Running head: TRAINING ACTION PLAN
Training for Support Staff in People First Language Proposal
The purpose of this paper is to use the process of developing an action plan to propose a course to be developed.. Action plans are a proposal for remedying a problem in an organization that might best be addressed by training. Development of an action plan serves as documentation for creating a framework from which to work to assure the creation of a viable training. Examining the process in detail highlights areas that may be looked at in a different perspective than expected by all the participants. Training action plans allow the developers to examine resources and cost to see if there is another option available to resolve the problem. Included is a discussion of what is needed to propose training for support staff for individuals with disabilities.
In order to provide further auxiliary training, creating learning modules that can be accessed in flexible manners will allow staff to access the training on their down time. It can also be done in a manner that allows them to access the content while on duty but not actively engaged with the consumer. The flexibility will allow staff to increase their marketability and improve services to the consumers. The additional training allows staff to understand the unique qualities of the individuals they are supporting and tailor their approach to support accordingly (Hatton et al, 1996).
Improved staff job satisfaction will cut turn over costs and overtime because of absenteeism. Improved quality of life prospects for the consumer will translate into less strife between consumer and staff also decreasing the turnover and overtime requirements. The training investment into staff will provide a better bottom line since there will be an offset of costs that were prevalent prior to the trainings.
Working with
individuals with disabilities one of the areas of problem that arises is in
providing training above the minimal required training for support staff. Most
of the governing agencies that hire or pay for support staff services require
the staff to be trained in Medical Technician, CPR/First Aid and CPI in order
to work in residential, supported living facilities or day programs for
individuals with disabilities (DMH, 2005). These trainings are usually provided
by local Regional Centers and must be scheduled to meet scheduling needs of the
Regional Center Staff and availability of their trainers (
The support staff of individuals with disabilities often meets minimal requirements for employment which is basically being over 18 and has either a GED or high school diploma. Pay is based on education and prior experience, creating a minimal pay scale that is near or equal to minimum wage. There is a large amount of emotional and physical stress in the job. This in addition to low pay creates a high overturn in employees because of high absenteeism or job dissatisfaction. This in turn creates high cost because of the continual drain on hiring and training costs.
Budgetary constraints on individual agencies providing support staff to individuals with disabilities limits the amount of training that is provided beyond the bare minimums. One of the influences is the limited amounts of money available to replace staff that would be absent because of training in a face to face venue. In addition, employees expect payment for the time in training if it is in addition to the time scheduled to work or part of the work schedule. Availability of an online offering for further training that is available to staff in People First Language will provide a training that encourages the implementation of Department of Mental Health (DMH) philosophy of person-centered treatment/support (DMH, 2005).
Staff job satisfaction is dependent on having knowledge available to implement the proposed plan of support.
When minimum training is provided with limited access to information that will aid in understanding the philosophy of people centered treatment/support, staff is unable to fully implement the programs or emphasize with the consumer
Budgetary constraints limit how much training can be done face to face because of …
Lack of funds for trainers and content
Lack of funds to pay for substitute staff while normal staff is in training
Lack of funds to pay for overtime and extra training
Increased absenteeism and employee turnover because of job dissatisfaction and emotional stress of the job
Unpaid overtime and expectations of continued work without any monetary compensation (Penna, Paylor & Soothill, 1995)
Employee dissatisfaction due to feelings of worthlessness from no additional training when it is requested (Larson, 2000).
Create a set of online learning modules that provide training in one of the key elements of the person-centered philosophy about People First Language and its basic philosophy. This online training can be accessed at the staff's connivance. There would not necessarily be a need to pay for the time in training, rather have an incentive for completion through increased pay. It would also be possible to access the training during work hours when there is down time and continual need for supervision is not necessary. This added incentive will encourage staff to use their down time in an efficient manner rather than doing nothing.
With the added training and knowledge, staff will have tools to understand some of the issues surrounding the field of individuals with disabilities. This ability to understand will hopefully create empathy with their consumers. This understanding will decrease the amount of emotional stress that occurs when continual conflict arises because of misunderstandings and miscommunications. Staff will feel empowered in their contribution to the organization and the consumer will feel empowered because of a change of attitude in their support staff that is more empathetic to their needs.
The course of
action proposed is the creation of an online course that provides a set of
modules that explore the use of People First Language and its affect on individuals
with disabilities. This course will be made available to all support staff
working with individuals with disabilities. This will be a pilot project
focusing on the agencies and their employees currently contracting through the
Department of Mental Health MR/DD division in the state of
There will be a team of individuals who will develop these modules and they will be deployed on a learning platform of the state's choice. The course will contain three major topics; dealing with People First Language, various disabilities that were commonly found in the supported services of DMH and finally a discussion on the way attitudes and presentations affect communication and interactions between all the participants. The course modules can be done all at once or can be broken into sections that deal specifically with one of the three topics.
