Theoretical Application: Manager Acceleration Program

Theoretical Application - Manager Acceleration Program

Theoretical Application: Manager Acceleration Program Michelle King Arizona State University

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Theoretical Application - Manager Acceleration Program

EDT 540: Theoretical Application Michelle King – Manager Acceleration Program

Problem Statement: Within our organization new managers are often promoted from positions as individual contributors and have little to no experience with managing people or delivering on the necessary outputs of a customer support manager. New managers have expressed their frustration with feeling ill-prepared to effectively manage their teams.

This results in a significant learning curve impacting productivity, analysis of available data, and employee retention/engagement. There are available manager training programs, however they focus on more generalized management behaviors rather than specific behaviors related to the role of a customer support manager. Given the impact of inexperienced managers on understanding of major business objectives and executing strategies to meet those objectives, as well as their expressed frustration in tackling a role without clear guidelines, a manager acceleration program is needed to bridge the gap between current and desired behaviors of new managers.

Target Learners: A group of 10 recently promoted managers within the Customer Support organization. The participants are first-time managers who are tenured employees of 3-5 years. Participants work in several geographic locations including the United States, Brazil, the Czech Republic, India and Japan. The ages of the managers range from 25-40 years old. Each manager has experience working as a high-potential individual contributor and has demonstrated their capacity and desire to learn and grow their career.

Their lack of managerial skills has a significant impact on productivity, team motivation and customer satisfaction. The program will run for 90 days with assignments for each group to be completed at 30 days, 60 days and 90 days.

List of Instructional Objectives: 1.) Participants will be able to explain each managerial process with 90% accuracy.

2.) Participants will be able to demonstrate each manager skill with 90% accuracy to their peer mentor.

3.) Participants will demonstrate an understanding of managerial skills through incourse knowledge checks with 90% accuracy.

Selected learning theories and/or instructional strategies: ICAP Framework, Cooperative Learning Details of Lesson Plan/Training Module: Materials Needed:  Computers for each participant – each manager can bring their own  Access to Learning Compass Manager Acceleration Program

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Theoretical Application - Manager Acceleration Program

     

Schedule for check-ins with each participant Mentor checklist for peer-mentors evaluation Participant Notebooks Writing implements (pens, pencils, etc.)

Access to virtual meeting space via Zoom Access to reports for participants completion rate for micro-learnings

Preparation: One week prior to the program start, the Enable manager should meet with each participant individually to ensure that they have completed the pre-assessment survey, answer any questions, and go over the schedule. There are no pre-requisites to participating in the program other than being a new manager (less than one year) with no prior people manager experience. The Enable manager should verify that the participants have all the necessary equipment (see Materials Needed) and that the Learning Compass program with all the micro-learnings have been assigned to the participant and the participant can access the eLearning portion of the program. In addition, the Enable manager should verify that each participant has meetings scheduled on their calendar for the round-table peer mentor discussions, the teach backs to another new manager and check-ins with the Enable manager on progress.

First 30 days On day one, participants will open the Manager Acceleration Program assigned to them in the Learning Compass.

1. Each micro-learning is listed with a due date. a. Participants are required to complete the micro-learning by the designated date during their working hours and pass the knowledge check with 90% accuracy.

2. The following day after the completion, participants will attend a peer mentor session for 30 minutes. a. The content of the session will focus on having the participant summarize the processes learned in the micro-learning. b. Peer mentors will use a provided checklist to evaluate the knowledge and understanding of the participant related to the micro-learning. Peer mentors will mark off their observation in the Learning Compass program when completed by the due date designated.

3. The following day after the peer mentor session, the participants will attend a virtual meeting with another manager in the program to teach back the information learned in the micro-learning session incorporating feedback from the peer mentor session.

4. Bi-monthly the Enable manager will meet with each participant to assess progress and answer questions/make any necessary adjustments.

5. The Enable manager will receive weekly reports on participant progress with the goal of 100% participant completion within the first 30 days.

6. Micro-learning courses for the first 30 days include: a. New Manager Onboarding (any manager in the program who has been promoted with the past 3 months)

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Theoretical Application - Manager Acceleration Program

b. c. d. e.

Partnering with the Engage Team Delivering Employee Feedback Single Incident Escalations SAP Analytics Cloud Reporting (Manager)

Next 30 days (60 days into the program) On day one, participants will open the Manager Acceleration Program assigned to them in the Learning Compass for the next 30 days.

