Part I – Training Program Description



Training Program PlanSheila E. O'KaneAET/570May 18, 2015Charity Jennings, Ph.D.Training Program PlanThe purpose of this training program plan is to address issues of communication within the CSET organization. The training department was tasked by the Executive Director to explore ways in which the organization could improve communication within the organization. The following program plan describes a communication-training program based on the needs analysis conducted by the training department. Included are the results of the needs analysis, recommendations, a budget, staffing plan, and description of stakeholder’s goals. A communication plan and a process for evaluation of the program are also incorporated. Training Program DiscriptionThe primary goal of this training program is to help division directors, managers, supervisors, and career coaches improve the effectiveness of their communication through an understanding of the role that personality plays in all areas of communication. Using the Enneagram of personality system, participants’ gain increased self-awareness and insight into the motivations behind the way individuals think, feel, and behave. This understanding enables individuals to communication in a way that speaks to the listening of the receiver making communication more effective. Division directors, managers, and supervisors will develop effective methods of communicating with staff. Career coaches will be able to improve communication with clients. This will enable the organization to operate more efficiently. The training consists of four training sessions that are four hours long. The first session focuses on identifying the personality type of each participant and understanding the nuances of each of the nine personality types. Through hands-on experiential training participants will be able to:Identify an individual’s core Enneagram personality type.Understand the primary worldview of each personality type.Identify the strengths and challenges of each personality type.The second session focuses on different ways that each personality type sends and receives communication. Participants in this session will be able to: Identify the verbal and nonverbal communication styles of each Enneagram personality type. Understand the hidden motivation behind each type’s communication style.Understand the habitual thoughts, feelings, and behaviors that for each type that affect communication. The third session examines effective methods of giving feedback to each Enneagram personality type. Participants in this session will be able to: Identify the way each personality type gives feedback.Identify the way each personality type best receives feedback. The fourth session delves in to effectual conflict resolution tactics for each personality type. Participants in this session will be able to: Elucidate how each type engages in constructive conflict. Understand how each type engages in unconstructive conflict.Identify conflict resolution tactics appropriate for each type. Training Needs AnalysisBackgroundThe ability to communicate effectively, provide constructive feedback, and resolve conflict promptly and professionally is a vital element of any successful organization. This training need analysis was conducted in order determine if training would be useful in addressing issues of communication within the CSET organization. Three methods were used to determine the effectiveness of communication within the management, supervisory, and career coaching teams. MethodsObservationThe first method used was observation. Various forms of communication such as email, written reports, and direct face-to-face encounters were reviewed and observed. Each form of communication was evaluated for strengths and areas of opportunity for improvement for each subject. A checklist of communication competencies was used to evaluate each subject.InterviewsFace-to face interview was conducted with each member of the management, supervisory, and coaching teams. Interviews were questioned regarding his or her communication style, listening ability, level of emotional awareness, use of language, awareness of body language, and their opinion regarding communication within the CSET organizationFocus GroupsA focus group was established consisting of two members from each of the targeted teams, management, supervisors, and coaching staff. Discussion centered on key areas of communication within the organization such as conflict resolution, providing feedback, and interpersonal communication. Key FindingsObservationThe review of emails and written reports revealed that these forms of communication were generally effective but could be improved by reinforcing audience consideration and tone. Observations of face-to-face encounters exposed opportunities for improvement in areas such as active listening and tailoring communication based on gender, age, and personality style of the receiver. InterviewsThose interviewed generally felt that they could use continued training regarding communication. Many felt that they needed to learn how to be better active listeners and to modify their communication approaches base on the needs of the receiver. Many career coaches felt that they needed assistance in learning how to be more effective when delivering feedback to participants. Managers and supervisors were particularly focused on the ability to resolve conflicts that arise. The second greatest concern was the effectiveness of the delivery of feedback. Focus GroupsThe results of the focus group echoed the concerns elucidated during the individual interviews. The group concluded that the greatest area of opportunity was improvement of conflict resolution skills. Learning how to give and receive effective feedback was also identified as an important area of that needs to be addressed. The group was also interested in learning about the nuances of communication based on age, gender, and personality. Recommendations for Program PlanningIt is recommended that a training program be developed to address the communication issues within the CSET organization. The training should cover the following areas.The role different personality types play in communication styleThe role age, gender, and culture play in communicationEffective feedback strategies based on personality, age, and genderEffective conflict resolution strategies based on personality, age, and genderBudget??AmountINCOME ESTIMATESGRANTS$28,000DONATION$550.00GOVERNMENT$500.00MISCELLANEOUS$200.00Total