Contents:
Minimum Necessary and Sufficient Theory
Many novice curriculum developers make a common mistake by overloading their courses with redundant information. They strive to cover every aspect of a topic in a single course. This happens for two main reasons. First, experts fear that they will not provide enough knowledge, and therefore every detail seems critical to them. Second, marketers prefer to promote courses with extensive syllabi, as this creates the illusion of high value and appeal to potential students. However, this strategy can lead to confusion and reduce the effectiveness of training. The optimal approach is to create structured and targeted courses that focus on the key concepts and skills needed to master a topic successfully.
In today's world, people are faced with an overload of information, making it difficult to digest. It's important to select only the most relevant and useful materials, presenting them in an accessible format. Don't be afraid of repetition and detailed explanations, as learners have different learning styles and speeds. Based on my experience, it's recommended to target those who struggle rather than those who absorb information easily. In an online format, users can get distracted and miss important points, so repetitions will be beneficial for everyone involved.
To effectively convey information, it is important to use plenty of examples and real-life stories. Vivid illustrations help make the content clearer by making abstract ideas more concrete. They also promote better retention, as vivid images stick in the mind. Using practical examples and personal stories helps the audience not only understand the material but also connect with it emotionally, which increases the likelihood of information retention.
Four-Step Training Model
A course is not only theory but also the practical application of new knowledge. All courses include exercises and practical assignments. However, in my system, I use not one or two, but four different types of exercises. Two of them, the first and fourth, are quite rare in trainings and courses. This allows for deeper absorption of the material and development of skills, which makes the learning process more effective.
The beginning of any training should include exercises that help participants recognize their knowledge and skill gaps. Such tasks reveal errors and shortcomings in their actions, which contributes to a deeper understanding of the topic. Awareness of these shortcomings enhances the value of the learning process and motivates participants to further develop.
In the topic of delegation, I offer an interesting task that may seem simple at first glance. For example, assign your assistant the task of urgently purchasing shoes for an unexpected evening business event. You have only one minute to clearly formulate the task, after which you will not be able to make any clarifications, since an important meeting will begin, and you will not be distracted by messages or calls from your assistant. This exercise helps develop delegation skills and teaches clarity in communication, which is especially important in business.
During the lesson, we jointly analyze the proposed formulations, and the course participants realize that each of them has certain shortcomings. These shortcomings can lead to the imaginary assistant's inability to find the right shoes in a real-life situation. By capturing the problem—"It turns out I'm not good at setting goals!"—participants are more interested in the theoretical aspects of SMART goal setting. This allows them to understand the importance of clearly and structured goal formulation for achieving successful results.
The point of this exercise is for students to apply the new knowledge they've acquired in the course in practice and achieve a specific result. For example, after explaining the SMART goal setting methodology, I might ask course participants to rephrase the problem for their imaginary assistant. This exercise will reinforce the material covered and develop effective goal setting skills.
When students successfully complete new tasks, it's important to continue motivating them and encouraging them to practice again. This builds a sense of self-confidence: "I like this, I'm good at it, and I see positive results." As a result, they will use the new skill even after completing the training. To achieve this, I provide participants with additional case studies, such as goal-setting tasks, which help them develop skills. Even if these cases are not directly related to their professional activities, they still help to reinforce and practice the necessary skills.
The goal of this approach is to strengthen students' skills through the use of personal examples from their lives. Continuing the discussion of goal-setting, you can offer tasks such as "Formulate two goals based on your real-life experience for your employees" or "Record an audio file in which you orally set a goal for your subordinate." This will allow students not only to apply their knowledge in practice but also to develop effective communication and business writing skills.
Spiral Return to the Learned
Courses are often organized into sequential thematic modules: after studying one topic, we move on to the next. However, in order to not forget the learned material, it is necessary to regularly return to previously covered topics. There are several effective methods for reviewing and reinforcing knowledge that will help improve the learning process and retain information in your long-term memory.
