Candidate Portfolio

Senior Instructional
Designer

Work Samples by
Mike Payne

Table of Contents

• Introduction
– Biography
– Resume
– Professional Philosophies
– Reference Letters

• Work Samples (Print Content)
– Real Estate Terminology Crossword
– Business Planning
• Facilitator Guide
• Participant Guide

• Work Samples (eLearning Content)
– 3/9 Business Planning Model
– Enterprise Selling: The Global Enterprise

About Mike
From initial sketches to final blueprints and build-outs, Mike integrates
curriculum, teacher expertise, research and best practices to design and develop
training courses.

Mike began his career in education 12 years ago with the design and
implementation of a sales and customer service training program at a small
fashion footwear retail chain based in Los Angeles. Inspired by teaching and
education, he pursued his Master's degree in Education and taught various
English Department courses at an Orange County private school before turning his
focus to corporate education. Mike has worked for both public and private
corporate education departments, including employers such as the University of
Phoenix and CBRE. Mike is an ASTD-certified eLearning instructional designer, and
has many specialties including corporate training, curriculum development,
content writing, strategic planning and change management.

Mike currently works for Thesys International, an education services company
which is a wholly-owned subsidiary of Fairmont Education Group in 2009. He lives
in Orange County and enjoys fishing, snowboarding, and wood working.

MICHAEL PAYNE
Irvine, CA
949.400.0847
mike@michaelrobertpayne.com

SUMMARY
Training Manager with extensive experience in eLearning training program development and implementation for sales associates,
human resource professionals, customer service professionals and corporate leadership. Expertise in developing and delivery of
programs for asynchronous and synchronous learning. Key strengths include strategic planning of organizational development
programs for both online and on-ground platforms utilizing the ADDIE design method and adult learning methodologies.

PROFESSIONAL EXPERIENCE

• Increased training department bandwidth by developing, implementing and managing National New Hire training program and
various corporate Distance Learning programs resulting in reduction of training department operation costs by 85%

• Designed and developed highly interactive competency-based sales training programs for classroom, virtual courses, and
blended solutions resulting in 30% cost savings for training department budget
• Worked with subject matter experts to produce clearly written scripts, narratives, and storyboards for sales training programs
to ensure the effectiveness and integrity of the final product
• Developed graphics, illustrations, animations, and simulations for integration into eLearning content reducing outsourcing
costs by 25%

• Conducted focus groups with management teams and SMEs for needs assessment of sales and client service teams

• Designed and developed eLearning interactive games, simulations, collaborative learning structures, interactive video,
webinars, instructor-led materials, testing and certification programs

• Develop and administer online testing, pre-learning and post-training evaluations, test loading and deployment of LMS-based
training program as well as tracking and trending all online training results
• Interfaced with senior management, sales and client service departments within the organization to assure strategic and
tactical alignment of training goals
• Managed logistical coordination of on-site training sessions including equipment and room setup requests and implementation
as needed

TECHNICAL SKILLS

• Adobe eLearning Suite • Adobe Master Suite • Camtasia
• PeopleSoft LMS • Blackboard 9.1 LMS • MS Professional
• Open Source Web 2.0 eLearning Authoring Tools

EMPLOYMENT HISTORY

Program Architect Thesys International

Program Manager CB Richard Ellis

Academic Training Counselor University of Phoenix

Sales Associate Trainer L & M Footwear, Inc.

EDUCATION AND CERTIFICATES

MAeD, University of Phoenix
BA, California State University San Bernardino
ASTD Certified eLearning Designer

arcs, flash developer, flash cs5, actionscript 3 programmer, certified elearning designer, Instructional Designer and Training Consultant, addie, aicc, analysis, blended, Camtasia, captivate, cbt, computer content, course curriculum, design, designer, develop, blackboard 9.1,blended learning, computer based training, curriculum
developer, e-learning, instructional system design, isd, people soft course developer, peoplesoft, peoplesoft elm, peoplesoft learning management, peoplesoft trainer, peoplesoft v9,peoplesoft version 9,storyboard,training developer

Design Philosophy

1. Affect employee behavior by creating interactive training programs
2. Place learners at risk. Risk keeps learners engaged and challenges them to advance outside of their “complacent
zone.”
3. Place learners in real-life situations by using tools such as case studies, project based learning, or global project
collaboration
4. Build learning objectives into the training content
a. EXAMPLE: “As a sales associate, you have been tasked with developing a web marketing campaign to
grow your market segment by 15%. Your objective is to use the 3/9 Model Teaming strategy to leverage
the abilities of your 5 person team…”
5. Develop IRR content (Influential, Relevant, & Relatable.
• Influential: Influences employees to modify their behavior
• Relevant: Relevant and useful to the employee and to the company. Everyone wins.
• Relatable: Employees can leverage the new skill or behavior they’ve learned in their training course
immediately

Assessment Strategy

1. Create assessments which are tangible and measurable
2. Assess throughout training sessions (formative) and final assessments are given to measure retention and
application (summative)
a. EXAMPLE: During trainings, employees are challenged with self-check style questions. This may be
Socratic-style verbal questions or a series of questions built into an eLearning module.

Design Process

1. Meet with the project sponsor (typically the manager)
2. Discuss the project overview and desired outcome. Discuss why the desired outcome is important. Address the
due date & available resources (SMEs, project capital, graphic designers, Flash animators, etc.)
3. Develop storyboard design, review with Sponsor
4. Develop second storyboard (if approved, proceed to prototype development)
5. Develop prototype, 1, 2, 3, etc.
a. Meet with SMEs
i. Revise based on feedback
ii. Review revisions with project sponsor
b. Repeat
6. Review selected prototypes with Sponsor
a. Receive feedback, make applicable adjustments
b. Repeat
7. Test prototype with selected employee population, if possible
a. Review results with Sponsor & SMEs
i. Integrate relevant feedback

March 7, 2009

I am very pleased to endorse Mr. Mike Payne. Mr. Payne is the Program Manager, CB
Richard Ellis’s renowned The Leadership Center whom I have worked with as a speaker
for many years.

Mike is an accomplished trainer and speaker himself. He runs an efficient CBRE
University training program and pays a lot of attention to details. The students
(Professionals) and trainers/speakers like working with Mike because he is always
punctual, considerate, helpful and knowledgeable.

