1. Signature Assignment: Communication Plan
Terry C. Holbrook
AET/560
November 14, 2016
D. Christine Nortz

2. Agenda Launching the plan Technology requirements
Measuring effectiveness and management’s response
Generating feedback for continuous improvement
Addressing negative feedback
Impact on organizational change

3. Developing the need for change
Launching the Plan
Preapproval
Developing the need for change
In the launch phase of the communication plan, one must set the parameters, dispel of any negative rumors about the change, and invite your audience to be a part of the change. This is the selling aspect of the plan. Selling employees as well upper management for the need for change with statistics and research. This phase should also include the rationale and reassurance of how well the implemented changes will create a better organizational environment.
Cawsey, Deszca & Ingols (2012) discuss the efforts behind good communication and describe this as efforts that work to minimize the effects of rumors that can be spread throughout an organization, moves to rally support for the changes that are taking place and is implemented in an attempt to sustain employee commitment and enthusiasm. A communication plan can be broken down into four unique phases that can be implemented over a change process: preapproval, developing the need for change, midstream change and confirming the change (Cawsey, Deszca & Ingols, 2012).
Midstream change
Confirming change

4. Multimedia technology
Technology Requirements
Multimedia technology
Smart classrooms
teleconferencing
The use of multimedia technology will be key when working through the education portion of this plan and the company will also need to be committed to media investment for the creation and distribution of videos to describe the need for change, the rationale behind the plan and the steps that the organization will be taking.
The use of smart classroom setting allows the instructors the ability to connect to multifaceted media systems. Smart classrooms also put any research at your fingertips which allows the employees in training to access statistics reinforcing your idea for change and how well the idea may be working some place else.
Teleconferencing capabilities makes the feedback portion of the change process much easier and instantaneous. Instead of collecting rebuttal ideas to change and setting up an appointment with upper management, one can hash out a decision with the touch of a button.

5. Quarterly evaluations
Measuring Effectiveness and Management’s Response
Pre-test assessments
Retention testing
Pro-test assessments
Measuring the effectiveness of a training program takes various measuring devices, summative and formative to determine, are just a couple, of measuring program success. Management’s response to the needs assessment in conjunction training goals should be at the heart of the student learning experience. A pre-test should be administered as a pre-workshop assessment to determine exactly where the students are at and what has to be unlearned. At the end of each day of training, an assessment should be given to determine how much of the training was retained by students. A post-workshop assessment, should be given to determine if the student met the goals for the training program. Quarterly evaluation for graduates to be done quarterly for the first year and then annually after that.
Quarterly evaluations
Annual evaluations

6. Analyze and communicate
Generating Feedback for Continuous Improvement
Analyze and communicate
surveys
When implementing any kind of change it may be helpful to use surveys to generate the feedback that is needed. “Use surveys to capture people’s attitudes, opinions, and experiences at a particular point in time and then possibly track those attitudes over time” (Cawsey, Deszca, & Ingols, 2012, p 311).
When using surveys the employees can remain anonymous which may make the employees feel more comfortable and open up more. Surveys can be used to access the opinions of the stakeholders both internal and external on how they feel about the change.
Constant engagement

7. Addressing Negative Feedback
Resistance to change
negotiations
Co-optation
There are going to be those employees resistant to change, whom will be offering up their opinions or negative feedback, and as a change leader, you need to be prepared for that. Cawsey, Deszca & Ingols (2012) talk about a few resources that can be effective when dealing with negative responses: negotiation, co-optation and coercion. Negotiation can be effective when coming from a trusted leader amongst the staff (Cawsey, Deszca & Ingols, 2012).
Supervisors can also work to engage employees through a process of manipulation, and while they may not openly admit to using this approach, they may work to address issues from angels other than a head on approach and see if they can use their own experiences or the experiences of team members to help reshape the opinions of those that are opposed to steps in the change process (Cawsey, Deszca & Ingols, 2012).
Last resorts would be coercion and using any means available to influence people to change their mind or opinion, whether that be time, money or other resources (Cawsey, Deszca & Ingols, 2012).
coercion

8. Impact on Organizational Change
Infuse the need for change throughout the organization.
Enable individuals to understand the impact that change will have on them.
Communicate any structural and job changes that will influence how things are done
Keep people informed about the progress of changes.
If the communication plan is executed properly, and the intended goals are achieved, then the organizational change will not only be accepted, but successful. Constant reinforcement through the change process is pivotal. Sending a consistent and deliberate message to the employee, throughout the process, also affords them the opportunity to feel supported through educational training.

9. References
Cawsey, T. F., Deszca, G., & Ingols, C. (2012). Organizational change: An action-oriented toolkit (2nd ed.). Thousand Okas, CA: Sage.
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10. References cont.