Designing Lesson Plans for Effective Workshop Outcomes

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3604

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Jun 11, 2024

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Program Design Example: Lia’s Dilemma | MGTS3604 2024 Workshop Activity 2: Attention to Detail – Example of Building a Lesson Plan for Sharper Results This ‘activity’ is a bit difficult to explain. Essentially, students are not creating a lesson plan per se, they are being shown an example of how one can be put together – what the activities would be, what the timing would be, what the instructions/facilitator notes would be, what the lesson plan would look like when completed to be handed over for implementation. The objective is for them to be familiar with, and comfortable with, the steps to create a plan as they will be required to do this for their group activity, and it would also apply to recommendations for a case analysis. So they get a ‘behind’ the scenes look at what participants would get versus what facilitators would have and how they would draft everything step by step. We may need a brief 30 minute meeting on Monday to discuss if you both have time. Lead Up Slides – Exploring Program Design and Lesson Plans SLIDE #: Intro to Workshop Workshop/Activity Purpose: This workshop equips you with the skills to design and deliver a targeted training program aimed at improving attention to detail, specifically focusing on proofreading accuracy in reports. You will learn how to guide participants through identifying errors to target for fixing, learning and applying the Mager and ABCD models to craft clear learning objectives for their developmental workshop for Eileen. Note : This is about learning the process, you will apply this process on your own or in your groups. There will be an opportunity for you to submit a draft lesson plan for feedback to let you know if you are heading in the right direction or if you are way off the tracks with your Tutor Training Program Design and Storyboard. SLIDE #: Objectives of the Learning to Make a Lesson Plan activity Overall Learning Objective: By the end of this workshop, participants will be able to:  Design a workshop focused on improving attention to detail, including a clear learning objective and engaging activities that guide participants through applying the Mager and ABCD models.  Learn how to facilitate activities that help participants analyze and refine learning objectives for effective workshop design. SLIDE #: SCENARIO Scenario: Imagine you are Lia working with an Eileen who struggles with proofreading reports, leading to errors and inconsistencies. This workshop will guide you through helping Lia develop a lesson plan for a training program for Eileen to address this specific need using well-defined learning objectives and practical activities that incorporate the Mager and ABCD models. Note : This is the process you will follow for developing your own lesson plan for your collaborative group project and will form the basis for your storyboard.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Materials:  Whiteboard/Projector  Markers/Pens  Handout with Mager and ABCD model explanations (including examples)  Sample Report with Errors (related to a common workplace scenario)  Lesson Plan Template (basic structure with sections for Learning Objectives, Materials, Activities, Time Allocation, and Assessment) Facilitator Notes:  Briefly introduce yourself and the workshop objectives. Highlight the importance of well-designed workshops for promoting attention to detail. SLIDE #: PRESENTATION / CONTENT: WHAT IS A LESSON PLAN AND HOW DO WE CREATE ONE? Remember that with Program Design, we start with our objectives and work backwards from there. Imagine these are the objectives you originally brainstormed. Do they fit the Mager and ABCD criteria? (No) How do we refine them? Old school way is to just keep rewriting them. But we have a general idea, so now we can use generative AI to help us out. My generative AI program of choice is Gemini, by Google. So let’s all open that up on our computers ( note to self, have my original in a separate computer so I can’t share the screen, then I can start with a blank document and not show my menu). Ask students – you are looking at gemini and you want to improve your objectives. In the chat, type what prompt you would use for the program. As a reminder, these are our initial objectives: - By the end of this activity, participants will be able to identify common proofreading errors in reports. - Participants will be able to explain the Mager and ABCD models and their purpose in crafting clear learning objectives. -Participants will be able to apply these strategies to a sample report and identify potential errors. Now you just did a workshop on writing learning objectives – these have some room for improvement, no? What are some elements that are missing? Select a few prompts and run those to see what the outcomes are, get student feedback on initial answers provided by Gemini – or whatever they are using if they are using something else. ACTIVITY TO INCLUDE – BRAINSTORM TOPICS AND ACTIVITIES FOR INCLUSION IN A WORKSHOP BASED OFF OF PRE-GENERATED LEARNING OBJECTIVES Note to self: Find those 5 specific learning objectives. Oops.

