Create a design document based on the following instructions:

a$.$ The course requirement is provided in the Topic tab.

b$.$ Identify an appropriate product type$/$learning solution and suitable duration for the course.

c$.$ Propose the learning objectives.

d$.$ Create a content outline$/$ID map using the given source. You can use your own template for the content outline$/$ID map.

e$.$ Propose a design strategy for your course within the content outline.

The Given Content for SBI Feddback Modal is as below:

Imagine that you recently gave some feedback to a team member. You told them that they were good at presenting, but that they could improve the way they handle the questions$-$and$-$answers section at the end.

A few weeks pass, and your team member still hasn't made any of the changes that you flagged. It turns out that they didn't understand what you wanted them to do$.$ In fact, your feedback only led to more questions: "What's particularly good about my presentation skills?" and "What's wrong with the way I handle questions?"

If you'd used the Situation$-$Behavior$-$Impact $($SBI$)$ model to frame your feedback, you may have avoided this problem. In this article, we take a look at each stage of the model and explain how you can use it to structure your feedback so that it's specific and effective.

What Is the SBI Feedback Model?

Developed by the Center for Creative Leadership, the SBI feedback tool outlines a simple structure that you can use to deliver effective on$-$the$-$spot feedback.

SBI stands for: Situation $($you outline the situation you're referring to$,$ so that the context is clear and specific$)$; Behavior $($you discuss the precise behaviour that you want to address$)$; Impact $($finally$,$ you highlight the impact of the person's behavior on you, the team and the organization$)$

Use the three stages of the SBI feedback tool to structure your feedback so that it's concise and nonjudgmental:

$1.$ Situation: When you're giving feedback, put it into context. When and where did you observe the situation? This gives the other person a specific reference point.

For example, you could say: "During yesterday morning's project meeting, when you gave your presentation..."

Avoid vague terms like "the other day" or $"$in that meeting last week."

$2.$ Behaviour: Your next step is to describe the specific behaviors that you want to address. This is the most challenging part of the process because you should only communicate the behaviors that you $$ and you alone $$ have observed directly. Avoid making assumptions or subjective judgments about someone's behaviors. These could be wrong, and they may undermine your feedback. For example, if you observed that a colleague made mistakes in a presentation, don't just assume that they hadn't put in enough prep work. Simply explain that they made mistakes and be specific about what these were. Avoid relying on hearsay, as this may contain other people's subjective judgments or biases. Again, this could undermine your feedback and may even jeopardize the relationship that you have with your colleague. Stick to what you observed yourself.

For example: "During yesterday morning's team meeting, when you gave your presentation, I noticed that you weren't able to answer questions about two of your slides. Your sales calculations were also incorrect."

Tip: Aim to use measurable information in your description of the behavior. This will keep your feedback specific and objective.

$3.$ Impact: Finally, use subjective statements to describe how the person's behavior has impacted you, the team or the organization. Use "I" or $"$we$"$ to make the point. For example, you could say: "During yesterday morning's team meeting, when you gave your presentation, I noticed that you weren't able to answer questions about two of your slides. Your sales calculations were also incorrect. The entire board was there, and I$\text{'}$m concerned it may have affected the reputation of our team."

Throughout the process, emphasize the importance of finding positive solutions, and avoid "passing the buck" or playing the blame game. The Center for Creative Leadership suggests adding a second I $($SBI$-$I$),$ which stands for the Intent behind the person's behavior. Asking about intent encourages a two$-$way discussion. It can help you to uncover why your team member behaved as they did. It also gives them a chance to assert themselves and to open up about any problems that they've been experiencing. Perhaps they have confidence issues, or they feel that their skills and knowledge aren't adequate. Uncovering intent can also help you to address your own false assumptions. Your team member may have had a legitimate reason to behave the way that they did, which you haven't understood. This can help the initial feedback session develop into a useful coaching conversation.

Studies suggest that employees tend to prefer corrective feedback over positive feedback, but managers are often reluctant to give it$.$