Running head: PROPOSAL FOR CHARLES COUNTY 1

Maryann Andrews

Charles County Public Schools:

Proposal for Improving Enterprise Learning and Development

DETT 621

August 10, 2019

PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 2

Charles County Public Schools:

Proposal for Improving Enterprise Learning and Development

This report documents a comprehensive learning and development (L&D) plan for

improving the enterprise learning of all Charles County Public Schools’ employee groups based

on findings from the recently conducted needs assessment (Andrews, 2019). This proposal

provides recommendations of appropriate techniques and strategies for delivering learning and

development to address recent incidents of child abuse on students by employees and in support

of the district’s vision of providing safe school environments. This proposal describes how the

plan will move CCPS from its current maturity level of L&D (Stage 1) to the target level (Stage

3) with emphasis on the creative integration of online learning.

Organization Overview

The Charles County Public Schools (CCPS) is located in Charles County, Maryland,

serving over 27,000 students throughout forty campuses. The district employs 3,542 employees,

including 2,079 teachers, 1,122 support staff, 114 technical employees, and 227 administrators

(CCPS, 2019). In 2018 CCPS became aware of multiple occurrences of child abuse perpetrated

by district employees upon students starting in 2010 (Alim, 2018). In light of these events, CCPS

increased the number of required professional development modules, developed by Vector

Solutions and delivered through the Safe Schools LMS, in the hopes of decreasing further

incidences.

The district’s mission, (as cited by Andrews, 2019) “is to provide an opportunity for all

school-aged children to receive an academically challenging, quality education that builds

character, equips for leadership and prepares for life, in an environment that is safe and

conducive to learning”. The CCPS goals aspire to

PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 3

increase student achievement by utilizing the integration of best practices in technology

and instruction, to provide a safe, orderly and caring environment for students and staff,

recruit and retain a qualified, highly effective, and diverse workforce, and communicate,

engage, and partner with our parents and community (CCPS, 2019).

The needs analysis identifies CCPS at learning and development maturity Stage 1 (as

described in Table 1) concerning the utilization of the in-house staff development department via

the district website, the need for planned training throughout the school year, and a regular

review of all online modules checking for adherence to CCPS goals.

Table 1

Stages of Organizational Learning & Development Maturity Matrix

Stage 1 Stage 2 Stage 3 Stage 4

Ad Hoc, Consistent Institutionalized Enterprise
Sporadic L&D Events L&D Learning
Training
Main Department Organization Performance & Enterprise
LMS LMS Knowledge Learning Model
Tools/Technology eLearning Management & Performance
Competency Support
model
Jobs/Roles/Competencies Incidental T&D Talent and Competency-
Training Excellence Performance based Talent
Improvement Management
Primary Analytics Predictable Quantitative ROI, ROE Net Worth
costs & Qualitative

Primary Drivers Reduce Risks Change Business Results Learning

Readiness Aligned with
Business
Strategy and
Execution
Learning Process Reactive Planned Strategic Agile Learning
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 4

Stage 1 Stage 2 Stage 3 Stage 4

Ad Hoc, Consistent Institutionalized Enterprise
Sporadic L&D Events L&D Learning
Training
Business Structure Departments Consolidation Learning Culture Rapid
Focus of Operations Reconfiguration

Decision Support Data Information Knowledge Wisdom

Note. Table adapted from Assignment #2 Case Study guidance document posted in University
of Maryland University College DETT 621 9040 online classroom, archived at
http://campus.umuc.edu

At the current Stage 1/ad hoc, sporadic training; learning outcomes are not consistent

with the training provided, indicated by the subsequent instances of child abuse. The use of

generic learning content delivered once a year through a contract with Vector Solutions shows

that the CCPS organization offers limited support for in-house training that is specific to the

district’s needs.