Income Estimate =SUM(ABOVE) =SUM(ABOVE) $29,250.00???EXPENSESPERSONNEL$23,008FRINGE BENEFITS$2,300EXTERNAL STAFF$0.00MATERIALS$1,172.00TECHNICAL SUPPORT$200.00EQUIPMENT$100.00TRAVEL$160.00FACILITIES$400.00SUPPLIES$50.00MISCELLANEOUS $25.00?Total Expenses =SUM(ABOVE) $27,415.00Staffing PlanThe following is a staffing plan that outlines the program staffing and staff management plan for this training program. The staffing plan addresses the required qualifications, skills, knowledge, and abilities for each staff member assigned to the project. The number of needed staff and the time requirements of each staff member. Available internal and external resources are identified as well as additional resource needs. A plan to fill resource gaps is discussed and a method of evaluation the performance of the staff is outlined. Staffing Plan TableRoleProject ResponsibilitySkills RequiredNumber of Staff RequiredEstimated Start DateTime RequiredIn HoursProject TeamProject ManagerLead team, report statusLeadership, Project Management, budget management106/01/2015256Core TeamEstablish and review deliverables, assure qualityProject Management 206/01/2015512Content DeveloperCreate content and training materialsResearch and content development skills, writing skills, 106/08/2015128Administration Produce training material (handouts, PowerPoint?)PowerPoint?, MS publisher, MS word107/08/2015128SchedulerSchedule training facility, arrange for equipment, schedule participants, coordinate with sitesScheduling, facility management 106/08/201516IT StaffSetup projector and laptop in training roomProjector and Laptop setup108/08/20154Review TeamEvaluate ProgramProject Management experience, knowledge of evaluation methods206/01/2015128TrainerFacilitate training Presentations, Subject expert108/08/201548Staffing Plan Personnel Cost TableRoleNumber of Staff RequiredNamePay RateRate UnitHours RequiredPersonnel CostProject TeamProject Manager1Name$20Hours256$5,120Core Team2Name1, Name2$19Hours512$9,728Content Developer1Name$20Hours128$2,560Administration 1Name$14Hours128$1,792Scheduler1Name$13Hours16$208IT Staff1Name$20Hours4$80Review Team2Name1, Name2$20Hours128$2,560Trainer1Name$20Hours48$960Total =SUM(ABOVE) 3012 =SUM(ABOVE) $23,008.00Available Internal and External ResourcesSufficient resources with the required skills and knowledge exist within the CSET training department to successfully develop and implement this training program. Much of the materials needed for the training can be acquired through Conscious Dynamics, LLC at minimal cost. Staff performance evaluationStaff will be evaluated based on the following criteria:Ability to meet deadlines of deliverables determined by the Project ManagerQuality of deliverables Ability to collaborateOverall program successStakeholders and GoalsStakeholders (minimum of five)Partnership goalWays to build supportCSET Senior LeadershipImprove communication within organization Reduce turnoverDecrease absenteeismImprove employee satisfactionImprove customer serviceInvolve early in the program developmentInvite inputCheck in periodically during training program development to obtain feedbackCSET Division DirectorsImprove communication within divisionReduce turnoverDecrease absenteeismImprove employee satisfactionImprove customer serviceInvolve early in the program developmentInvite inputCheck in often during training program development to obtain feedbackManagersReduce turnover within departmentDecrease absenteeismImprove employee satisfactionImprove customer serviceProvide effective feedback to staffDevelop new conflict resolution strategiesInvite inputCheck in with them often during program development for feedbackSupervisors/Site CoordinatorsImprove customer serviceImprove employee satisfactionProvide effective feedback to staffDevelop new conflict resolution strategiesInvite inputCheck in with them often during program development for feedbackProvide them with samples of program content CSET CoachesImprove customer serviceProvide effective coaching and feedback to clientsInvite InputProvide them with samples of program content Communication PlanThe goal of the communication plan is to provide stakeholders with information regarding the Communication Training. This plan identifies the marketing message that will be used, stakeholder communication chart, and a fact sheet. The various promotional channels and materials are discussed outlining the rational and implementation of each. Marketing MessageThe marketing message for this training program emphasizes the conception that “Communication leads to Community” (Rollo May, n.d.). The slogan for this program “Learning to speak to one another’s listening” further reinforces this thought. Combined with the CSET logo (see Stakeholder Communication Chart) this becomes a powerful message that clearly defines the purpose of the training. Training Program BenefitsThe training will provide participants with practical experience with conduction communication based on various personality styles. Through experiential activities such as roleplaying and interacting with exemplars, participants will learn approaches that enrich the communication experience and ensures improved results. Social learning is facilitated through discussion where participants are encouraged to explore his or her past communication experiences and relate the subject matter to those events. Promotional Channels and MaterialsThe primary promotional channel will be email. The target audience is distributed throughout the county so email is the best way to target this audience. Each email will contain an informational fact sheet describing different aspects of the training program. The emails will also contain the dates and times for each training. These emails will begin going out at weekly in travels one month prior to the beginning of the training. To future engage the target audience, a video conference will be held periodically during the development stage of the training. The purpose of the video conferences is to elicit input from the various stakeholders (see stakeholder communication chart) within the organization. These video conferences will begin two months prior to the start of the training. During the meeting, stakeholders will be given an update regarding the training development and will be provided a preview of various training materials. Attendees will be given an opportunity to provide feedback to the training project team. Stakeholder CommunicationTo ensure success of the program