I consider him an outstanding manager, a focused, hard working, responsible and
conscientious person. In addition, he is always pleasant and respectful.

Carmela Ma, CCIM, CIPS, CRE, FRICS
President CJM Associates, Inc. Beverly Hills, California
E-mail: carmelama@sbcglobal.net

March 8, 2009

To whom it may concern,

I worked with Mike for several years at CB Richard Ellis, when I led training courses at
the company. Mike was then a senior person in "CB University." His courses were
always excellent--he set the tone, taught sections, and expected the highest
performance from anyone--company employees and consultants alike.
I highly recommend him for his work ethic, and for the results he obtains. On a personal
note, he's a fun person to work with.

Dave Logan
Senior Partner, CultureSync

2/19/2009

To Whom It May Concern:

Michael is equally effective as a classroom instructor and online course developer. His ability to
engage learners through Socratic questioning and effective group learning makes him an ideal
instructor for an engaging, collective learning experience. Michael’s fresh perspective on
corporate training brings new life and an out-of-the-box style that ensures not only engaging
online learning programs, but also effective classroom management and instruction.

In short, Michael’s skills are an asset to a company seeking a high return on investment for
corporate training programs.

Please contact should you have any questions.

Regards,

Sherry Bower
Senior Managing Director, CB Richard Ellis
(949) 351-1991
Sherry.bower@cbre.com

Susie Thompson PO Box 508, Trabuco Canyon, CA 92678


The purpose of this letter is to provide a recommendation of employment for
Michael Payne.

Mike has proven himself to be a hardworking, enthusiastic individual with excellent
skills. He is loyal, responsible, mature and most of all dependable. He will take on
whatever is needed to get the job done and maintains his professional attitude,
along with his terrific sense of humor at the same time. Needless to say, he has
been an asset to our department staff, as well as to the company.

Mike works very closely with employees at all levels and treats them all with
compassion, patience, understanding and professionalism. I would highly
recommend Mike for a position with your company. If you should want to speak
with me regarding this recommendation, please do not hesitate to contact me at
(949) 633-5090.

Sincerely,

Susie Thompson

February 12, 2009

To Whom it May Concern,

Mike has a true passion for training and thoroughly understands how to engage and
educate adult learners.

He is extremely effective as a developer and produces courses that are used
throughout the company. As a stand-up instructor Mike connects with the audience,
stretches their minds and gives them the freedom to think beyond defined boundaries.

Mike relates to all levels within the company from new hires to senior management. His
creativity combined with his problem solving ability and approachability makes Mike an
asset to any organization.

Carol Gregory
Director of Training and Development, CB Richard Ellis

February 7, 200S
'- .


It has been my privilege to employ Miohael Payne as an English instructor at Oxford Tutoring Center. As his
manager and mentor, I have had the opportunity to observe Michael's strengths and to participate in his develop
ment as an instruotor and an employee.

At Oxford Tutoring Center, Michael taught students in grades four through twelve in English Language Arts. As all
instruction at Oxford is based upon the California Board of Education Content Standards, Michael became adept at
planning student lessons that both satisfied state standards and addressed students' real needs. To instruct students
in a broad spectrum of grade levels, Michael honed key strategies for instructing reading comprehension, word
analysis, grammar, composition skills,literature, and criticism. Clearly. his ability to master a wide breadth of
material, to synthesize information from muJ'tipJe topics, and to select and evaluate that infonnation for presentation
d(:monstrates the intelligence and critical thinking skills that Michael possesses. As such, Michael was a valuable
employee of Oxford Tutoring Center.

Of particular importance. Michael was valued for his ability to energize and inspire students. As English teachers
well know, instructing students that are challenged by English Language Arts can be difficult at best. However,
Michael was partioularly successful with struggling students. Consistently, he achieved significant student
improvements by mutually encouraging and chalJenging students to attempt material that may have intimidated
them. With each success, Michael's students gained the confidence to approach new, more challenging texts and
assignments with the enthusiasm that believing in oneself procures. As a result, students requested Michael as their
tutor because he made the process of leaming safe and exciting. By understanding students weaknesses and
addressing them patiently and sensitively, Michael made students feel comfortable learning and asking questions.
Also, he related to students as individuals. getting to know each student for who he or she was. Clearly, these
essential interpersonal skills will enable Michael to be a successful teacher and mentor. He is an inspiring leader
from whom students will seek guidance and support.

In summary, I highly recommend Michael Payne as a dependable, intelligent and interpersonally skilled individual.
Without reservation, I would encourage any potential employer or manager to consider Michael as a highly quali
fioo. choice.

7i:J-(J;{ .
~
Matthew Phung
Administrator
Ox.ford Tutoring Center

14225 Culver Dr.
Irvine, CA 92604
(949) 681-0388

--------------------------~-------------------------~

UNIVERSITY OF PHOENIX
- - February 7,2005
SOl/them Califomifl Cflmpus
800 888-1968
31 SO Bristol Slr&,,1
SUire 300
Costa Mesa, Caillornia 92626
Fax 714 968-8649

1370 Sou VaJltlY V I Oliye During the past 2 years I have had the pleasure of working with Mr. Michael
Suite 103
o ~mond BaI, CailioMoa 91765 Payne. Michael is a member of my Academic Counseling team.
Fax 909860-2751

26632 Towne Centre Dillie Michael is a goal oriented worker that prioritizes his work well. He is an
Su.le 100 excellent team member but is also able to take on and complete tasks
Foolh~i AoInch Calli mls 92510
Fax 949 829 6885 independently_ During our time working together I have learned that Michael is
1515 West 190th Slrlle'l

the type of individual that can be depended upon and trusted.
Sulle 200

Gardan • Cai.tomla 90248

Fax 310 225-5757
Michael learns new skills quickly. He rapidly mastered our custom software
14320 FlIeslDne 60lJlRllnrd
system and trains his coworkers in how to more effectively use these systems.
SUll ISO On a personal level he is very positive person and has a contagious enthusiasm
La 'M"da calli ml.,90639
Fa. 714 670 9152 for life.
1202 WeSl A~enue j
Lancaster, Calilornia 93534 I feel fortunate to have Michael as a member of my team. I am sure he will be
Fax BOS 940·7203
successful in whatever field he pursues.
337 Nortll Vtn"vartt All nUt.!
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Ontario. Cailiomia 91764
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2OS1 North SOOlr Dltle

