Stillman Final Portfolio project TRDV499

Weaving Applied Principles with Engagement in Learning and Work1
Roosevelt University
Weaving Applied Principles with Engagement in Learning and Work:
Robert Stillman
December 12, 2016

Goal Statement
My signature achievement to date has been to answer the call to teach and find what
brings me “flow” in the work I do. I have found a resonance in the adult education field. My
work through this point has given me the greatest joy and satisfaction as I am given new relevant
training to construct using others curriculum. I also have occasion to develop my own to help
others learn and achieve greater levels of personal mastery or professional development. My
true goal is to continue creating more value and hence, reap the benefits of a high value product
developer and implementation specialist.

ROBERT D. STILLMAN
103 Benjamin Ave NE ● Grand Rapids, MI 49503
312.532.4906 ● RobertDStillman@gmail.com
Talent Development / Learning and Development Consultant
Dynamic trainer and organizational consultant with more than 20 years of combined experience contributing
to the enhanced profitability and success of a wide range of organizations. Equipped with a history of
achievement playing a key role in the creation and delivery of more than 200 training presentations
annually. Possess a strong background impacting staff performance through creation and / or delivery of
professional development programs for companies such as Microsoft, Google, Solar City, and Best Buy.
Successfully maintained top rankings in audience engagement, retention, and performance through
innovative development / implementation of strategic learning tools.
AREAS OF EXPERTISE
Training Management ● Organizational Performance Optimization ● Coaching / Mentoring
Train-the-Trainer ● Educational Workshop Design ● Learning Environments ● Addie Principles
E-Learning Curriculum design ● Sales & Marketing Presentations ● Curriculum Development
Professional Development Programs ● Instructional Program Development ● Road Shows ● B2B
Process ● Surveys / Performance Scores ● Cross-Functional Leadership ● Consulting ● Solutions
Development ● Client Relations ● Adult Learning Documentation / Guides ● Policies, Procedures,
Regulatory Compliance ● Sales Force Enhancements Executive Workshops ● Designing and
implementing personal coaching systems to achieve personal mastery within a Learning
Organization.
PROFESSIONAL EXPERIENCE
New Horizons Training, Livonia Michigan ● 2016 July to present
Applications / Business Skills Trainer:
Proficient in tailoring standard training modules in business soft skills and Microsoft office products such as
Excel (levels 1 through 3) and Power Point. Currently working on tailoring a leadership development
program for a top 20 national insurance broker. Consistently scoring in the top 20 percent of instructors in
client feedback. I simply love this type of work and it shows.
In Marketing Services, El Segundo, California ● 2014 November to present
Director of Field Operations:
Starting as a Sales Training Specialist on the DirecTV team, and promoted to Director of Operations for the
Meijer field execution team. Responsible for execution of over 2,000 events every weekend on behalf of
CPG partners. Recruit, train, requisition and manage the HR/ and training of every promotional sales
specialist and ensure we hit target execution rates. Managed a team of 2 regional managers, overseeing
22 district managers and a total of 1400 promotional sales specialists.
CONCIERGE UNLIMITED INTERNATIONAL, Chicago, Illinois ● 2014 March to June 2014
.
Concierge Supervisor / Coach (Consultant role)
Onsite Data analysis including in person interviews, recruiting and screening as well as on boarding
process. Designed and developed onboarding training system.
 Positively impacted staff productivity and operational quality, increasing bookings by up to 100%,
through expert coaching.

 Turned around problem team members through training and support, eliminating discrepancies and
issues in conduct.
 Enhanced recruitment and hiring practices with the creation of company’s first onboarding training
program, providing comprehensive information to applicants regarding organization and mission.
AUTOMOTIVE INTERNET MEDIA, Countryside, Illinois ● 2013 May to October 2013
Regional Sales Director (Team member role)
Utilizing latest developments in gatekeeper rapport building techniques, designed and implemented a 3
part sales process to gain attention and build interest for a new internet marketing tool in the crowded
solutions category.
 Successfully secured major accounts (totaling up to $15K per month) through implementation of
strategic selling plans within high-pressure environment.
MARKETSTAR / THE ELEVEN AGENCY, Irvine, California ● June 2011- March 2013
Trainer / Design and Facilitation Consultant
Orchestrated design and implementation of innovative training programs with optimal rates of participant
engagement, data retention, and overall satisfaction. Delivered expert coaching and mentoring to cross-
functional teams in support of organizational improvements and overall changes.
 Selected out of 1,500 applicants to serve as a member of Best Buy’s Nationwide Changing the
Game Facilitation Team.
 Worked collaboratively with team of 22 to deliver curriculum (on gaming department changes)
in various cities across the nation.
 Maintained ranking among the top 3 facilitators requested for key trainings including filming of
instructional presentations and national rally.
 Selected to deliver workshop to Microsoft trainers focused on Improvisational Theater techniques,
improving team’s performance scores by 20% while boosting confidence and morale.
 Success of the above workshop resulted in professional train-the-trainer development contract that
generated some of the highest performance rates of participants in company’s history.
 Contributed to successful rollout of Chrome Book by Google through curriculum design focused on
boosting customer engagement within retail environments.
 Expertly refined training program for Solar City’s in-store retail personnel.
 Participated in capturing new business opportunity through preparation and delivery of high-profile
presentations to major clients, including Intel, Whirlpool, and Cisco among others.
Chi Networks ● Chicago IL 2007-2011
Sales/ Consultant- Built pipeline of sales opportunities producing managed IT revenue for boutique
provider.
Bonding and Insurance Specialists Agency Inc. ● Chicago/ Bridgeview IL 1996-2006
Director of Sales and Marketing / IT Generated marketing and sales campaigns, directed technology
initiatives for $50MM/ year Managing General Agency in the environmental insurance and bonding market.
EDUCATION / PROFESSIONAL DEVELOPMENT
Master of Arts in Training and Development, Roosevelt University, Chicago, Illinois (Spring 2017)
Bachelor of Science in Chemistry, Northern Illinois University, DeKalb, Illinois

Training
National Speakers Association Candidate University
Dale Carnegie Sales Course, Madison, WI
USMC Platoon Leaders Class, Quantico, VA
Second City Conservatory, Graduate, Chicago IL
Handling Multiple Projects / Deadlines and Objectives, Schaumburg, IL
Affiliation
ATDchi, Director Sponsorship Acquisition (Past)
Technical Skills:
Certified in Adobe Captivate, CRM Software: Salesforce, ADP’s CRM, and ACT! ● MS Office (Word,
Excel, PowerPoint, Outlook) Proficient in Adobe Connect for On Line Live training execution. Go To
Meeting/ Go To Webinar.