it is important to engage and meet stakeholder expectations. To accomplish this a stakeholder communication chart was developed identifying the different stakeholder and the information they are most interested in. The chart indicates the phase of the project when communication will begin, the frequency of communication, and communication channels that will be used. Stakeholder Communication Chart“Communication leads to Community”~Rollo May~ Communication TrainingLearning to Speak to One Another’s ListeningCommunication Training Plan: Stakeholder ChartStakeholderInformationPhaseWhenCommunication ChannelCSET Senior LeadershipProgram goals and objectivesBudget reportsProgram development progressProject developmentWeeklyMeetings and EmailCSET Division DirectorsProgram goals and objectivesBudget reportsProgram development progressProject developmentWeeklyMeetings and EmailManagersProgram goals and objectivesProgram fact sheets2 Month prior to trainingWeeklyEmail and video conferenceSupervisorsProgram goals and objectivesProgram Fact Sheets2 Month prior to trainingWeeklyEmail and video conferenceCSET CoachesProgram goals and objectivesProgram Fact Sheets1 Month prior to trainingWeeklyEmail and video conferenceFact SheetsSeveral different fact sheets will be developed for distribution to each office and through email to the targeted audience. These fact sheets will be branded with the CSET logo, the Rollo May quote “Communication leads to Community” (Rollo May, n.d.), and the training program slogan “Learning to speak to one another’s listening”. This will ensure a consistent message throughout the communications. This consistent message is in alinement with the mission, vision, and core values of the CSET organization. The fact sheet example provides the purpose for the training. It outlines the ramifications of poor communication in the workplace such as increased turnover, increased absenteeism, poor customer service, and failed project delivery. Information regarding what will be covered during the training is also explained. The fact sheet concludes with a graphical representation of the Enneagram of Personalities providing the audience with a sample of training materials. Future fact sheets will provide increasing amounts of information regarding the cost of poor communication and outlining the benefits of improving communication both professionally and personally. Fact Sheet ExampleProgram EvaluationDonald Kirkpatrick published his “Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal” (Mind Tools, n.d.). The model was updated to its present state in 1994. The four levels, reaction, learning, behavior, and results provide information by which the success of the training can be determined. These evaluations also provide vital feedback for improvement of the training design and implementation as well as future training projects. This training program will utilize all four levels of the training evaluation model.Level 1: ReactionThe Level 1 evaluation will utilize a training satisfaction survey to be developed by the training review team. It will address the participant’s reactions regarding the value of the training. The training satisfaction survey will be collected at the end of each training session and the results will be evaluated so that adjustments can be made to future adaptations of this training program. The results of the Level 1 evaluation will also prove valuable in future training programs. Questions to be address are: Was the training work the participant’s time?Did the training provide information useful to the participant?Did the participant like the training venue? Did the Participant find the training style engaging? Were the training materials informational and easy to understand? Did the participant feel that their personal learning style was accommodated?Did the participant feel that the training was a success?Level 2: LearningThe Level 2 evaluation measures the learning that has taken place during the training. For verification that learning has taken place, a quiz will be developed by the training review team. The quiz will be administered before training begins and again one the training is concluded. This quiz will help to determine the participant’s knowledge, level of skill, and attitudes prior to and after participating in the training. The data gathered regarding the degree of learning that took place would be evaluated by the review team. This will help to determine the success of the training program. This information will guide development of future training projects. Level 3: BehaviorThe Level 3 evaluation will take place four to six weeks after the participant has completed the training. This evaluation looks at the ability of the participant to apply the learning in work situations. This evaluation will be achieved through observations and interview. Key question to be answered are:Has the participant put any of their learning to use? Was the participant able to convey their knowledge, skills, or attitudes to others? Are the participants aware of any changes in their behavior since the training? Were the conditions of the workplace favorable to reinforcement of the behavioral change?This evaluation will be conducted by the training review team. This level of evaluation provides data regarding the success of the training. This information will influence future training development. Level 4: ResultsThis level measures the results of the training and determines the degree to which the training was successful. Prior to the start of training, the Training Project Manager will gather data regarding employee retention rates, as well as employee, and customer satisfaction levels. Six months after the training, the Training Project Manager will gather the same data and produce a comparison report. This will be reviewed by the Director of Training and the Executive Director. This will determine if the training outcomes were met. ConclusionFollowing this training program plan will result in a well-structured, successful training. This plan is a guide for development of this training program as well as future training conducted by the CSET training department. This systematized approach to developing trainings lead to quality and success. ReferencesThe Enneagram in Business.?(2013).?Communication.?Retrieved from May. (n.d.). . Retrieved May 17, 2015, from Web site: Tools.?(n.d.).?Kirkpatrick's Four-Level Training Evaluation Model.?Retrieved from ................
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