Program Design Example: Lia’s Dilemma | MGTS3604 2024

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Program Design Example: Lia’s Dilemma | MGTS3604 2024 Completed Lesson Plan: Improving Proofreading Accuracy in Reports *Note: This Lesson Plan Intentionally Has Errors, it is Our Job to Find and Fix Them. Section Description Learning Objectives - By the end of this activity, participants will be able to identify common proofreading errors in reports. - Participants will be able to explain the Mager and ABCD models and their purpose in crafting clear learning objectives. -Participants will be able to apply these strategies to a sample report and identify potential errors. Materials - Projector/Screen - Handout with a sample report containing errors (related to the participants' field if possible) - Handout with Marger and ABCD models - Highlighters/Pens - Flipchart/Whiteboard (optional) - PPT slides - Sticky notes or online brainstorm app (such as Padlet) Activities (Time) Description Introduction (5 minutes) 1. Briefly introduce the importance of proofreading for maintaining accuracy in reports. 2. Briefly explain the Mager and ABCD models and their role in crafting effective learning objectives. 3. Revisit the learning objectives for this activity. Presentation: Common Proofreading Errors (10 minutes) 1. Use a presentation or flipchart to list common proofreading errors (e.g., typos, grammatical mistakes, formatting inconsistencies). 2. Briefly discuss the impact of these errors on report quality and professionalism. Activity: Identifying Strategies (10 minutes) 1. Divide participants into small groups (2-3 people). 2. Task: Groups brainstorm and discuss strategies to improve proofreading accuracy. Encourage them to consider aspects like focus techniques, utilizing proofreading tools, and systematic checking methods. 3. Each group shares their identified strategies with the class. Activity: Applying Strategies (15 minutes) 1. Distribute the sample report handout containing errors. 2. Task: Individually, participants apply the discussed proofreading strategies to identify errors in the sample report. Encourage them to highlight or mark the errors. 3. Facilitate a class discussion where participants share the errors they identified and the strategies they used. Applying Strategies Wrap-up & Assessment (5 minutes) 1. Briefly summarize the key strategies discussed for improving proofreading accuracy. 2. As an informal assessment, ask participants to share one key takeaway from this activity. Presentation: LO Models (5 minutes) Activity: Applying Mager & ABCD (15 minutes) 1. Divide participants into small groups (2-3 people). 2. Task: Each group uses the provided sample report with errors to develop a learning objective related to proofreading accuracy using the Mager model framework (Measurable, Achievable, Given, Expected behaviour, Required

Program Design Example: Lia’s Dilemma | MGTS3604 2024 resources). 3. Groups then refine their learning objective using the ABCD model framework (Audience, Behaviour, Condition, Degree). Group Sharing & Discussion (10 minutes) 1. Each group shares their learning objective and how they applied the Mager and ABCD models. 2. Facilitate a class discussion on the importance of clear and measurable objectives for effective workshop activities. Practice: Identifying Errors (10 minutes) 1. Distribute the handout with common proofreading errors. 2. Task: Individually, participants apply their knowledge of common errors to identify errors in the sample report. Encourage them to highlight or mark the errors. 3. Briefly discuss the identified errors as a class. Objectives Activity Wrap-up (5 minutes) 1. Briefly summarize the key aspects of crafting clear learning objectives using the Mager and ABCD models. 2. Reinforce the importance of applying these models when designing workshops focused on improving attention to detail. Workshop Wrap-up (5 minutes) 1. Briefly summarise key points: Importance of clear learning objectives, applying Mager & ABCD models, designing engaging activities 2. Facilitate discussion on benefits of the models and their application in personal workshop design 3. Briefly discuss tailoring objectives/activities to audience and goals. 4. Encourage practicing lesson plan building with a focus on clear objectives and engaging activities. 5. Thank participants and mention additional resources.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 EXAMPLE OF WORKSHOP LESSON PLAN OUTLINED – essentially an expanded version of the lesson plan.  Obviously we cannot cover all of this, but you can walk through one activity, they can look at the remaining on their own.  This should also drive home to them just how much work goes into planning a workshop (and you can make a joke about imagining how long it takes to create a lecture on creating a workshop about creating a workshop to improve attention to detail through proof reading and all the activities, facilitator notes, etc. involved – it isn’t something that can be done in 30 minutes, even with AI help) Workshop: Building Effective Workshops: Sharpening Focus on Attention to Detail Target Audience: Trainers, HR Professionals, Educators (Anyone who designs and delivers workshops) Workshop Purpose: This workshop equips you with the skills to design and deliver a targeted training program aimed at improving attention to detail, specifically focusing on proofreading accuracy in reports. You will learn how to guide participants through learning and applying the Mager and ABCD models to craft clear learning objectives for their workshops. Overall Learning Objective: By the end of this workshop, participants will be able to:  Design a workshop focused on improving attention to detail, including a clear learning objective and engaging activities that guide participants through applying the Mager and ABCD models.  Facilitate activities that help participants analyze and refine learning objectives for effective workshop design. Scenario: Imagine you are working with an employee who struggles with proofreading reports, leading to errors and inconsistencies. This workshop will guide you through developing a training program to address this specific need using well-defined learning objectives and practical activities that incorporate the Mager and ABCD models. Materials:  Whiteboard/Projector  Markers/Pens  Handout with Mager and ABCD model explanations (including examples)  Sample Report with Errors (related to a common workplace scenario)  Lesson Plan Template (basic structure with sections for Learning Objectives, Materials, Activities, Time Allocation, and Assessment) Facilitator Notes:  Briefly introduce yourself and the workshop objectives.  Workshop purpose, learning objectives, and scenario can all be on individual PPT slides and you as the facilitator draw attention to the key points  Highlight the importance of well-designed workshops, not just for promoting attention to detail, but for any topic. o Attention to detail is being used today because it is relevant to our case: Lia’s Dilemma o You could incorporate a case into the workshop, as we somewhat do here [Remaining content of the workshop outline can be adjusted as follows]