The ATD Competency Model was used to measure the L&D maturity level against the

district’s goals and vision to determine the areas requiring improvement. The results of the

comparison demonstrate the following foundational competencies as areas of need; a) industry

knowledge; b) interpersonal skills; c) personal skills; d) technology literacy. This proposed plan

addresses the foundational competency areas of high need determined by the ATD Competency

Model comparison. Table 2 identifies the areas of need rated by level of importance in support

of CCPS’s vision and goals applicable to each district employee.

PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 5

Table 2

ATD Foundational Competencies

Foundational Competencies Identified Area of Need Level of need to meet

CCPS mission and goals
of providing a safe
environment
Business Skills Analyze needs and propose Low
solutions, drive results
Global Mindset Accommodate cultural Low
difference, expand awareness
champion diversity
Industry Knowledge Maintain own professional High
knowledge, build industry
sector knowledge
Interpersonal Skills Build trust, network, and High
partner, influence stakeholders
Personal Skills Demonstrate adaptability, High
model personal development
Technology Literacy Use technology effectively High
Note. The Identified Area of Need relates to the skills required for each Foundational
Competency. Table adapted from the ATD competency model; The talent development
profession redefined to create a competitive advantage. Available through
https://www.td.org/certification/atd-competency-model

The achievement of the ATD Foundational Competencies by CCPS employees and

application of knowledge learned will positively impact the district and bolster the L&D maturity

level from Stage 1/ad hoc, sporadic training to Stage 2/consistent L&D events on the

Organizational Learning & Development Maturity Matrix. The adoption of new training

methods bolsters a Stage 3/institutionalized L&D level by promoting a shift in campus-level

culture favoring ongoing training fostering appropriate interactions between staff and students.

The use of online and blended learning meets the training needs of the employees with the ability

to modify and customize the content, providing easily accessible modules, and using live

streaming video technology ensures that all employees across each campus are receiving the

same information.
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 6

The proposed plan suggests a three-year timeline to close the gap from the L&D maturity

of Stage 1 to Stage 3. To close the gap, the CCPS must work toward excellence in learning and

development by incorporating an LMS for the district employees to access planned, high-quality

online and blended training created by the department of staff development. The staff

development department will partner with the information technology department to schedule

and provide synchronous and asynchronous training throughout the school year. Also, authentic

methods of measurement must be incorporated gauging both quality and quantity of training.

The use of questionnaires, observations, and surveys also support the increase of L&D maturity

level by using the data to determine module efficacy and areas that require improvement. To

further improve the stage of maturity, CCPS must implement change readiness and consolidate

the use of ancillary departments to enhance the development and delivery of training to all staff,

thus causing a shift in organizational culture from receiving training to gaining ownership of the

training development and subsequent results. Finally, the information delivered will be

customized to meet the needs of CCPS employees of knowledge building to support the district’s

goals and vision. Table 3 (Stages of Organizational Learning & Development Maturity Matrix)

shows a predicted timeline for improvement indicated by the highlighted areas. The current

level of L&D maturity is highlighted in yellow. The areas highlighted in gray are predicted to

show growth by reaching target Stage 2 within two years. The areas highlighted in pink are

expected to show improvement within three years of implementation attaining a target level of

Stage 3 learning and development.

PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 7

Table 3

Stages of Organizational Learning & Development Maturity Matrix

Predicted Improvement Timeline

Stage 1 Stage 2 Stage 3 Stage 4

Ad Hoc, Consistent Institutionalized Enterprise
Sporadic L&D Events L&D Learning
Training
Main Department Organization Performance & Enterprise
LMS LMS Knowledge Learning Model
Tools/Technology eLearning Management & Performance
Competency Support
model
Jobs/Roles/Competencies Incidental T&D Talent and Competency-
Training Excellence Performance based Talent
Improvement Management
Primary Analytics Predictable Quantitative ROI, ROE Net Worth
costs & Qualitative

Primary Drivers Reduce Risks Change Business Results Learning

Readiness Aligned with
Business
Strategy and
Execution
Learning Process Reactive Planned Strategic Agile Learning

