2. 2
Table of Contents
Background of the Project …………………………………………………. 3
Project Overview …………………………………………………. 5
Needs Assessment …………………………………………………. 6
Description of Training …………………………………………………. 9
Program Evaluation Plan …………………………………………………. 12
Professional Considerations …………………………………………………. 14
Conclusion …………………………………………………. 16
Appendix …………………………………………………. 17
References …………………………………………………. 18
3. 3
Company Overview
FMLASource—A Division of Compsych
Compsych Corporation is a global leader in Human Resource outsourcing and
employee assistance programs including Federal and Medical Leave Act (FMLA)
administration, health and wellness programs, and absence management services. In
order to fill a growing need in corporate America, Compsych has recognized that their
FMLASource brand must expand quickly. The department has displayed an increased
demand for hiring, onboarding and training in order to maintain market control.
As a division of Compsych, FMLASource employs customer service
representatives who take calls from employees, claims specialists who administer leaves
of absence, and account managers and implementations experts who directly assist
clients. Headquartered in Chicago Illinois, FMLASource operates under a functional
structure. The company’s strategy is what Miles and Snow (1978) coined as the “analyzer
strategy” and is focused on growth and flexibility to fit market needs. Similarly,
employee development strategy centers on meeting employee goals, increasing retention,
and facilitating innovation. The organization’s routine operations thrive under formalized
functions and processes in order to remain compliance with FMLA laws and regulations.
FMLASource has established its own training team, which is dedicated to the
development and education of knowledgeable employees. However, due to the rapid
growth of the department, it’s been observed that employees outside the training team
currently participate in some aspects of employee training. Expert-level employees who
administer training to new hires and others may not be equipped with coaching skills,
communication ability, and knowledge on how to deliver effective feedback. Key
assumptions for this training proposal must be met for implementation:
1. Experts are indeed delivering training.
2. Deficiencies in feedback delivery skills are found.
3. FMLASource managers are supportive of training.
Should any of these assumptions not be met, logistical and practical adjustments will be
made to the training plan.
4. 4
By cultivating efficient feedback delivery skills in all who administer training, the
company can produce more efficient employees. Successful implementation of this
training program will equip Expert level employees with the skills and ability to
effectively give feedback. After feedback is delivered, an employee will be able to
articulate exactly what is expected of them in terms of observable behavior. Experts who
give effective feedback will leave their subordinate feeling empowered to change (or
continue) behaviors, rather than feeling defeated (Ballard, 2012).
As a secondary necessity, it is important to note that the employment market is
increasingly competitive for attracting top talent. Many companies are looking for ways
to increase their attractiveness to sought-after professionals. Research shows that in
addition to developing employees, effective feedback training programs can increase
attraction and retention of top-level employees (Hood, 2015).
5. 5
Project Overview
High-level outcomes for the company as a whole include long-term payoff,
employee retention, pay and status increase, and employee engagement (Urban, Ferris,
Crowe, and Miller, 1985). Within the FMLA department, these outcomes will be
exaggerated, as training is directed specifically toward FMLA Experts.
The initial step for a training program in this company will be a needs assessment.
The needs assessment will be the primary factor in determining if training is necessary,
who needs to be trained, and how much training should be conducted. Should training be
deemed necessary, the description of training (see page 9) will be used to create and
implement the training course. The course will then be evaluated on four different
outcomes to address areas of success and improvement. Adjustments will be made to the
course accordingly.
As the trainer, it will be my responsibility to equip the training team at
FMLASource with the tools and skills necessary to carry out feedback training with
future cohorts. The client will be responsible for providing training materials and training
space as well as engaging fully with myself to implement the best possible training
course for employee development. Additionally, full participation from all employees
(with regard to interviews, surveys, workshops, training, etc.) is expected. Further
responsibilities are addressed in the Professional Considerations section.