Online meetings for analyzing key mistakes and conducting training with a lag have their own specifics. The idea is that we first provide theoretical material on a specific topic. Practical exercises and reviews on this topic are not held immediately, but rather the following week, when a new topic is covered. This workflow encourages students to review the material covered before upcoming online meetings and training sessions. Even if participants haven't had time to prepare, they will be forced to revisit the previous topic during classes, which promotes deeper assimilation of the material and improves overall learning effectiveness. Delayed feedback from the mentor is a key element of the educational process on our course. While many educational institutions strive to provide students with feedback as quickly as possible, we take a different approach. We intentionally increase the response time from the mentor to three days. This method allows students to more deeply immerse themselves in the material being studied. When the mentor provides a review of the assignment, the course participant is forced to re-examine the topic, which facilitates its better assimilation. This is especially important when the mentor suggests reworking or revising the assignment. We recommend explaining to students in advance why feedback takes time to avoid unnecessary stress while waiting for a response. In this way, we create a more productive and conscious learning environment.
Reading is an important aspect of our lives that contributes to the development of thinking and broadening of horizons. It helps not only to deepen knowledge but also to improve communication skills. Regularly reading books, articles, and scientific research enriches our vocabulary and trains our analytical thinking. In today's world, where information is available in various formats, it is important to choose high-quality sources. This will allow you not only to acquire relevant knowledge but also to form your own opinion. Read a variety of materials to stay up-to-date with the latest trends and expand your horizons.
Scientists have found that spaced repetition significantly improves information retention. This learning method is based on the principle of distributed repetition, which allows the brain to better absorb and retain knowledge. Research shows that information presented intermittently activates different areas of the brain, which promotes deeper and longer-term processing. Thus, using the spaced repetition technique becomes an effective tool for students and anyone who strives to master material effectively.
The "bead" method involves making references to other topics in the course while studying one topic, thereby creating interconnected knowledge. This can serve as a reminder of previously covered material or as a "spoiler" for future topics. For example, if students encounter a challenge while completing an assignment that they can't yet solve, you might say, "Keep an eye on this problem: we'll be covering it in detail in the final module of our program." This builds interest and anticipation, making them eager to learn more. This approach not only helps connect course topics but also promotes a deeper understanding of the material.
A knockout game, known as "Boss Battle," is introduced in the second half of the two-month course. This game takes two weeks and is optional; we only invite those who have expressed interest to participate. The main educational goal of "Boss Battle" is to revisit previously learned material and, more importantly, to encourage them to apply their new skills in real life.
The essence of the game is that participants submit a daily chat report on their application of the skills they have learned. Each evening, they are required to report on what they have learned during the day. You can also enter zeros if nothing was applied, but the main thing is to submit reports regularly. A participant who fails to submit a report is eliminated from the game. In practice, I have noticed that the idea of having to submit a report in the evening promotes awareness and encourages the use of skills in practice. The winner receives the title of "Big Boss" and a memorable gift, which makes the game more exciting and meaningful than simply accruing points.
Group Dynamics and Collective Responsibility
When I encountered the problem of low activity among course participants, I decided to introduce partner battles. The essence of the method is to randomly distribute participants into pairs and introduce a system of paired responsibility: if one partner fails to complete a task, the other receives penalty points. Meanwhile, completing a task by one partner brings benefits to both. This system created a certain tension, as participants began to actively interact and push each other to complete the tasks. The awkwardness of those who failed to complete the tasks increased their desire to correct the situation for the sake of their partners, which ultimately led to a significant increase in engagement.
I noticed a drawback to this system: those who successfully selected a partner were delighted, while others faced challenges in collaboration. Unfortunately, not everyone is open to interaction, which can lead to demotivation. Therefore, I decided to switch from partner battles to team battles. This solution allowed for the creation of more cohesive groups where participants could support each other and achieve better results. Team battles promote the development of collaboration and communication skills, which ultimately enhances overall success.
