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Training Program Plan


Randa H. Driscoll
AET/570 Program Development in Adult Education
January 18, 2016
Randy Howell

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Training Program Plan
Training Program Plan Part I: Training Program Description
Background
Our Organizations insurance sales and service unit is the leader in the insurance business
within the federation and is something to be celebrated. To be at the top took hard work and
determination; however, to stay on top takes innovation, creativity and a fully engaged insurance
staff. We have done a great job hiring and training new Insurance Sales and Service
Representatives. Our training courses are designed to meet the needs of our employees as
learners; conversely, we are not meeting the needs of our employees as performers.
Training Program Scope
There is a significant need to support the continued development of the existing Insurance
Northern Region Field Sales and Service Representatives. The existing groups training has
consisted of a combination of classroom and online courses; however, they need additional
practice and reinforcement to solidify product knowledge and necessary job skills. We can
become much more targeted and purposeful in developing and honing key sales skills (probing,
product positioning, overcoming objections, cross-selling, and closing the sale, etc.) on an
individual basis as well as group style progression by implementing an Academy Pod within the
Insurance Sales and Service Contact Centers. By creating the Sales and Service Academy Pod
in addition to an organized curriculum, we create an environment for the Sales and Service Reps
to grow and develop their confidence and competence in selling abilities, offering improved
strategies for overcoming objections with customers, and finding the comfort level in asking for
the sale.

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Audience
The intended audience is approximately 20 incumbent Field Insurance Sales and Service
Representatives located in our Michigan, Nebraska, Minnesota, Illinois and Iowa branch offices.
These Field Sales and Service Representatives have an average 1.5 years of employment with the
organization. These employees have attended the core curriculum as assigned by the business
unit; licensing, product and billing training, Professional Selling Skills, Interaction Model and
Sales Toolkit techniques. However, none have had the opportunity to work in an environment
that offers support of the skills learned in the core curriculum.
Program Goals and Objectives
The Academy Pod program is be divided into three, week-long modules; Inbound Sales,
Outbound Sales and Customer Service. Incumbent Field staff will spend one week per month
over three months in the Academy Pod located in either the Omaha, Nebraska or Dearborn
Michigan Member Services Contact Center. The program goals for Module one: Inbound Sales
are practice and repetition of foundational skills learned in new hire training, such as, quoting
auto, homeowners, PUP, Specialty Lines, while following the Interactions Module to obtain
certification. The objectives for this module include:

Overcome the objections that are included in the Insurance Sales Toolbox, in a confident
and consistent manner

Qualify members before starting the quote process to discuss needs including; why they
are calling, are they looking for anything other than price, and ask questions about their
current insurance company and agent

Using consultative sales techniques to cross-sell other AAA products on 30% of all calls
ending in sales.

Execute a robust, fully qualified quote versus a simple "data collection priced based
quote"

Demonstrate knowledge and proficiency in all steps of the Interactions Model by making
appropriate statements and asking for necessary information in a clear and concise
manner on all calls

Counsel insureds on appropriate coverage and endorsements

Begin and end all interactions in POC+ system consistently including the following
skills: Adding Notes, Setting Tasks, Life Leads as appropriate on every call

Enters full auto and home quote data in one call without using paper forms and calling
the customer back on every call.

Using DocuSign application proficiently on all transactions

The program goals for Module two: Outbound Sales are practice and repetition
developing Outbound Sales best practices using POC+ system resulting in certification. The
objectives for this module include;

Use prospecting sales skills effectively and as appropriate for specific outbound sales
campaigns

Use POC+ System Lead Source

Create unique campaign scripts for a quote opportunity or compelling voicemail for: New
member leads, Re-quotes, Triple Check, Cross-sell opportunities: auto-only

Use time and workflow management techniques for scheduling outbound activities

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The program Goals for Module three: Customer Service are practice and repetition of key
insurance service transactions while being monitored for quality of executing the Interaction
model, following the necessary underwriting and processing guidelines resulting in certification.
The objectives for this module include:

Demonstrates use consultative selling skills communication strategies on all inbound


transactions; Open, Probe, Reply, Resolve and Close.