Roosevelt University
Masters Portfolio: Weaving Applied Principles with Engagement in Learning and Work
Robert Stillman
12/13/2016

Table of Contents
Abstract 8
Introduction 9
Constructivism 10
Dick and Carey Method / Kellers ARCS Model 11
Kirkpatrick Evaluation Model 12
Description of Exhibits 14
Reflection/summary 15
References 16

Abstract
This portfolio highlights my work in the Master of Arts in Training and Development from
Roosevelt University. I will align the principles of the Constructivist theory as it has influenced
my learning, preparation and delivery of adult education. The delivery and design considerations
will be a mix of the Dick and Carey Method of Instructional Systems Design, Keller’s ARCS
model, Gagné’s nine events of instruction as well as Spolin’s seven aspects of spontaneity. In the
evaluative arena I will be demonstrating an evaluative plan which encompasses all 5 levels of
Kirkpatrick’s Evaluation Model. All of them have played a very impactful role in my early
success in teaching both children and now adults.
Keywords:Constructivism, Kellers ARCS Model, Gagné’s Nine events, Spolin, Improvisational Theater
Games

Learning and Development Philosophy: Stillman’s Approach
I pose the following question: Is what Peter Senge suggests possible to facilitate in any team or
organization in the world?
“Most of us at one time or another have been a part of a great team, a group of people who
functioned together in an extraordinary way—who trusted one another,who complemented one another’s
strengths and compensated for one another’slimitations… I have met many people who have experienced
this sort of profound teamwork --- in sports, or in the performing arts, or in business. Many have said
they have spent most of their life looking for that experience again.” (Senge,1990 pg 4)
Getting lost in your work, and the study of our relationship with work, is what holds the element of
fascination and drives me. The magical combination of competence and challenge that Csikszentmihalyi
points to in his seminal work “Flow” (Csikszentmihalyi 1997 pgs 30-33). Czikszentmihalyi offers
empirical research into what factors might lead us to do our highest and best expression of our talents.
It’s a theme that harkens back to Studs Terkel’s mason in “Working” “It’s a pretty good day laying stone
or brick. Not tiring. Anything you like to do isn’t tiresome… At the same time you get interested in what
you’re doing and you usually fight the clock the other way” (Terkel 2004 pg xlvi). So it is this, the being
so involved in your work that you lose all track of time, that motivated me to change careers. I will
weave in the genesis of why the philosophy, model, and method that I have picked up during my course
work at Roosevelt has helped me in my pursuit of a training career. Whether it was learning more about
human motivation through Pink’s “Drive” or the many stops in between,I have studied and searched for
not only my own career path that lights me up, but also the magic combination that somehow brings
greater meaning to other’s work and hence satisfaction. The transition to training and development and
achieving my Masters in this field corresponds to the joy I find in assisting adults upgrade their skills.
Some background on my focus when constructing both the Instructional Design Plan (IDP) and
the Instructors Guide (IG) may be necessary. Senge’s 5 disciplines which give the hope of bringing an
organization to the extraordinary teamwork described earlier, are worth highlighting as two of my three
exhibits live in one of the 5 disciplines, personal mastery. After the synopsis, I will delve into the learning
theories and models that guide my work as a Training and Personal Development professional.

Personal Mastery refersto our desire to get better at our skill or trade, and continually hone our
personal vision, focusing our energies, and above all seeing our reality for what it really is.
Systems Thinking is the understanding that the problems and processes that affect outcomes are
not linear in nature. They come from a system of interrelated components that affect outcomes.
Mental Models are the way each of us frame the world around us and project meaning from our
past experiences.
Building Shared Vision allows the team to take on something bigger than themselves and work
for together.
Team Learning is the discipline that drives even modest talent on teams to achieve more because
they learn together as a team.
Review of Literature
Winston Churchill once said, “I am always ready to learn, although I do not always like being
taught ” (Langworth 2008 pg.255) and it rings true with lecture heavy training experiences, or “show
you” , “watch you” with approval/ disapproval types of training exercises. I have highlighted the three
theories that inform and are utilized in my work. They are selected because they have influenced me the
most in not only how I learn, but in explaining how my training is able to connect with the participants
that I train nearly every week.
Constructivism
The whole of Constructivism has been called-out as possibly growing beyond a mere theory into an actual
philosophy (Lebow, 1993) from its formative roots in Jean Piaget’s Genetic Epistemology. The
constructivist view, is one that emphasizes that new knowledge is “constructed” from new information as
it relates to the experiences and frames of reference unique to each learner. It poses that each learner is an
active processor using cognitive skills to process information, much the same as a computer evaluates
input. This differs from the objectivist view which is rooted in behavioral psychology of B.F. Skinner

which assumes all learning is achieved via the learner’s experience relies on positive reinforcement and
other “right and wrong” rulings from the instructor. First hand witnessing of the effects (it typically
disempowered the learner) of “right, and wrong” judging from teachers is what led Spolin to emphasize
side-coaching in the teaching of students during her long career which included both children and adult
learners. Reflection too is one of the goals of using Constructivism (Driscoll, pg. 393) in the design and
implementation especially in making a lasting mark on the training participant.
Constructivism has two main branches in cognitive and social constructivism. Team learning as a goal
and discipline would be a natural assumption to go hand in hand with social constructivism where the
emphasis on the influence of, and benefits of learning in social groups was studied and advanced by
Vygotsky (Vygotsky, 1978) and Jerome Bruner. It would be easy to see that Spolin was influenced by
Bruner’s “learning by discovery” theory. Most specifically; that learner’s intellectual development was
enhanced through discovery, and most specifically through the exercises of solving problems. (Driscoll,
2005) This directly aligns with Spolins work which focused on what she termed, “The walk into the
intuitive”. (Spolin, 1963, p.17)
Dick and Carey Method for Systematic Design ofInstruction- is a model of instructional design that
has similar roots as constructivism in that they stem from cognitive psychology. Given a favorable
experience to date in designing courses using less detailed models, like Rapid design which focuses on
hitting all five of the ADDIE steps of analyzing, design, development, implementation and evaluation but
in a more abbreviated step processes such as time-heavy interviews during the analyzing phase.
Dick and Carey’s method owes much of its influence to the work of Gagné s The Conditions of Learning
(1965) which put forth the theory that learners behave as cognitive information processing entity’s as
opposed to responding to external stimuli and reinforcements (Dick and Carey, 2015 pg. 3), Gagné further
postulated that learning is processed from different modes or domains. He called these ways of
processing information for learning or gaining new skills, domains of learning. Gagnés Domains of
Learning then are broken down into five categories; verbal information, intellectual skills cognitive