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Program Design Example: Lia’s Dilemma | MGTS3604 2024 Activity 1 Outline: Presentation - Common Proofreading Errors (10 minutes) Objective : By the end of this presentation, participants will be able to identify common proofreading errors in reports. Materials :  Projector/Screen  Slide deck with key points (optional) Content: Introduction (1 minute)  Briefly introduce the importance of proofreading for maintaining accuracy and professionalism in reports. Main Points (7 minutes)  Use a bulleted list or visuals to highlight common proofreading errors across different categories. o Grammar & Mechanics: Typos, punctuation errors, subject-verb agreement, word usage (e.g., their/there/they're). o Spelling & Consistency: Misspelled words, inconsistencies in capitalization, hyphenation, or formatting. o Clarity & Conciseness: Ambiguous phrasing, redundancy, wordiness, unclear sentence structure. o Formatting & Layout: Inconsistent font styles, spacing issues, missing page numbers, incorrect headings/subheadings.  Briefly discuss the impact of each type of error on the overall quality and readability of reports. (e.g., Typos and grammatical errors can damage credibility, formatting inconsistencies can affect professionalism). Examples (2 minutes)  Show real-world examples of proofreading errors in reports (consider anonymizing them if necessary).  Briefly explain how these errors can be identified and corrected. Conclusion (optional - 1 minute)  Briefly emphasize the importance of thorough proofreading as a final step before submitting reports.  Encourage participants to actively practice proofreading skills throughout the workshop activities. Additional Tips:  Keep the presentation concise and visually appealing.  Use clear language and avoid technical jargon.  Encourage audience participation by asking questions or conducting a quick quiz on common errors.  Tailor the presentation content to the specific types of reports participants typically work with. This outline provides a framework for a concise yet informative presentation on common proofreading errors. You can adjust the content and examples to fit your specific needs and audience.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Activity 2 Outline: Identifying Strategies (10 minutes) Objective: By the end of this activity, participants will be able to identify and discuss at least two effective strategies for improving proofreading accuracy in reports. Materials:  Whiteboard/Flipchart (optional)  Markers/Pens Process: 1. Introduction (1 minute): o Briefly explain the importance of having effective strategies for thorough proofreading. 2. Brainstorming Session (5 minutes): o Divide participants into small groups (2-3 people). o Task: Facilitate a group discussion where participants brainstorm strategies for improving proofreading accuracy in reports. Encourage them to consider aspects like focus techniques, utilizing proofreading tools, and systematic checking methods. o You can prompt them with questions like:  What techniques can help improve concentration during proofreading? (e.g., working in focused bursts, taking breaks)  What tools or resources can assist with proofreading? (e.g., spell checkers, grammar checkers, online resources)  How can you develop a systematic approach to ensuring all aspects of a report are proofread? (e.g., checklists, reading aloud, backward proofing) 3. Group Sharing & Discussion (4 minutes): o Invite each group to share at least two strategies they identified with the class. o Capture key points on a whiteboard or flipchart (optional) to create a collective list. o Facilitate a brief discussion to explore the benefits and potential limitations of different strategies. Wrap-up (optional - 1 minute):  Briefly summarize the key strategies discussed.  Encourage participants to experiment with different strategies and find what works best for them. Note: This activity focuses on generating ideas through brainstorming. You can adapt it to incorporate additional elements, such as having participants vote on the most effective strategies or sharing personal experiences with proofreading techniques.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Activity 3 Outline: Applying Strategies (15 minutes) Objective: By the end of this activity, participants will be able to apply the discussed proofreading strategies to identify errors in a sample report. Materials:  Handout with a sample report containing errors (related to the participants' field if possible)  Highlighters/Pens Process: 1. Introduction (1 minute): o Briefly remind participants of the proofreading strategies discussed in the previous activity. 2. Individual Practice (10 minutes): o Distribute the sample report handout to each participant. o Task: Instruct participants to individually apply the discussed proofreading strategies to identify errors in the sample report. Encourage them to highlight or mark the errors they find on the handout. 3. Sharing & Discussion (4 minutes): o Invite participants to share some of the errors they identified and the strategies they used to find them. o Encourage them to discuss the effectiveness of different strategies in identifying specific types of errors. Wrap-up (optional - 1 minute):  Briefly summarize the importance of actively applying proofreading strategies for accurate report review.  Encourage participants to continue practicing these strategies in their own work. Additional Tips:  You can adjust the difficulty level of the sample report based on the participants' experience.  Consider incorporating a time limit for the individual practice to encourage focused proofreading.  If time allows, you can facilitate a short group discussion where participants compare the errors they found and different approaches used. This activity provides participants with an opportunity to put theory into practice by applying the discussed proofreading strategies to a real-world example.