Demonstrates use prospecting sales skills communication strategies on all outbound


transactions; Open, Probe, Reply, Refer and Close.

Demonstrates use of foundational customer service skills that express interest in


customers human needs.

Schedule appropriate amount of time for taking inbound and outbound sales calls each
day during the week
Enters appropriate documentation accurately into POC+ System and contact history
Training Program Part II: Gap Analysis
Learning and Development received a request from the Vice President of Insurance for

training and development of their incumbent Field Sales and Services Representatives. This
group of employees are not performing as well as the insurance Sales and Service Staff working
in the Customer Interaction Centers located in Dearborn, Michigan and Omaha, Nebraska.
Initial observations from the insurance management teams are Field Sales and Service
Representatives are not utilizing consultative and prospective sales approaches, not competent or
confident using the Point of Contact Plus (POC+) Customer Relation Management system as a
sales diary or for sales leads, are not utilizing their time appropriately for outbound sales
opportunities, and are not fully versed in all insurance products offered by market.

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Analysis Methods and Results
In an effort to fully understand this gap in performance between contact center sales staff
and field sales staff, Learning and Development conducted an analysis using three methods of
analysis; observation, interviews, documents and artifacts, as well as performance and product
analysis. The analysis was conducted in the contact center sales and service units with high and
standard performers and compared these results to the same analysis process of the high and
standard performers in field sales and service.
Document and Artifact Review
Training. A review of training transcripts of this specific group of employees show they
have all attended the required training curriculums for sales techniques, insurance product,
systems training and quoting and billing processes. These courses are the same courses delivered
to the Contact Center Insurance Sales force. The fact that the Field Sales and Service
Representatives are not using the knowledge and skills learned in the training program, and are
not performing to the relative same level as contact center employees is of concern to the
organization.
Previous Experience. Human Resources reported the review of the identified Field Sales
and Service Representatives have a higher percentage (92%) of previous sales experience than
Contact Center Sales Representatives (27%). These results show that previous experience does
not have an impact on higher performance that those who have no previous sales experience.
Reference Materials: (On-The-Job). Product reference materials are updated current
and accurately reflect product information and policies in place for all markets. These materials
are used universally and are available to all Insurance sales and service representatives.

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Job Descriptions. The job descriptions for both Field and Contact Center Insurance Sales
and Service Representatives were reviewed and are identical in the areas of position description,
position duties and responsibilities, position education and qualifications. The position differs
slightly in position skills and specification, specifically in areas of call center environment.
Performance Review and Analysis
Human Resources reported the review of the identified Field and Contact Center Sales
and Service Representatives sales goals are not significantly different in the ratio actual sales
transactions versus sales opportunities offered. Although there are differences between in
number of sales opportunities offered and sales transactions between the Field and Contact
Center. Service Observations are available for the Contact Center Sales force, but not available
for Field Sales Force.
Observations and Interviews
Learning and Development conducted side by side observations and interviews of two
high and standard performers in the Omaha and Dearborn Member Services Contact Centers.
The purpose of the observations was to review usage of the necessary applications in processing
customer insurance needs, use of key sales communication strategies, and leads management
referrals. The Learning and Development team compared these results with side by side
observations and interviews of two high and standard performers located in the Minnesota and
Wisconsin branch offices.

The results of the comparison indicate that high and standard performers in the contact
center have a higher level of proficiency using the insurance systems and the Customer
Relationship Management systems as well as using the sales and communication strategies to

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meet customer human and service needs, and are well versed in product knowledge. Key
reasons for these differences is the opportunity for peer mentoring and consistent service
observations and coaching from leadership is part of the onboarding process in the contact
centers and is not a practice in the branch offices. Interviews were conducted during the side by
side observations and the consistent feedback from Field sales was that they did not have the
opportunity to practice the skills with support when they were hired. Two sales representative
stated it [transition from training to on-the-job] felt like sink or swim. Their training was more
than adequate; however, there was no additional support in applying the skills in real time and
they are all open to help in further development.
Training Program Plan Part III: Budget
The budget outlined in the following matrix contains a cost and income estimate for the
selected 20 Field Sales and Service Staff to participate in the Academy Pod Professional
Development. It is noteworthy to point out that all personnel involved in the analysis, design,
development and delivery of the training program are employees of the organization and are
included to provide an overview of the costs of this training initiative
Estimated Costs
# Hrs/Unit

