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Signature Assignment: Training Program Plan

Sandra Wynn

AET/570

August 22, 2016

Dr. Randolph Howell

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The Purpose of the Plan

The purpose of this Training Program Plan is to generate a positive impact on adult

learning and includes the following components:

Table of Contents

Part I – Training Program Description

Define the scope of the training program

Describe the intended Audience

Define the program goals

Define the program objectives

Part II – Needs or Gap Analyses

Questionnaires

Observations

Interviews

Job and task analysis

Documents and artifacts

Informal interactions with colleagues

Part III: Budget (Including cost estimates for all 10 expense categories).

Personnel

Fringe benefits

External staff

Materials

Technical Support

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Equipment

Travel

Facilities

Supplies

Miscellaneous

Income estimates for at least four income sources in your budget

Parent company

Donations

Participant fees

Grants

Government

Miscellaneous

Part IV: Staffing Plan

Required qualifications: job skills, knowledge, and abilities

Time requirement and number of staff positions needed for each skill set

Available internal resources

Available external resources

Additional resource needs

Strategy to fill resource gaps

Staff performance evaluation

Part V: Stakeholders and Goals

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A worksheet to identify a minimum of five stakeholders, listing the goals each entity has

in your training program, and how you intend to build support from them in order to produce a

positive impact on adult learning for the training program you are designing for your workplace

organization.

Part VI: Communication Plan

Marketing message: This is to include a logo, slogan, and fact sheet.

Benefits of the training program including instructional practices to produce a positive

impact on adult learning

Promotional channels and materials: Discuss the rationale and implementation of each

Part VII: Program Evaluation

Identify individuals responsible for overseeing program evaluation

Detail the purpose of the evaluation and how the results are to be used to produce a

positive impact on adult learning

Specify the metrics to be measured

Detail the evaluation type (s) and the data collection techniques to be used. Include

details as to when the data will be collected

Easy Steps to Employee Performance

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Image: centerforriskcommunication.org

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Part I: Training Program Description

The Scope

Some parishes in the Southern States of the U.S.A., struggle with the pressures of

bringing the schools’ educational system on par with others in the surrounding areas. The

Lakewood High School (LHS) has consistently performed below the State’s expected averages.

Administrators have tried in vain to create training programs without evaluations to

determine the root of the problems. Because in the past, the training design was not set up to

match any particular need, there are few noted improvements in the system, and it has also met

with resistance from staff members to a great extent. A negative atmosphere prevails as

employees resent the blame for situations, which they believe are beyond their control.

This plan seeks to evaluate current conditions, with the involvement of all personnel and

to link the identifiable needs of the staff with matching viable solutions.

The training program plan designed for the parish begins with Easy Steps to Employee

Performance and is geared to eliminate the district’s challenges, by enhancing the employees’

performance. The focal point is based on the constructivist theory and strengthening

relationships through the use of social media networks. LHS is the pilot school where the plan

will be implemented.

The Audience

Faculty and staff of LHS consist of 30 full-time teachers, four paraprofessionals, and six

administrative personnel; training is designed to involve all parties.

Current Skill Sets/Experience/Knowledge

At least 95% of the teaching staff have certification in specialized areas

A small number are enrolled in the alternative certification program

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Several staff members have been employed at LHS for more than ten years.

Training Program Goals

On completion of training, trainees will be able to model and demonstrate the newly-

acquired skills, which in turn, will lead to a stronger bond between faculty and staff and higher

productivity. The improved morale on campus will also result in higher grades and graduation

percentages.

Trainees will commit and follow through with the practices learned in the program

Trainees’ motivation will improve as they work to improve strengths, weaknesses, and

focus on professional goals

Trainees’ productivity will develop through appraisals and evaluations

Trainees will accept accountability for job responsibilities

Trainees will achieve job satisfaction as they create a work environment that fosters

collaboration and synergy

Trainees will use social media to strengthen relationships and gain a better understanding

of other cultures outside their environment

Objectives

After successfully completing all phases of the Easy Steps to Employee Performance

training program, and having been provided with the knowledge and technology skills to achieve

excellence in the use of the social media; all course participants will demonstrate and exhibit the

following:

Trainees have developed and manifested stronger relationships on campus; they are more

engaged and motivated

Trainees have more confidence in the use of the social media

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Trainees can more quickly adapt to critical thinking

Trainees master problem-based, brainstorming, and collaborative learning

Part II: Needs Analysis

Elliot (2008) stated, “The critical tool that drives human performance improvement is

performance analysis” (p.2.). It is possible that LHS’s continuous failures to improve its

educational standards despite numerous training plans over the years may be due to not

conducting evaluations to identify specific problems on campus. Through the study of gaps in

performance levels, administrators and trainers can more readily determine the strengths and

weaknesses of the organization by analyzing the results of exemplary workers.

