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Training Program Plan

Shavon Martin
AET 570
May 18, 2015
Charity Jennings

Training Program Plan

Part I Training Program Description
Background
Over the years, training and education have evolved significantly. In an effort to remain
relevant, Allstate has committed to reviewing and revising its educational offerings. Agency
staff training has become more and more virtual, allowing producers to meet educational
requirements needed to obtain binding authority without leaving the office or the agency. This is
an efficient method to deliver many aspects of education, but one area that loses momentum in a
virtual setting is customer service training. The company has learned from experience that one
effective way to train in the area of customer service is through demonstration, live coaching,
role playing, and group interaction. The education department is excited to announce the
introduction of the new Becoming a Trusted Advisor Program.
Description and Audience
This new and innovative program will deploy in three phases; engage, educate and
reinforce. The engagement phase will include advertising the program and solicitation of the
target audience. Program facilitators will reach out to staff with an official invitation in the near
future. The educate phase consists of a three hour, instructor-led workshop. The program was
designed for newly hired (within the last two years) staff that have completed the binding
authority process. The reinforce phase will include support from the education consultant,
specific and pertinent training, and a production promotion with defined goals.
Program Introduction
In an effort to get staff better acquainted with the Allstate culture, students will be
introduced to the companys history, significant milestones, and the challenges that the

organization has overcome. Learners will be equipped with the knowledge and suggested
practices to improve customer service. They will also have an opportunity to work with other
California staff reviewing the processes necessary to create exceptional customer experiences.
Additionally, students will be exposed to the concept of aspiring to become trusted advisors and
all that it entails in an educational setting that is both informative and interactive.
This program will have a positive impact on adult learning because as it uses
collaborative learning and activities that encourage critical thinking. Additionally the program
was designed to incorporate a host of group activities and group discussion. Students learn best
from other students and this experience can be enhanced with effective facilitation to keep the
focus, stimulate learning and to ensure all are participating.
Furthermore, the following instructional strategies will help ensure that learners have the
most enjoyable learning experience during the education phase.
Active participation- rather than the traditional lecture, this workshop is designed as a roundtable
discussion to ensure that all participate and to deliver on the needs identified
Instructor demonstration/role playing- it is important (and shows credibility) when an instructor
can walk the walk. Additionally, some learners learn best by visuals and seeing a
demonstration can enhance the experience.
Regular Feedback/recognition- with the use of prizes, facilitators will provide relevant feedback
and positive recognition as a form of student engagement.
Note taking- research proves that when learners take notes they are more likely to retain the
information. The workshop includes a workbook that is used to keep students on track and to
provide a place for notes and ideas.
Student demonstrations- Module 5 of the workshop requires students to work in small groups

(teaching each other) to create and prepare a presentation to the class that also allows for peer
evaluation.
Pneumonic tips- because the insurance industry can be difficult, this workshop will provide
learners with easy acronyms to help support various topics. (i.e. ACE- anticipate customer needs)
Program Goals and Objectives
The Trusted Advisor program has three ultimate goals.
Goal 1:
Objectives:

Students will demonstrate what it means to be trusted advisors to customers

As a result of this program
-

Students will show respect by using clients names when answering the phones

Students will educate customers on various products that are available (auto,
life, home, boat, motorcycle, etc)by listening for cues in daily conversations

Students will clearly explain all premium changes proactively using the tools
and resources identified in the workshop (MWI, TaG, eAgent, etc)

Goal 2:

Students will improve the customer experience

Objectives:

After the conclusion of the program

-

Students will contact (via phone) all customers 1 month before policy renewals
to ensure understanding of billing cycle, payment options and any requested
changes

Students will become follow up fanatics (learn to under promise and over
deliver) with all customer requests using Agency Gateway by the end of the
business day.

Students will schedule time for outbound warm and fuzzy (non-sales) calls that
demonstrate a customer valued relationship every day.

Goal 3:

Students will be familiar with the Allstates history and culture

Objectives:

As a result of this workshop

-

Students will communicate facts to customers that differentiate the company

from the competition using the information from the agency advantages game.

Students will be able to reflect on the companys past to better understand the
reason decisions are made.
Part II Needs or Gap Analysis

According to Caffarella and Daffron, ideas for education and training programs surface
in a number of ways, as described in the previous section, from identified needs to specific
problems and opportunities. These ideas are gathered through informal to highly structured
processes and stem from four primary sources: people, responsibilities and tasks of adult life,
organizations, and communities and society in general (2013, p. 136). During the annual
education meeting, instructors were discussing the new virtual binding authority program. It was
during this meeting that the majority of facilitators agreed that there was a possible gap.
Consequently, management decided to assemble a development team to assess the discrepancy
and more importantly to create a program that would close the gap.