6. 6
Needs Assessment
A needs assessment (also called a needs analysis) is comprised of an
organizational analysis, a person analysis and a task analysis. This assessment must be
conducted to determine whether a training course in feedback is necessary and
appropriate under current circumstances. It is crucial for determining if training is
necessary, what type of training is necessary, and who should participate. In order to
gather necessary information, specific groups and processes need to be involved in this
analysis.
Organizational Analysis
An Organizational Analysis determines the appropriateness of training given the
company’s strategy. In addition, information on resource availability and managerial
attitude toward training will be uncovered.
Information Gathering
One-on-one interviews and group interviews will facilitate the compilation information
regarding training needs and potential roadblocks. This information can be gathered from
people at different levels within the company and interview questions will differ
depending on the interviewee. Sample interview questions for an organizational analysis
may include:
1. What are current, pressing organizational/departmental goals?
2. How is training currently aligned with the business strategy?
3. Is there an obvious need for feedback training? Examples?
4. How do you feel employees will receive the proposal for feedback training?
Key Constituents
Richard Chaifetz- founder and CEO of Compsych. Dr. Chaifetz’s role enables
him to elaborate on subjects such as strategy and current organizational goals.
Sara Gardella- FMLA training department manager. Sara’s role enables her
oversee daily operations on a departmental level. Interviewing her would enable
insight into the goals of the department, resources currently available and whether
she would support an initiative such as feedback training.
The information gathered by this process is likely to indicate a training need. A person
analysis should then be conducted.
7. 7
Person Analysis
A personal analysis determines whether the performance deficiency is due to a lack of
knowledge, skill or ability, or whether it is attributable to other things such as
motivational issues or work-design problem. Additionally, it will identify which
employees need training and determine employee readiness for training.
Information Gathering
Questionnaires and direct observation should be used for information gathering at this
level. Questionnaires can be distributed to Expert level employees to gain insight into
their knowledge, skill and ability. Because self-report data is not always sufficient, direct
observation should also be used. Current trainers can observe side-by-side sessions and
make recommendations for employees who would benefit from feedback training.
Key Constituents
Alex, Jessica, and Kate- FMLA department trainers. These individuals are
equipped with the tools to do training observation and they will be critical for the
observation process. They will help nominate employees who are the best
candidates for feedback training.
Expert employees- those employees who are currently eligible to instruct or train
during side-by-sides are deemed Experts. They will be crucial for delivering
insight into their own capability. They will also be subjects of observation.
Likely, it will be determined that the performance deficiency is attributable to a training
need. Select employees are then elected to undergo feedback training. For the purposes of
this program, Expert employees will be elected to act as a pilot group. As a final step, a
task analysis should be conducted.
8. 8
Task Analysis
A task analysis will identify the important tasks and the knowledge, skills and abilities
that should be emphasized in training in order to accomplish those tasks.
Information Gathering
A focus group is an effective information gathering technique at this level. Assembling
subject matter experts to explore the components that go into delivering feedback will
provide ample information. Conversation will focus on current techniques and potential
areas of improvement. Outside resources regarding best practices in delivering effective
feedback will also be used to supplement any gap in discussion.
Key Constituents
FMLA operations managers- from both claims and customer service. The
managers, with assistance from the training team, will act as Subject Matter
Experts in the process of providing effective feedback. Their knowledge and
experience will lend to the construction of an effective program.
This final step will provide the information necessary to move forward with the design
and implementation of an effective training course.
9. 9
Description of Training
Overview
Should the needs assessment reveal a training need, the course will be designed
based on the Start, Stop, Continue model of feedback delivery. This model implies that
employees who are given feedback in the form of observable behaviors are better
equipped to make observable behavior changes (Giving effective feedback, 2009). Those
delivering feedback are expected to name one behavior that the employee should start
doing, one that he or she should stop doing, and one that he or she should continue doing.
Expert employees at FMLASource’s headquarters in Chicago will attend training
that includes lecture and role-play using this model of feedback delivery. Because there
are only 18 Experts in the entire department, there will be three classes offered. The
group will be randomly split into three groups of six and these employees will act as the
pilot group for the feedback training. Completion of the course in its entirety will take
trainees approximately two hours. Consideration for distance learners will be made if and
when the course is expanded to other departments.