Working from the ideal team within the constraints of the real world, the first person that would be selected for membership is the project manager. This person must be able to communicate well with all members of the team and stakeholders. They are the one that is responsible for the daily operations of the team in a collaborate manner (Ivancevich, Duening & Konopaske, 2002). They are also responsible for encouraging a feeling of cooperation and belonging to the team (Overfield, 1988).
Another important member of the team would be the instructional designer/subject matter expert. This individual is serving a dual role and as such must be able to combine these two roles well. This person must be able to provide content. Additionally they must also translate this content into a learning module that is accessible and usable by the learners. While it would be better to have these two separate it is not always possible and combining these two expertise's is more feasible. Insuring accuracy of the content is necessary and the way the content is presented needs to be in a manner that is cognitively sound. Both of these experts are held responsible for this occurring in the team environment (Ivancevich, Duening, & Konopaske, 2002).
The next member of the team would be the graphic artist. This individual must be able to conceptualize the content into graphical representations that enhance and encourage the learning. They must be proficient in the tools of their field as well as the ability to apply the best practices of the field (Ivancevich, Duening & Konopaske, 2002). They are responsible in insuring the correct application of graphics in a manner that does not take from the overall course.
The final member of the team would be the programmer. This individual has the responsibility of taking all the elements of the course and through proper coding integrates them together into a cohesive course. They must also be able to translate the work into understandable communications that allow team members to facilitate their own responsibilities (Ivancevich, Duening, & Konopaske, 2002). The programmer makes sure that the interface is well designed and encourages rather than distracts from the learning experience.
Most of the members of the team will be local. By having members in close proximity to one another the development of the courseware will be easier to facilitate on the part of the project manager. The collaboration will flow easier, since a more synchronous communication can occur. It is feasible to have the same collaboration even with distance, but for the development of the courses the author deals with close proximity is a better working situation.
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Team Members |
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|
Team Member |
Responsibility |
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Project Manager |
Act as liaison between the team and the stakeholders Manage documentation of the project and its development Make decisions that affect the budget and development of the project |
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Instructional Designer |
Develop the content provided by SME into a effective and efficient learning module Insure that the design meets the applicable design theory Insure the design meets the needs of the learners Insure the content is accessible by all and is presented in a number of ways that will address the various learning styles. |
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Graphic Artist |
Develop various graphics that enhance the learning module Insure that the graphics are relevant to the learning and add to rather than distract from the learning |
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Programmer/Designer |
Take the developed material and transform it into a deployable form for the learning management system and learning platform. Insure that the interface is compatible and accessible to the learners. |
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Subject Matter Expert (SME) |
Collect and evaluate the content for the modules. Insure the content is accurate and up-to-date Provide expertise in developing some of the presentations for content accuracy |
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Technical Writer/Editor |
Insure that all written presentations of the content are understandable Insure all written content follows acceptable grammatical structure Insure all written content uses terms and language appropriate for the target audience |
In addition to the human resources that are necessary for the development of the course ware, there are other resources that are necessary. Some of the resources may be sought in-house such as the personnel or they can be out-sourced. Decisions for doing either are determined by the needs of the organization, budgetary constraints and availability of the skills needed by the team. Below are tables showing the various breakdowns of resources.
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Resources |
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Resources |
Justification |
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Dreamweaver |
Development of course for deployment online Use of some of the extensions such as CourseBuilder for some of the learning module |
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Flash |
Development of graphics and some simple animations |
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Authorware |
Management software for monitoring the development |
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Microsoft Office |
Writing content, correspondence, developing databases and Excel files |
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Computer systems to work from |
Systems are needed on both ends of the development for developing the module, deployment and then access by the learners |
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Movie Maker or similar software |
Creation of movie clips to be used in the modules for enhancement of content |
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Printer |
Provide written copies of some of the material for learners to take with them for reference at a later date |
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Internet access |
Both sides of the development need access to the internet so that the modules can be deployed and then accessed |
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Moodle LMS |
Platform for deployment of the learning modules. Serve as a way of tracking learner progress |
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External resources and support |
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Resource/support |
Purpose |
Justification |
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Web Platform for delivery |
The way in which the course is delivered to the learner. A variety of platforms are available and their requirements are also different. |
Development and delivery must be cohesive. Using an outside delivery mode requires knowledge of what it entails. |
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Administrative support |
Maintaining records and correspondence. Some clerical work and accounting. |
Allows the team members to focus more thoroughly on the course itself. Insures that the documentation is up-to-date and complete. |
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Graphic development software/Graphic designer (possibly) |
To develop graphics and animations for distribution in the course. |
Provide professional quality graphics that are relevant to the course and will enhance learning. |
Each of these items is things that affect what the team does and how well it is accomplished (Golas, 1993). The need to produce large quantities of courseware quickly and efficiently increases the likelihood of outsourcing some or all of the courseware development (Brandon-Hall, 2005). The development of the courseware is dependent on the project manager and their ability to best distribute the skills of the team members as to what will be outsourced and what will be developed by the team (PMI, 2000).