strategies, psychomotor skills and attitudes. When using the Dick and Carey method, one designs so as
to include the domains that best suit the members of the audience. This is a challenge for instructional
designers’ as rarely does the trainer know which domains will be most effective. The prescription of
mixing in different domains can help cover the bases with learners.
Finally, John Keller’s work Motivational Design for Learning and Performance (2010) takes the next step
in design consideration. Keller’s ARCS model serves as a basis for designing with motivating the learner
in mind. He listed and described the conditions for learning that all learners need to have addressed and
met before any significant or meaningful learning can occur. were as follows:
A- Attention R- Relevance, C- Confidence S- Satisfaction
Is the opening
constructed so as to
capture and captivate the
audience’s attention?
Is the material being
shared relevant to the
learner?
Is the course work set up
to allow the learner to
gain confidence because
they can master the
steps planned out for
them?
Is the material and the
learning significant
enough to give the
learner satisfaction, and
not delivered so that
everyone just grabs a
medal for participating?
My training experience has been that these are great guidelines to plan for the flow and “meat” of the
training.
Kirkpatrick’s Four Levels ofEvaluation
How does an organization know whether they have had a good training? One of the first questions I ask
as I put together objectives and build a curriculum is what behaviors need to be changed, or accentuated

so we can test,evaluate and get feedback from what was accomplished. From the University of
Wisconsin Madison, Bob Kirkpatrick spent a lot of time wrestling with how evaluation could provide
training departments with the data needed to support further training and learning in an organization. He
published his four levels as a sequence,with each step being more difficult and time consuming, but with
every level, the information gets more valuable. (Kirkpatrick 2005 pg. 21) The four levels are:
Level What are you evaluating? Description
Level 1 Reaction Did the audience have a
favorable response to the
training? (this is commonly
referred to as a smile sheet.
Level 2 Learning Did the participants actually
learn something as a result of the
training?
Level 3 Behavior Did behavior change as a result
of the training?
Level 4 Results What was the tangible result of
the training in terms of morale,
engagement, sales production,
etc.
There is also a fifth level which has been identified by Phillips (1991) and utilized by others in the
training industry and that is the return on investment (ROI) of the training. Often difficult to pin down
because of a never- ending array of variables in a typical training and work environment. The third exhibit
attached shows the ROI initiative being evaluated and as might be seen,there are few ways to show the
impact other than in this case,coupon redemption. There is no accounting for beauty items being sold for
instance, that had no coupon or because of the new employee being there available to the customer and
being properly trained. Efforts to pin down ROI are a challenge for all training professionals and hence,
is looked at by some to be the holy grail for a successfultraining effort.

Exhibits
The following exhibits are examples of an Instructional design plan and Instructional Guide that
were developed for the Instructional systems I and II design classes,during my master’s studies at
Roosevelt. The two submissions were developed with a desire to put into form a probable “coach the
coach” training program to help managers coach their teams in the vein of Senge’s discipline personal
mastery. Due to the trouble that other organizations have had with calling their coaching programs
personal mastery programs, I have changed it to coaching others to a more competitive state. My third
exhibit is an actual training I helped develop for the company I was working for at the time. The training
department left the entire evaluation strategy un-addressed and I took the opportunity to inject all 4 levels
of Kirkpatricks evaluation methods into the training, and added the fifth to the best of my ability. The
exhibit is using actual numbers for the ROI achieved and the methods used to evaluate the ROI of the
training.
Instructional Design Plan- Coaching team members using the GROWmodel
Similar to Bloom’s Taxonomy for the Cognitive domain. Gagné’s domains of learning serve the
instructional design by analyzing goals and developing instructional strategies. The five domains are:
Verbal Information, Intellectual Skills/Cognitive Strategies, Psychomotor Skills, and Attitudes. The
domain is documented in the Instructional Design Plan (IDP) exhibit in that participants will be building
on their existing knowledge of the coaching process and the knowledge they acquired from not only the
boot camp, but the reading and participation in group activities. The Dick and Carey Model of
Instructional Systems Design was used as a model to categorize the overall learning goal and thus drive
the detailed design and subsequent development of instructional materials.
Exhibit Two: Instructors Guide for 2.5-hour training on coaching team members to a more
competitive state using the GROWmodel.
Following up on the IDP of the course, this Instructors guide informs the trainer/ facilitator as to what the
learners background, prior experience and expectations will be prior to attending the training. The

instructors guide is designed so that any facilitator can pick up the guide and prep themselves to conduct
the coaching seminar.
Exhibit Three: Evaluation ofMajor beauty advisor training.
The training industries standard for evaluation to answer the critical questions about the training being
developed and implemented such as; Is the training relevant? How will we measure learning? What will
be the impact on the business? Was there knowledge and skills transfer? What was the return on
investment? This exhibit was developed for an actual training where the training department for the
company I worked for had provided no evaluation strategy. I utilized my position and proximity to the
training to develop one module and create the evaluation strategy. The ROI plan, which is included here,
evaluated the cost of the training versus severalweeks of data on coupon redemption for the promoted
products. As was noted, there was no reliable way to measure sales impact across all products in the
beauty department for this large grocer/retail chain.
Reflection
In looking back on the last two years it has been a series of wonderful learning moments.
Imagine an amateur chemist with no training suddenly discovering the “why” behind the reactions they
were able to create when they went to University. That’s about the best analogy I have to summarize my
experience in the MATD program here at Roosevelt. I have always been fascinated by what people did
for a living. It did not matter whether or not society judges them as successful. Maybe you too have
weathered the bumps and bruises of your internships in life. Perhaps you were like me, and have had a
total change in course in your life’s work or turned a low passion existence, into one that filled you with
purpose and challenge. What I love about this field, is that there are new developments all the time into
the human brain. Couple the new brain study techniques with the contemporary nature of the work being
created by leaders in the field, whether it’s the John Keller’s, or Martin Seligman, they are all still with us

and looking for our assistance in furthering the nature of our understanding what creates our individual
happiness and meaning in the world.
References
Dick, W. Carey, L & Carey, J.O. (2015). The systematic design of instruction. Boston: Pearson
Publishing.
Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life.
New York: Basic Books
Driscoll, M (2005) Psychology of Learning for Instruction Boston: Pearson Publishing.
Keller, J (2010) Motivational Design for Learning and Performance. New York: Springer
Science + Business Media, LLC
Kirkpatrick, D. L, Kirkpatrick, J.D (2005) Evaluating Training Programs: The Four Levels 3rd
ed. San Francisco: Berrett-Koehler Publishers, Inc.
Langworth, R. (2008) Churchill by Himself: The Definitive Collection. London: Curtis Brown
Ltd.
Lebow, D. (1993) Constructivist values for instructional systems design: Five principles toward
a new mindset. Educational Technology Research & Development, 41,4-16.
Phillips, J. (1997). Handbook of Training Evaluation and Measurement Methods 3rd ed.. London
Routledge, Taylor and Francis Group
Senge P, M. (1990). The Fifth Discipline. New York: Doubleday.
Spolin, V. (1963) Improvisation for the Theater. Evanston: Northwestern University Press.
Terkel, S. (1972) Working. New York: The New Press.