In an attempt to determine the need for a training program, the team decided to conduct
interviews, create questionnaires/surveys and to observe staff, live in their environment. The
first thing the team reviewed were the binding authority surveys. At the conclusion of the Allstate
University, producers are required to complete a brief questionnaire that asks about their
satisfaction, workshop strengths and areas of opportunities. Next, the development team
shadowed three licensed sales professionals in their agencies observing their skills and the ways
they interacted with customers. Finally, the team members interviewed several of the staff that
were part of the initial pilot offering of the virtual sessions. Each of the techniques used
provided data that supported participants contentment with the content (product knowledge
specifically), the delivery method (using Blackboard 10.1) and the facilitators. However, the
biggest area of opportunity from each of the data collection methods, was the need for more
customer service training. The participating staff indicated that they needed; resources to offer
annual policy reviews, activities that would solicit referrals, and overall processes to help
improve the customer experience.

Program developers are confident that this new program will

help bridge the gaps identified.

Caffarella and Daffron believe that one of the most important outcomes of a needs
assessment is a commitment by those involved in the process to ensure that the ideas from the
needs assessment are actually used in the program planning process (2013, p. 145). As a result,
one of the main objectives of the program is to improve the customers experience. This will
organically lead to increased sales and retention. Additionally by providing content that
producers have asked for will help ensure a positive experience with their learning.
Part III Budget
Please see attached budget.

In determining the price for education and training program planners triangulate their
decisions using three considerations: (1) what the targeted audiences will bear (get as close to
this amount as possible); (2) what the competition charges for similar programs (get below this
price); and (3) what it costs to produce (Caffarella and Daffron, 2013, p. 313). Senior leadership
worked extensively with the controllers department to ensure that a budget was in place to
successfully initiate and sustain the program. Recognizing the program goals and objectives as
the focus, monies were allocated to ensure that each participant has a positive learning
experience.
Part IV Staffing Plan
Aside from the program participants, the individuals or staff responsible for educating
and implementing the program are the most important ingredient to its ultimate success. All
Education Consultants throughout the state will be responsible for disseminating the information
and facilitating the workshops. This role entails delivering the instructional portions of the
program, and includes people such as teachers, presenters, speakers, and facilitators. These staff
members are responsible for assisting participants to achieve the learning objectives using a
variety of instructional techniques, ranging from lectures to highly interactive activities
(Caffarella and Daffron, 2013, p. 270). The internal Education Consultants were selected as the
primary educators because they are trained and qualified individuals who possess the following
skills: time management, multitaskers, creative, articulate and technically savvy. Additionally
these individuals hold property and casualty licenses, a four-year degree and have experience
with facilitation.
In addition to their standard responsibilities, Education Consultants will be expected to
facilitate one workshop each quarter. Because there are agencies located throughout the state, it

is critical that a workshop is offered in each of the 14 key geographical areas. To assist in
ensuring that every Licensed Sales Professional has an opportunity to participate, the program
coordinator will work with educators to create a schedule. This schedule will also include the
suggested follow up component where key concepts can be reinforced.
As part of the formative evaluation process (questionnaires), learners/participants will
have the opportunity to evaluate educators. The program coordinator will email all program
participants a satisfaction survey after the conclusion of the workshop. The survey will evaluate
the educator on ten key criteria: product knowledge level/expertise, effective instruction (student
engagement), demonstrate genuine care, credibility, enthusiasm, commitment, personal
effectiveness, corporate knowledge, effective use of technology and the ability to connect or
build meaningful relationships (Caffarrella and Daffron, 2013). Survey results will be provided
to managers so it can be shared with the educator and used as professional development and
recognition. By paying attention to the instructional staff members, program planners play a
major role in producing an effective program (Caffarrella and Daffron, 2013, p. 277).
Part V Stakeholders and Goals
Stakeholders

Senior Leadership and

Management

Agents

Partnership goal
Ensure that the Trusted
Advisor program is
successful
Provide main source of
funding for production
promotions

Ways to build support

Meet regularly
Provide participant
satisfaction surveys results
Keep an open line of
communication

Believe in the program by

Show program results (the
allowing staff to participate
numbers)
Hold staff accountable to
Have a solid reinforcement
implement new processes
component that includes
Lead by example
following up with staff

Under promise and over

deliver

Field Sales Leaders

Education Department

Marketing

Educate agents on program

Regular meetings to discuss
benefits and rewards
program progress
Encourage agent
Allow opportunities for sales
participation in the program
leaders to facilitate
Hold agents accountable to
program workshops
make sure staff are
Incent staff to sell more
supported

Educate participants
Follow up/Reinforce
concepts

Allow subject matter experts

to participate in curriculum
development
Share satisfaction survey
results
Clear communication of
program expectations and
role responsibilities

Advertise the program and

promotion results

Include curriculum that

supports marketing
Timely communication of
pertinent program changes

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Part VI Communication Plan

Marketing Message
See attached flier.
Program Benefits
There are many benefits for those Licensed Sales Professionals that participate in the
Becoming a Trusted Advisor program. First and most importantly is that staff will get an
opportunity to learn processes that have been proven to be help agencies remain successful.
Additionally they will be in an environment where networking is encouraged and new
relationships are formed.
Another benefit of participating in the Trusted Advisor program is the opportunity to
work with experienced corporate trainers. The education department has done a phenomenal job
creating an engaging workshop that includes the use of: videos highlighting the history,
significant milestones, successes of the company, instructional games used to present
information and assess information retention, and lastly music to keep participants energy high
and upbeat.
Furthermore as part of the workshop, all program participants will experience a unique
learning experience. Rather than the traditional lecture-based training, this particular workshop
is designed as a roundtable discussion to ensure that all participate and to deliver on the needs
identified in the program development stages. Instructors are trained to demonstrate/role play
with learners to ensure that knowledge transfer is taking place. This is also a great way for