SUllo 100

O_nard, Calilomi 93030
Fax 80s 988-1711

299 North Eudid AlIllnup. George L. Roberts
SUIP. 100
PllSIId na. CaI,loml8 91101 Sr. Academic Counselor
Fax 626 793-9245

301 East Vanderbilt Way
SUI 200
Sen Born rdtno , Caillomlll 92408
Fax 90g 890·2375

5955 De SUIO Avan uc:
Woodland Hrila caMomla 91367
Fax818~571

Western Region New Professional Training
Real Estate Terminology 1
Directions:
1 2
Complete the crossword puzzle.
Use the list on the next page to 3
help you answer the crossword
puzzle. 4

5 6 7 8 9

10

11

12

13

14

15

16

17

BASEYEAR GROSSLEASE ENCUMBRANCE RENT MARKETRENT
UNENCUMBERED NETLEASE PLAT WORKLETTER
BASERENT EASEMENT FEESIMPLE EFFECTIVERENT
BUILDTOSUIT ESTOPPEL CLASSB LEASE

Across Down
1 A claim, lien, charge or liability 14 A set amount used as a minimum 2 The year upon which a direct 7 Describes title to property that is
attached to and binding real rent in a lease which also employs expense escalation of rent is based. free of liens.
property. a percentage or other allocation for (2 words)
8 A contract granting use or
3 A lease that provides that the additional rent. (2 words) 4 The rental rate after deducting the occupation of property during a
landlord shall pay all expenses of 15 The rental income that a property value of concessions from the base specified time for a specified
the leased property, such as taxes, would most probably command. (2 rental rate paid by a tenant. (2 payment.
insurance, maintenance, utilities, words) words)
9 The right to cross point A to get to
etc. (2 words) 5 A statement by a tenant identifying
16 The standard building items that the point B.
11 A lease which the tenant pays, in landlord contributes as part of the that the ease is in effect and
10 A map dividing a parcel of land into
addition to rent, property taxes, tenant improvements. certifying that no rent has been
lots, as in a subdivision.
insurance premiums, repairs, prepaid or that there are no
17 A method of leasing property
utilities, and maintenance. (2 words) outstanding defaults by the
whereby the landlord builds a new
12 Commonly used as a synonym for landlord.
building in accordance with a
ownership. (2 words) tenant’s specifications. (3 words) 6 A general term covering any
13 Property with good location, consideration (not only money).
management, construction land
tenancy. (2 words)

Solutions to Real Estate Terminology 1 1
Crossword. E N C U M 2B R A N C E
3
G R O S S L E A S E
4
S E
5 6 8 9
E R 7U E L E F
10
S E N P Y E A F
11
T N E T L E A S E
O T N A A S E C
P C T R E M T
P U E I
12
F E E S I M P L E N V
13
C L A S S B T E
14
B A S E R E N T R
15
M A R K E T R E N T E
16
W O R K L E T T E R N
17
B U I L D T O S U I T

Business Planning 3/9 Model

Leader Guide

Table of Contents

Program Overview ................................................................................................................... 1

Session 1: Teaming ................................................................................................................. 3
Activity: Workshop Welcome.................................................................................................. 4
Activity: Teaming Overview.................................................................................................... 5
Activity: Business Planning .................................................................................................... 7

Session 2: Value Propostion & the Operating Model ......................................................... 10
Activity: Value Proposition.................................................................................................... 11
Activity: The Operating Model .............................................................................................. 13

Session 3: 3/9 Model & Teaming Design ............................................................................. 14
Activity: Using the 3/9 Model................................................................................................ 15
Activity: Using the 3/9 Model to Make Money ...................................................................... 17
Wrap Up Questions ............................................................................................................... 18


PROGRAM OVERVIIEW
PROGRAM OVERV EW
In this session, Senior Managing Director Pete Bolton discusses
the components of a business plan and identifies the benefits of
business planning. Pete also discusses the 3⁄9 Operating Model
which identifies the passion and skills of each brokerage team
member. The 3/9 model is used to match team members to the key
tasks of the business to produce optimal results. After completing
the 3⁄9 Operating Model, teams can be confident that all members
are doing the tasks that they are best suited to perform.

Learning Objectives
After completing this workshop, participants will be able to:
• Create an operating plan for the next 10 years
• Identify business opportunities that require external partnership
• Use the 3/9 model in their team structure
• Design a Skill/Passion Quadrant for their teams

Materials
• Leader guide
• Participant workbook
• Flip Chart or Whiteboard
• Markers
• Online Video
http://marketing.cbre.com/OnlineVideos/Pete%20Bolton%207-2/BoltonT7_files/Default.htm

The Leadership Center Business Planning 3/9 Model – Leader Guide 1


Leader Guide Icons
Following are the icons used in the guide margins to indicate
special information and/or actions.

Indicates when to use the video

Indicates a small group activity

Indicates recommended questions to be asked in conjunction with
the activity

Indicates an activity that is located in the participant workbook

2 Business Planning 3/9 Model – Leader Guide The Leadership Center


SESSIION 1: TEAMIING
SESS ON 1: TEAM NG

Overview
In this session you will review the section of the video on teaming.
Participants then discuss how teaming works or does not work in
their offices.

Estimated Time
25 minutes

Materials
Online Video – Business Planning 3/9 Model
(0-1.38 minutes)
Flipcharts and markers



Activity: Workshop Welcome
1. CONDUCT introductions if necessary.

2. EXPLAIN that the goals of the workshop are to exam how
teaming can develop productive, revenue-generating
business units by discussing the Business Planning 3/9
video.

3. NAVIGATE to the Business Planning 3/9 Model Video.
The Business Planning 3/9 Model video is located on the
Navigator and can be viewed at any time. To access the
video go to the Leadership Center page on the Navigator:
Go to the Leadership Center Distance Learning page on the
Navigator:
• http://navigator.cbre.com/EN/Departments/Leaders
hip+Center/Distance+Learning.htm
• Or from the menu go to Departments>Leadership
Center and select Distance Learning from the
Leadership Center menu
• If you are participating in the Western Division 1st
Year Training Program, please click on the link.
Or from the Enterprise menu go to
Departments>Leadership
Center>Training Programs>Western
Division 1st Year Training Program
Click on the Business Planning 3/9 Model
link on the page
4. EXPLAIN that the video is 26 minutes long, and that you
will be reviewing the video in sections and discussing each
section.