Introduction:
The Organization has adopted the challenge of
becoming a “Learning Organization as defined by
Senge’s work in the Fifth Discipline (Senge,1991).
One of the cornerstones of the program is to engrain
the workforce with the concept of personal mastery.
A far cry from meaning dominance or possessing a
perfect level of professional skill, Personal mastery is
one of the 5 disciplines defined in Senge’s work and is
the starting point to professional development at all
levels within this organization. The goal of this IDP is
to give managers the structure they need to conduct
successful coaching sessions with their reports. It is
recommended that while annual reviews are
mandatory, successfully building winning teams
requires frequent check in’s and coaching sessions.
Goal Statement and
Main Steps
A. Goal Statement
Using all available program resources, C-suite executives, managers and supervisors at all levels
within the agency/company will be able to initiate their first coaching session with reports using
the GROW coaching technique.
B. Learning Domain
Use Domain Rationale
Verbal Information
X Intellectual Skills Will require cognitive strategies for authentically
coaching team members. Requires familiarity and
Instructional
Design Plan
Managers training on
Offering GROW
modeled Coaching
sessions.
Instructional Systems Design (TRDV
451)
Robert D Stillman
1-19-2015

some application of Senge’s Learning Organization
Principles.
Psychomotor Skills
X Attitudes Managers learn the basics of coaching and builds
managerial / leadership skills.

C. Main Steps
1. 2. 3. 4. 5.
Assemble
tools for
GROW
coaching
and
prepare for
session
Establishing a
comfortable
and positive
coaching
session
Coaching
reports though a
GROW session
Coaching/
Collaborating on
overcoming
perceived
obstacles.
Summarize homework
/ strategy and set next
session with quick
review of the reports
goal and strategy for
overcoming obstacle.
Goal Analysis
Main Step
1. Assemble tools for GROW based coaching and prepare for session
2. Subordinate Skills
2.1 Existing Managers and C Suite Executives should have the ability to verbally
communicate the value of building a learning organization and the importance of the five
disciplines with special focus on Personal Mastery.
2.2 Review of team member file and build familiarity with the various roles and goals of the
Team members and what their previous strategy was to implement since last session.
1.3 Create draft of session content agenda.
Entry Level Knowledge/ Skills
1 Use Microsoft Excel for the PDP template and Microsoft Word
2 Attended the Learning Organization Boot-camp for Executives on XX/XX/2015
and passed the final with an 80% or better.

Main Step
3. Establishing a comfortable and positive coaching session
Subordinate Skills
3.1 Verbally coach a colleague on the difference between objective reality and purpose –
vision and goals.
3.2 Introducing session content agenda reviewing Learning Organizations 5 disciplines..
1. Viewing of Hogan Video on Coach-ability of team members
2. Listen to Proctor’s Vision Purpose Goal podcast.
Main Step
4 Coaching reports though Personal mastery via GROW session
Subordinate Skills
4.1 Manager reviews SMART Goals.
1 Use of Microsoft Calendar and Shared Calendar function
Main Step
5.0 Coaching/ Collaborating on overcoming perceived obstacles
Subordinate Skills
5.1Creativity in overcoming obstacles

Know the employee’s personality style.
Main Step
5 Summarize homework / strategy and set next session with quick review of the reports goal
and strategy for overcoming obstacles.
Subordinate Skills
5.1 NA
1. Team members’ unit goals
2. Setting appointments in Outlook for next session.
Learner Analysis
Information
Categories
Data Sources Learner Characteristics
1. Entry behaviors N/A: Managers/ Supervisors of all
levels including C-Suite execs
have been to the weekend
seminar as presented by the
Society for Organizational
learning.
2. Prior knowledge of
topic area
N/A: Most learners only exposure
is from the weekend
bootcamp and hopefully
they’ve read the book

3. Attitudes toward
content
N/A: From the top of the C-Suite
down, mandatory that
organization is to be a
Learning Organization ,
hence, attendance is
mandatory
4. Attitudes toward
potential delivery
system
Attendees enjoyed the bootcamp
and are comfortable with
instructor led sessions.
Seen by every level as good
for the direction of the
company due to C Suite
engagement
5. Motivation for
instruction (ARCS)
Some input from reviewing
scores and answers on final test
at end of the boot-camp
including comment cards.
Mixed, represents a change
and some managers aren’t
happy with more
transparency.
6. Educational and
ability levels
Varied educational backgrounds Experience levels vary as well
7. General learning
preferences
Bootcamp relied heavily on
group activities and break outs
after training. Compare results
of training against those
outcomes
Pragmatic group seems to
enjoy the role play format for
coaching sessions during the
tiny bit covered in bootcamp
8. Attitudes toward
training organization
Reviews from boot camp good, Many don’t know this is being
taken over by our training
group. i.e. different than the
boot camp group.
9. General group
characteristics
Knowledge of group from
observing / participating at boot
camp.
Heterogeneity, diverse ages
and ethnicity, both genders.
Both inside managers and
those from outside the
organization.
Size:24 Executives and
Managers / supervisors
Overall impressions: focus on
pragmatic results and staying

true to nature of the role play
scenarios for best effect.

Performance Objectives
Performance Objectives
Step Matching Performance Objective
1. Assemble tools for
strengths based coaching and
prepare for session
Given the Coaches Handbook from the boot camp, and using
sample first draft Professional Development Plans, generate
an agenda with at least 4 areas of exploration/ discussion
using the GROW model which will move the session forward.
1.1 Existing Managers
and C Suite Executives
should have the ability to
verbally communicate the
value of building a learning
organization and the
importance of the five
disciplines with special focus
on Personal Mastery.
Given the emailed first draft of the employee’s PDP
worksheet filled out by their team-members and emailed prior
to the session, each manager will facilitate the structure of
their own team members Professional development plan
worksheets including dividing up components of their work
into one of 4 categories.
1.2 Review of team
member file and build
familiarity with the various
roles and goals of the
Team member as to previous
strategies to implement since
last session.

2. Establishing a
comfortable and positive
coaching session
Given a role play scenario, demonstrate positive strength
coaching and “productive conversation” techniques, and
receive an 8 or higher average score on a 1-10 scale as judged
by group peers
2.1 Verbally coach a
colleague on the difference
between objective reality and
purpose – vision and goals.
Using examples from the course and the managers own
Professional development plan, managers will communicate
the differences between objective reality, and purpose, vision
goals.with at least 2 examples of each.
3 Coaching reports
though the GROW model
Using the coach’s checklist and role playing in pairs,
examples from the course and the managers own goals as
reference, Managers will use active listening skills and create
thought provoking questions to solidify in their partner’s
mind, their objective reality, and their roles and goals.
3.1 Identify components
of team member’s roles and
prioritize / categorize in the
proper order.
Using examples from the course and the managers own goals
as reference, Managers will facilitate the team member’s
ability to prioritize and categorize their goals into personal
and professional categories and sub categories.
4 Coaching/
Collaborating on overcoming
perceived obstacles
Utilizing scenarios from the course, managers will role play in
groups of three to set goals that stretch and display
collaboration in overcoming obstacles. Each group will
develop at least 3 different pragmatic approaches to
overcoming the obstacles.
5 Summarize homework /
strategy and set next session
with quick review of the
reports goal and strategy for
overcoming obstacle (s).
Using the job aide provided, summarize the homework and
strategy and set the next session with a quick review of the
reports’ goal and strategy and set the next appointment for
coaching using (EB) Outlook calendar