Delivery Method
The landscape of learning modalities in corporate training and higher education is
changing quickly due to the constant introduction of new technology. Although the face-
to-face training method has dominated in years past, universities and corporations are
turning to online learning to cut costs and increase success. According to
elearningindustry.com, 74% of companies are currently using some form of online
learning to train employees (2015).
There is particular strength in blended learning, which is a combination or
integration of traditional learning (face-to-face) and eLearning (online) (Al-Qahtani &
Higgins, 2012). The greatest known advantage of this pedagogy is that while traditional
(lecture-style) and eLearning modalities typically produce equal performance, blended
programs have been found to produce the greatest performance. This is attributable to the
combined benefits of face-to-face interaction and structure provided by the traditional
setting and the flexibility provided by the online setting (2012).
Training will be conducted on-site at Compsych’s Chicago headquarters. The
course will be delivered in a blended style. The online portion will introduce employees
to the theoretical framework of the model and provide them with the flexibility to absorb
material at their own pace. The face-to-face portion will be instructor led and facilitate an
environment for question clarification, role-play, and discussion.
10. 10
Learning Objectives
In order to design an effective training course for feedback delivery, program and
facilitating objectives are used to enable and measure learning. Each of these activities
will enhance learning for trainees. As knowledge and skills are developed in individuals,
the FMLA department will continue to flourish. This training can effectively increase
communication and development for all employees of the FMLA department at
Compsych.
Program Learning Objective
The program learning objective will shape the overarching goals of the training
course. Program learning objectives are often overlooked in the design of a training
program, but are crucial for success. They make the purpose of the course clear to
learners and create the basis for evaluating whether or not the program was successful.
The program learning objective will be supported by facilitating objectives, which
enhance learning with specificity. The learning objective for the effective feedback
delivery program is:
Given that a FMLA expert employee is in a position of training another employee, he or
she will be able to use the ‘stop, start, continue’ model to deliver timely and effective
feedback.
This objective will be initially measured by role playing exercises at the end of
the course. The exercises will simulate real-life situations that require feedback. Trainees
will be paired or placed in groups and provided with example situation. They will use the
skills they have learned to practice providing feedback. As an additional measure, a
survey will be administered to all employees after the training course. The survey will
inquire about the quality of feedback employees are receiving from expert employees.
Facilitating Learning Objectives
Facilitating learning objectives support the program learning objective. They are the
components that must be mastered in order to adequately use the content of the course.
The following components will support the overall competency in a step-wise fashion:
1. Identify the conditions under which it is appropriate to give feedback.
2. Describe the two main “how” elements of productive feedback.
3. Describe the ‘stop, start, continue’ model of feedback delivery.
11. 11
The mastery of these learning objectives will be measured through written
assessment. The training course will end with a written evaluation. The test will have fill-
in-the-blank and short essay questions to address knowledge of the models and other
components that lead to effective feedback delivery. In addition, the assessment will
reveal the employee’s ability to apply this new knowledge in example situations. The
written test in tandem with the role-play activities, will provide training administrators
and evaluators with both an objective and subjective measure of training success.
12. 12
Program Evaluation Plan
Kirkpatrick’s four-level framework will be used as the standard for evaluation. It
measures four training outcomes: reaction, learning, behavior, and results (Noe, 2010).
The intended evaluation will measure each of Kirkpatrick’s outcomes in addition to
Return on Investment (ROI). The importance of measuring multiple outcomes lies in the
values of each individual involved. Executives, managers, trainers, Experts, and
specialists each have individual vested interest and will see different benefit in training
(Campbell, 1998).
Reactions
This outcome measures participant’s emotional feelings and reactions to the
course (Noe, 2010). This can include facilities, trainers, and content. The reaction
outcome for this course will focus on the content and applicability of the program from
the perspective of participants. Outcome data will be useful for the training manager as
she evaluates the content of the course.
