1. [Standardized Training Template]
This template contains design notes for the instructor in the Notes Page view. Please ensure that you have the Notes Page open.
[Standardized Training Template]
[Lesson Title]
[Design Notes Included in Notes Page View]
DESIGN NOTES TO THE INSTRUCTOR:
Introduction Slide
Add lesson title as appropriate to the training on this slide.
These slides can be used for ILT (Instructor-Led Training) or IWT (Instructor-guided Web-based Training). If you have any questions about developing or delivering training, contact ED&T.
NOTES:
ENSURE TRAINING SUPPORTS VA MISSION AND VALUES.
ENSURE THAT ALL TRAINING YOU DELIVER IS COMPLIANT WITH SECTION 508 OF THE REHABILITATION ACT OF 1973 (29 U.S.C. § 794d). FOR GENERAL INFORMATION ABOUT SECTION 508, PLEASE VISIT
Do not use inaccurate, incomplete, outdated, biased, offensive or otherwise inappropriate graphics/cartoons, materials, jokes, videos , or other files anywhere in your training!
IF IT IS NOT CLEAR THAT THE AGENCY HAS ENDORSED YOUR PRESENTATION’S CONTENT, AT THE BOTTOM OF THIS SLIDE ONLY ADD A FOOTER IN 10 POINT FONT THAT ‘This presentation contains pre-decisional information.’

2. Overview of Today’s Training
Time Management Lesson
Time Management
Processes
Methods
Introduction
Posttest
Definition
Exercises
Goal Setting
Processes
Methods
Introduction
Posttest
Exercises
Definition
Conflict Resolution Skills
Processes
Methods
Introduction
Posttest
Definition
Exercises
Providing Feedback
Processes
Methods
Introduction
Posttest
Definition
Exercises
DESIGN NOTES TO THE INSTRUCTOR:
Overview Slide
The Overview of Today’s Training provides the schedule and flow for the training session. You can discuss:
The lesson purpose, goals, importance.
A graphic- and/or text-based overview/outline of the training.
The example shown here is for a week of training, with the red highlight showing what the PowerPoint presentation will cover, but can be modified to fit any training schedule
Note:
For an IWT supported by Course Advocates supplied by ED&T, showing an overview/schedule slide would be redundant because this information is presented by a Course Advocate during Homeroom prior to the start of the day’s training. For that reason, if you are developing a lesson for IWT, remove this slide.
Lesson Title

3. Student Introductions
Name
Office location
Time in position with VA
DESIGN NOTES TO THE INSTRUCTOR:
Student Introductions Slide
Having the students introduce themselves is optional and up to the instructor. If student introductions will not be done, remove this slide from your presentation.
Note:
If you are creating a lesson for IWT, student introductions may be covered prior to the start of training by the Course Advocate. Coordinate use of introductions with the Course Advocate.
Lesson Title

4. Icebreaker Activity Answer this question:
What is the most important thing you want to take away from this training?
DESIGN NOTES TO THE INSTRUCTOR:
Icebreaker Slide
Icebreakers can be lighthearted to loosen up the students or it can be related to the material that will be covered in the training. An icebreaker would typically be a leading question directly related to the content you are about to cover in the presentation. For example:
What one word comes to mind when you hear the term [select a term specific to the lesson]?
What is the biggest question you have about [select a concept specific to the lesson]?
The instructor will write down the student responses for review at the end of the lesson.
Note:
If you choose not to have an icebreaker activity, remove this slide from your presentation.
Lesson Title

5. Lesson Objectives At the end of this lesson, you will be able to:
Differentiate among urgent, non-urgent, important, and non-important tasks
Prioritize tasks for effective time management
Develop an Action Plan for a typical work week
DESIGN NOTES TO THE INSTRUCTOR:
Lesson Objectives Slide(s)
Always provide students with learning objectives that align to the content and the post-lesson assessment(s). Lesson objectives should be:
Performance-based: Directly linked to the on-the-job action students should be able to perform following training.
Observable/Measurable: Students degree of mastery of the objective should be able to be determined by the assessment.
Criteria: How well the student needs to perform in order to show an acceptable level of mastery of the content; often presented as a percentage correct.
Lesson objectives consist of a proper verb and action statement. It is critical that you select action verbs for your objectives that convey what students should be able to do after the training and at what general levels of complexity, for example:
Remembering information – The lowest level of training you will ever present is simple “knowledge” information that you want to students to remember. This kind of information (e.g., roles and responsibilities within an organization) is most often a candidate for inclusion in pre- or post-training reading materials and is not a good use of time in the training environment. Avoid using “remember” type information and objectives if there are higher-level ways of assessing the information.
Using information to complete a task – In the example shown above, the students are required to use what they learned in the earlier topics to demonstrate their proficiency in the subject area. This demonstration can be done in many different ways – from a standard written assessment to individual or group exercises.
Creating new products, processes, etc. – In the example above, the students are required to develop an Action Plan extending beyond examples covered in class to situations encountered in the field. This kind of hands-on activity requires the students to apply what they have learned and can be reviewed and shared in class.
The objectives you present to your students should be the action verb and statement only. The full lesson objective normally includes the condition and standard, which might be confusing to the student (i.e., One of the example objectives reads "Prioritize tasks for effective time management” while the full objective might read, “Given three scenarios containing multiple tasks, the student will prioritize tasks for effective time management using the Time Management Grid with 95% accuracy.”). Providing the abbreviated objective allows the student to only focus on content of the training and not worry about how they will handle the scenarios.
Avoid providing generic goal statements (e.g., Provide timely plans) unless there is no formal assessment and/or desired on-the-job action.
Notes:
For additional information on the development of training, you can review MIL-HDBK A.
For additional information on creating task-based curriculum a good resource is NAVEDTRA 130B, Vol. II.
Lesson Title