Activity: Teaming Overview
1. EXPLAIN that the first section is brief and covers how
using teaming in the Phoenix office has been effective.
Next, advise that the group will discuss their experiences
with teaming after watching the video.

2. SHOW the Business Planning 3/9 Model Video
(0-1.38 minutes)
The presentation shows a slide that introduces Pete Bolton
and a quote by Peter Drucker.

3. INFORM your group about Positive and Negative
experiences
Positive experiences have an outcome that leads to the
achievement of the team’s goals.
Negative experiences did not accomplish the team’s goals
and are usually associated with the achievement of one
person’s goals, or with an uncomfortable problem or
situation that needs to be resolved.
Reemphasize that strong teaming means that all members
of the team obtained a common goal.

4. ASK your group to give examples of Positive and
Negative team experiences which fall into the following
categories: “Positive,” “Negative”

5. WRITE the examples on the flip chart. Make sure to
separate the examples into two categories labeled
“Positive” and “Negative.”

6. ASK your group to complete the lined chart titled
Common Team Goals in their workbooks.

7. BEST PRACTICES
a. INFORM your group that finding the proper personality
matches and skill sets in a group is imperative to team



success both financially and personally. Advise that the
video will discuss this point more in-depth.
b. INFORM the group that if they had trouble completing
the Common Team Goals chart, this could mean that
their team has not clear defined their goals or that the
participant needs to clarify what his/her team’s goals
are.

8. ASK a member of the group to read the section titled “The
Point” on page six of the student guide. It reads:
“Groups and teams will always succeed when they have
clear communication, common goals, and delegation of
responsibilities based on each member’s natural
strengths. You will learn more about leveraging each
team member’s personal strengths later in the session.”

9. ADDITIONAL INFORMATION: Points to Review with
the Group
• Effective teaming doesn't mean one person receives all
the credit for a job well-done
• Effective teaming means all members of the team
receive credit for a successful job
• The adage “Two heads are better than one” holds true
in strong teams because a collective whole can always
find answers to tough solutions better than one person
working independently can.



Activity: Business Planning
1. SUGGEST that planning creates goals.
a. ASK your group what their understanding of Business
Planning is.
LIST the responses on the flip chart. Spend no more than 2
minutes making this list.

2. SUGGEST that people are capable of creating what they
desire.
a. ASK the group to bring to mind three business ventures
they would like to create. ASK the group to make notes
in their workbooks using the chart labeled “What I
Plan to Create.”
NOTE: The fourth column labeled “Anything Else?”
in the chart is not a required column for use.
b. DISCUSS with the group what ideas the group has
listed. Spend no more than 2 minutes surveying the
group
SUGGESTIONS
• More money/more profitable
• Team Leader
• Become more organized
• Become more effective
• Don’t procrastinate
• Material items (cars, houses, etc.)
• A “hot” pipeline

3. ASK a member of the group to read aloud “The Point” at the
bottom of page seven in the Participant guide. It reads: “Once
a person becomes clear on what he or she wants for his or
her life, it is possible to achieve his or her life goals.
Without becoming clear on individual plans, it is difficult to
fully contribute as a team player. The chart above is
designed to help you focus your goals both personally and
professionally.”



4. SHOW the Business Planning 3/9 Model Video (1.38-5.16)
The video states that it is possible to create what a sales
professional wants provided that he/she is clear on the intent
and does his/her best during the process.

5. ASK the group, “Are you in the railroad business or the
transportation business? What is it that you do?”

6. ASK the group to use the “My Current Business” chart in
their guides to make notes about what they currently do in their
businesses. Give the group 2 minutes to make a personalized
list.
a. DISCUSS with the group the differences between the
“What I Plan to Create” and the “My Current
Business” charts.
b. ASK the group if there are any overlaps between the
two charts. If so, what are they? WRITE these overlaps
on the flip chart. Spend no more than 5 minutes making
notes and discussing the parallels between the “What I
Plan to Create” and the “My Current Business”
charts.

7. SUGGEST that the next video segments will provide options
for the group to use for moving forward with their “What I
Plan to Create” charts

8. ASK a member of the group to read “The Point” at the bottom
of page eight. It reads: “If a person does not have a clear
understanding of what his/her role is as a professional or a
“game plan” of where he/she plans to be in 1, 5, or 20 years,
blazing a path to success will be very difficult.”

9. SHOW the Business Planning 3/9 Model Video (5.16-9:00)
The video states that by reviewing a sales professional’s
marketplace and team structure, a sales professional can begin
to see where he/she can make changes to create optimal results.



10. ASK the group what effective business strategies Mr. Bolton
discussed in the video
a. LIST the strategies that the group relays during the
discussion
SUGGESTIONS
i. Redefine team duties
ii. Professional development
iii. Create business relationships/partners
iv. Define market clearly
v. Research market
vi. Find a new market

11. ASK the group to complete the chart on page ten in their books
called “What I can do Differently.” SUGGEST that the group
refer to this chart frequently and use it as a guide to develop
their personal business plans.

12. ASK a member of the group to read “The Point” on page ten
of their guide books. It reads: “When people and businesses
continue to reenact the same actions and operate under a
stale business model, they achieve the same results
continually. Essentially, they begin to stagnate. Consider
what you are doing everyday in your business and the
results you achieve. Are you stagnating?”



SESSIION 2: VALUE PROPOSIITIION &
SESS ON 2: VALUE PROPOS T ON &
THE OPERATIING MODEL
THE OPERAT NG MODEL

Overview
In this session you will review the section of the video on “Value
Proposition” and the “Operating Model.” Participants then
discuss how they can integrate the principals of value proposition
and an operating model into their own business.

Estimated Time
25 minutes

Materials
(9:01-13:39) minutes)
Flipcharts and markers



Activity: Value Proposition
1. SUGGEST that effective strategies create profitability and
successfully businesses. ADVISE the proceeding video
segment will provide options for creating personal value
and a 10 year operating model the group can use.

