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Running head: TRAINING PROGRAM PLAN 1

Training Program Plan

Sheila E. O'Kane

AET/570

May 18, 2015

Charity Jennings, Ph.D.

TRAINING PROGRAM PLAN 2

Training Program Plan

The 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 Discription

The 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:

1. Identify an individual’s core Enneagram personality type.

2. Understand the primary worldview of each personality type.

3. 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:

1. Identify the verbal and nonverbal communication styles of each Enneagram

personality type.

2. Understand the hidden motivation behind each type’s communication style.

3. 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:

1. Identify the way each personality type gives feedback.

2. 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:

1. Elucidate how each type engages in constructive conflict.

2. Understand how each type engages in unconstructive conflict.

3. Identify conflict resolution tactics appropriate for each type.


Training Needs Analysis

Background

The 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.

Methods

Observation

The 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.

Interviews

Face-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 organization

Focus Groups

A 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 Findings

Observation

The 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.

Interviews

Those 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 Groups

The 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 Planning

It is recommended that a training program be developed to address the communication

issues within the CSET organization. The training should cover the following areas.

1. The role different personality types play in communication style

2. The role age, gender, and culture play in communication

3. Effective feedback strategies based on personality, age, and gender

4. Effective conflict resolution strategies based on personality, age, and gender

Budget

Amount

INCOME ESTIMATES

GRANTS $28,000DONATION $550.00GOVERNMENT $500.00MISCELLANEOUS $200.00

Total Income Estimate 00

EXPENSES PERSONNEL $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 0

Staffing Plan

The 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 Table

Role Project Responsibility Skills Required

Number of Staff

Required

Estimated Start Date

Time RequiredIn Hours

Project Team

Project Manager

Lead team, report status

Leadership, Project Management, budget management

1 06/01/2015 256

Core TeamEstablish and review deliverables, assure quality

Project Management 2 06/01/2015 512

Content Developer

Create content and training materials

Research and content development skills, writing skills,

1 06/08/2015 128

Administration Produce training material (handouts, PowerPoint®)

PowerPoint®, MS publisher, MS word

1 07/08/2015 128

SchedulerSchedule training facility, arrange for

Scheduling, facility management 1 06/08/2015 16


equipment, schedule participants, coordinate with sites

IT StaffSetup projector and laptop in training room

Projector and Laptop setup 1 08/08/2015 4

Review Team

Evaluate Program Project Management experience, knowledge of evaluation methods

2 06/01/2015 128

Trainer Facilitate training Presentations, Subject expert 1 08/08/2015 48

Staffing Plan Personnel Cost Table

RoleNumber of Staff

RequiredName Pay

RateRate Unit

Hours Required

Personnel Cost

Project Team

Project Manager 1 Name $20 Hours 256 $5,120

Core Team 2 Name1, Name2 $19 Hours 512 $9,728

Content Developer 1 Name $20 Hours 128 $2,560

Administration 1 Name $14 Hours 128 $1,792

Scheduler 1 Name $13 Hours 16 $208

IT Staff 1 Name $20 Hours 4 $80

Review Team 2 Name1, Name2 $20 Hours 128 $2,560

Trainer 1 Name $20 Hours 48 $960


Total 10 0

Available Internal and External Resources

Sufficient 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 evaluation

Staff will be evaluated based on the following criteria:

1. Ability to meet deadlines of deliverables determined by the Project Manager

2. Quality of deliverables

3. Ability to collaborate

4. Overall program success

Stakeholders and Goals

Stakeholders (minimum of five) Partnership goal Ways to build support

CSET Senior Leadership

Improve communication within organization

Reduce turnover Decrease absenteeism Improve employee

satisfaction Improve customer service

Involve early in the program development

Invite input Check in periodically

during training program development to obtain feedback

CSET Division Directors Improve communication within division

Reduce turnover Decrease absenteeism Improve employee

Involve early in the program development

Invite input Check in often during

training program


satisfaction Improve customer service

development to obtain feedback

Managers

Reduce turnover within department

Decrease absenteeism Improve employee

satisfaction Improve customer service Provide effective

feedback to staff Develop new conflict

resolution strategies

Invite input Check in with them often

during program development for feedback

Supervisors/Site Coordinators

Improve customer service Improve employee

satisfaction Provide effective

feedback to staff Develop new conflict

resolution strategies

Invite input Check in with them often

during program development for feedback

Provide them with samples of program content

CSET Coaches

Improve customer service Provide effective

coaching and feedback to clients

Invite Input Provide them with

samples of program content

Communication Plan

The 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 Message


The 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 Benefits

The 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 Materials

The 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 Communication

To 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 Listening

Communication Training Plan: Stakeholder Chart

Stakeholder Information Phase WhenCommunication Channel

CSET Senior Leadership

Program goals and objectivesBudget reportsProgram development progress

Project development

Weekly Meetings and Email

CSET Division Directors

Program goals and objectivesBudget reportsProgram development progress

Project development

Weekly Meetings and Email

ManagersProgram goals and objectivesProgram fact sheets

2 Month prior to training

Weekly Email and video conference


SupervisorsProgram goals and objectivesProgram Fact Sheets



CSET Coaches

Program goals and objectivesProgram Fact Sheets



Fact Sheets

Several 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 Example


Program Evaluation

Donald 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: Reaction

The 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: Learning

The 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: Behavior

The 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: Results

This 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.

Conclusion

Following 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.


References

The Enneagram in Business. (2013). Communication. Retrieved from

http://theenneagraminbusiness.com/business-applications/communication/

Rollo May. (n.d.). BrainyQuote.com. Retrieved May 17, 2015, from BrainyQuote.com Web site:

http://www.brainyquote.com/quotes/quotes/r/rollomay389414.html

Mind Tools. (n.d.). Kirkpatrick's Four-Level Training Evaluation Model. Retrieved from

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

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