We are often asked to give samples of our programs. That’s always easy with portable in hand, but without, we have that daunting task of asking folks to close their eyes and ‘imagine’. What I’d like to do is take you through one of our units. This one from our upcoming Ke-PERR program. With this outline, I’m hoping a clear picture of not so much what we do, but how we forumulate each unit. Give you our starting point, walk you through our content process and show you how we measure success.

Unit 11- The many faces of “me”
Learner Objective: The first step is to blatantly state the objective of the unit or lesson. in this case: “To be aware that different situations call for different behaviour, attire, and demeanor while still being true to oneself.”

Content: At this point we step back and look at the best practices and meld them into our unit’s content approach. The end result is a list of lessons we wish to teach. A lesson plan. is formed as our guide to development of content, design, video and audio.

• Everyone wants to “be myself”, but what does this mean?
• To succeed in this society, we must adjust our behaviour, attire, and demeanor depending on the situation we find ourselves in, yet still be “ourselves”
• In a way, we have different versions of our “selves”…work self, family self, friends self, alone self, school self, etc
• There are parts of us that remain consistent across all situations – this is our personality. It is what makes us unique and tends to shine through any façade we may build.
• Other things, like our behaviour or the way we present ourselves to others, the tone of voice we use, our body language, etc, can be adjusted to the situation
• The “work self” should stick to work rules and expectations, even if it is not what the “home self” would normally do. For example, you might be a very messy person at home and just clean once per week, but at work you should keep your area neat at all times – following through with this expectation does not change who you are!
• We need to take a step back and have an objective look at ourselves and how we present in each situation.
• Is our behaviour, attire and demeanor appropriate for the situation?
• Conversely, are we trying to be someone we are not, just to fit in?
• The key is to find the middle-ground, when we are behaving appropriately for the situation and remaining true to ourselves. We do this by first clarifying our values and deciding what is too important to alter. In this way we can accept ourselves in any situation, as long as we remain true to our values.

Be aware of these ways that we show “our self” in the work world:• Attitude is shown by our tone of voice, the words we use, the way we walk, the way we dress, and our body language

• Email addresses – personal email accounts should include only your name and perhaps some numbers, like jsmith@internetco.ca
• Email addresses should not look like this: Ghostkilla@internetco.ca or too_hot_to_trot@internetco.ca
• The second email examples reveal traits and attitudes that are not appropriate for the workplace and employers will not take you seriously.
• Like email, voicemail messages should also be professional and simple – stating only your name or phone number so that the employer knows he/she has reached the right person
• Do not use music, tell jokes, have a lot of background noise, or record your children’s voices on your voicemail message

Once the content outline is complete, we step back and design a simple structure for the unit’s message:

1. Intro
2. Pre-test question(s)
   • About values and work –conflict or OK?
3. Discuss remaining true to one’s values and personality while adapting to the situation – different versions of the self.
4. Values checklist ( See attached “Values Checklist” doc. To print out)
5. Discuss the ways we show our “self” in the work world and how to ensure it is an appropriate “self”
6. Post-test Question(s)
   • About values and work- conflict or OK?
7. Review
8. Homework
   • Review of concept and links to resources (print out)
   • User shows how he/she can display his/her values appropriately at home and at work (print out)
   • A couple of pre-post test questions to gauge user’s understanding of values and adjusting behaviour for different situations

It is at this point the content, design and development teams begin their work together. Storyboards are created, artistic and content assets are planned and produced and the platform is constructed for piecing it all together. This process brings together the creative and logical sides of the brains in a unique final product that carries a clearly defined core message. Our Quality control is not simply pressing buttons and seeing it work, but ensuring that the carefully laid out content and lesson planned in this outline has been successfully delivered and communicated.