Line Item

Description

Personnel

Instructional Design Review of current


materials and development of Academy Pod
Presentations
Train the Trainer (T3) 1 Facilitator
(T3) Participant Managers (2)
(T3) Participant Supervisor (2)
(T3) Participant Peer Coaches (3)
Mgr. Facilitation (2)
Suprv. Facilitation (2)
Peer Coaches (3)
Backfill req OT covering Peer Coaches
Average commission & pay per participant for
non-work activity @ 12 hrs. a week for 1 wk. a
month for three months.

*Avg.
hourly
pay/commi
ssion for
Salaried
Personnel

Fringe
Benefits

Sub-Total

Qty

Line Tota

120 hrs.

Cost pr
Hr/Unit
$28.00

$3,360.00

$3360.00

32 hrs.
32 hrs.
32 hrs.
8 hrs.
9 hrs.
15 hrs
120 hrs.
25 hrs
36 hrs.

$24.00
$32.00
$21.00
$18.00
$32.00
$21.00
$18.00
$27.00
$30.00

$768.00
$1024.00
$672.00
$144.00
$288.00
$315.00
$2160.00
$675.00
$1080.00

1
2
2
3
2
2
3
3
20

$768.00
$2048.00
$1344.00
$432.00
$576.00
$630.00
$6400.00
$2025.00
$21600.0

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Average loss of sales to organization per
participant non-work activity for 1 week period
per month for three months.
No External Staff/Contactors are used in this
project No additional Costs
Printing and Binding Costs for eight policy
guides per participant
Print Marketing: Brochures, Flyers, Table Tents

12 hrs. per
week

$32.00

$384.00

23

$8832.00

NA

$11.00

$88.00

20

$1760.00

100

$3.00

$300.00

NA

$300.00

Tech
Support

No Technical Support needed as all


applications training and production sites are
loaded on PCs in Dearborn and Omaha
Locations

NA

Equipment

Academy Pods in Dearborn and Omaha


Contact Center Locations exist.
Travel for 8 participants more than 2 hours
from contact center location. Airfare/Hotel/Per
Diem for meals/Rental Car expenses per
participant for 1 week per month for three
months.
Existing Academy Pods & Multi-Purpose
Rooms will be scheduled for use in Dearborn
and Omaha Locations
Pens/Highlighters/Markers/Flip-Chart &
Notepads (Per Participant)
Catered Lunch and Learn for 3 days per week
for 3 weeks (per participant

NA

$1,200.00
(per week)

$3600.00
(3 wks.)

$3600.00

$28800.

NA

NA

$3.25

$3.25

20

$65.00

$9.25

$27.75
(per wk)

$83.25
(3 wks).

20

$1665.00

External
Staff
Materials

Travel

Facilities
Supplies
Misc.

Total

$51685.0

Training Program Plan Part IV: Staffing Plan


To ensure the success of the Academy Pod training initiative the following staffing plan
outlined below. It is imperative knowledgeable, skilled and capable staff is available for the
program. It is worth mentioning that the various tasks of these roles are not necessarily
independent of each other (Caffarella & Daffron, pg. 271, 2013). The following table outlines
the staffing needs for those involved in the training program.
Position &
Role

Required Proficiencies (Knowledge, Skills & Abilities)

No of
Positions

Available Internal
and external
Resources

Estimated
Time
Required

Program

This proficiencies and responsibilities of this are the

Internal:

180 hrs.

