TRAINING PROGRAM PLAN

Training Program Plan

Latoria Ray
AET/570
August 17, 2015
Professor Oldenburgh

TRAINING PROGRAM PLAN

University of Phoenix Faculty Mentor Training Program

Training Program Scope and Description:
The University of Phoenix Faculty Mentor Training Program is a training program for tenured
instructors who have taught for the University of Phoenix a minimum of three years. These
individuals selected for the training program are those that are interested in being leader teachers
in their profession and helping novice instructors to develop and personalize their instructional
expertise. These facilitators have a minimum of a Masters degree from an accredited university,
at least five years of experience working in their field of expertise and a minimum of three years
of instructional experience with the University of Phoenix. The training program consist of
various types of instructional methods including; workshop facilitation, Web-based trainings,
conferences, team collaboration, and a final certification exam at the completion of the program.
The exam certifies qualified faculty members to serve as mentor in the University of Phoenix
Faculty Mentorship Program. The duration of the entire training program is expected to takes
place in a cycle of twelve consecutive months (cycle one consisting of six months training and
cycle two consisting of six months mentorship assignment plus evaluation). The training
program outline will be conducted as follows:
1. Screen and select candidates for Mentorship Program Training
2. Develop a list of twenty qualified participants to start the program during the same cycle
3. Participants will complete the program on a six period basis (each month marks the
completion of a period during each cycle).
4. Different techniques will be marked and completed by the end of each cycle
5. Candidates will take certification exams at the end of each cycle
6. At the close of cycle one ( six month training period) participants who have met all
program requirements and made the satisfactory score on certification exam will move on
to cycle two
7. Cycle two consist of a six month period. During this time, mentors partner up with
mentees and report data and feedback periodically throughout the course of their
mentorship
Program Goals and Objectives
The universitys primary goal is to train professional facilitators to help their peers develop the
expertise needed to excel in a classroom of diverse adult learners. Current tenured facilitators
that take part in the training will become more advanced in instructional practices that will
increase the quality of instruction at the university. They will be able to effectively pass on their
knowledge and experience to novice instructors helping them to establish effectiveness as
facilitators at the University of Phoenix.

Needs Analysis
Performance and product reviews:

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Students at the University of Phoenix take an end of course survey at the end of each course. The
current data shows that first and second year instructors are receiving poor scores from their
student surveys. Many of the notes on the surveys consist of similar concerns with facilitators in
this scenario:

Students feel that their instructors are not accurately using the learning
management system
Students feel that they are not receiving timely and comprehensive feedback
Students feel their instructor does not have a strong online presence and is not
available to them when needed

Observations:
Outside observation experts were contracted to sit in on local campus class visits to observe
student and faculty behaviors. Student and faculty online conversations were tracked, monitored
and evaluated for both online and local campus instructors.
Local Campus Feedback

Instructors appeared to be uncomfortable using many of the technology in the face to face
classroom settings
Instructors often had trouble communicating effectively and accurately during instruction
Students felt lost and confused and unsure of next steps at times
Facilitators were often on able to reason through best fit scenarios, actions plans etc.

Online Feedback:

Instructors were posting materials, discussion and feedback in the wrong locations on the
student website
Instructors were posting incomplete feedback without much clarity or direction
Students were waiting for private feedback longer than a 48 hour period
Instructors were providing feedback late without mush time for students to set
expectations or make corrections

Questionnaires:
Faculty members would express concern using learning management system on faculty
questionnaire sheets.
Informal Interactions with colleagues and supervisors:
Faculty members would share their frustrations with their peers voicing concerns about the
online learning system, the student demographic and difficulty conforming instructional
strategies to fit a diverse pool of students, and wanting more guidance or training to help them
become better acclimated to the system and more comfortable facilitating instruction in both
online and on campus settings.

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Budget-Approximately 100,000 dollars overall:

Resource
Personnel

Fringe Benefits
External Staff

Materials

Technical Support
Equipment

Travel

Facilities
Supplies
Miscellaneous

Explanation
Stipend for Lead Faculty
Trainers per cycle one. Two
trainers need for 6 month
period. 1000 stipend per
month per trainer
Work phone, vehicle for
travel, computer etc.
Observational experts
contracted for needs analysis
Web-Ex material, work
computers and resources all
Employer Provided
Employer Provided
Projector, laptop computers
and computer equipment,
software, hardware
Trainer travel expensesperiodic (flight, rental cars,
gas, hotels, meals etc.)
Participant travel to
conference workshop once
during cycle one (flights,
meals, hotels x 20
participants)
Hotel Conference Rooms
Pins, paper pencils, snacks,
etc.

Budget Amount

12000

10,000

5,000

0
0

7,000

20,000

40,000

3,000
1000
1000

Staffing Plan:
The staffing plan for the University of Phoenix Faculty Mentorship Training Program will
consist of a very simple roster. Since the training program only consists of 20 participants or less
during each cycle the program only has a need for two trainers/program coordinators. These two
program directors serve as primary points of contacts and organizers of the program. The two

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selected will need to meet all of the requirements that a participant in the training meets (have a
minimum of a masters degree from an accredited university, at least 5 years of experience in the
field of study, a minimum of three years of instructional experience at the University of Phoenix
five years or more preferred). In addition, a qualified candidate for the Program
Coordinator/Trainer position will need to have served or be currently serving in a fulltime
leadership academic position at the university (College Chair Person, Dean, and Provost etc.)
Candidates must possess the following:
Strong interpersonal skills and communication skills
Strong presentation skills
Must be highly familiar with the current Learning Management System
Must be highly fluent of instructional strategies and instructional design for diverse
students
Must be able to travel a minimum of once per month
Must have strong computer skills and be familiar with specific computer software and
materials
STAKEHOLDERS AND GOALS WORKSHEET
Stakeholder
University of
Phoenix CEO