2. SHOW the Business Planning 3/9 Model
(9:01 – 13:36 minutes)

3. ASK the group to review their “What I Plan to Create,”
“My Current Business,” and their “What I can do
Differently” charts.

4. DISCUSS with the group how the topics Mr. Bolton
mentions in the video can be integrated into their plans to
“What I can do Differently.” ASK for suggestions from
the group and write them on the flip chart. Do this in 5
minutes or less.

5. ASK the group to cross out the chart title “What I plan to
Create” and in its place write the sentence “My end game
is….” Then ask them to use a scratch paper and write what
they visualize their end game as.
SUGGESTIONS
i. New Title
ii. Yearly Revenue Amount
iii. Market Leader
iv. Team Leader
v. Managing Director

6. Page 12 of the student guide has three questions on creating
a value proposition. ASK a member of the group to read the
introduction aloud. The introduction reads: “A value
proposition is a personal statement or credo that a
person operates under each day. Some professionals call
it a “mantra.” To define your value proposition, answer
the question, “What do I have to offer that no one else
does?”



7. Next, ASK a different member of the group to read the
directions aloud. The directions read: “DIRECTIONS:
Answer the following questions as honestly as possible.
Remember, this is a tool for you. These questions serve as a
personal gauge for your own personal assessment.”

8. REVIEW the questions on page 12 with the group. The
questions are as follows:
i. What do you have to offer that nobody else
does? Who will value what you have to offer?
ii. Are you happy in your market space? As Mr.
Bolton says, do you get “fired up” about your
space?
iii. Do you feel that you are making enough money
in your market space? Why or why not?

9. Finally, READ “The Point” aloud to the group: “If you
found that your responses to these questions were
unfavorable, it is time to reevaluate your market space and
your business approach. This is an opportunity to make a
positive change that will benefit you financially and
professionally.”



Activity: The Operating Model
1. DISCUSS the chart (below) with the participants. The
directions read : “In the chart below, rewrite your vision
of your future (Professionally, Financially, Personally,
Anything Else?). Then, wait for instruction from your
facilitator.”

2. ASK the group to complete the chart. (5-7 minutes)

“What I Plan to Create”
1 Year 3 Years 5 Years 10 Years Retirement

3. ASK each member to share one thing that they wrote on the
chart. (5 minutes)

4. READ “The Point” aloud to the group. It is located on the
bottom of page 13 and reads: “Pete Bolton refers to this
style of planning as defining your “End Game.” Are you
completely satisfied with the notes you made in this
chart?”

5. ASK three random group members if they were satisfied
with their charts. If the response is “no,” ask why and what
he or she can do differently to create a satisfactory “end
game.” (5 minutes)



SESSIION 3: 3//9 MODEL AND TEAMIING
SESS ON 3: 3 9 MODEL AND TEAM NG
DESIIGN
DES GN

Overview
In this session you will review the section of the video on
integrating the 3/9 Model into teaming design. Participants will
learn what the 3/9 Model is and how using the 3/9 Model in their
teams will create effective teams that generate more revenue
through synergistic interaction and fee continuum.

Estimated Time
25 minutes

Materials
(13:40 – 26:15 minutes)
1 piece of scratch paper for each person in the group (must be
at least 5 in x 5 in)



Activity: Using the 3/9 Model
1. ASK one member of the group to read aloud the
introduction on page 16. It reads: “The 3/9 Model is Mr.
Bolton’s original creation. The idea is that the model
helps sales teams assign tasks based on each member’s
personal skills and aptitudes. Understanding the 3/9
Model will also help you define your value proposition
and answer the question, “What do I have to offer that
no one else does?””

2. Next, ASK your group to think of 3 areas in their current
team structure that can use improvement.

3. READ the directions on page 16 to the group. They read as
follows: “Use the chart below to evaluate 3 aspects of
your current team structure that do and do not function
well (i.e. presentations, marketing development, cold
calling). Answer the following questions as honestly as
possible. Remember, this is a tool for you. These
questions serve as a personal gauge for your own
personal assessment. You may share them with the
team under your own discretion.”

4. ASK the group to list the 3 areas in the chart on page 16 of
their workbooks.
a. There are 3 columns with the words “Aspect” listed
inside each column. Next to “Aspect,” the students
should write 1 aspect of their teams (for example,
“Aspect: Cold Calling”)

Does Work Doesn’t Work
Aspect:

Cold Calling



5. ASK them to make a few notes regarding what does and
doesn’t work well about this apsect of their team.
Aspect: 50-75 outbound Not enough new
calls a day business generated
Cold Calling from the calls

6. ADVISE that the more specific the details, the better.
Below are some examples of possible responses:
i. Strong/weak cold calling
ii. Strong/weak marketing
iii. Good/poor sharing of commissions
iv. Strong/weak office leadership

7. DISCUSS the responses the group wrote in their chart.
ADVISE that they are not required to respond as some
people may feel uncomfortable with the nature of this
activity.

8. ASK one member of the group to read “The Point” at the
bottom of page 16 aloud to the group. It reads, “Once you
become cognizant of your team structure and what does
or doesn’t work well, you can begin to implement
change. Use this chart as a reference to make positive
changes within your team.



Activity: Using the 3/9 Model to Make Money
1. SHOW the Business Planning 3/9 Model Video
(13:40 minutes-end)

2. DISCUSS the 3/9 Model with the group. ASK if
anyone is confused or has any questions about how the
model works. CLARIFY if there are any questions
about how the 3/9 model works.

3. ASK the group to write down 3 things that will improve
their team structure on the “Ways to Make More
Money” chart in their guides. (There are 3 columns for
solutions in the student guides) (7-10 minutes)

Issue 1 Issue 2 Issue 3

Solution 1

4. SURVEY the group and ask what three “Issues” each
person wrote in their chart. (5 minutes)

5. ADVISE that the group can use these



Activity: Session Wrap Up
In this session you will wrap up the workshop. Answer the
following questions as thoroughly and honestly as possible.