In this version of the course, participants are divided into groups of 10-15 people, and each participant's results directly impact the overall team performance. This eliminates dependence on the integrity of one person, allowing you to find and motivate "lost ones" together with other active participants. All teams compete against each other based on their final scores, which creates healthy competition. This course format has proven to be a real revelation: participants are actively engaged in the process, gaining excitement, and striving to take first place. This significantly increases engagement and course completion rates.
Points for completing lessons and assignments are awarded to each participant individually and are then counted toward the overall team score. The following rules apply: 2 points are awarded for completing a task on time, 1 point for completing a task late, and 0 points for not completing a task. Additional tasks are also offered, the completion of which is voluntary and earns additional points. Creative tasks that must be completed by the entire team help foster teamwork. One such task is creating a video business card for the team. This may seem like a simple task, but it always inspires participants and stimulates creative thinking.
The team that earns the most points receives a prize at the end. We never reveal what this prize will be in advance, and it always remains a surprise. The reason is that the prize should not become an end in itself, but rather a pleasant bonus. We focus not on the prize itself, but on the team's collective activity and interaction. Announcing the prize in advance can shift the focus to it, and those who don't like it may lose motivation. Our goal is to create an atmosphere of team spirit and shared participation, where rewards are a pleasant addition to the overall activity.
The points earned by the team are ultimately converted into virtual currency. The team has the opportunity to independently decide how to distribute this currency.
Mentors
Team motivation plays a significant role in achieving high results, but it is not enough to ensure the full engagement of participants. Our course is equipped with mentors who monitor the progress, remind participants of important tasks, answer questions, and provide personalized feedback. This allows them to act as trackers and curators. One mentor supervises a maximum of ten participants, ensuring a personalized approach. Thanks to this, many participants express gratitude to their mentors, noting that without their support, they would not have been able to successfully complete the course.
The main idea is to ensure constant monitoring and communication with each participant. Curators or trackers are suitable for this purpose, but in our Strong Manager project, participants are supported by mentors, who are active managers. Mentoring is not the core activity of our course. All mentors have previously completed our course and have chosen this mission—to help new students.
I call it a mission because our mentors' primary interest is not financial gain. Although they receive a certain remuneration for their work and an additional "bonus" for the successful completion of their mentees, these amounts are significantly lower than their regular salaries. Some of them were even surprised to learn that they were paid for this. In my observations, the main motivations of our mentors are: the desire to help others, the desire to share knowledge and personal development.
- To maintain good management form (according to the principle: if you want to be good at something, teach it to someone else).
- To be surrounded by conscious and developing leaders.
- To be in my field as an expert.
- To self-actualize (it is important for many to give, to share experience).
- To increase their status and self-confidence.
- To be on a team of mentors (yes, this in itself is also a motivator, because we hold regular mentor meetings, train them with an internal coach).
The selection for this role went through a rigorous competitive process. Eight people were chosen from 30 applicants, and two more joined them later. This confirms that professionals have a real inner need to share experiences and act as mentors.
For a mentoring system to be effective, it must be properly organized. First, our mentors have been with us for several years, ensuring continuity and accumulating experience in this role. Second, we have developed standards and guidelines for mentors, which outline recommendations for providing feedback and working with different types of students. These types include "hermits," "stars," "aggressors," "tricksters" who complete assignments merely for the sake of form, and "why-know-it-alls" who show an active interest in the material. Third, our mentors undergo specialized training and receive support from a senior mentor, who oversees their work and helps them cope with the emotional difficulties associated with this role. This approach ensures high-quality mentoring and promotes student success.
Online schools often offer the same courses at different rates, including options with and without mentoring. We previously used this model, but subsequently decided to move to a single plan that includes a mandatory personal tutor. Our experience has shown that there is no significant difference in revenue between selling different plans and a single plan. However, the quality of instruction and the level of material retention with a personal tutor are significantly higher, which positively impacts student performance. This approach ensures a deeper understanding of the material and allows each student to receive individualized support, which ultimately leads to greater academic success.