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Program Design Example: Lia’s Dilemma | MGTS3604 2024 Applying 4 Strategies Wrap-up & Assessment (5 minutes) Objective:  Briefly summarize key takeaways from the activity.  Assess participants' understanding of applying proofreading strategies. Materials:  Whiteboard/Flipchart (optional) Process: 1. Wrap-up (2 minutes): o Briefly acknowledge the variety of errors participants identified in the sample report. o Highlight the importance of using a combination of proofreading strategies for a thorough review. o Mention any common errors participants may have overlooked, if applicable. 2. Assessment (2 minutes - choose one or adapt both): o Option 1: Group Discussion:  Facilitate a brief discussion on the challenges and benefits of applying different proofreading strategies.  Encourage participants to share their insights on which strategies they found most effective in identifying errors. o Option 2: Short Quiz (adapt based on complexity of errors):  Prepare a short quiz (3-5 questions) that tests participants' ability to identify specific types of errors in the sample report or similar examples.  This can be a quick multiple-choice or true/false format to gauge their understanding of applying proofreading strategies. 3. Closing Remarks (1 minute): o Thank participants for their active participation in the activity. o Encourage them to continue practicing proofreading skills and applying the discussed strategies to improve their attention to detail in reports. Additional Tips:  You can adjust the wrap-up discussion to delve deeper into specific errors or strategies based on the participants' findings.  If using a short quiz, keep it brief and focused on the key proofreading concepts covered in the activity.  You can also consider using a peer assessment approach where participants review each other's marked-up reports to identify and discuss errors. Note: This outline suggests two assessment options. Choose the one that best suits your workshop format and time constraints. You can also develop a different assessment method that aligns with your learning objectives.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Activity 6 Outline: Applying Mager & ABCD (15 minutes) Objective: By the end of this activity, participants will be able to:  Apply the Mager and ABCD models to analyse and refine a learning objective for a developmental program.  Explain the key components of a well-defined learning objective. Materials:  Handout with Mager and ABCD model explanations (including examples)  Scenario Card (one per group, describing a developmental need)  Lesson Plan Template (basic structure with sections for Learning Objectives, Materials, Activities, Time Allocation, and Assessment) Process: 1. Introduction (1 minute): o Briefly explain the importance of clear learning objectives for effective developmental programs. o Introduce the Mager and ABCD models as tools for crafting targeted learning objectives. 2. Group Formation & Scenario Introduction (2 minutes): o Divide participants into small groups (2-3 people). o Distribute a Scenario Card to each group. The scenario card should describe a specific developmental need related to attention to detail (e.g., "An employee consistently submits reports with grammatical errors and formatting inconsistencies"). 3. Task: Develop a Learning Objective (5 minutes): o Task: Instruct each group to use the provided scenario card and the Mager model framework (Measurable, Achievable, Given, Expected behavior, Required resources) to develop a learning objective for a developmental program addressing the identified need. 4. Refine with ABCD Model (5 minutes): o Task: Using the same learning objective, have each group analyze it through the lens of the ABCD model (Audience, Behavior, Condition, Degree). This analysis helps ensure the objective is specific and measurable for the target audience of the developmental program. o Encourage them to consider questions like:  Audience: Who is the target participant for this program (e.g., the employee mentioned in the scenario)?  Behavior: What specific skill or knowledge will the participant gain (e.g., identify common proofreading errors, apply formatting guidelines)?  Condition: Will the participant be provided with any resources (e.g., proofreading checklist, style guide)?  Degree: To what extent will the participant demonstrate improvement (e.g., achieve a score of 80% on a proofreading quiz, submit reports with no formatting errors)? 5. Group Sharing & Discussion (3 minutes): o Invite each group to share their:  Scenario and the developmental need it addresses.  The learning objective they developed using the Mager model.  How they refined the objective using the ABCD model framework. o Facilitate a brief class discussion on the benefits of using both Mager and ABCD models for crafting learning objectives in developmental programs.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Additional Tips:  Provide examples of well-written learning objectives related to attention to detail or other relevant skills to guide participants.  Encourage groups to discuss and explain their reasoning behind their choices when applying the Mager and ABCD models.  If time allows, you can have participants revise their Lesson Plan Template to incorporate the refined learning objective and outline a related developmental program activity. This activity provides participants with hands-on experience applying the Mager and ABCD models to analyze and refine a learning objective for a specific developmental need, focusing on improving attention to detail.