1. DISCUSS the self check questions at the end of the student
guide. VERIFY that each group member understands the
questions. This activity can be completed independently or as a
group.

a. What does Mr. Bolton mean by “not competing” and
“leveling the playing field?” Why is it important to
understand who or what your competition is? Why is it
important to understand what other teams (internally and
externally) are “playing” in your defined market space?

b. What is your current Operating Model? What income goals
do you want to reach in 1, 2, 3, 5 and 10 years? Mr. Bolton
references an “end game.” What is an “end game?” How
will you reach your end game?

c. Bring to mind a current project you are working on. Now
recall Mr. Bolton’s explanation of the 3/9 model.

d. How can you and your team use the 3/9 model to enhance
the client’s experience? How can you and your team use
the 3/9 model to grow and enhance your business strategy?



Participant Workbook

Table of Contents
Program Overview ................................................................................................ 1
Session 1: Teaming .............................................................................................. 3
Activity: Workshop Welcome........................................................................ 5
Activity: Teaming Overview .......................................................................... 6
Activity: Business Planning .......................................................................... 7
Session 2: Value Proposition & the Operating Model ....................................... 12
Activity: Value Proposition............................................................................ 13
Activity: The Operating Model ...................................................................... 14
Session 3: 3/9 Model & Teaming Design ............................................................ 15
Activity: Using the 3/9 Model ........................................................................ 16
Activity: Using the 3/9 Model to Make Money............................................... 17
Session Wrap Up .................................................................................................. 18
Activity: Wrap up Questions ......................................................................... 19
Notes Page ............................................................................................................ 21

Course Overview
In this session, Senior Managing Director Pete Bolton discusses the components of
a business plan and identifies the benefits of business planning. Pete also discusses
the 3⁄9 Operating Model which identifies the passion and skills of each brokerage
team member. The 3/9 model is used to match team members to the key tasks of
the business to produce optimal results. After completing the 3⁄9 Operating Model,
teams can be confident that all members are doing the tasks that they are best
suited to perform.

Learning Objectives
After completing this workshop, participants will be able to:
• Create an operating plan for the next 10 years
• Identify business opportunities that require external partnership
• Use the 3/9 model in their team structure
• Design a Skill/Passion Quadrant for their teams

Agenda

Session Time Topic
1 25 mins Teaming
2 25 mins Value Proposition & the Operating Model
3 25 mins 3/9 Model and Teaming
4 15-30 Wrap Up Self-Paced Questions
mins

The Leadership Center Business Planning 3/9 Model – Participant Workbook 1

Session 1: Teaming

Overview
In this session you will be introduced to the other participants and given a brief
overview of the workshop. You will also review the section of the video on
teaming. All participants will then discuss how teaming works or does not work in
their offices.

Estimated Time
25 minutes


Activity: Workshop Welcome
1. The goals of the workshop are to exam how teaming can develop
productive, revenue-generating business units by discussing the Business
Planning 3/9 video.

1. 2. The Business Planning 3/9 Model video is located on the Navigator and
can be viewed at any time. To access the video go to the Leadership Center
page on the Navigator:
• The Business Planning 3/9 Model video is located on The Navigator.
Go to the Leadership Center Distance Learning page on the Navigator:
• http://navigator.cbre.com/EN/Departments/Leadership+Center/Distance+
Learning.htm
• Or from the menu go to Departments>Leadership Center and select
Distance Learning from the Leadership Center menu
• If you are participating in the Western Division 1st Year Training
Program, please click on the link.
Or from the Enterprise menu go to Departments>Leadership
Center>Training Programs>Western Division 1st Year
Training Program
Click on the Business Planning 3/9 Model link on the page

3. The video is 26 minutes long; however, you will be reviewing the video in
sections and discussing each section.


Activity: Teaming Overview
DIRECTIONS: In the chart below, list the Common Team Goals of the team
you currently work with. Keep in mind that your notes in the chart should reflect
the common team goals as you understand them.
Common Team Goals

The Point: Groups and teams will always succeed when they have clear
communication, common goals, and delegation of responsibilities based on each
member’s natural strengths. You will learn more about leveraging each team
member’s personal strengths later in the session.


You are capable of creating what you desire; it is all a matter of planning and
focus.
DIRECTIONS: Bring to mind three current business ventures on which you are
working. In the chart below, list what you plan to create in your professional
career. For example, what do you plan to create professionally as a result of
completing each of these transactions? NOTE: The fourth column labeled
“Anything Else?” in the chart is not a required column for use.

What I Plan to Create
Professionally Financially Personally Anything Else?

The Point: Once a person becomes clear on what he or she wants for his or her
life, it is possible to achieve his or her life goals. Without becoming clear on
individual plans, it is difficult to fully contribute as a team player. The chart above
is designed to help you focus your goals both personally and professionally.


The best way to begin (or continue) your pursuits toward obtaining your goals is to
materialize them on paper. You are capable of creating what you desire; it is all a
matter of planning and focus.
DIRECTIONS: In the chart below, list what you plan to create in your
professional career. Mr. Bolton states that the railroad companies define
themselves as railway companies whereas they should define themselves as
transportation businesses. How do you define your business and your role within
it?
My Current Business
Financially (Goal,
Professionally (Your Personally (Your
current standing Anything Else?
Role, a title, etc.) Role in your career)
etc.)

The Point: If a person does not have a clear understanding of what his/her role
is as a professional or a “game plan” of where he/she plans to be in 1, 5, or 20
years, blazing a path to success will be very difficult.


Now that you have refined your focus for your professional and personal goals,
what can you do differently? What can you do to help you move forward?
DIRECTIONS: In the chart below, list what you plan to do to enhance your
professional career, financial goals, and personally. Mr. Bolton states that the rail
road companies define themselves as railway companies whereas they should
define themselves as transportation businesses. These companies continue to do
the same type of business rather than re-defining themselves and expanding into
new avenues. What can you do to remain “fresh” in your business and your role
within it?
What I can do Differently
Professionally
Financially Personally
(Strategies,
(Investments, (Strategies, personal Anything Else?
professional
strategies, etc.) development, etc)
development, etc.)

The Point: When people and businesses continue to reenact the same actions
and operate under a stale business model, they achieve the same results
continually. Essentially, they begin to stagnate. Consider what you are doing
everyday in your business and the results you achieve. Are you stagnating?