10
Position &
Role

Required Proficiencies (Knowledge, Skills & Abilities)

Planner

knowledge and skills necessary for gathering ideas for


programs, conducting needs assessments, setting program
priorities, developing program objectives, planning
transfer of learning activities, seeking funding, and
preparing budgets and marketing plans (Caffarella &
Daffron, pg. 270, 2013). Analyzes program evaluation
data and post learner performance.
The proficiencies and responsibilities of this role are the
knowledge and skills necessary for conducting needs
assessments, designing learning objectives, instructional
strategies and learning evaluations based on results of gap
analysis. This position must have interpersonal skills to
collaborate with subject matter experts to design and
develop training that reflects accuracy in products and
processes to support the training efforts.
The Proficiencies and responsibilities of this role are the
knowledge and skills necessary to deliver the Train the
Trainer program, evaluate learner readiness, assess
learners individual needs and ensure sufficient practice.
Conduct formative evaluations during the training and
provide instructional designer feedback for program
improvement.
The proficiencies and responsibilities of this role are the
knowledge and skills necessary to collaborate with the
Instructional Designer and Program planner to ensure
accurate information on processes and policies in
instructional and participant materials.

Instructional
Design

Facilitator

Subject
Matter
Expert

Manager

Supervisor

The proficiencies and responsibilities of this role are the


knowledge and skills necessary to facilitate portions of
the program, monitor learner application and provide
feedback to learners, supervisors and peer mentors.
Monitors progress and provides regular real time
feedback to program planner, instructional designers and
project stakeholders on progress and potential
adjustments to the program. Reviews training material
and provides timely feedback to Instructional Designer.
Schedules additional resources to backfill Peer Mentors
while controlling overtime.
The proficiencies and responsivities of this role are the
knowledge and skills necessary to monitor learner
application and peer mentor performance, facilitate
huddle meetings, provide real time feedback to learners
applying skills on the job. Conduct service observations
and provide Manager with feedback on the progress of
learner and program objectives. Ensures peer mentors are
scheduled an adequate amount of time to conduct
observations and feedback sessions.

No of
Positions

Available Internal
and external
Resources

Estimated
Time
Required

Director Learning
and Development

Internal:
Learning &
Development
Instructional
Designers

120 hrs.

Internal
Learning and
Development
Learning Specialist

40 hrs.

Internal:
One MSR Manager,
Omaha NE Center
One MSR Manager
Dearborn MI Center
One MSR Supervisor
Dearborn, MI Center
Internal:
One MSR Manager,
Omaha NE Center
One MSR Manager
Dearborn MI Center

40 hrs.

Internal:
One MSR Supervisor
Dearborn MI Center
One MSR Supervisor
Omaha NE Center

100 hrs.

80 hrs.

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Position &
Role

Required Proficiencies (Knowledge, Skills & Abilities)

No of
Positions

Available Internal
and external
Resources

Estimated
Time
Required

Peer Mentor

The proficiencies and responsibilities of this role are the


knowledge and skills necessary to demonstrate and
discuss their knowledge and skills with the learners, then
give opportunities for practice and provide feedback
throughout the process is completed (Caffarella &
Daffron, pg. 262, 2013).

75 hrs.

Program
Evaluator

The proficiencies and responsibilities of this role are the


knowledge and skills necessary to analyze the Level 1, 2
and 3 data collected and post training performance. In
addition, evaluators make observations about the program
strengths and weaknesses; whether the program is of
value and worthwhile (after specifying who judges what,
how, and on what criteria); and makes recommendations
for future programs (Caffarella & Daffron, pgs. 271 &
271, 2013).

Internal:
Two Sr. SSRs located
in Dearborn, MI
Contact Center
One Sr. SSR located
in Omaha NE
Contact Center
Internal:
Director Learning
and Development
(AKA Program
Planner)
One Sr. Instructional
Designer Learning
and Development

Additional Resource Needs


The current resources outlined in the Staffing plan are internal resources and the use of
external resources, such as contracted personnel are not included in the budget or as part of the
training process. Executive leadership has the final decision on the need to hire an external
consultant if necessary will provide additional funding. The internal staff members involved in
this training program are committed to participation and the success of the program.
Strategy to Fill Resource Gaps
Additional back-up facilitators/mentors have been identified in Learning and
Development as part of a contingency plan in the event that customer demands and call volume
necessitate additional resources during scheduled Academy Pod hours. It is the responsibility of
Executive MSC leader to approve and communicate the need to implement contingency plan.
Branch management is committed to fill gaps in the offices while Field Sales and Service
Representatives are participating in the Academy Pod. The MSC Contact Center Management
Team and Executive Leadership has agreed to filling staffing needs to cover Sr. Sales and

40 hrs.