Before an efficient training plan is implanted, a need analysis will be conducted using the

following techniques to pinpoint the root of the problems:

Observations

Interviews

Job and Task Analysis

Informal interactions with colleagues

*Details of the above will follow in the evaluation process later in the plan.

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Diagnostic questioning will be based on three categories: the employees’

skills/knowledge, the work environment, and other questions related to motivation and whether

or not there are company incentives.

The benefits of examining performance gaps are many for example:

Improved business results

Increased customer satisfaction

Retention of good workers

Improved time and cost efficiency

Noticeable strategic positioning

The way that the trainers will conduct the performance analysis is examination of the

following:

Reviewing the key accomplishments of the most outstanding workers

Create tasks lists for the accomplishments

Identify the most important points responsible for the accomplishments

Collect information on each of the tasks

(Elliot, 2008).

At this point, the deficiencies in the system are noted for use later regarding improvements in the

organization.

One of the most important steps before determining the gaps needed to be filled, or the

training necessary, is to determine what the employee’s business accomplishment are and

compare how these match with the company’s goals and objectives.

Thompson (n.d.) gave an account of “a three-stage comprehensive needs assessment used

by the United States Department of Education” (para. 2).

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1. The current situation and areas for improvement

2. Identify needs through information collected

3. Define needs and makes a decision on the way to improve the situation

According to the writer, some organizations have multiple needs and when this occurs it

is necessary to identify the areas with the highest priority. Another factor that determines priority

depends on the difficulties or costs perceived to rectify the situation.

Part III: Budget

The following budgeting layout is modeled after Book 3 – Prepare and Monitor a

Training budget – Skills Development (pp. 15-18). The budget is prepared for one training

session, but it is anticipated that the organization will need to have sessions semi-annually.

Training Plan Expenses

Title of Training Plan: Easy Steps to Employee Performance

Training Plan Duration: 3 days

Number of Participants: 40

Expense Item Quantity Required Unit Cost Total Budget Expense

per expense item

Personnel (Consultant

services of WSI and

Dennison

Consultants)

Joint Services of 2

consultants

$250.00 per hr (5 hrs)

for 4 days x 2

Although the course

lasts for three days, an

extra day was added

to account for the

consultants’

$10, 000

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preparation for the

course before training

commenced.

Fringe Benefits

External Staff (This cost is factored

into the consultancy

fees

Nil

Materials

Stationary (computer

paper)

Pens and pencils

Course manuals for

participants

50 participants

1 box @ $25.00 x 3

$6.56 x 40

$75.00

$20.00

$275.00

Technical Support 2 helpers @ $20.00

per hr x 3 days

$600.00

Equipment

Insurance on

notebook computers

45 notebook

computers

$300.00

Travel Cost of petrol for 2

cars @ $80.00 per

tank return fare

$160.00

Facilities Cost of conference $300.00

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room fully equipped

$20.00 per hr (5 hr

day) x 3 days

Supplies Nil (included under

materials)

Miscellaneous

Liability Insurance

Hotel Rates

Security

3 days

3 days @ $119.00 for

2 persons

1 guard @ $15.00 per

hr x 3 days

$300.00

$714.00

$225.00

Donations $1,500.00

Participant Fees Cost absorbed by the

school board ($100.00

per employee)

$4,000.00

Government $6,000.00

Miscellaneous PTA contribution $1,469.00

Part IV: Staffing Plan

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Consultancy services will be provided for LHS. A consultant is an expert in a specialized

field of work; one whom the organization can contact and discuss the problems experienced. The

consultant will then provide the feedback that can garnish the type of changes and strategies that

are likely to lead to a noticeable difference; these changes have the capacity to lead eventually to

success.

In this instance, although we acknowledge the benefits of using both the use of internal

and external consultants to obtain strategic change, the staffing plan for LHS will use the

external consultant process. The reason for the selection of an external source is because the

school has been trying and reusing the same tactics for several years with little improvement.