A post-course questionnaire will be administered to participants to measure the
reaction outcome. The questionnaire will be short and include Likert-like questions for
effective quantitative analysis. Participants will evaluate their general reactions, the
delivery modality, and the overall usefulness of the content (see Sample 1: Reaction
Measure in the Appendix). A generally positive reaction will indicate success for this
outcome.
Learning
This outcome objectively measures what principles and techniques participants
learned from the training. Learning will be measured against the learning objectives
(stated in the course description above) in order to ensure the course is accomplishing
department goals. This should be measured directly after training (2010). This measure
will produce pertinent information for the training manager as it will help her indirectly
evaluate the effectiveness of her training staff as well as consider potential adjustments to
content.
An online content exam will be used to evaluate learning of course content. The
exam will evaluate the knowledge and concepts that the Experts have gleaned from the
course (See Sample 2: Learning Measure in the Appendix). Additionally, situational
questions will be used to evaluate how well learners can apply the soft skills they have
acquired. Measuring the ability to apply learned skills is especially important for
indication of transfer of training. See the following section for a full discussion on
behavior outcomes and how the impact of training will be measured.
13. 13
Behavior
Behavior (or skill-based) evaluations assess how well the skill (in this case
feedback delivery) is learned based on how well it’s performed. It is also an indicator of
transfer of training (2010). This data will be particularly important for department
managers. Managers will use this data to conclude that positive changes are attributable
to the training program.
The evaluation of transfer of training will be embedded into the implementation
process. Two measures of behavior will be used. A behavioral assessment in the form of
a survey will be developed and administered three weeks after training. This assessment
will be self-report and will help determine whether employees are using the things they
learned in training (see Sample 3: Behavior Measure in the Appendix). Additionally,
managers will be charged with evaluating the competence of Experts during performance
evaluations.
Results
This outcome is especially important to the top executives and others who are
financially invested in the training course. It’s important to recognize how training will
impact the company profitably by linking organizational outcomes to observable
measures such as dollar amounts. This is best exemplified by return on investment.
There are many ways to measure ROI including long-term payoff, retention, pay
and status increase, and employee engagement (Urban, Ferris, Crowe, and Miller, 1985).
To measure results, we will closely track the daily production averages of the employees
who are trained by the Experts who receive the feedback training. This quantifiable
metric will allow us to place hard numbers the worth and we will be able to determine if
the cost of the training can be off-set by the increase in productivity.
At the conclusion of the training evaluation, I will provide a deliverable in which
data collected from the evaluation tools is analyzed and synthesized. The deliverable will
also include feedback on the strengths of the course and recommendations for
improvement.
14. 14
Professional Considerations
Legal Considerations
To comply with copyright laws, it is imperative that any materials used in the
training course be an original expression of thought or explicit permission be obtained
from the author for use of the idea (Noe, 2010). Copyrights protect the expression of
ideas, and failing to adhere to this law can be costly and time consuming (2010). As the
designer of this program, it is my duty to ensure adherence to this law but ultimate
responsibility will fall on the corporation. Research and appropriate communication with
original authors should be conducted before the launch of the training course.
There is risk associated with excluding employees from any available training.
The civil rights act of 1964 explicitly protects the rights of women and minorities who
may be excluded from training based on discrimination (2010). Because this feedback
course will be exclusive to expert level employees, the company must examine its
promotion policies to ensure employees are not being promoted based on gender, age, or
race. This pre-emptive action will help protect the company from lawsuits that could arise
if employees note that this training is limited to certain groups of employees. Selection of
candidates for this course should be based solely on expert level classification and
performance.
Should the participants call for it, reasonable accommodation of disabilities
should be made. The Americans with Disabilities Act (ADA) of 1990 prohibits
discrimination against employees with disabilities (2010). Therefore, the training
facilities and materials should be equipped to accommodate employees with physical
disabilities (handicapped individuals, blind or deaf individuals, etc.) should they request
it. Be cognizant that accommodations do not have to be made for individuals who are not
qualified to participate or those who don’t request them.