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Service Representatives time for peer mentoring during Academy Pod hours. Overtime has been
approved and budgeted by Executive Leadership.
Staff Performance Evaluation
The purpose of the program is to improve the performance of the Field Sales and Service
Representatives and to ensure program success evaluating the learners is imperative to
continuing the program in the future. Learning and Development will use Kirkpatricks model of
evaluation to assess the program and the learners. Surveys will be sent to participants to evaluate
the content and facilitation of course segments via the organizations LMS. Data from these
surveys will be collected and reviewed at the completion of these segments and reported at the
end of each week to include any trends in feedback that will assist in enhancing the program.
Completed observation sheets will be collected at the end of each day and data will be compiled.
Learner performance for established performance goals; such as completed sales transaction ratio
to sales opportunities, percentages of cross selling, leads generated in POC+ and outbound calls,
throughout the week. These same performance criteria will be monitored and collected 30, 60
and 90 days post training. Feedback generated from the surveys regarding support and
facilitation of training will be gathered from surveys to measure effectiveness of facilitation for
coaching, continued improvement and recognition purposes.
Training Program Plan Part V: Stakeholders and Goals
The following matrix lists the goals each stakeholder has in your training program, and
how to build support from them in order to produce a positive impact on adult learning for the
training program.

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Stakeholders

Partnership Goals

Ways to Build Support

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Executive Leadership:
Assistant Vice
President (AVP)
Insurance Sales and
Service
Regional Field
Operation Presidents
(RFP)

Executive leadership expectations of this


program are to improve the performance of the
Field Sales and Service Representatives to
increase revenue.

Involve AVP and RFP in developing the


training programs goals and objectives.
Review analysis results and provide
recommendations and ask for feedback.

Executive leadership is responsible for shifting


Field Sales and Service staff from specialized
Insurance sales to a sales force capable of
meeting all customer insurance needs.

Review program plan and attain approval.


Report progress of the training program
progress.

Executive leadership expects Field Sales and


Service representatives to assist the Insurance
Member Service Centers during peak call
volumes.

Management:
Contact Center
Managers (CCM)
Member Service
Centers

AVP communicates program initiative, benefits


of attending and rationale for change in
responsibilities for the Field Sales and Service
Representatives.
CCM wants the Field Sales and Service
Representatives trained and developed to
enable them to assist in handling customer
insurance needs to reduce the incidents of calls
being transferred to the call center.
CCM is responsible for managing the on the
job training and development of Field Sales
and Service Representatives in the Academy
Pod.

Field Operations
Managers (FM)
Insurance Sales and
Service

CCMs will deliver portions of the training


program presentations and huddle meetings.
FMs desires adequate OJT training is provided
to support Field Sales and Service
Representatives so they are performing at
higher levels to generate sales revenue and
meet departmental and business unit goals.

Report the evaluation of the training program


and ask for their recommendations and
suggestions for improvements to the program

Collaborate with RFP in creating the


communication plan for the training program

Review program evaluation and collaborate


with RFP to create the performance reportin

Support the CCM by assuring the


commitment of those involved in the progra
to create a safe learning environment.

Collaborate with CCM and FMs in


developing learning objectives and to obtain
content approval.

Review program plan and deliver train the


trainer certification to provide opportunities
for practice presentation and facilitation.

Provide communication materials and talkin


points of the program to instill confidence in
discussion the training and development
opportunity.
Meet with CCM post training module to
gather feedback and recommendations and
make adjustments to the program.

FMs communicate the training program to their


respective Field Sales and Service
Representatives.

Front Line Leadership


Contact Center

FM provide post training support by setting


performance expectations and ensure
application of new skills through continued
coaching.
CCSs are responsible for delivering portions of
the programs training.

Support the CCM by assuring the


commitment of those involved in the progra
to create a safe learning environment.

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Supervisors (CCS)
Member Service
Centers

CCSs conduct service observations and


provide immediate feedback on calls observed.
CCSs conduct huddle meetings to review
lessons learned and discuss learning
opportunities discovered from service
observations.