Business Structure Departments Consolidation Learning Culture Rapid

Focus of Operations Reconfiguration

Decision Support Data Information Knowledge Wisdom

Note. Table adapted from Assignment #2 Case Study guidance document posted in University
of Maryland University College DETT 621 9040 online classroom, archived at
http://campus.umuc.edu
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 8

To reach Stage 3 within a three-year timeline, the employees of CCPS must demonstrate

changed behaviors and improved interactions with students. The analysis of training

effectiveness will show a return on investment by decreased incidences of inappropriate behavior

and a safe school environment. By progressing from Stage 1 to Stage 3, confidence from

stakeholders will increase, and the employee learning process will be proactive instead of

reactive, through the provision of interactive training that applies to the school setting. The

implementation of the proposed plan will provide professional development as an ongoing

process of the campus community instead of an annual function.

Proposed Learning & Development Plan

Industry Knowledge: Maintain own professional knowledge, build industry sector

knowledge

All CCPS employees must understand and apply the skills and knowledge garnered from

the annual professional development training. To ensure Vector Solutions is providing training

aligned with the district’s goals, this plan proposes a bi-annual review, by CCPS executive staff,

of modules related to child abuse and interpersonal communications. To complete this action the

district’s executive staff will access the online modules and meet via a web conferencing

application. By meeting in such a manner, managers can stay at their home campuses and still

collaborate in real-time with their colleagues. The goal of this endeavor is to ensure that content

is relevant and engaging for employees. According to Sandy Rooney, Secretary to the Principal

of CTE (Career Technical Education), Coordinator of CTE, and the Social Media Coordinator

for Stethem Educational Center, the annual training provided by Vector Solutions remains the

same year after year, causing employees to become complacent and disinterested (personal

communication, June 23, 2019).

PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 9

By reviewing module content, the executive staff will ensure the modules support

industry knowledge directly related to appropriate interaction with students and maintaining a

safe school environment. The CCPS executive and administrative staff will communicate the

value of completing training and applying the knowledge to all employee groups. They will also

reiterate that each employee is a stakeholder in the successful implementation of knowledge

gained from module completion. By regularly monitoring online module content provided by

Vector Solutions, CCPS ensures that the information delivered to employees coincides with the

district’s need for safe school environments for students and employees.

The application of this proposed plan will assist CCPS by using technology to build the

skills needed to interact with students appropriately, thus increasing their L&D maturity from

Stage 1 to Stage 2. Among those functions is the ability to identify and report incidences of

abuse immediately and to behave in a manner conducive to a safe learning environment.

Furthermore, by maintaining industry and professional knowledge and moving from Stage 1 to

Stage 2, CCPS will advance to Stage 3 by increasing the level of training and development

excellence and improving performance by demonstrating a decrease in child abuse incidences.

Charles County Public Schools will measure each module’s efficacy with a quantitative

analysis of the end of module standardized multiple-choice exams (Lebek & Luft, 2007) for each

employee to review any trends in responses or clusters of incorrect answers. As per Dr. Johnelle

Sherald, CCPS Principal (Retired), the data gathered from the surveys will be used to “measure the

number by schools and areas of the county to see if more training is needed or revisions in the

training” (personal communication, July 29, 2019). A qualitative questionnaire will be

distributed to each employee requesting their input on the efficacy of the online training modules

provided by Vector Solutions. The data gathered will be compared to the CCPS goals and
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 10

vision, and results of identified deficiencies will be used to request modifications be made by the

Vector Solutions organization to ensure the module content aligns with CCPS goal of providing

safe learning environments.