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Program Design Example: Lia’s Dilemma | MGTS3604 2024 Activity 7 Outline: Group Sharing and Discussion (10 minutes) Objective: By the end of this discussion, participants will be able to understand the benefits of using Mager and ABCD models for crafting clear learning objectives and identify key components of a well-defined objective. Materials:  Whiteboard/Flipchart (optional)  Markers/Pens (optional) Process: 1. Introduction (1 minute): o Briefly remind participants of the Mager and ABCD models and their purpose in crafting learning objectives. 2. Group Presentations (5 minutes): o Invite each group to share their:  Initial learning objective related to proofreading accuracy.  How they refined the objective using the ABCD model framework (Audience, Behavior, Condition, Degree). o Encourage them to explain their thought process and reasoning behind the changes. o Use a whiteboard or flipchart (optional) to capture key points from each presentation. 3. Class Discussion (4 minutes): o Facilitate a class discussion around the following points:  Benefits of Mager & ABCD Models: Discuss how these models helped participants analyze and improve their learning objectives.  Clarity & Measurability:  Highlight the importance of clear and measurable language in learning objectives.  Use examples from the presentations to illustrate this concept.  Adaptability: Emphasize how these models can be applied to various learning objectives beyond proofreading accuracy. 4. Key Components of a Learning Objective (optional - 1 minute): o Briefly summarize the key components of a well-defined learning objective, such as:  Measurable outcome  Specific target audience and desired skill/knowledge  Achievable within the workshop timeframe Additional Tips:  Encourage active participation in the discussion by asking open-ended questions and inviting comparisons between different group approaches.  Use humor or real-world examples to keep the discussion engaging.  If time allows, have participants vote on the most well-defined or creative learning objective based on the Mager and ABCD model criteria. This section allows participants to learn from each other's work and solidify their understanding of crafting clear learning objectives using the Mager and ABCD models.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Activity 8 Outline: Practice Identifying Errors (10 minutes) Objective: By the end of this activity, participants will be able to apply their knowledge of common proofreading errors to identify errors in a sample report. Materials:  Handout with a Sample Report containing errors (related to participants' field, if possible)  Highlighters/Pens Process: 1. Introduction (1 minute): o Briefly remind participants of the key concepts covered in the presentation on common proofreading errors. 2. Individual Practice (7 minutes): o Distribute the Sample Report handout to each participant. o Task: Instruct participants to individually proofread the sample report and identify as many errors as possible. Encourage them to use their knowledge of common errors (discussed earlier) and highlight or mark the errors they find on the handout. 3. Sharing & Discussion (2 minutes): o Invite volunteers to share some of the errors they identified. o Project the Sample Report on a screen (if available) or use a flipchart to highlight the errors found by participants. o Facilitate a brief discussion to explore the types of errors identified and their potential impact on the report's clarity and professionalism. 4. Wrap-up (optional - 1 minute): o Briefly acknowledge the variety of errors participants identified. o If time allows, discuss any errors that may have been missed and why they might be easily overlooked. Additional Tips:  You can adjust the difficulty level of the sample report based on the participants' experience.  Consider incorporating a time limit for the individual practice segment to encourage focused proofreading.  If using a projector, you can reveal the errors one by one, prompting discussion after each reveal to keep participants engaged. This activity provides participants with an opportunity to test their knowledge of common proofreading errors by applying it to a real-world example.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Activity 9 Outline: Applying Mager & ABCD and Practice Identifying Errors Wrap-up (10 minutes) Overview: This section concludes both the "Applying Mager & ABCD" activity and the "Practice Identifying Errors" activity within a workshop focused on improving attention to detail through proofreading. Objective:  Briefly summarize key takeaways from both activities.  Reinforce the importance of clear learning objectives and practical application for improving proofreading skills. Materials: Whiteboard/Flipchart (optional) Process: 1. Objectives & Mager & ABCD (3 minutes): o Applying Mager & ABCD: Briefly acknowledge the variety of learning objectives participants developed for addressing proofreading needs. o Highlight the importance of using the Mager and ABCD models to craft clear and measurable objectives for effective developmental programs or workshops. o Mention any common challenges participants might have faced while applying these models (if applicable) and offer suggestions for addressing them. 2. Practice Activity & Wrap-up (4 minutes): o Practice Identifying Errors: Briefly acknowledge the variety of errors participants identified in the practice report. o Emphasize the connection between well-defined learning objectives (developed in the previous activity) and the practical skill of identifying errors (demonstrated in the practice activity). o Briefly discuss any common errors participants may have overlooked and the importance of a keen eye for detail. 3. Overall Reinforcement (3 minutes): o Briefly connect both activities to the overall workshop goals of improving attention to detail and proofreading accuracy. o Reiterate the importance of:  Applying the Mager and ABCD models to design clear and measurable learning objectives for any developmental program or workshop.  Regularly practicing proofreading skills using various strategies to identify and correct errors in reports. Additional Tips:  You can use the whiteboard or flipchart (optional) to visually summarize key takeaways from both activities.  Briefly address any questions or challenges participants might have regarding proofreading, crafting learning objectives, or applying the Mager and ABCD models.  If time allows, invite participants to share their biggest takeaways from these activities and how they plan to apply them in their work. This section provides closure by connecting both activities to the workshop's overall goals and emphasizes the importance of clear learning objectives combined with practical skill development for enhanced proofreading abilities.