SME Training Staff:


Senior Sales and
Service
Representatives (SSR2)
Member Service
Centers

Collaborate with CCSs in developing


monitoring and service observation forms fo
gathering specific data for real time feedbac
and data gathering.

SSR2s are responsible for conducting side by


side observations and provide guidance on
systems, policies and procedures.

Review program plan and deliver train the


trainer certification to provide opportunities
for practice presentation and facilitation.
Support the CCM by assuring the
commitment of those involved in the progra
to create a safe learning environment.

SSR2s will record progress of performance of


Field Sales and Service Representatives and
report to Supervisor and Manager.

Collaborate with SSR2s in developing side b


side monitoring forms for gathering specific
data for real time feedback and data gatherin

Review program plan and deliver train the


trainer certification to provide opportunities
for practice presentation and facilitation.

Provide opportunity to practice monitoring


side by side and ask for feedback to make
form adjustments.
Meet with SSR2s at the end of each day
during the week of OJT to obtain feedback o
program progress.

Meet with SSE2 post training module to


gather feedback and recommendations and
make adjustments to the program.
Support the CCM by assuring the
commitment of those involved in the progra
to create a safe learning environment.

Trainees:
Field Sales and Service
Representatives (SSRs)

Encourage SSRs to use this time selfishly an


as an opportunity for professional
development.

Encourage SSRs to capitalize on their


experiences and knowledge to continue their
development.

Training Program Plan Part VI: Communication Plan


Communication and Marketing

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Communication and marketing is important the success of any business and this holds
just as true for training programs, the targeting or marketing process is an essential component
of the program planning process (Caffarella & Daffron, pg. 311, 2012). The communication
plan markets the training program to ensure that the messages communicate this professional
development opportunity is useful and meaningful to potential participants is critical to ensuring
program participation (Caffarella & Daffron, pg. 311, 2012).
Communication Channels
Leadership involvement in communicating and supporting skills learned in training
initiatives is imperative to successful results and positive impact to performance. Because
leadership set the expectations of performance, communication of the program will be the
responsibility of the Executive leadership and management of the participants attending in the
training program. They will be provided key points to communicate to their staff in order to
generate excitement and engagement for the participants as well as the stakeholders
communicating this program. Email, the Insurance and Learning and Development intranet
home pages, and one on one/team discussion with Field Sales and Service Representatives are all
channels in which to communicate the before, during and after the training and development
initiative.
Communication Points
Prior to implementation, Executive Leader and Managers will communicate some key
points on the benefits of the Academy Pod professional development program. These key points
are 1) Opportunity for professional development of Field Sales and Service Representatives, 2)
Past training and on-boarding has not offered the opportunity for employees to receive individual
support while applying skills on the job, 3) Learn from experienced high performing cohorts 3)

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Allows learners the opportunity to practice in a safe, supportive learning environment, 4)
Capitalize on current experience and knowledge to continue development as a professional Field
Sales and Service Representative.
During the training, Executive Leaders and Managers will communicate the progress of
the initiative, highlighting initial feedback from participants. After the program, Executive
Leaders and Managers communicate the importance of keeping the skills alive to participant
direct leadership and while attending departmental and team meetings to discuss additional
continuous improvement steps.
Marketing
To market this training program learning and development has created a logo and slogan
for professional development opportunities and a fact sheet with pertinent information about the
Academy Pod as a professional development initiative The logo brands this initiative as a
growth opportunity and the slogan Learn, Grow, Develop & Make a Difference elicits a sense
of continued education and avoids the compliance or retraining, I have to be here sentiment
that can often be felt and expressed from incumbent employees. This marketing can be used for
print materials, such as binders, flyers, table tents and brochures, as well as electronic
communication; i.e. email and intranet.

Learn, Grow, Develop & Make a Difference

ACADEMY POD

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FACTS ABOUT THE PROGRAM


What is the Academy
Pod?

The Academy Pod is a professional development opportunity to learn


and be mentored by successful, experienced, high performing insuran
Sales and Service Representatives.

Who attends the


Academy Pod?

This Program is designed for insurance Field Sales and Service


Representatives, who want to further develop their skills in customer
services, lead management, effectively handle inbound insurance requ
and make outbound sales calls resulting in higher sales.