Assessment Plan
Performance Objective ParallelTestItem
1. Given the Coaches
Handbook from the boot
camp, and using sample
first draft Professional
Development Plans,
generate an agenda with at
least 4 areas of exploration/
discussion which will move
the session forward.
Utilizing the GROW method. Create and list at least 4
areas of exploration/ discussion to launch your first
coaching session.
2. Given a role play scenario,
demonstrate positive
strength coaching and
“productive conversation”
techniques, and receive an
8 or higher average score
on a 1-10 scale as judged
by group peers
During a role play scenario in front of fellow participants
managers will demonstrate positive strength coaching
techniques. They will be evaluated by fellow
participants using a feedback rubric.
3. Using the coaches checklist
, and role playing in pairs,
examples from the course
and the managers own
goals as reference,
Managers will use active
listening skills and create
thought provoking
questions to solidify in their
partners mind, their
objective reality, and their
roles and goals.
Each manager will participate as coach in front of peers
and facilitated by instructor to rate each managers ability
to generate productive conversations, ask provoking
questions, solidify the coachee’s objective reality and
their roles and goals.

4. Utilizing scenarios from the
course, managers will role
play in groups of three to
set goals that stretch and
display collaboration in
overcoming obstacles.
Each group will develop at
least 3 different pragmatic
approaches to overcoming
the obstacles
Each group will present to the rest of the class detailing
their scenario and the approach they took to address the
coachee’s objective reality, their roles and goals and
evaluate with help by the facilitator and the rest of the
group, how these or possibly other solutions might have
helped.
5. Using the job aide
provided, summarize the
homework and strategy and
set the next session with a
quick review of the reports’
goal and strategy and set
the next appointment for
coaching using (EB)
Outlook calendar
Using one of the adopted results from the previous
exercise, conduct a summary of the session and review
the next steps and homework to complete and set the
next appointment. Managers will be evaluated by the
facilitator using a feedback sheet.

Instructional Strategy
PREINSTRUCTIONALACTIVITIES
MOTIVATION: One week prior to the workshop, send participants the review of the course
work and agenda for the 2.5-hour workshop.
Managers would forward to the facilitator/ trainer a copy of their own Professional
development plan they created from the template for review.
Participants to watch video of CEO / Supreme Chieftain address the exciting vision of
bringing personal mastery coaching to the organization. Cut to video of guillotine to drive
home point of what happens to those that resist the changes or fail to see the benefit of new
levels of transparency and the principles of the genuine professional.
ASSESSMENT
PRETESTS: NA
POSTTESTS: Review PDP’s with team members

FOLLOW-THROUGHACTIVITIES
PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 1
Objective 1.0: Given the Coaches Handbook from the boot camp, and using sample first draft
Professional Development Plans, generate an agenda with at least 4 areas of exploration/
discussion which will move the session forward.
Objective 2.0 Given a role play scenario, demonstrate positive strength coaching and
“productive conversation” techniques, and receive an 8 or higher average score on a 1-10 scale
as judged by group peers
Objective 3.0 Using the coach’s checklist, and role playing in pairs, examples from the course
and the managers own goals as reference, Managers will use active listening skills and create
thought provoking questions to solidify in their partners mind, their objective reality, and their
roles and goals.
Objective 4.0 Utilizing scenarios from the course, managers will role play in groups of three
to set goals that stretch and display collaboration in overcoming obstacles. Each group will
develop at least 3 different pragmatic approaches to overcoming the obstacles
Objective 5.0 Using the job aide provided, summarize the homework and strategy and set the
next session with a quick review of the reports’ goal and strategy and set the next appointment
for coaching using (EB) Outlook calendar
Content Presentation

 Instructor facilitates break down of group into cross experiential teams of 4 to 6.
 Teams to evaluate sample PDP’s and role play in pairs as directed.
 Teams to engage as groups and pairs to work on each conversational / coaching skill
exercise as well as overcoming obstacles.

Student Participation
 Particpants are seated at tables and work as teams
 Particpants work on developing best practices as a group and submitting them to the
Personal Mastery coaching “wall of fame”
 Group/ class review of presentations by each team on strategies presented during
break-out sessions on overcoming obstacles. And goals / strategy.
Feedback
 Following a presentation of groups approach to obstacles, lead whole class discussion
of each team’s approach.
 Once Q& A is finished, circulate amongst teams and answer any additional questions
from the assignment, learners and or context. Including guidelines for ongoing
coaching sessions.

Document Control
Document Issue
Date
Version Issued By
4.27.2015 1.0 Robert D Stillman
NOTES:
1. This document is designed to be printed double-sized.
2. This document was prepared and saved in Word 2010 under Windows 7.
Instructor’s
Guide
Managers training on
Coaching team
members toward a
more Competitive
State
Instructional Systems Design-2
(TRDV 470)
Robert D Stillman
4/27/2015

Contents
Document Control..........................................................................................................................31
Document Issue Date .....................................................................................................................31
Version...........................................................................................................................................31
Issued By........................................................................................................................................31
Contents .........................................................................................................................................32
Purpose Coaching Team Members to a more Competitive State ..................................................33
Preparing to Teach Coaching Team Members to Competitive State.............................................34
Teaching the Workshop Coaching Team Members to Competitive State.....................................39
Learner Materials ..........................................................................................................................43

Purpose
Greetings! The purpose of this guide is to prepare the facilitator/trainer in conducting the 2.5-
hour course in Coaching Team members to a greater Competitive State. Originally designed to
work in concert with the Society for Organizational Learning’s concept of Personal Mastery, the
course has seen better traction (and less controversial) by focusing on coaching others to higher
goals both professionally and as it may be required in a more holistic sense by focusing on well-
rounded approaches to overcoming obstacles and growing into our potentials.
It is also designed to be used during the facilitation of the training and can be used to supplement
the information provided by Accelerated Learning LLC.