Ethical Considerations
Ethical considerations must also be made for participants. Performance data from
this program may be used to identify high-potential employees. These employees may
have the opportunity for managerial promotion based on performance. As a consideration
to all employees, trainers should ensure that a performance data is accurate and kept
confidential. Opportunities for further training, practice and feedback should be equally
available to all employees (2010).
Cultural considerations for the training program should also be made. Because the
Federal Medical and Family Leave Act (FMLA) is only administered in the United
States, cultural considerations don’t necessarily need to be made for the pilot course.
However, should the feedback delivery course be expanded to other departments,
adjustments for cultural differences should be made with consideration for
15. 15
communication style, individualism-collectivism, masculinity-femininity, and power
distance.
The American Psychological Association (2010) code of conduct will govern my
behavior and I will uphold the principles and standard of psychological ethics. Using this
source as a guide, I will uphold employee confidentiality, use assessments only as
mandated, and place the safety of the organization above all. I will take every precaution
to safeguard Compsych against potential legal threats and breaches of ethical standard.
Additional Considerations
Inevitably, issues arise during the implementation of an invasive training program
such as this one. As the consultant on this project, it will be my duty to address issue
should they arise. As the FMLASource department collaborates with me to resolve issues
and take preventative measures for the future, it is expected that the organization comply
with legal and ethical guidelines. In addition, the organization is expected to collaborate
with the FMLASource trainers and myself to enable smooth implementation and
maintenance of the proposed training program.
16. 16
Conclusion
This training proposal was developed specifically for the FMLASource
department at Compsych Corporation. Each step in the design, implementation, and
evaluation processes is grounded in research and theory and then tailored to fit the current
needs of the Expert employees in the FMLA department. The needs assessment will
enable specific needs and considerations to be unearthed while the learning objectives
will facilitate growth in the desired area. Because considerations for evaluation, delivery
method, cost, and professional obligation have been made preemptively, the program is
likely to be a success. Additionally, only small considerations and changes must be made
for this program to be expanded to employees in other areas of the company. For these
reasons, the training program is expected to produce a plethora of positive outcomes for
each invested party at Compsych.
In the preceding proposal, my expectations of the company and responsibilities as
the forerunner of this project have been made clear. I will uphold the ethical standards of
the American Psychological code, take proactive measures to circumvent issues that may
arise, and practice flexibility in the application of this project. The upmost regard is held
for the process of translating theory into practice in a way that is clearly laid out and
ultimately, delivers positive results. It would be my pleasure to have the opportunity of
implementing this program with the FMLA department at Compsych.
17. 17
Appendix
Sample 1: Reaction Measure
1
Strongly
Disagree
2
Disagree
3
Neither
Agree nor Disagree
4
Agree
5
Strongly
Agree
Use the scale to rate each of the following:
1. I enjoyed this training course.
2. Course content is applicable to my daily interactions with other employees.
3. The things I learned in this course will improve the way I communicate with
other employees.
Sample 2: Learning Measure
1. The stop, start, continue model of feedback delivery is based on the idea that
receivers of feedback must be given a list of observable behaviors in order to
improve performance.
a. True
b. False
2. Effective feedback delivery will:
a. Be understood by the receiver
b. Keep the relationship intact
c. Include observable behaviors
d. All of the above
3. Consider an employee who is struggling to accurately locate the Return to Work
Contact in CP&P. A proper feedback statement that is likely to improve the
employee’s performance is:
a. “You’re not looking hard enough”
b. “You’re not looking in the right place”
c. “You should start by opening CP&P and locating the purple bar tab that is
labeled Return to Work Contact”
Sample 3: Behavior Measure
1
Strongly
Disagree
2
Disagree
3
Neither
Agree nor Disagree
4
Agree
5
Strongly
Agree
Use the scale to rate each of the following:
1. I seize the opportunity to use effective feedback delivery anytime I am training a
new hire.
2. I consult my manager on a regular basis with regard to how I can improve my
feedback delivery.
3. I feel that my manager is supportive of my development as when it comes to
effective feedback delivery.
18. 18
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