When does it start and The Academy Pod begins each quarter for five to seven insurance
how long is it?
professionals to attend one week per month for three consecutive mon

Where Is the Academy Academy Pods are located in our Dearborn, MI Member Service Cen
Pod?
and our Omaha NE Member Service Center.
Who will be
conducting the
Training?

Member Service Center Managers, Supervisors and Senior Sales and


Service Representatives will be conducting short training sessions an
be providing individual mentoring while performing the job.

Why should I attend?

Further develop your skills while performing the job in an environme


where you will have an opportunity to assess your knowledge, skills a
abilities, as well as receive feedback and direction so you can increas
your bottom line.

How do I get more


information?

For more information contact your Branchs Area Manager.

Training Program Plan Part VII: Program Evaluation


Donald Kirkpatrick established the four levels of evaluation which are universally used to
measure the effectiveness of training programs and is the standard model of measurement use for
all programs. Kirkpatrick stated (2008) there are several reasons for evaluating programs: to
determine if they should be continued or dropped, to learn how they can be improved, to justify
the training budget, to ensure learning compliance, to maximize the value of training, and to

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align training with strategy (Sec VI, pg. 486, 2008). This standard is incorporated into
measuring the effectiveness of our training program. The following matrix outlines the purpose
of each level of the evaluation process, how and when evaluation will be collected, the metrics to
be used and how we will use these results to produce a positive impact. The program planner
will work directly with the responsible parties, such as Branch Managers, IT and HR for data
collection and report results.

Results

Behavior
Learning
Reaction
Level 4:
Level 3:
Level 2:
Level 1:

Level

Purpose
A measure of the
satisfaction of the
participants who
attended the
Program
The extent to which
participants
increased their
knowledge, learned
or improved present
The extent to which
participants applied
what they learned
when they returned
to their jobs
The improvement in
performance of
participants and the
impact to the
organization

How and When


Electronic Survey issued
via LMS after
classroom / eLearning
segments
Electronic survey issued
eLearning knowledge
checks reported at
completion
Service Observations
completed & recorded
Participant performance
reports provided by
Branch Manager at the
30 day mark after
program completion.
Participant Performance
Reports provided by
Branch Field Managers
on a bimonthly basis
after the 30 day mark

What we will measure


Pace and sequence
Relevance of Content
Participant and
Facilitator Interaction
Facilitators style
Knowledge tests scores
& areas missed
Performance tests in the
form of evaluation or
feedback sheets
On the Job Change:
Performance records
o Quality Scores
o POC+ systems usage
report
Interviews with
participants and Branch
Management
Performance Reports
o Quality Scores

Using the results


Make adjustments to classroom &
eLearning segments
Coaching and/or recognition of
facilitators
Communication/Marketing durin
Peer mentor information for area
individual need coaching and
observation
Make adjustments to content of
classroom and eLearning segmen
Recognition and/or Coaching
opportunities for participant
setting individual action plans
Recognition and/or Coaching /
Action Plans for Branch
Evaluate continuation of program
for all incumbent Field Sales and
Service Representatives
Evaluate program as part of the
new hire training for Field Sales

Conclusion
The Academy Pod is an exciting opportunity for our organization to provide professional
development for incumbent Field Sales and Service Representatives. Mentoring programs such
as this have been implemented in many organizations and contact centers over several years and
it is a proven concept that consists of numerous hours of side-by-side coaching and development.
Field Sales and Service Representatives could benefit from the volume and variety of calls that
come in to the Member Service Centers for repetition and reinforcement of sales and customer

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interaction skills. The Academy Pod will provide this group the opportunity to solidify and
enhance the skills you acquired during new hire training.

References
Caffarella, R.S. and Daffron, S. R. (2012), Planning Programs for Adult Learners: A Practical
Guide, 3e. ISBN: 9780470770375, John Wiley & Sons, Inc.

Kirkpatrick, D. L. (2008). Section VI: Measuring and evaluating impact - luminary perspective:
Evaluating training programs. Alexandria: American Society for Training and
Development, dba Association for Talent Development. Retrieved from
http://search.proquest.com/docview/896136537?accountid=35812