting? If the
room has windows, which direction are they facing? Can windows be darkened, if
necessary? A morning sun coming up behind your projection screen will blind the
participants and wash out the image on the screen. Know where light switches are located
so that you can brighten or darken the room as needed.

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  Workable walls: Most trainers hang flipchart pages on the walls: the session objectives,
small group work, and so on. Be sure to use blue painters tape, Some tape are so strong
that they remove the paint from the wall. Is wall space available or do windows
surrounded the room? Does art cover the walls or are they open? Usually the front of the
training room should be opposite the entrance to avoid distractions when folks come and
go

 Climate control: I will never be able to please everyone in your session. However, if I
have the ability to adjust it myself. Determine where the thermostat is located and
whether you have any control over it. Experiment with it while you set up the room.

 Microphone: If the company have a large room or a large group or the room has poor
acoustics or trainer have a tiny voice, he may need a microphone. Check the room to
ensure it is wired for a microphone.

3. Preparation & Designing for Instructions:

Preparation:

Before going for the final training I will prepare myself with these following points like-

 I will collect the materials for providing training like important notes n time management,
some author’s books on time management, my pen, paper etc.
 I will prepare myself with the prerequisite knowledge on time management skills, so that
I can provide better knowledge to the employee and they can understand them well.
 Before arriving at the spot, I will do some rehearsals so that on the real time on training
there should not occur any problem then I will check the projector that if I can handle it
properly.
 I will design the whole process from the perspective of my learners like what can they
think? , what might be their questions? so I can provide them more easily about time
management knowledge.
 Finally I will reach at the training place around 15 min early and when they come I will
welcome them warmly so that they can felt comfortable.
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 Deigning of instruction:

I will design my training instructions by following the Micro Theory of Instructional

Design of Gagne and his Associates which should be like:

 I will design my speech so that I can gain 100% attention from trainers like I can start
up with some interesting successful time management stories.
 Next, I will come with informing goal which means impressing the audience so under
this part I will let the trainee to understand about what and why the reason of getting
training on time management skill.
 Then Gagne’s next point is Stimulating recall of Prior Knowledge, which means
connection between old and new materials. Here I will;
 I will compare drawing cartoons to the first time we drew/wrote the alphabet. I will
compare some letters to objects.
 I want to assure the trainee that the task is easy and achievable, and show them that
there are some directions they will
 I want to give trainee confidence that that can learn the time management skill by
recalling a prior skill

I will now present my lecture on Time Management Skill and obtaining the performance of
trainees.

Finally, I will now provide feedback and measuring my trainees performance how much they
achieve they learning by Assessing retention and Transfer like I may now give them some
practicing task to measure their outcomes.

4. Classroom Management:
Effective classroom management requires awareness, patience, good timing, boundaries, and
instinct. There’s nothing easy about shepherding a large group of easily distractible young people
with different skills and temperaments along a meaningful learning journey. Classroom
management is crucial in classrooms because it supports the proper execution of curriculum

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development, developing best teaching practices, and putting them into action. Classroom
management can be explained as the actions and directions that teachers use to create a
successful learning environment; indeed, having a positive impact on students achieving given
learning requirements and goals. So I will follow these points to manage the environment:

4.1. Monitor the room: Monitoring is a classroom management technique loosely defined as
listening to the learners for their accuracy and fluency, or checking to see whether activities are
going to plan and that the learners are 'on task'. However, monitoring is often carried out as a
vague listening and looking exercise by the teacher, and sometimes not done at all, whereas in
fact effective monitoring is a skill that needs to be developed if learners are to benefit fully from
activities, particularly those of the information gap and group interactive types.

 Purposes of monitoring: Not all learners develop at the same rate. Monitoring offers the
opportunity to assess the progress of individuals, and often provides an indication of what
to re-teach or practise further. Specific aims of monitoring, depending on the stage of the
lesson and the activity, include:
 Being aware of the whole class. The trainer should always be aware of how the class is
getting on, whether the pace is too fast or too slow, and which students may need
individual attention. There is often a tendency to teach to the lesson plan and materials at
the expense of teaching the learners themselves.

 Listening for errors in the target language, particularly during guided practice activities.
Correction is required here, since these are usually accuracy-based activities

 Listening to ensure that learners are on task. Some re-instruction, modelling of the
activity or prompting may be required.

 Taking opportunities for micro-teaching to individuals or pairs who have clearly not
grasped the target language.

4.2. Give trainees breaks: I will give some breaks to my trainees after 1 hour for 15 minutes.

4.3. Engaging Trainees: Training and performance improvement professionals work hard every
day trying to make training more engaging. Our goal is not to make the training more engaging

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by itself; we want to improve participation in class, increase learning and retention, and ensure
application on the job that improves performance. Increasing engagement does not have to be
difficult. Here is a list of ways you can easily make your training more engaging.

4.4Managing Group Dynamics: A group with a positive dynamic is easy to spot. Team
members trust one another, they work towards a collective decision, and they hold one another
accountable for making things happen. As well as this, researchers have found that when a team
has a positive dynamic, its members are nearly twice as creative as an average group.

In a group with poor group dynamics, people's attitudes disrupt work. As a result, the group may
not come to any decision, or it may make the wrong choice, because group members could not
explore options effectively.

Dealing with different personalities and personal agendas are common challenges at work and in
social situations. It helps to be more aware of what’s going on between people if you want to
manage these dynamics.

Conclusion:

If I can design the program by following those elements I can have arrange a useful and
comfortable training program on time management skills also by this program trainees and both
employee and organization can be benefited on time management.

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Appendix

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