6. Urgent versus Not Urgent Tasks
Urgent tasks demand immediate attention, and are often associated with the achievement of someone else's goals.
We make Urgent tasks a priority because they have consequences if not completed.
Important tasks have an outcome that leads to the achievement of your goals.
DESIGN NOTES TO THE INSTRUCTOR:
Content Slide
Content Tips:
Use as many content slides as required to impart materials effectively.
Employ standard font sizes and ensure enough screen white-space for increased legibility. Standards for PowerPoints are:
Arial, bold, 28pt font for titles
Arial, bold, 24 or 26 pt font for subtitles
Arial, bold, 24 or higher pt font for standard screen text
Place key points on the slide and elaborate via discussion as needed
The instructor should NOT try to list everything on the PowerPoint slides. Less is often better. The slides should feature the main points so the instructor can refer to them during instruction. In this example, the instructor would explain that Covey identified a way to classify tasks as either urgent or not urgent based on a grid.
This particular slide is introducing Covey’s classification of tasks as urgent or not urgent. Additional content related to the objective would be addressed on subsequent slides: it may take several slides to cover all of the content relating to a given lesson objective.
The number of slides in a presentation is less important than using a design that is uncluttered and easy to follow.
Ensure that the content matches the lesson objectives you stated at the beginning.
Notes:
For additional information on the development of training, you can review MIL-HDBK A.
For additional information on creating task-based curriculum a good resource is NAVEDTRA 130B, Vol. II.
Lesson Title

7. Covey’s Time Management Grid
Urgent
Not Urgent I
Crises
Pressing problems
Deadline driven projects, meetings, preparations II
Preparations
Presentations
Value clarification
Planning
Relationship building
True recreation
Empowerment
III
Interruptions, some phone calls Some mail, some reports, some meetings
Many proximate pressing matters
Many popular activities IV
Trivia, busywork
Junk mail
Some phone calls
Time wasters
“Escape” activities
Important
Stephen Covey, Seven Habits of Highly Effective People
Source:
DESIGN NOTES TO THE INSTRUCTOR:
Content Slide – with table
Additional Content Tip:
Do not forget to add the source of information on any slide where the information is borrowed. In this case, the bullets and table format are borrowed from Dr. Stephan Covey, a well-known educator. Credit to the originator should also be given on the Lesson References slide near the end of the lesson.
Not Important
Lesson Title

8. Creating an Action Plan
Make a list of tasks
Prioritize tasks by placing them on the grid
Identify when tasks must be completed
DESIGN NOTES TO THE INSTRUCTOR:
Content Slide – with graphic
Graphics Tips:
Use graphics that are clean and relevant to the content.
Attribute any graphic used if it is not clip art.
DO NOT use graphics that are not appropriate to the content (e.g., cartoon characters, images that are unrelated to the content, or any images that are derogatory in nature).
To ensure that graphics are 508 compliant, add an AlternateText description to the image. For example, the Alt Text description for the image on this slide reads: “Man looking at road with roadsigns labeled with timelines: Now, in one hour, tomorrow, next week, next month, in 6 months.”
To add Alternate Text to an image, right-click on the image and select “Alt Text” from the menu on the left. Follow the instructions.
Lesson Title

9. Question Screen What are some benefits of managing time effectively?
What are consequences of poor time management?
DESIGN NOTES TO THE INSTRUCTOR:
Question/Activity Slide-Question Screen Example
Question/Activity Tips:
You should have at least one of these question/activity slides after each set of content slides covering a learning objective.
Review your question/activity to ensure it is directly linked to the particular lesson objective you are covering.
Use current, realistic scenarios/examples.
Make sure the correct answer(s) or possible answer(s) is/are identified in the Lesson Plan.
In this example, the instructor could point out that the benefits include the ICARE value of “I care about performing my duties to the very best of my abilities.”
When creating a PowerPoint presentation that will be used in a lesson for IWT:
This slide will say, “WHITEBOARD ACTIVITY” or “POLL QUESTION” depending on which type of activity you design.
The text should be all CAPS in 32-point font, centered on the screen.
You will add the question to the Lesson Plan, and a Course Advocate will create the actual whiteboard/poll question within the Lync session for presentation during the training.
Note:
For additional information on the development of assessment items, you can review MIL-HDBK A.
Lesson Title