Objection Prevention
At the beginning of a course, it is crucial to clearly communicate to participants how the learning processes will be organized and what rules will apply. Learners often come with certain expectations, and if these do not match reality, this can lead to dissatisfaction and reduced motivation, which in turn will negatively impact engagement and the success of the course. Therefore, organizers should set realistic expectations in advance. For example, our course includes delayed feedback from mentors, which is a conscious methodological approach. If participants are not clear about the purpose of this process, they may perceive it as a delay and express dissatisfaction. Therefore, transparency and clear communication of the rules and processes of the learning process will help avoid misunderstandings and increase participant satisfaction.
At Strong Manager, we ask all participants who purchase a course to sign a "participant code," which sets out the ground rules. This is a standard procedure confirming that everyone has read the rules and agrees to abide by them during the training. This formality helps prevent potential misunderstandings and objections should any questions or discrepancies arise during the training.
The rule of trust in training is based on a simple principle: when you choose our course, you trust me as an expert and the author of the program. You agree to follow the proposed training system, which is aimed at achieving your goals. This trust is the foundation of effective training and allows me to guarantee a high-quality educational process.
It is important not only to formally obtain participants' signatures confirming that they have read the terms and conditions, but also to ensure a complete understanding of the rules. We immediately explain the main points verbally and repeatedly return to them throughout the training. The main idea is that participants came not just to watch video lessons, but for serious, active learning. The course has a system in which each element—be it a lesson or an exercise—has its own important role. All components of the course work together to help you achieve the best possible result. Therefore, completing all tasks is a mandatory requirement.
If a participant refuses to complete tasks due to lack of visible benefit, it is important to explain that each of them plays a key role in the overall structure of the course. We emphasize the importance of completing all stages and remind you of the fundamental principle of trust in the learning system. This trust allows participants to get the most out of the course and achieve their goals.
Assignment fatigue is the main problem students face during the learning process. We clearly warn: “At some point, you may experience the reaction: “These exercises are boring, what’s the point of them, I already understood everything” . This is normal, but it is important to overcome it, since the assignments in this course have their purpose and are truly necessary for deep assimilation of the material.”
Gamification with points and virtual currency
At the end of the course, the points earned are converted into virtual currency, which can be used as a partial payment for other products in the “Managers’ Tool Shop”. This will allow you to purchase our products at a discount. Additionally, access to course materials remains for two months after its completion. However, for a certain number of points, you can extend access for up to one year.
It is important to note that executives typically have high incomes, so the opportunity to purchase discounted products using virtual currency is not as significant for them as for students. However, our executive audience does experience a psychological effect from accumulating points. These points become tangible proof of their progress in learning, reflecting their "knowledge capital". This process not only motivates them to continue learning but also instills self-confidence. Executives feel a sense of accomplishment and a desire to complete what they started, which contributes to their professional growth and development.
Three More Conditions
There are additional simple methods that can strengthen, complement, or support the previously mentioned conditions. These techniques will help improve the overall effectiveness of your actions and contribute to the achievement of your goals. Their use will allow you to use available resources more effectively and optimize work processes.
- Certificate of completion. A course always has a certain number of participants for whom earning a certificate is essential. Knowing that this is a significant motivator for them to complete the training, it is reasonable to set a minimum threshold for this so that people not only reach the end without a certificate, but also gain knowledge and skills. For example, you can establish that to receive a certificate of completion, you must complete all course assignments and pass the final test.
- Bonus module. This is a useful training topic for course participants, interest in which we stimulate throughout the program, but we open this lesson at the end only to those who have completed the main course.
- Support workshops. We introduce these during periods of decline in group dynamics. The point is that group activity cannot always remain at the same level—it naturally experiences declines, because people still have lives and jobs outside of our training program. During a downturn, we invite a coach to conduct a motivation workshop. He tells you how to find strength and motivation when it seems that “that’s it, I’m fed up, I can’t do it anymore.”
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