Session 2: Value Proposition & the Operating
Model
Overview
In this session you will review the section of the video on “Value Proposition” and
the “Operating Model.” Participants then discuss how they can integrate the
principals of value proposition and an operating model into their own business.

Estimated Time
25 minutes


Activity: Value Proposition
A value proposition is a personal statement or credo that a person operates under
each day. Some professionals call it a “mantra.” To define your value proposition,
answer the question, “What do I have to offer that no one else does?”

DIRECTIONS: Answer the following questions as honestly as possible.
Remember, this is a tool for you. These questions serve as a personal gauge for
your own personal assessment.

1. What do you have to offer that nobody else does? Who will value what you
have to offer?

________________________________________________________________________

_________________________________________________________________

2. Are you happy in your market space? As Mr. Bolton says, do you get “fired up”
about your space?
________________________________________________________________________

_________________________________________________________________

3. Do you feel that you are making enough money in your market space? Why or
why not?
________________________________________________________________________

_________________________________________________________________

The Point: If you found that your responses to these questions were
unfavorable, it is time to reevaluate your market space and your business
approach. This is an opportunity to make a positive change that will benefit you
financially and professionally.


Activity: The Operating Model
Now that you have refined your focus for your professional and personal goals,
let’s revisit what you envisioned for your future.

DIRECTIONS: In the chart below, rewrite your vision of your future
(Professionally, Financially, Personally, Anything Else?). Then, wait for
instruction from your facilitator.

What I Plan to Create
1 Year 3 Years 5 Years 10 Years Retirement

The Point: Pete Bolton refers to this style of planning as defining your “End
Game.” Are you completely satisfied with the notes you made in this chart?


Session 3: 3/9 Model & Teaming Design
Overview
In this session you will review the section of the video on integrating the 3/9
Model into teaming design. Participants will learn what the 3/9 Model is and how
using the 3/9 Model in their teams will create effective teams that generate more
revenue through synergistic interaction and fee continuum.

Estimated Time
25 minutes


Activity: Using the 3/9 Model
The 3/9 Model is Mr. Bolton’s original creation. The idea is that the model helps
sales teams assign tasks based on each member’s personal skills and aptitudes.
Understanding the 3/9 Model will also help you define your value proposition and
answer the question, “What do I have to offer that no one else does?”

DIRECTIONS: Use the chart below to evaluate 3 aspects of your current team
structure that do and do not function well (i.e. presentations, marketing
development, cold calling). Answer the following questions as honestly as
possible. Remember, this is a tool for you. These questions serve as a personal
gauge for your own personal assessment. You may share them with the team under
your own discretion.

Aspect:

________________

Aspect:

________________

Aspect:

________________

The Point: Once you become cognizant of your team structure and what does
or doesn’t work well, you can begin to implement change. Use this chart as a
reference to make positive changes within your team.


Activity: Using the 3/9 Model to Make Money
DIRECTIONS: Use the chart below to postulate ideas on how to improve your
current team structure. Use 3 examples of your current team structure that do and
do not function well (i.e. presentations, marketing development, cold calling).
Answer the following questions as honestly as possible. Remember, this is a tool
for you. These questions serve as a personal gauge for your own personal
assessment. You may share them with the team under your own discretion.
Issue 1 Issue 2 Issue 3

Solution 1

Solution 2

Solution 3


Session Wrap Up

Overview
In this session you will wrap up the workshop. Answer the following questions as
thoroughly and honestly as possible.

Estimated Time
15-30 minutes


Wrap Up Questions
“3/9 Model” with Pete Bolton

What does Mr. Bolton mean by “not competing” and “leveling the playing field?” Why is
it important to understand who or what your competition is? Why is it important to
understand what other teams (internally and externally) are “playing” in your defined
market space?

________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

What is your current Operating Model? What income goals do you want to reach in 1, 2,
3, 5 and 10 years? Mr. Bolton references an “end game.” What is an “end game?” What
is your end game vision? How will you reach your end game?

________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

________________________________________________________________________

_________________________________________________________________

________________________________________________________________________


_________________________________________________________________

_________________________________________________________________

________________________________________________________________________

_________________________________________________________________

Bring to mind a current project you are working on. Now recall Mr. Bolton’s explanation
of the 3/9 model. How can you and your team use the 3/9 model to enhance the client’s
experience?
________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

How can you and your team use the 3/9 model to grow and enhance your business
strategy?

________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

________________________________________________________________________

_________________________________________________________________


Notes:


Typical Team Configuration Overview

Lead Generation Manager
Making the initial contact

Conversion Manager
Securing the business

Service Delivery Manager
Doing the business

Marketing Specialist
Assists in winning and executing the business

Administrative Secretary
Supports and organizes the team

The Leadership Center Appendix i

Team Leader
• Leads a group of individuals committed to a common purpose, approach,
and performance goals, for which they hold themselves mutually
accountable
• Enlists team in involvement in identifying, defining, and implementing
objectives to meet goals. Encourages Team members in decision-making
(although Team Leader is empowered to make final decisions)
• Builds a strategic action plan (Business Plan) for accomplishing Team
Goals
• Establishes goals for revenue, market share, business segment and
resources needed
• Plans and organizes the involvement or extent to which each member is
involved in accomplishing the goals (roles). Establishes team structure.
Identifies complementary skill sets that directly relate to revenue
opportunities and sets roles for individuals within the Team which may
include lead generator, deal processor, negotiator, closer and support
• Defines measurement criteria for outcome, impact and productivity of the
team in pursuit of its goals. Implements and monitors team’s progress
• Prepares team work agreement for team to accomplish work assignments,
commission splits/bonuses, decision-making process and team meeting
times
• Primary interface with Managing Director, presenting the team business
plan and updates on a scheduled basis. Represents the team in reporting
their accomplishments and needs to management
• Reviews teams strength as compared to the competition (Competitive
Advantage). Defines and leverages team strengths to best position the team
to maintain and win business
• Manages the overall deal-making process of the team, but may have
particular focus to a particular phase of the delivery process (i.e. lead
generation, conversion, or doing the deal).
• Defines and determines the team focus, its brand and market segment