Also, LHS is in need of immediate assistance from others more experienced than themselves;

additionally, an outside source tends to be neutral and without the biases that could affect

decision making. Even though taking this route will most likely be expensive, it could be more

beneficial because of the new ideas that this source can interject. At a later stage, the internal

consultant can play a part in continued training on campus. The hope is that the training skills

cultivated in this plan will result in the development of change leaders within LHS; these leaders

will ensure that the training foundation laid will continue to be strengthened through annual

training sessions among all employees. The consultancy services of Wynning Solutions Inc.,

Baton Rouge, Louisiana will be employed for the duration of the training program. A speaker

from Denison Consulting, Baton Rouge will also be in attendance.

At a future stage, the consultants used in this training program will help LHS to establish

internal instructors, trainers, and evaluators to continue the program established by the

consultancy firm. Others required to manage the training program are persons knowledgeable in

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the subject matter, mentors/coaches, and interviewers, whom staff feels comfortable

approaching.

A competent consultant must possess certain basic foundational skills in addition to

multicultural competencies that allow them to be flexible enough to adapt to the organization or

issues encountered; it makes sense to seek information beforehand on the particular cultural

environment before deciding on specific solutions.

Consultant’s Qualifications

Essential skills include the following:

The ability to build and develop relationships

Possess strong communication skills

Pinpoint and define problems

Collect and analyze data related to the group

Proficiency in collaborative skills and providing advice

Create, provide, implement, and generate evaluating strategies

("Necessary Skills of A Consultant", n.d. pp. 2-3).

Additional Competencies

Consultants usually encounter diverse environments; this requires competencies to deal

with varying multicultural differences; for example, persons of different races, beliefs, socio-

economic backgrounds, among other cultural differences.

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("Necessary Skills Of A Consultant", n.d.). 

As indicated in the diagram above, there are several essential characteristics and aptitudes

required to provide professional consultancy services.

Part V: Stakeholders and Goals

According to "Engaging Stakeholders" (n.d.), "Stakeholder” refers to persons who have a

long-term vested interest in the success of schools. “When the long-term success of a school

system is deemed important, we must ask: “To whom do the schools belong?” and “Who has a

long-term vested interest in the success of our schools and students” (p. 5, para. 3). LHS can

affect comprehensive changes that reap success through shared leadership between its

administrators, teaching staff, students, parents, and the wider community.

Qualitative Methodologies

Cultural Embeddedness

Cross-Cultural Communication

Cultural Knowledge

A client's background

provides a better understanding of differening values and perspectives

Communication helps to bond

differences between varying

cultures

Find the most approriate data-

gathering techniques relevant to

diverse environments

Know the factors that influence

cultural differences

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Stakeholders and Goals Worksheet

Stakeholders Partnership Goal Ways to Build Support

Administrators

Work with staff, students, and the community to improve grades, standards, and higher percentage averages in state tests.

They build support through collaboration with parents, teachers, students; ensuring that everyone understands the school’s goals and objectives and are working toward a common purpose.

Staff members

Work with administrators, students, and parents to reveal weaknesses in the system and to ensure that there are strategies in place to improve failing grades and other perceived problems within the system.

Maintain relationships with the school’s PTA and parents, providing feedback and lending support where necessary.

Parents

Encourage children to respect, and support teachers by completing homework assignments and giving of their best to achieve success.

Support the school’s mission by working closely with educators and administrators to keep abreast of happenings at the school, and to be aware of any issues that may affect the student’s progress or success.

Maintain open communication with teachers and administration.

Volunteer for school activities.

Campaign for support and improvements for the schools and district.

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Community Keep up to date with plans for educational reform and other changes regarding improvement in the school system.

Attend PTA and school board meetings.

Learn the financial needs of the schools

Collaborate with school leaders to learn about factors that affect student outcomes.

Campaign at community and state levels to obtain support for the needs of the school and community.

Families

Support the schools in the community.

Keep in touch with other parents.

Volunteer for school activities.

Work together in the community and surrounding areas to garner support.

Business leaders

Organizations (PTA) and other businesses in the community

("Engaging Stakeholders", n.d.). 

Part VI: Communication Plan

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Branding and Slogan

Wynning Solutions - We Both WynnIt’s a Wynn-Wynn Situation!

The Building Blocks to Your Future

Fact Sheet

Easy Steps to Employee Performance

Wynning Solutions

Lakewood High School

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The Monroe Civic Center

401 Lea Joyner Memorial Expressway

Monroe, LA, 71201

Participants: Administrators, teachers, and staff of Lakewood High School, Sterlington,

LA.