1. Each micro-learning is listed with a due date. a. Participants are required to complete the micro-learning by the designated date during their working hours and pass the knowledge check with 90% accuracy.

2. The following day after the completion, participants will attend a peer mentor session for 30 minutes. a. The content of the session will focus on having the participant summarize the processes learned in the micro-learning. b. Peer mentors will use a provided checklist to evaluate the knowledge and understanding of the participant related to the micro-learning. Peer mentors will mark off their observation in the Learning Compass program when completed by the due date designated.

3. The following day after the peer mentor session, the participants will attend a virtual meeting with another manager in the program to teach back the information learned in the micro-learning session incorporating feedback from the peer mentor session.

4. Bi-monthly the Enable manager will meet with each participant to assess progress and answer questions/make any necessary adjustments.

5. The Enable manager will receive weekly reports on participant progress with the goal of 100% participant completion within the first 30 days.

6. Micro-learning courses for the first 30 days include: a. Using Questions to Foster Critical Thinking b. Micro-training Power Letter c. Customer Communication d. HR Manager Toolkit e. Interviewing Techniques Final 30 days (90 days into the program) On day one, participants will open the Manager Acceleration Program assigned to them in the Learning Compass for the final 30 days of the program.

1. Each micro-learning is listed with a due date. a. Participants are required to complete the micro-learning by the designated date during their working hours and pass the knowledge check with 90% accuracy.

2. The following day after the completion, participants will attend a peer mentor session for 30 minutes. a. The content of the session will focus on having the participant summarize the processes learned in the micro-learning.

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Theoretical Application - Manager Acceleration Program

b.

3.

4.

5.

6.

Peer mentors will use a provided checklist to evaluate the knowledge and understanding of the participant related to the micro-learning. Peer mentors will mark off their observation in the Learning Compass program when completed by the due date designated.

The following day after the peer mentor session, the participants will attend a virtual meeting with another manager in the program to teach back the information learned in the micro-learning session incorporating feedback from the peer mentor session.

Bi-monthly the Enable manager will meet with each participant to assess progress and answer questions/make any necessary adjustments.

The Enable manager will receive weekly reports on participant progress with the goal of 100% participant completion within the first 30 days.

Micro-learning courses for the first 30 days include: a. Coaching and Developing Employees b. Customer Service: Preventing Turnover c. DISC Assessment/evaluation d. KCS Managing/Coaching (Knowledge Centered Service) e. Career Development Planning

Conclusion of Program After participants have completed the 90-day program, the Enable manager will provide reports to the leadership team on the participants assessment and peer-mentor evaluations. Feedback from participants will be collected and provided. A working session with the peer mentors scheduled for two weeks after the completion of the program will also be included in the final evaluation. The Enable manager will then present recommendations on improving or changing the program as necessary based on feedback and assessment results.

Assessments: A series of assessments will be required of participants as follows: 1. Pre-assessment survey will be conducted of each participant focused on ascertaining their confidence level and knowledge of the specific manager skills/competencies in the program.

2. Each micro-learning will contain a knowledge-check to ensure understanding and comprehension 3. Each participant will be evaluated on the micro-learning through a teach back methodology with peer mentors for 1:1 evaluation 4. Post-assessment surveys will be conducted at 30, 60, and 90 days focused on ascertaining increased confidence and skill level of each participant 5. A final course assessment survey will be conducted for each participant to assess their overall increased skill level and collect feedback on the program.

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Theoretical Application - Manager Acceleration Program

Sample questions pre-assessment: 1. On a scale of 1-5 rate your confidence in your ability to effectively motivate your team.

2. On a scale of 1-5 rate your knowledge of how to run and deliver weekly status reports 3. On a scale of 1-5 rate your knowledge of the process for single incident escalations 4. On a scale of 1-5 rate your confidence in conducting difficult conversations with direct reports.

5. On a scale of 1-5 rate your knowledge of the process for working with the Engage team 6. On a scale of 1-5 rate your confidence in delivering effective communication to customers 7. On a scale of 1-5 rate your confidence in conducting interviews when hiring new candidates 8. On a scale of 1-5 rate your knowledge of KCS (Knowledge Centered Service) 9. On a scale of 1-5 rate your confidence in assisting direct reports with career development 10. On a scale of 1-5 rate your confidence in delivering presentations with complex data.