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Outsourcing Tasks |
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Task |
Justification |
Cost |
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Graphic development |
Quality expertise that focuses on the development of the graphics without dealing with some of the other issues of the development. Will reduce the requirement for purchasing software or other programs for graphic development |
Appox. 18.75/hr depending on the graphics developed will need approximately 40 hours. Total cost is approximately $750.00 for the graphics in wages for the graphic designer. Administration cost will probably add an additional $250.00 bringing the total to $1000.00 |
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Programming |
Programming is done by someone who focuses on this skill solely allowing for concentration on this skill. This will allow the focus on the development to be more skilled. |
Approx. 15.00/hr average. There will be approximately 80 hours of development time needed. This will cost $1200.00 there will be an additional administration fee of $300.00 to make a total $1500.00 |
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Administration work |
Temporary work for clerical and record keeping can be done by clerical pools. This eliminates the need for extensive paperwork to be done by the team and the daily reports can be easily transcribed or compiled. |
Approx. 8.00/hr average. There will be approximately 120 hours of work over the lifetime of the project. This will cost $960.00 with additional administration costs of $250.00 for a total of $1210.00 approximately. |
While outsourcing can be advantageous for some of the companies this is not necessarily true when other factors beyond finances are included in the formula. There are many reasons why a company should keep their resources within the company. The table below discusses possible reasons for keeping the development team within the company.
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Justification for Using In-House Team |
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Reason |
Justification |
Adverse possibility |
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Intimate knowledge of the company and its philosophy |
Use of internal members will have the advantage of being in alignment with the company's goals and philosophy. There will be an easier transition through the development phases in order due to easier access to the employees and survey results. |
With the intimate knowledge of the company, introduction of new innovative ideas may not occur. "We've always done it this way" philosophy could be prevalent. This is easy to overcome with the encouragement of creativity opportunities to expand perspectives |
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Previous success in development of other projects |
An established track record of work that is part of the company's profile. The management is familiar with the products of the team and has supported the successful developments of the past. |
Management's knowledge of past performance can skew expectations of the products outcomes. This is overcome by careful documentation and record keeping. |
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Protection of sensitive properties and ideas that are not public knowledge |
Sensitive materials and properties are protected from external sources and industrial espionage. Control of exposure to sensitive material is achieved. |
Limited exposure to the information creates difficulty in creating accurate content. Decisions of what is included may not be instructionally sound. |
After the team has been developed and assembled one of the major things to be looked at is the cost of developing the project. The costs shown in Table 6 are estimates based on the approximate cost generally ascribed to this type of project. The total cost is dependent on the cost of individuals making up the team, the cost of the resources needed for the development as well as miscellaneous cost associated with this type of project. Table 6 is an estimation of possible costs that might be experienced in this project. The table is not complete and does not include wages of all the team participants, some of which can be found in Table 4.