10. Individual Activity – Prioritizing Tasks
SCENARIO:
There is a presentation you must complete by the end of the day. It is 8 am. You must complete the work by 4 pm. You know you need 4 hours for research and 2 hours to develop.
An employee enters your office with an emergency dealing with a client. It will require you to spend approximately 30 minutes communicating back and forth with the client and employee.
Suddenly, you receive an message from your supervisor asking for last quarter’s total training hours for all of your employees. Your supervisor needs this information first thing the next morning, and you know it will take you 15 minutes to run the report and send it to her.
Further, you are in charge of the upcoming canned food drive and need to send an announcement to everyone in the office with information about the event. The deadline for collecting items is three days from today.
DESIGN NOTES TO THE INSTRUCTOR:
Activity Slide-Individual Activity Example
Individual Activity Tips:
Use current, realistic, scenarios/examples.
Develop answer keys for each activity or exercise.
Ensure the activity is directly linked to a learning objective.
When providing directions, think of each step the individual must take to perform the activity.
Explicitly state the goal of the activity and the expected outcome.
Note:
For additional information on the development of training activities, you can review MIL-HDBK A.
Individual Activity Example:
Prioritizing Tasks Individual Exercise
This exercise is designed to give the student the opportunity to practice prioritizing tasks using the Time Management Grid.
Exercise Directions
Read the scenario and prioritize the tasks using the Time Management Grid.
Share your responses with the class.
Time allotted: 15 minutes
Possible answers/discussion points. Note: Students may have slight variations in their responses, but generally, they should prioritize the tasks in the scenario as follows:
Address the employee’s emergency with the client (Quadrant I)
Run the report for your supervisor (Quadrant I)
Research and develop your presentation (Quadrant I)
Send out the announcement for the canned food drive (Quadrant II)
Lesson Title

11. Group Activity – Develop an Action Plan
DIRECTIONS:
Meet in your small groups and select one person’s typical work-week. (This should be a list of tasks the person deals with in a five-day period.)
Create an Action Plan based on what you learned in class today.
Be sure that you consider the following when developing your group’s Action Plan:
Prioritization of tasks based on importance
Realistic due dates and times
Time allotted: 45 minutes
DESIGN NOTES TO THE INSTRUCTOR:
Activity Slide-Group Activity Example
Group Activity Tips:
Use current, realistic, scenarios/examples.
Ensure the activity is directly linked to a learning objective.
Develop answer keys for each activity or exercise.
The instructor can make groups as small or large as is appropriate for the exercise.
When providing directions, think of each step the group must take to perform the activity.
Explicitly state the goal of the activity and the expected outcome.
See the slide above for an example of a group activity for time management.
Note:
For additional information on the development of training activities, you can review MIL-HDBK A.
Lesson Title

12. Lesson References
Covey, S. R. (1989). The Seven Habits of Highly Effective People. NY: Free Press.
How to write an Action Plan. (2002). Retrieved from
I CARE Core Values (2014). Retrieved from
DESIGN NOTES TO THE INSTRUCTOR:
Lesson References Slide
Identify the location of applicable lesson references and job aids.
For example, refer to VA’s website for additional information.
Notes:
For additional information on the development of training, you can review MIL-HDBK A.
For additional information on creating task-based curriculum, a good resource is NAVEDTRA 130B, Vol. II.
Lesson Title

13. Summary
Today you:
Differentiated among urgent, non-urgent, important, and non-important tasks
Prioritized tasks for effective time management given a set of scenarios
Developed an Action Plan for a typical work week
DESIGN NOTES TO THE INSTRUCTOR:
Summary Slide
Here, re-review lesson objectives.
Review major lesson points.
The Summary screen is used to both summarize the training and prepare the students for the post-lesson assessment. The length and type of Summary you use should be dependent on the training. The example text shown above is just one style you can use. You could use a series of questions, engaging activities, or other methods to summarize the training and/or prepare the students for the assessment.
Review student responses to the icebreaker.
Note:
For additional information on the development of a summary, you can review MIL-HDBK A.
Lesson Title

14. Questions? Lesson Title DESIGN NOTES TO THE INSTRUCTOR:
Final Questions Slide
Use this slide to answer any questions the students have regarding the training.
Lesson Title

15. TMS Assessment and Survey
The assessment and survey have been assigned to you in TMS.
The assessment is comprised of 25 scenario-based questions.
The questions are based on the information you learned today.
You should be able to complete the assessment and survey within one hour.
Be sure to complete both the assessment and the survey in TMS to receive credit for this training.
DESIGN NOTES TO THE INSTRUCTOR:
Assessment and Survey Slide
Let students know how to access the assessment and survey. Let them know that they have an opportunity to improve the training through the survey and that their feedback is welcome.
Provide any information or tips about the assessment, especially about the length of the test and the types of questions. (Refer to the example above.)
Encourage them to complete both in order to receive credit in TMS.
Send your test questions and answers to the Curriculum Support Team for ED&T.  Request a survey be added to the TMS item.  If you have any issues or concerns, contact ED&T 
Lesson Title