When? March 27-29, 2017 (Spring Break)

How long? 3 days

Where? The Monroe Civic Center, Monroe, Louisiana

Coordinators: Sandra Wynn, Consultant, Wynning Solutions Inc. in conjunction with a

representative of Denison Consulting, Business Management Consultants. A surprise

guest speaker will also be in attendance.

Why attend? Miss this opportunity and you have much to lose! Easy Steps to

Employee Performance is a training course with a difference, designed especially with

you, the individual, in mind. The course has been presented before and has met with

several favorable comments by past participants (testimonials are available). You will

learn several innovative techniques for enhancing interpersonal relationships. The

See you there!!

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courses’ benefits have also opened many opportunities for career growth and

development to former participants.

A prize trip for two for a lucky individual to Barbados, compliments of the Barbados

Hotel Association.

Additional Information: Lakewood’s human resource department, Wynning Solutions

Inc. website. Wynning Solutions Inc. is also on Facebook, and Instagram.

The levels of competition are so high in the business world that it has become necessary

for organizations to train staff to the highest standards to ensure that they keep abreast with

changes in globalization and the fast pace of technological growth. Communication is an

essential component to these changes. The challenge is for trainers to ensure that they implement

marketing campaigns that are not only realistic and workable but effectually reach audiences. As

such, marketing programs must possess the following:

Credibility

Built on successes

Unique characteristics and techniques that identify and give them advantages over

competing marketing companies

(Caffarella & Ratcliff Daffron, 2013. p. 314, para. 1).

Contextual Analysis

LHS has had several training programs in the past that have not produced the expected

results; and as mentioned earlier, it appears that the programs were not designed to match

particular goals, nor were extensive evaluations administered to diagnose the problems. WSI has

determined that a contextual analysis will enable them more to accurately assess the situation.

Such an analysis will examine the not only the immediate problems, but include the people,

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organization, and the environment. The following considerations are necessary for a detailed

conclusion:

Ensure that everyone who can benefit from the program are included

Find the most appropriate promotional materials and methods to generate interest

among the selected group

Identify additional factors that will attract participants

Look outside the organization to include the wider environment for supporters; for

example, the stakeholders

Discuss with all parties about other topics and information to be included in the

program. Compare the subjects covered in previous programs with the new training

plans to eliminate any gaps

(p. 316).

Consider the Competition

It is important for the marketing consultancy team and program planners not to take for

granted that its plan is the only one for consideration. The team will consider all the internal and

external factors that could likely affect the training program. To achieve this, they will analyze

the strengths, weaknesses, opportunities, and threats of the program (known as SWOT).

According to Caffarella and Ratcliff Daffron, (2013), some factors to consider are as follows:

Investigate the past training programs used in the past and the organizations that designed

the plans

Take a look at the previous venues and areas where such training was offered, and if this

is a deciding factor to consider

Check the other marketing companies offering similar training packages

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Consider which marketing companies have an advantage over WSI

Compare WSI’s program with the competition; match its uniqueness or similarities

(p. 316, para. 2).

Choosing the Most Appropriate Branding

WSI carefully considered the needs and objectives of LHS when designing a slogan and

brand; the theme was to solidify a partnership between the two. The impression created by the

choice of words is that in entering into this partnership, both parties ‘Wynn’ because they’ve

vowed to find solutions together. “Wynning Solutions – We Both Wynn,’’ followed by, “It’s a

Wynn-Wynn situation;” at this early stage, this almost inadvertently seals the deal.

Other Essential Components

Educating the community and shareholders of its goals and objectives through branding

Seal the ability of WSI to provide the needed services over the competition

Reassurance the client that benefits override the costs of entering the partnership

The suggestion that the brands are “strategic, visionary, and willing to be long term” in

the pursuit to achieve the goals of the organization

(p. 320).

Promotion through Social Media

Given the impact that social media plays in the lives of most people in modern times, the

program planners will incorporate and promote the use of Facebook, Twitter, YouTube and other

mediums to improve and build interrelationships within the school and with others who share

common interests. YouTube and EduTube, especially, offer collaborative interaction and

learning skills; along with several other features useful for those in the educational field. Long-

term relationships can be maintained through email, blogging, and webinars, to name a few.