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instructors to gain credibility with participants as learners learn best visually and seeing a
demonstration can enhance the experience.
The program is also beneficial for participating Licensed Sales Professionals because it
provides the ability to receive positive feedback and corporate recognition. The production
promotion built into the program allows staff to earn extra money and other accolades when
agency goals are met. This includes company apparel, gift cards, free lunches and various swag.
Promotional Channels
There are two main channels of communication for the Becoming a Trusted Advisor
program; the marketing department and Field Sales Leaders. The regional marketing department
has the funds allocated in their annual budget to help advertise and recruit. They outsourced with
a popular vendor to create the attached flyer that includes the new logo and slogan. Additionally
marketing will help publically recognize, through weekly eNews articles, those individuals who
exceed their target goals and those agencies that outperform consistently. Marketing plays a
critical role in the programs success because if it is truly successful, there needs to be
participation of staff. The marketing department has the resources needed to communicate with
the masses and they have the relationships with the agency field. Moreover, they possess the
knowledge to effective communicate with agents and staff. Caffarella and Daffron believe with
increased competition for education and training programs for adults in many sectors, this need
for program planners to develop and conduct marketing campaigns, whether online, in print, or
by word-of-mouth, is vital in situations where participation is voluntary. If the marketing
strategies used are not eye-catching or appropriate for their intended audience, the program that
was so carefully planned may fail or have to be canceled (2011, p. 311).

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The Field Sales Leaders are charged with speaking individually with agents to
communicate the program and its benefits. Recognizing the programs value, they are also
responsible for encouraging agents to allow their staff to participate in the program and attend
the workshop (even though this may leave the agency slightly understaffed). The program goals
were aligned to support the Field Sales Leaders. It is critical that our Sales Leaders are
supportive of the program because agents respect the opinion and referrals of their managers.
Also, when leaders goals are being supported, that means corporate goals are being
accomplished. The Sales Education Consultants will also help the Sales Leaders in program
support by registering learners and confirming attendance.
Communication Plan
The first form of communication will come from the Field Sales Leader encouraging
participation and identifying the invited participants. Then, the Education Consultants will call
to confirm attendance, set expectations, and build anticipation for each of the workshops.
Additionally, the workshops will be advertised in the bi-monthly eNews article and on the
Gateway homepage which will help to build interest.
Part VII Program Evaluation
A successful training program is always a work in progress, and the training cycle isnt
complete without an evaluation of trainings effectiveness, which leads to decision-making and
planning for future training (Training today, 2015, p. 1). As a result, program developers
assigned a small group of individuals to serve on the Trusted Advisor Program Evaluation
(TAPE) team. These selected subject matter experts are not directly connected to the program

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and their main goal is to ascertain if the delivery and design are valuable to learners and if the
program accomplished its defined goals. They will also oversee the participant evaluation
surveys administered at the conclusion of the program workshop. 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 and Daffron, 2013, p. 270). The TAPE team
will communicate these results to leadership and the program developers to determine if changes
need to be made to ensure a positive learning experience for all involved.
There are two types of systematic evaluation, both of which ideally are included in the
evaluation plans. Formative evaluations focus on what should be done to improve or change a
program while it is in progress, while summative evaluations address the results or outcomes of a
program (Caffarella and Daffron, 2013, p. 233). The three formative assessments that will be
incorporated into the workshop are observations, discussions and presentations. While in the
classroom, students may appear to have grasped a concept, but when given an opportunity to
apply the knowledge, they cant or dont. Consequently, through observation educators need to
observe students while working in groups and also when they are in their respective
environments allowing opportunities for coaching and providing instant feedback. It is
important during workshops and other training courses that all students actively participate. It is
most valuable to accomplish this by having discussions and making sure to include all learners.
Practice presentations provide educators with knowledge and feedback to assess how effective
instruction was delivered and received. Although some students may be apprehensive and are not
as comfortable presenting, educators can help them overcome this by making the classroom a
safe, fun, learning environment.

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As a means of summative evaluation, the decision was made to use the Allstate Customer
Satisfaction Survey results as a measure of program success. The survey is emailed to customers
daily and the results are tabulated monthly to provide agencies an opportunity to implement
processes to improve the customer experience. The survey is measuring customer satisfaction
with the agency and with the company. An improvement in the Allstate Customer Experience
Survey (ACES) results will serve as the criteria for determining whether the goals and objectives
of this workshop were met. Additionally retention, agency morale and an increased knowledge
of the company and its culture will determine the success of this new program.

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References
Caffarella, R. S., & Ratcliff Daffron, S.(2013). Planning programs for adult learners: A practical
guide (3rd ed.). San Francisco, CA: Jossey-Bass.
Training today: ensure your training is effective. (2015). Retrieved from
http://trainingtoday.blr.com/employee-training-resources/Ensure-Your-Training-Effective