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Content acquisition |
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Subject Matter Expert __20__ hours at $__25___ per hour = $__500____ |
500.00 |
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Research and acquisition of content__15__ hours at $__20__per hour = $__300__ |
300.00 |
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Total hours for Content Acquisition: 35 |
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Total cost for Content Acquisition: 800.00 |
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Total Cost |
$800.00 |
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Development of
Standards |
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Research on standards __10__ hours at $__20__per hour = $__200__ |
200.00 |
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Development and alignment of standards __10__hours at $__25__ per hour = $__250__ |
250.00 |
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Total hours for Development of Standards: 20 |
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Total cost for Development of Standards: 450.00 |
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Total Cost |
$450.00 |
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Storyboarding |
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Developing storyboarding _40_ hours at $__30__per hour=$__1200__ |
1200.00 |
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Present storyboard to developers __10__hoursat $__30__per hour =$__300__ |
300.00 |
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Total hours for Storyboarding: 50 |
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Total cost for Storyboarding: 1500.00 |
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Total Cost |
$1500.00 |
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Graphics |
|
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Development of graphics _25_hours at $__40__ per hour =$__1000__ |
1000.00 |
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Integrating graphics into module_10_hours at $_40_ per hour = $__400__ |
400.00 |
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Total hours for Graphics: 35 |
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Total cost for Graphics: 1400.00 |
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Total Cost |
$1400.00 |
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Video |
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Video development __20__ hours at $_75__per hour = $__1500__ |
1500.00 |
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Total hours for Video: 20 |
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Total cost for Video: 1500.00 |
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Total Cost |
$1500.00 |
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Programming |
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Programming of the course __30__hours at $__45__per hour = $__1350__ |
1350.00 |
|
Development of the website __10__hours at $__45__per hour = $__450__ |
450.00 |
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Integrating the content onto the LMS __10__hours at $__45__per hour = $__450__ |
450.00 |
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Total hours for Programming: 50 |
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Total cost for Programming: 2250.00 |
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Total Cost |
$2250.00 |
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Administration |
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Recordkeeping __50__hours at $__15__per hour = $__750__ |
750.00 |
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Bookkeeping __25__hours at $__15__per hour = $__375__ |
375.00 |
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Total hours for Administration: 75 |
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Total cost for Administration: 1125.00 |
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Total Cost |
$1125.00 |
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Total cost for project |
$9025.00 |
The approximate timeline for this project would look as follows:
Development meeting with stakeholders.--- January 3-5
Gather team together---January 9-15
Content researched and most of it gathered---January 18
Graphics and video completed---February 18
Programming and learning platform integration---March 18
Beta testing for course---April 25
Final revisions of the course---May 18
Presentation of course to the stakeholder---June 1
The timeline for this project is projected to last for approximately six months. The goal is to have the course up and available in a short period. This crush in time can be a deterrent in the creation of the project. This is just an approximation of what is expected for the development of the course. Some of the development will be happening simultaneously and therefore be overlapping so the timing would be difficult to approximate.
The final date for completion of this project is June 1. This is with assumption that all the items are developed in a time and there are no glitches in the deployment. In order to be realistic about the development and to allow for other problems, the final delivery will be slated for July 1. This coincides with the start of the fiscal year and would allow for budgeting for training that might not be available at a later period in the year.
The staff employed in the house with the exception of the house manager had a minimum education and limited training in this field. There was a suggestion that additional training be offered to the staff because of the expressed job dissatisfaction. There were continual conflicts between staff and staff and staff and consumer. Much of the conflict seemed to arise out of miscommunications and misunderstanding of the disabilities.
Training was offered, but there was continued dissatisfaction. Observational records showed much of the continued dissatisfaction and employee turnover was partially due to a conception that there was no monetary reflection of the continued training (Larson, 2000). In order to motivate the staff to take the continued training a monetary incentive needed to be implemented (Penna, Paylor & Soothill, 1995). This additional incentive would hopefully encourage the staff to take advantage of the trainings.
The outcome of this added incentive would be the increase of staff satisfaction. The additional training with People First Language would give a better insight into the consumers they are providing support to. This insight will most likely decrease some of the miscommunication that was occurring between staff and consumers (Hatton et al, 1996). Ease in communication between staff and consumer, should overflow to the staff to staff communication.
In order to continue providing premium services to the consumers living in their residential homes, support staff need to change their assumptions.
Government mandates require self-actualization of the consumers to the best of their abilities within limited support from staff.
Disability rights organizations are pushing for more accountability in the support staff and agencies employing them.
Cost to the organization can be limited through job satisfaction which will cut costs of absenteeism and turnover (Larson, 2000).
The training plan proposed in this document will create a vehicle from which further understanding of the individuals that the support staff is providing services to can be obtained. Not only does this give an insight to the world which individuals with disabilities live in, but some of the issues discussed will translate into everyday communication and respect of all individuals regardless of who they are. Individuals with disabilities are seeking to improve the relationships with those around them, struggling with communication issues such as the language and labels used when referring to the individuals with disabilities (Snow, 2005).
Staff job satisfaction can improve the bottom line through less absenteeism and staff turnover. This can be seen in the improved attendance and longevity of staff (Larson, 2000). Feelings of worth by the staff is seen when management acknowledges that they were providing important input to the organization (Penna, Paylor, & Soothill, 1995). The satisfaction from being able to do a job that is meeting needs of individuals is part of the service oriented jobs Hatton et al, 1996). Having support staff that is willing to encourage growth and self determination provides individuals with disabilities the opportunity to find where they want to be (DMH, 2005).
Development of a training plan that meets the needs of the organization is a prime focus for instructional designers. The best way to align the training with the desires of the organization is to do thorough needs analysis, looking at possible alternative solutions that can be instituted rather than or in addition to the training to insure that the analysis is complete. Aligning the instruction with the desired outcomes is much easier when including all aspects of an action plan. Having a well developed training action plan provides the documentation to open discussions with management. This starting point will become a framework for the course ware development. From the framework more in-depth documentation can be established.
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