Preparing to Teach
Instructor Preparation
Instructional Goal
Using all available program resources,C suite executives, managers and supervisors at all levels within
the organization will be able to initiate their first coaching session with reports using the 5 step coaching
process.
Learner Analysis
Information
Categories
Data Sources Learner Characteristics
1.0 Entry behaviors N/A: Managers/ Supervisors of all
levels including C-Suite
execs have been to the
weekend seminar as
presented by the Society for
Organizational learning.
1.1 Prior knowledge of
topic area
N/A: Most learners only exposure
is from the weekend
bootcamp and hopefully
they’ve read the book “The
Fifth Discipline” by Peter
Senge
2 Attitudes toward
content
N/A: From the top of the C-Suite
down, mandatory that
organization is to be a
Learning Organization ,
hence, attendance is
mandatory and participants
are excited about the
emphasis on improving as a
team and professional
development

3 Attitudes toward
potential delivery
system
Attendees enjoyed the bootcamp
and are comfortable with
instructor led sessions.
Seen by every level as good
for the direction of the
company due to C Suite
engagement
4 Motivation for
instruction (ARCS)
Some input from reviewing
scores and answers on final test
at end of the boot-camp
including comment cards.
Mixed, represents a change
and some managers aren’t
happy with more
transparency.
5 Educational and
ability levels
Varied educational backgrounds Experience levels vary as
well
6 General learning
preferences
Bootcamp relied heavily on
group activities and break outs
after training. Compare results of
training against those outcomes
Pragmatic group seems to
enjoy the role play format for
coaching sessions during the
tiny bit covered in bootcamp
7 Attitudes toward
training
organization
Reviews from boot camp good, Many don’t know this is
being taken over by our
training group. i.e. different
than the boot camp group.
8 General group
characteristics
Knowledge of group from
observing / participating at boot
camp.
Heterogeneity: Diverse ages
and ethnicity, both genders,
both inside managers and
those from outside the
organization.
Size:24 Executives and
Managers / supervisors
Overall impressions: focus on
pragmatic results and staying
true to nature of the role play
scenarios for best effect.

Materials
In addition to this Instructor’s Guide, the following materials are part of this workshop:
 Coaches Handbook from the Boot Camp provided by Accelerated Learning
 Sample First Drafts of Professional Development Plans
 Sample Agenda’s for first coaching session call (participants bring their own unique
copy)
 Role Play scenarios
 Coaches Worksheet
RoomSetup/Equipment
Room should be large enough to seat approximately 40 executives. The room should have round
tables and no more than 6 chairs per table. Space the chairs in a horseshoe formation around the
table to allow for “stage viewing” by (and hence toward) the instructor.
Sound
Sound system set up with Sons of Anarchy theme song and soundtrack cued up to
welcome participants.
PC setup
Instructor PC only:
 PowerPoint slides with step by step material
 Executives may bring their laptops in but are not to be accessed until the last exercise
when scheduling the next appointment.
Room supplies
 Paper
 Pens, pencils
 Flip charts 1 per 4-person group, estimated 10 needed with easels.
 Markers
 Tape
 Projector and a white wall or screen for display

Working withthe Client
Prior to the workshop
1. One week prior to the workshop, send link to Hogan video and sample Professional
Development plan, sample personnel file, and their draft of the session agenda for the
example for review.
2. Remind in follow up email that they are each to bring their own recommendations for
coaching the sample employee to the workshop. Recommendations are to be printed off
the work sheet and brought to the work shop. Email will include a reminder sample of
what’s included in the coaching file coaching files for each member on their team in hard
copy.
3. Send reminder via email from CEO on summary homework including filling out a
professional development plan.
4. Get updated headcount from department heads and executive suite.
5. Ensure enough extra copies of Coaches Playbook are available for those that forget theirs.
6. Check all PowerPoint slides and projector for functionality. Have the file backed up to a
flash drive and a spare laptop.
7. Check to make sure sound system is working for Music intro.
Day of instruction
1. Arrive at the meeting room 90 minutes early.
2. Run through slides and set up room with flip chart easel and projector.
3. Test to make sure everything including wifi is working.

Workshopflow
The workshop will consist of mostly classroom style teaching with frequent break outs within
groups to practice role plays and engage in peer to peer review both at a table level and in
slightly bigger groups depending on time constraints. Finally, teams present their best coaching
strategies to their peers in team presentation style.
Agenda for 2.5-hour session
Type ofActivity Detail Time Materials
Pre-
instructional
Activities
 Welcome
 Review of The Learning
Organization
 Discussion of pre-course
work
45 minutes  Coaches Handbook ,
Instructional
Activities
 Preparing for coaching call 20 minutes  Role Play Handouts
 Sample First Drafts of
Professional
Development Plans
 Sample Agenda’s for
first coaching session
call

 Establishing a comfortable
and positive coaching
session
 Coaching reports through
Individual Development
Plans
 Coaching/ Collaborating on
overcoming perceived
obstacles
60 minutes
Wrap-Up  5 Summarize homework /
strategy and set next session
with quick review of the
reports goal and strategy for
overcoming obstacle (s).
25 minutes Coaching Worksheet for
wrapping up call and
scheduling next session
Feedback sheets

Teaching the Workshop
Pre-instructional Activities
Material: PowerPoint slides 1-12
Timing: 30 minutes
Welcome
SHOW DO
Slide 1 (displayed as
participants enter the room)
1. Wait for song to be near over and welcome them to their course on
Coaching others to Personal Mastery
2. Remind them of how much we have to cover
3. Ask to see who has completed the homework?
Purpose for being together
SHOW DO
Slide 2 Why Personal Mastery 1. Slide plays video tape of CEO letting them know of the company
and boards unanimous decision to become a learning organization
and stay ahead of the curve.
2. Review the role of Personal mastery in the building of a learning
organization, and the benefits therein.
Roadmapfor Coaching to a higher competitive state
SHOW DO
Slide 6-11 The 5 steps of the
coaching call.
1. Show each of the 5 steps:
 Preparing for the session
 Setting the tone for the call
 Questions to reveal current state
 Coaching over obstacles
 Wrapping up setting next goal
Discussionofpre-Work
SHOW DO

Slide 12 watch Hogan video
again for review
End pre instructional activities with questions and comments
on coaching reports and their characteristics.
Instructional Activities
PowerPoint slides 13 through 23
Timing 90 minutes
PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEPS 1-5
Objective 1.0: Given the Coaches Handbook from the boot camp, and using their own first
draft Professional Development plans, generate an agenda with at least 4 areas of exploration/
discussion which will move the session forward
Material: Coaches Handbook
Timing: 22 minutes for huddle/ group activity
8 minutes (4 minute presentation by one group chosen) 4 minutes question/ critique
Objective 1.1: Given the first draft of each managers PDP worksheet filled out by their fellow
participants managers will facilitate the structure of their own Professional development plans
including dividing up components of their work into one of 4 categories: Associations,
Professional Skills, Education, and Creative/ Hobbies interests.
Material: Direct reports PDP worksheets: pens, markers, paper.
Objective 2.0: Given a partner in the groups own PDP, demonstrate positive strength
coaching and “productive conversation” techniques, and receive an 8 or higher average score
on a 1-10 scale as judged by group peers
Materials: Participants PDP’s (total of 4)

Objective 2.1: Using examples from the course and the managers own Professional
development plan, managers will communicate the differences between objective reality, and
purpose, vision goals. with at least 2 examples of each..
Objective 3.0: Using the coach’s checklist located in the Coach’s Handbook, and role playing
in pairs and the managers own goals as reference, Managers will use active listening skills and
create thought provoking questions to solidify in their partner’s mind, their objective reality,
and their roles and goals.
Objective 3.1: Using examples from the course and the managers own goals as reference,
Managers will facilitate the team members’ ability to prioritize and categorize their goals into
personal and professional categories and sub categories.
Objective 4.0: Utilizing their own PDP’s, managers will role play in groups of two to three to
set goals that stretch and display collaboration in overcoming obstacles. Each group will give
examples of at least 3 different examples in overcoming obstacles.
Objective 5.0 Using the Coaching Checklist Worksheet, summarize the homework and
strategy and set the next session with a quick review of the reports’ goal and strategy and set
the next appointment for coaching using (EB) Outlook calendar
Material: Coaches Checklist Worksheet
.