The Leadership Center Appendix ii

Lead Generation Manager
• Primarily responsibility is initiating cold calls, setting initial meeting
strategy, and coordinating initial meetings with client and team members
• Shares responsibility with Conversion Manager for identifying both
market-segment opportunities and specific business prospects within
segments
• Responsible for researching and preparing for calls through Internet review
of annual reports and internet based business analysis services (such as
Hoovers and Morningstar). Consistently reviews industry trade
publications, applicable business periodicals and newspapers
• Maintains list of the top 50 clients in a team’s focused market-segment,
including a list of key decision-makers and brokerage service providers.
Undertakes monthly analysis of opportunities for securing business with
clients on this list.
• Responsible for oversight of team’s prospective client database (in
conjunction with Marketing Specialist).
• Clearly articulates to the prospective clients: the team’s approach, client
service goals, the benefits to using the team, service delivery methods and
prices
• Understands and articulates CBRE Platform Services—including
Brokerage, Property Management, Mortgage Banking, and
Construction/Facilities Management
• Prepares monthly reports for the team, including prospects targeted,
prospects contracted, prospect responses and meetings targeted/set
• Maintains one-page list of current economic influences, market rates and
terms, comparable lease and sale transactions and industry trends
• On a monthly basis, compares prospecting and cold calling targets against
team market segment goals

The Leadership Center Appendix iii

Conversion Manager
• After initial client introductory meeting, conducts extended meeting to
interview client, and to identify key client needs and CB services necessary
to meet those needs
• Assembles and coordinates team members and resources as necessary to
pursue a Representation or Listing Agreement
• Sets and articulates pricing strategy with assistance from Lead Generation
and Service Delivery Managers
• Oversees preparation of presentation day agenda, written materials, display
aids and audio video tools (PowerPoint, flip charts, site plans, aerials, etc.)
• Prepares, presents and negotiates “Engagement” contract (Representation
or listing agreement) with client
• Negotiates with client the “work plan” to be undertaken by the team on
behalf of the clients
• Provides service delivery manager with complete “work plan” which
describes scope of client assignment, project milestone dates and client
reporting requirements

The Leadership Center Appendix iv

Service Delivery Manager
• Primary responsibility is executing the “work plan” established for the team
by the conversion manager
• Collects and works with the Marketing Specialist to manage and deliver
market data to client
• Conducts client/project tours on behalf of the team
• Responsible for assembling and managing data for responses to RFPs,
proposals, financial analysis and client update reports
• Coordinates preparation, review (legal, team, and client) and execution of
Lease or Purchase and Sale documentation
• Responsible for managing escrow process on behalf of team; interfaces
with escrow officers, gathers (and ensures proper dissemination of) all
required documents throughout escrow process; ensures timely team
compliance with escrow deadlines
• Responsible for oversight of project vendors including those related to:
• Architectural
• Contractor
• FF & E
• Timetable
• Budgets
• Move-in/out
• Follows up with clients at conclusion of assignment to ensure highest level
of client satisfaction with team

The Leadership Center Appendix v

Marketing Specialist
• Creates and maintains marketing appropriate stocks of assignment
brochures marketing materials at direction of team leaders
• Prepares property surveys for user, developer and investor clients
• Prepares and maintains historical file of GIS locator maps for client
presentations
• Assembles property data tailored to each specific client in preparation for
client presentations
• Primary responsibility is to interface with Professional , researchers and
clients regarding marketing requirements. Responsible for gathering all
necessary data and materials for entire marketing effort (i.e. marketing
flyers, brochures and packages, announcement flyers, signage, tombstone
advertisements)
• Complies, tabulates and verifies information for standard and special
reports (i.e. internal marketing-progress reports, client update reports,
active marketplace users report, recent “comp” reports, project “To Do” list
for team members, client and team meeting agendas)
• Gathers all appropriate materials, assembles and promptly submits Deal
File Packages for completed transactions to Deal File Processing Center
(Revenue Accounting, RAS)
• Prepares and submits Vouchers for transactions in process, according to
Company policy guidelines
• Maintain and create Team database for accuracy (ACT, REA, Access,
Outlook, etc.)
• Consistently takes action to develop and implement procedures which
organize Team members and streamline recurring team tasks

The Leadership Center Appendix vi

Administrative Assistant
• Maintains contact list of all team members with phone, fax, home, pager,
cell numbers, and email addresses
• Arranges meetings, schedules appointments, makes travel arrangements,
screens mail, takes meeting minutes and dictation, orders or secures team
office supplies, photocopies and files as necessary
• Responds to all callers (clients, brokers, and general inquiries) for team
members as appropriate within 24 hours
• Maintains stock team letters for ease of preparation, including letter of
intent, letter of expressed interest, thank you letters for meetings, cover
letters for each team assignment to accompany brochure for interested
parties, and introductory letter to accompany team resumes
• Coordinates client communications through team member voicemail
messages
• Process all Team correspondence and prepares Team documents
• Maintains contact list of Executive Managing Directors, Senior Managing
Directors, and Managing Directors. List must include phone, fax, cell
numbers, and email addresses
• Establishes and maintains Team filing system
• May perform accounting related duties such as reviewing income and
expense reports, completing disbursement forms for management approval
and billing clients for services rendered
• Performs other administrative and clerical duties as required
• Maintains hard-copy contact list of 1st and 2nd tier decision makers on all
current Team listings and user representation agreements

The Leadership Center Appendix vii

Sales Professional
• Practice outside of or within formal team structure, but within a defined
structure (industrial, office, retail etc)
• Develop Annual “Business Plan” and review with MD. Plan must include
overview of goals, projected earnings, description of business focus, market
segment, clients, strengths & weaknesses, competition and strategic plan
for accomplishing those goals. Responsible for submitting Business Plan to
Managing Director and must review progress as requested
• Quarterly updates of ISG data for market sector or submarket as determined
by Managing Director
• Call and maintain client relationships within business specialty. Identify
and pursue target business opportunities within market segment and
specialty
• Obtain listing or representation agreements for new or continuing business
• Comply with all rules and regulations set forth by the California
Department of Real Estate and maintain a current real estate license in good
standing. Obey applicable federal and state ordinances and laws (agency,
fiduciary relationship, disclosure, etc.)
• Adhere to all rules and policies as stated in the company Policies and
Procedures manual
• Observe good general business code of ethics and display a loyalty to peers,
the office and the company

The Leadership Center Appendix viii

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