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Program Design Example: Lia’s Dilemma | MGTS3604 2024 Activity 10 Outline: Wrapping Up the Entire Workshop (5 minutes) Purpose: This section concludes the entire workshop on improving attention to detail through proofreading. Objective:  Briefly summarize key takeaways from the workshop.  Encourage participants to continue practicing and applying learned skills.  Provide closure and thank participants for their participation. Materials: Whiteboard/Flipchart (optional) Process: 1. Key Takeaways (2 minutes): o Briefly list the key concepts covered in the workshop using bullet points on the whiteboard/flipchart (optional) or verbally. o Examples:  Importance of clear learning objectives for effective workshops/developmental programs (using Mager & ABCD models).  Common proofreading errors and their impact on report quality.  Strategies for improving attention to detail and accuracy during proofreading. 2. Actionable Steps & Encouragement (1 minute): o Encourage participants to actively apply the learned skills and strategies in their work. o Suggest practical steps they can take, such as:  Integrating proofreading checklists into their reporting process.  Experimenting with different proofreading strategies to find what works best for them.  Sharing learnings and resources with colleagues to promote a culture of attention to detail. 3. Closing Remarks & Thank You (2 minutes): o Express appreciation to participants for their active participation and engagement throughout the workshop. o Briefly mention any additional resources or references they can explore for further learning on proofreading or crafting learning objectives (if applicable). o Conclude the workshop by thanking participants for their time. Additional Tips:  You can tailor the key takeaways to highlight the specific content covered in your workshop.  Consider inviting participants to share their thoughts on the workshop's value and how they plan to use their learnings.  End on a positive and encouraging note, emphasizing the importance of continuous learning and skill development. This section provides a structured conclusion for the workshop, leaving participants with a clear understanding of the key takeaways and motivating them to apply their newfound knowledge and skills.

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