Follow-ThroughActivities
Review of Professional Development plans with team members
 Review with facilitator circulating around for accuracy
 Managers to produce lap tops and send the coaching summary form to their reports and set
schedule for next session.
Material Laptops brought by the participants
Timing: 25-30 minutes
Calendarappointment
SHOW DO
Project a completed PDP and a
completed calendar
appointment for 2 weeks
forward.
Point out the 4 points covered in the review, obstacles identified, and
next stretch points/ goals set to work on.
Finish with a What did we learn about personal mastery session we
didn’t know before summary sheet and feedback survey for the
workshop.
Point out FAQ section on the training internal sharepoint site.

Learner Materials
Handouts
Below are the Handouts Including a sample PDP and the Coaches Worksheet Checklist
Handout 1
Here is the Sample Professional Development Plan for reference:

Handout 2
COACHING CHECKLIST WORKSHEET
Team
member
name: Date:
Start date: Best phone: Email:
Area
Effort
Grade
Vision Obstacle
Strategy for
overcoming
Vision provoking questions: Where do you see yourself in the next 3 to 5
years?
Which of your strengths would help you get there?
What might the steps look like getting you to achieve that?
Remember to ask questions like: What areas do you find yourself experiencing
the biggest challenges?
What are the absolute truths regarding where you are with this problem? (Both
of these focus on Object Reality)
Wrapping up the call
Summarize each category Notes:

Set the next Coaching
session

Slides
Number Slide
1. (Note,
there are
facilitator
notes in
the Power
Point. )
2.

3.
4.

5.
6.

7.
8.

9.
10.

11.
12.

13.
14.

15.
16.

17.
18.

19.
20.

21.
22.

23.

TRDV 434 Evaluative Methods
Proposal to Evaluate Major* Beauty Advisor Training Program
Robert Stillman
October 15, 2015
*name of the grocer retailer headquarteredin GrandRapids MI has been altered

Course Descriptionand EvaluationGoals
This course is designed to educate and enable the launch of a new Beauty Advisor program
within Major stores chain wide. The initial pilot is being launched on Wednesday September
23rd 2015 and will be conducted at Majors* training facility in Grand Rapids MI.
There are two components to the training. A live person to person training conducted on the
23rd, September and a specially designed e-learning course that will be available to new beauty
advisors onboarding and will serve as a refresher to any of the pilot advisors in attendance for the
pilot.
Trainee Profile
There were 12 beauty advisors hired for the initial pilot. Qualifications of the program were:
 A current student of an accredited beauty school or a graduate of a beauty school.
 Passionate about helping others look their best
 Engaging personalities.
The objectives of the training will be to:
 Familiarize the beauty advisors of the new direction undertaken by Major
 Set expectations of the activities and customer service desired
 Familiarize the beauty advisors of the latest advancements of our sponsoring beauty
product vendor partners
 Train the advisor to invite, engage and advise Major customer’s on beauty tips that are
impactful and within the customer’s budget in a fun and consultative way.
The Data CollectionPlan
Our evaluation strategy will be built upon the 4 levels of evaluation as outlined by Kirkpatrick
“Evaluating Training Programs” (Kirkpatrick, 2005). It is referred to as the Kirkpatrick model
for evaluation the levels help break down the training and give successful training organizations
answers to questions such as: was the training a success? and did we achieve a return on
investment? With every level of evaluation there is a corresponding objective and method of
collecting/ measuring the data. A brief description of each Level follows:
Level I – Reaction
Level I is the reaction by the participants to the training itself. It doesn’t focus on what was
learned but gives the training organization answers to such key questions as; Was the training
relevant? Was it enjoyed by the participants? What did they find most useful? etc. As Bob
Kirkpatrick notes, Level I won’t tell you if learning has happened, but it is a universal fact that
you stand a far worse chance of achieving learning transfer if you the trainee’s don’t enjoy their

experience. A copy of the Level I reaction form as well as the results of the in person training is
contained in Appendix A
Level II- Learning
With level II we ask, what was learned in the training? Normally this is tightly aligned to a
learning objective. In our beauty advisor training the overarching theme was on product
knowledge and engagement of the customers in order to create a great experience for Major
customers. Sometimes taken as a pre and post survey to document, our approach was to spot
interview the beauty advisor and ask some questions on the products they were featuring as well
as audit their engagement of customers.
Level III- Behavior
In level III we ask; did behavior on the job change/ improve? or put in another way, did they use
the tools or techniques given on the job? Our Level III method will come from asking the
advisors on a call report that they are to fill out whether they did the basics of “Invite, Engage,
and Consult/ Sell”.
Level IV – Impact
Our initiative is fortunate in that there are easier to track metrics as to the impact of the program.
The beauty advisors are armed with coupons and featured products. Our level IV evaluations
will measure the impact of the beauty advisor in terms of both sales and backed up by general
impressions by Major personnel shopping the store.
Level V- ROI
Although the traditional Kirkpatrick Model involves only 4 Level’s we have taken on the added
step of separating the ROI calculations from impact. This will allow us to more closely examine
the net benefit to Major on the outcomes of the beauty advisor program. We will use some
isolating scenarios as well as sales lift at the stores in the beauty department over the course of
the 8-week program and compare that to the cost of the investment. Each step or level is
designed to build toward the next and give our respective companies and their leadership a
clearer picture of the program and its impact.
Table 1 below organizes each level with an overview of each category to better step the reader
through the goal.
TABLE 1 – Data CollectionPlan
Level Objective Measures/ Data Data Collection
Method
Responsibility

9 Reaction/
Satisfaction
10 question survey
form rating facilitator
and relevance as well
as subject presentation
and position readiness.
Will have a comments
section for
recommendation for
improvement.
Level I paper form
collected at close of the
first day
Facilitator
(Results/
tabulation is
attached and
included in
Appendix)
2 Learning Post training survey
done.
Product knowledge quiz
given by facilitator. 3 to
4 weeks into the roll out
of the program.
Facilitator
3 Job Transfer Survey with Call
reports in JET (Job
execution tracker) to
measure use of
products featured from
partners in the beauty
industry
Business Intel group to
collect call report detail.
DFO to collect and
collate
4 Impact Monitor Client reaction
and sample customers’
reaction regarding the
new role within the
store.
Spot interviews with
Major customers after an
engagement with the
Major Beauty advisor.
Coupon redemption is
another key metric for
this position.
DFO / Facilitator
and comments
back from the
field. Coupon
redemption data.
5. ROI Monitor Sales lift,
track by store and
compare to stores with
out a Beauty Advisor
trained in the original
training.
Isolate stores where data
is able to be compared to
stores in similar/like
locations but have no
beauty advisor
Business Intel
team from Sales
and Strategy
group.
Evaluation Designand Strategy:
Evaluations will be collected under the direct supervision of the Director of Field Operations as
most of the beauty advisors are located in the Grand Rapids market. Approximately half of the
initial group will be interviewed post training within a 3 to 5-week period to complete the
retention check of the advisors. There is a second pre and post survey focusing on the mission of
the program and knowledge of Major history as well as the areas of concentration in the 4
categories (Facial Skin/ Body Skin care, Hair Care, Cosmetics) will be conducted in the e-
learning course.