Elaboration of selected learning theories and instructional strategies: ICAP Framework is a learning model that “defines cognitive engagement activities on the basis of student’s overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four nodes: Interactive, Constructive, Active and Passive” (Chi & Wylie, 2014). As the student moves through the four nodes learning is increased.

Cooperative Learning is an instructional strategy that “helps students clarify concepts and ideas through discussion and debate. Because the level of discussion within groups is significantly greater than in instructor led discussions, students receive immediate feedback, thus advancing the level of discussion. It is through this process of interacting with students of differing viewpoints that cognitive growth is stimulated” (Orey, 2010, p. (304-306). Cooperative learning helps participants to develop critical thinking skills, reflect on their learning, and foster cooperative learning opportunities.

Explanation of the relationship between the design and the chosen learning theories and instructional strategies: This learning program was designed to incorporate the ICAP framework to assist new managers in accelerating their knowledge, skills and abilities within the scope of the expected behaviors and skills of a new manager. Because the participants have no previous people manager skills, moving them through the ICAP framework at an accelerated pace with peer mentor support develops higher-level critical thinking skills and increased confidence. Integrating cooperative learning by providing a structured approach to team learning through peer mentor evaluation and peer teach backs of the

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Theoretical Application - Manager Acceleration Program

material provides greater integration of the information and feedback from more tenured managers as well as new managers to provide a wide range of perspective. Applying cooperative learning theory and ICAP framework the manager acceleration program consisting of short micro-learning on the topics most salient for new managers: communication, giving feedback, performance reviews, compensation, reporting, presenting, data analysis, internal cross-functional structure, escalation management, queue management, among others. Using the ICAP framework the participants will passively view short micro-learnings, then sit in a round-table discussion with peer manager mentors summarizing the solution steps (active). Next participants will teach the concept to another new manager in the cohort (constructive) and finally complete a knowledge check with the peer mentor manager (interactive). The cohort/peer mentor manager approach uses the cooperative learning theory approach.

Justification/Evaluation of how the chosen learning theories and instructional strategies addresses the problem Statement: As the problem statement outlines, there has been an ongoing learning gap for new managers who have not managed people previously. Most learning for managers was in the form of passive eLearning’s and provided little to now interactivity. In a customer support environment there is little time to integrate learning with the demands of a people manager role. Evaluating how we could create a program that covered the necessary learning to ensure managers have the skills, knowledge and ability to manage their teams effectively meant that we needed to decide how we could create an accelerated learning environment with the most impactful learning approach. Many managers falter or avoid learning due to time constraints, but even more managers provided feedback that the eLearning’s weren’t enough to help them apply what they had learned in a practical manner daily.

As I evaluated the learning methods, we have studied it became apparent that we needed to structure the learning around the ICAP Framework. Using the ICAP framework approach we could move the managers from a passive learning solution (videos, eLearning) to and interactive learning solution in a fairly short period of time (90 days). Due to the limited time available to new managers, the pace of the customer support environment and the clear need to for managers to integrate and apply what they had learned, the ICAP framework appears to be an ideal learning strategy.

In a customer support environment, learning is continuous and often best provided through peer mentor engagement. The cooperative learning strategy integrates an important component to the structure of the learning environment inside of customers support. The peer-mentor engagement and teach back opportunities provide an important aspect of the learning strategy. By provided opportunities for discussion, debate and feedback the participants can adjust and incorporate new information they would not receive through passive learning. In cooperative learning “it is essential that they are "hands-on" in nature; instructors should be given the opportunity to practice what they will be asking students to do” (Orey, 2010, p. 304).

With the structure of the manager acceleration program the cooperative learning

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Theoretical Application - Manager Acceleration Program

aspect allows participants to take conceptual ideas and make them practical through practice and teaching back the content.

I considered using problem-based learning (PBL) as this learning theory is focused on solving problems in realistic settings. We do currently use PBL learning theory in other types of training and have found it to be effective. In this case, given the time constraints and the importance of covering a broad range of topics, the PBL learning theory would likely take more time to build and execute. Although there is reason to believe that adding short simulation scenarios would further the critical thinking skills of the managers, we believe that should be considered after the initial acceleration program has been completed and feedback evaluated.

References: Chi, M., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823 Orey, M. (2010). Emerging perspectives on learning, teaching and technology.

Zurich, Switzerland: CreateSpace. Retrieved 2010, fromhttps://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

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Theoretical Application - Manager Acceleration Program