Interpersonal skills: Build trust, network, and partner, influence stakeholders

A culture of trust and networking across campuses must occur so that CCPS can meet the

vision and goal of safe environments for employees and students. Currently, training is

completed online without campus-level follow-up or opportunities for discussion and

clarification among employees. To build a community of trust where employees can network

with one another and understand their influence on the success of providing safe campuses for

students this proposal offers the implementation of synchronous training every quarter and after

any subsequent occurrences of inappropriate behavior by employees. As per Dr. Sherald,

“Training should be ongoing throughout the year with updates each year” (personal

communication, July 29, 2019). In support of this recommendation, multiple quarterly events

will be scheduled to meet the employee group’s work schedules. These numerous events will

foster small group sessions encouraging conversation, and providing an environment amicable to

building trust among campus colleagues. By serving as facilitators, campus administrative staff

will support Knowles, Swanson, & Holton’s (2005) assertion that by sharing their experiences,

participants will integrate new knowledge and transfer learning back to their jobs. The plan

includes the utilization of the CCPS staff development department to develop and deliver these

training events to all employee groups using live online video conference technology. Forsythe

(2016) states that “videoconferencing can be a very effective way to connect people over

distances for meetings and for specialist information” (p. 14). Each employee will attend the

district-wide presentations at their local campus. Campus level administration will facilitate

these events by conducting small group sessions to check for understanding and to reiterate the
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 11

importance of their compliance in meeting CCPS goals. The adoption of this synchronous

training demonstrates the importance of assuring that all employees are provided with the same

information and opportunities to network amongst their campus team and with other campuses

through the use of live video technology. Relationship building puts the responsibility in the

employees’ hands by requiring them to understand the severity of the situations of abuse by

creating communities of trust, and holding one another accountable for properly interacting with

students, and reporting suspected abuse.

The adaptation of these synchronous training events on a quarterly and on-demand basis

will increase the L&D maturity level from Stage 1 to Stage 2 by providing the training through

the CCPS LMS through the use of e-learning for all employees. By providing this training and

campus-level collaboration, employees will build knowledge about signs of abuse and ways to

report suspected incidences, working towards L& D Stage 3 maturity. The staff development

department will increase their skills and expertise at developing and providing these modules to

employees by an ongoing in-house review of content and analyses of follow up surveys.

Abildgaard, Saksvik, & Nielsen (2016) suggest that the use of questionnaires is a convenient

method of measuring employees’ pre and post understanding of critical points. Moreover, these

quarterly events will move CCPS from being reactionary to providing planned, customized

training that meets the district’s needs. The collaboration between staff development, the

information technology departments, and campus-level administration will also encourage

improvement from Stage 1 to Stage 2 with the consolidation of operations, ultimately moving

from merely delivering information to employees to building knowledge.

Guided small group discussion during the synchronous presentation will be used to check

for understanding and knowledge building. Per Sherald, “As a part of the training Principals
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 12

should provide updates and information to their staffs to keep them abreast of the current needs

of the school and their students” (personal communication, July 29, 2019). The campus group

discussions will allow for analysis of site-specific challenges. Each quarterly training will begin

and end with a check for knowledge. Quantitative data will be gathered from the knowledge

checks to garner the number of employees completing the training. Qualitative data will be

collected to check for understanding, and that information will be used by the staff development

team to customize the information for the next training event.

Personal skills: Demonstrate adaptability, model personal development

Technology Literacy: Use technology effectively

Currently, the distribution of all required annual professional development training

occurs through the Safe Schools LMS. This proposal suggests that the staff development

department is responsible for the creation of blended eLearning modules in the areas of Child

Abuse & Neglect, Sexual Harassment, and Staff/Student Relationships. The customized

development and delivery of these modules in a blended model is designed to meet the

employees’ needs in support of the district’s goal of safe learning environments and the ATD

foundational competency of personal development. The online portion of the module will be

available 24/7 through the CCPS LMS. The use of online modules supports technology literacy

by using e-learning for building and sharing knowledge, problem-solving, and collaborating

(Teräs & Kartoglu, 2017). Module completion will occur during a specified timeline followed

by a face to face session during Fall in-service, before the start of the school year. All employees

will participate in a campus-based follow-up meeting with the administrative staff to reinforce