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Factoring Costs

WSI will ensure that the costs of implementing and running the training program do not

exceed the budgeted funds. After the training program, an assessment will be made to find out if

there is a need to continue with the assistance of consultants for a longer period; another

consideration is to determine if the current staff members have developed enough skills to

continue the program, perhaps with reduced assistance over time.

Part VII: Program Evaluation

One of the most valuable components of a training program is its measure of

effectiveness; even more so, the program’s ability to not only provide a good return but that it

demonstrates a high degree of cost-effectiveness at the same time.

Formative and summative evaluations will be carried out at all stages of the program;

before, during, and after its completion.

Types of Evaluations

Formative Evaluation: Possible changes to be made to improve a program in progress.

Summative Evaluation: the primary focus on the results and outcome of the program (Caffarella

& Ratcliff Daffron, 2013, p. 233).

WSI will use the Kirkpatrick Four-Level Training Evaluation Model as the guideline to

achieve objectivity and also to measure the impact of training.

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Reaction: Analyze the participants’ response to training; for example, did they value the

training, and also, what were their views on the instructor, material, presentation, and venue?

Learning: Evaluate knowledge, skills, or attitudes before and after training (interviews and

verbal assessments may be used.

Behavior: The effects of training are often long-term; therefore, this part of training can be

analyzed a few weeks or months after training is completed. The following are ways to gauge the

participants’ behavior:

Have they been using the techniques taught in the training program?

Is he or she able to train others in the newly-attained knowledge?

How aware are the training program participants of behavioral changes occurring within

themselves as a result of the program?

Results: This stage is the analysis of the final results and the outcomes as a consequence of the

training program.

(Hohn, n.d.).

Level 1Reaction

Level 2Learning

Level 3Behavior

Level 4Results

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Developmental Evaluation

WSI will also consider the use of developmental evaluation simply because of the

ineffectual results of past training and the need to alleviate difficulties as soon as possible;

because of this, several different strategies will be tried in varying environments.

Evaluation Data

Observations, interviews, surveys, and interaction with colleagues are the main ways

identified to gather data, along with reviewing reports of previous training programs; in this way,

the consultants will be more readily able to identify the gaps missing from previous sessions.

Both the observations and interviews will use a formal structure with specific questions. Surveys

will also contain clearly defined questions seeking to obtain the opinions, beliefs, and how

participants viewed the training in general.

The Analysis of Data

Caffarella and Ratcliff Daffron, (2013) listed three major ways to analyze data:

1. Quantitative

2. Qualitative

3. Multiple Methods

WSI recognizes the value of using more than one method because as mentioned by the

authors, this provides more flexibility in the design of evaluations; however, WSI consultants

favor the use of the qualitative method at this stage. Data will be collected by observing all

participants, from administrators to staff at lower levels of the organization to measure changes

after the completion of the program. The purpose is to measure the participants’ knowledge and

skill levels, attitudes, and feelings, among others. Interviews will also be conducted to determine

the effectiveness of the course. In the final analysis, employees will be encouraged to keep

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journals in which they record any noticeable differences in work and behavioral attitudes since

the training course ended. Formal and informal evaluations will also help the consultants to make

more accurate assessments.

References

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Book 3 - Prepare and monitor a training budget. (n.d.). Retrieved from

http://www.sdtf.org.pg/Non-formal%20Capacity%20Building/Book%203%20-

%20Prepare%20and%20Monitor%20a%20Training%20Budget.pdf

Caffarella, R.S., & Ratcliff Daffron, S. (2013). Planning programs for adult learners (3rd ed.).

Retrieved from The University of Phoenix eBook Collection.

Elliot, P. H. (2008). Chapter 6: Identifying performance and learning gaps. ASTD Handbook for

Workplace Learning Professionals, n/a. Retrieved from ProQuest database

Engaging stakeholders. (n.d.). Retrieved from

http://www2.ed.gov/programs/readingfirst/support/stakeholderlores.pdf

Hohn, P. (n.d.). Kirkpatrick's four-level training evaluation model. Retrieved from

https://www.mindtools.com/pages/article/kirkpatrick.htm

Necessary skills of a consultant. (n.d.). Retrieved from

http://www.sagepub.com/sites/default/files/upm-binaries/60332_Chapter_3.pdf

Thompson, S. (n.d.). What is the most important element of a needs analysis? Retrieved from

http://smallbusiness.chron.com/important-element-needs-analysis-81415.html