Trainer/Program
Coordinator

Mentorship
Training
Participants

Novice
Instructors/Mentee

University of
Phoenix students

Goals and Support

The CEO of the university will be the one to give the final approval for
the training program. The Academic and Faculty Training department
will gain support from the CEO by providing a thorough outline of the
training program and providing factual data that supports the need for
the program.
Has a goal to train and equip tenured teachers for their roles as mentors
at the university. Trainers will track program success as it is
implemented to alter design, make changes and improvements where
ever needed to ensure its success over time.
Primary goal to complete the program successfully to become better
contributors of quality education at the university while also bringing
their peers up to part. Participants will provide feedback at the
completion of the course to rate how well they feel the training has
prepared them for their roles as University of Phoenix Faculty Mentors.
Has a goal to improve their instructional expertise through their
mentorship relationship on a gradual basis during cycle two. Mentees
will take periodic survey to measure their comfort levels and ability
levels as a result of Mentorship program success.
Has a goal to obtain their degree successfully by way of quality
instruction attributed to advanced instructor potential. Students will
continue to provide feedback regarding encounters with instructors.

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Overtime data will be evaluated to measure improvement.

Communication Plan:

Faculty Mentor Training Program

Partner up for Success

Benefits and Facts:
The Faculty Mentorship Program will benefit new and current faculty at the University of
Phoenix, University of Phoenix students as well as the entire institution as a whole.
Tenured faculty members that enter into the training program will be introduced to a variety of
different new and exciting instructional techniques that will help them to enhance the current
classroom instruction. The program will allow them to build their personal resumes and also
share their learning experiences with less tenured instructors that need to gain more support and
knowledge from an instructional perspective. Benefits for participants include; peer support,
training and individual coaching from Program Trainers/Directors, team collaboration, diverse
conferences and intense training on the University of Phoenix materials, websites and tools.
Participants of the program will become certified by the university to serve as Mentors and will
be able to add this additional credential to their personal and professional portfolio. This will set
participants up for continued success in their professions both inside and outside of the university
overtime.
Less tenured instructors will benefit tremendously from their partnership with a University of
Phoenix Mentor that completes the mentorship training program. Novice instructors will gain
more insight on the university instructional tools and equipment as well as the websites and

TRAINING PROGRAM PLAN

software. They will become more comfortable as they grow in their tenure teaching a diverse set
of learners. Benefits include constant sense of support in their roles by always having someone to
reference for questions or concerns and to celebrate success. Mentees in the program can
eventually go on to complete the program as well to share the experience and expertise as it is
accomplished overtime.
Students will benefit because they will be guaranteed to have learning encounters with better
equipped facilitators and learning should be more effective overtime. Student experiences will be
more valuable and lead to increased student success overtime.
The University of Phoenix will benefit as a whole because they impact of more quality
instruction will improve the universitys image and credibility overtime. As instructors improve
in their skill sets, students will have better classroom encounters and the university will continue
to thrive.
Program Marketing Methods:

Introduce mentor program to new faculty members during their initial certification
courses and training
Post flyers in faculty resource centers as well as local student resource centers around
campus and inside of classrooms
Bring flyers to faculty meetings when held or make announcements
Post flyers, announcements, participant qualifications and application deadline
information for the program to faculty sharing websites and social media (Facebook,
Twitter, LinkedIn, SharePoint etc.)
Host informationals to discuss the details of the program and offer incentives to get
potential participants excited about the event and encourage them to attend
Leader in the Academic department will make specific recommendations to those they
see to be qualified for or that would make a good fit for the program.
Periodic emails will be sent out to inform faculty of the program
Emails will be sent to inform all University staff of the program and program benefits

Program Evaluation:
The Program Directors/Trainers will be responsible for measuring the overall program
evaluation. The evaluation is intended to measure the effectiveness of the training and how well
it prepares tenured instructors to work as mentors. In addition, it measures how effectively the
mentorship program impacted instruction as a whole as well as how much more confident and
comfortable new instructors felt delivering instruction and using the tools and materials at their
leisure. The primary purpose for evaluation is to ensure that the program is designed
appropriately for the cause and to consider recommendations for improvement to the program in
the future if needed.
Evaluation Types:

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Student Surveys will be evaluated during the analysis stage as well as after the
entire training program cycle ends to measure a difference in student encounters
and feedback regarding earlier concerns addressed.
o Instructor feedback and availability/online and local campus presence and
support
o Instructor use of website, tools and technology
End of program exams will be given for certification at the end of the first cycle.
Participants will complete a brief survey at the close of the survey to specify their
readiness for their roles as mentors and to imply any suggested changes or
concerns with the program design/trainer/training etc.
o Comprehensive exam of all material covered during the six month cycle
o 3-5 question survey to be completed directly after the exam
o Feedback and notes page provided for additional considerations and
comments
Faculty surveys will be conducted prior to mentorship cycle two and at the end of
the mentorship cycle two (after the second six month period that the newly
certified mentor works together with his/her mentee). The surveys will brief with
a maximum of 3-5 questions and have a notes section for additional feedback.
o Continued follow up with mentors and mentees on success, concerns areas
of opportunity etc.
o Performance goals will be established and measured as to how they were
achieved
o Once goals have been mastered a new set of goals are established and
measured to keep consistent development gradually monitored
o Mentees will report goals success and concerns to mentor, mentor will
report information to program trainers and trainers will evaluate
effectiveness in behaviors and techniques.

Throughout each phase of data collection, the Program Coordinators/Trainers will thoroughly
evaluate the notes and details to look for trends in feedback and to measure comparative data
from one scope to the next. If enhancements are needed those will be included in a timely
fashion but definitely by the start of the next cycle one new team of participants.