Teräs & Kartoglu’s (2017) assertion that “curriculum becomes enriched with knowledge from

the participants and mentors (p. 208). To promote accountability, employees will use these

sessions to partner with colleagues to share experiences and addressing challenges throughout
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 13

the school year (Downs & Mehta, 2017). To ensure compliance, campus-level administration

will facilitate the face to face meetings following online module completion and all employees

will be required to sign a statement of understanding, as per Sherald’s suggestion (personal

communication, July 29, 2019). By signing the memorandums of agreement, CCPS employees

will demonstrate their dedication to adhering to the CCPS vision of maintaining a safe

environment for students.

The asynchronous delivery of these modules supports technology literacy with the

employees completing the modules and subsequent checks for understanding entirely online. An

additional means of strengthening technology literacy is through the use of the anonymous

reporting system. Employees will receive training on how to utilize the online system to report

suspected cases of abuse for any CCPS campus. The ability to communicate through the online

reporting system is intended to encourage employees to submit concerns anonymously. A

system-generated code will be used to identify each case allowing employees to log in and out of

the reporting system.

As per Downs & Mehta (2017), “measurement provides data that can be used to refine

and strengthen ongoing digital learning efforts” (p. 43). Questionnaires using a sliding scale of

measurement will analyze training usefulness by completion before and after each training event.

Scoring will be analyzed to modify training content and validity to ensure the information shared

applies to the goal of creating safe school environments. Campus administrators will conduct

formal and informal observations checking for application of appropriate interaction practices

between students and employees. The results of compiled observation data will be discussed in

confidence with each employee by the administrator, discussing methods of improvement if

necessary. Focus groups during the face to face portion of training would address the overall
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 14

findings of observations and survey responses. These opportunities will be used for discussion

to build a deeper understanding of module topics.

The administration of consistent blended e-Learning modules to the CCPS employees

through the district’s LMS encourages an improvement from L&D Stage 1 to Stage 2. The

demonstration of increased knowledge and positive interactions between employees and students

will result in decreased incidences of abuse, demonstrating a marked improvement and

movement towards Stage 3 of L& D maturity. The planned training sessions will encourage a

culture of learning and relationship building among employees. The ability to strengthen

technology skills by accessing the modules online and using the online reporting system also

supports an increase from L&D Stage 1 to Stage 2.

Conclusion
This proposed plan addresses the identified needs that must be met for Charles County

Public Schools to improve their Learning and Development maturity from Stage 1/ad hoc,

sporadic training to Stage 3/ institutionalized training. The ATD Competency Model was used

to determine the foundational competencies that require improvement; they are; a) interpersonal

skills; b) personal skills; c) technology literacy; d) industry knowledge.

The successful implementation of synchronous learning events by the staff development

department and campus administrative staff encourage networking among all employee groups,

thereby fostering trusting relationships and personal accountability. The annual review, led by

CCPS executive staff, of Vector Solutions modules, ensures that content aligns with the district’s

goals and vision. The provision of blended learning using online modules with campus-level

sessions supports the building of knowledge needed for appropriate interactions between

employees and students. The increased use of technology through the online modules, blended
PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 15

learning, live web conferencing, and online reporting system strengthens each employee’s

technology literacy by access to tools within each employee’s work schedule.

The implementation of the proposed plan by CCPS is designed to increase the level of

L&D maturity within a three-year timeline from Stage 1 to Stage 3. The district will support the

development of a professional learning community (Humada-Ludeke, 2013) by practicing

continuous assessment, campus level, and district-wide collaboration and discussion, and using

gathered data to make modifications and adjustments to the delivery of the modules (p. 60). The

application of the proposed plan demonstrates CCPS’s dedication to each student’s safety and

adherence to the district’s vision and goals of maintaining a qualified, highly competent

workforce and providing a safe environment for all students.

PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 16

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PROPOSAL FOR CHARLES COUNTY PUBLIC SCHOOLS 17

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