Return on Investment (ROI)
As mentioned above, the ROI will be analyzed based on several accessible data points:
 Sales lift overall year on year (YOY) for stores with beauty advisors actively working. In
lieu of YOY data, a previous period of 3 weeks may be used as a base line of sales.
 Sales Lift compared to other stores of same demographic (Suburban affluent, City/ urban,
Smaller footprint
 Some indication of the effectiveness of the live training versus e-learning module if any.
Summary ProgramOverview:
Business Opportunity: Utilize specially trained Beauty Advisors to take the in-store experiential
program to the next level
Goals:
•Drive awareness and assist customers on finding their favorite beauty products at Major: Facial,
Hair, Body Lotion, and Cosmetics
•Showcase beauty advisors as the trusted source for all their beauty needs
•Drive product sales and highlight key brands
Event Details:
Timeframe: 8 Weeks,Starting Friday, Sept. 25 – Ending Sunday, Nov. 15 2015
10 Stores:(5) Small City, (4) Suburban, (1) Small Town
Themes:FacialSkincare, Hair, Cosmetics, Body Skincare
Brands:Neutrogena, John Frieda, Maybelline, Pantene,Aveeno,Olay, L’Oreal, Nivea
Results:Weeks 1 - 3
12.5% Overall coupon redemption rate
289 New households purchased, using coupon, within the L5 beauty care category for the first time at
Major!
Avg. Coupon user L5 beauty care basket was $4.87 and 1.06 units higher on days of event on average
than their previous beauty care basket totals
Test Vs control stores = 20% more coupon eligible units were purchased in test stores during event days
than control stores

ROI ANALYSIS PLAN
Program: Major Beauty Advisor Program_____________ Created by:_Robert Stillman________ Date:_10/3/15____
Data Items Methods for
Isolating the
Effects of the
Program
Methods of
Converting
Data to
Monetary
Values
Cost Categories Intangible
Benefits
Communi-
cation Targets
for Final
Report
Other
Influences/
Issues During
Application
Comments
Sales Lift
based on same
store type
sales
Compare in like
category stores
Analyze value
of new
customer over
course of a year.
All figures are
in US Dollars
L&D
department e
learning and live
training deck
creation.
Customer
reaction and
improved
shopping
experience
Health and
Welness buyers
and General
Merchandiser
group/
InMarketing
Executive
Leadership
Team.
Ability to
communicate
engagement
techniques over
e learning
course.
Differences in
skill level of
the beauty
advisors
Coupon
Redemption
Satisfied
customer
value
New Beauty
shoppers

Weaving Applied Principles with Engagement in Learning and Work 1
Program Costs: The totalcosts as well as just the training costs are broken out for the program are outlined in the tables below:
8 hr Classroom Training Delivered by Vendors & InMarketing
Traininer & 2 hr E-Learning
# of Event Spcialist Needed 12
Event Specialst Travel
$
700.00
Food, Bus
$
1,500.00
Additional onboarding of BA
$
800.00
Field Managers Training $0
Training 8hr classroom/2hr on-line $26,760
Total training costs $29,760
Talent Profile Beauty School
Erica's Billing Rates (from July 13
email) $18.00
plus up fees @ 15% plus up (for
cushion) $26.84
Hiring Fee at $1000 p/employee p/hr $7.69
Employment Taxes etc @ 15% $4.03
Billed Hourly Rate $30.87
Gross Margin Rate = 20% $37.04
Talent Profile Beauty School
# of Hours p/event 6.5
cost p/hr $37.04
Talent Cost Per Event Day $240.78
In Field Mgrs As Needed 3
Field Mgr Cost 0
Total Talent Costs $240.78

ACTIVATION RECAP
# of Participating Stores 10
# of events per store per day 1
# of events per week 3
# of event weeks 8
# of Event days 240
Total Cost $57,786
Total Field Activated Talent Costs $57,786
Total Cost Per Event Day $241
Collateral Estimates/Quotes
20 Aprons $225.00
12 High top table with stocking $3,750.00
240 Counter Top Signs 2155.2
Trash Cans $200.00
Cotton Balls $240.00
Makeup Remover $540.00
Neutrogena coupon $1,300.00
Booklet $4,000.00
Amortized Collateral Cost Per Event
Day $12,410.20

Program Results and ROI
The early results of the program are very encouraging. Coupon redemption is higher than industry averages of 3% and the basis can
be formed for an estimate of the impact to Major’s bottom line.
CouponRedemptions By Week & Household Metrics
Redemptions Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Totals
15% OFF COSMETICS COUPON 15% 11% 17% 14.7%
15% OFF HAIRCARE COUPON 20% 14% 20% 18.0%
15% OFF SKINCARE COUPON 13% 10% 13% 12.0%
15% OFF FACIAL SKINCARE
COUPON 10% 7% 9% 8.5%
VENDOR COUPON 3% 4% 12% 6.4%
TOTALS 13.20% 9.75% 14.62% 12.5%
L5 Beauty Care Customers
Using Coupons
Notable Metrics Week 1 Week 2 Week 3
Week
4
Week
5
Week
6
Week
7
Week
8
Totals
Existing **HouseholdCount 1888 1324 1939 5151
Existing *Total_Category_Basket_Increase $8,965 $6,741 $9,270 $24,977
Existing *Avg_Increase_In_Beauty_Care_Sales_Per_Coupon_Trip 4.75 5.09 4.78 $4.87
Existing Avg_Increase_In_Beauty_Care_Units_Per_Coupon_Trip 1.14 1.05 1.00 1.06
New **HouseholdCount 119 79 91 289
New *Total_Category_Trip_Increase $1,776 $1,178 $1,385 $4,339
New *Avg_Increase_In_Beauty_Care_Sales_Per_Coupon_Trip 14.92 14.92 15.22 $15.02
New Avg_Increase_In_Beauty_Care_Units_Per_Coupon_Trip 2.69 2.99 2.79 2.82
Source:Major Teradata
Note:**Household counts do not include cash purchasers, and may not be unique week to week
Note:*Beauty Care Sales Per Coupon Trip do not factor out coupon discounts amounts

Return on Investment
The question of return on investment is a trickier question in this initiative because there are many entities that have a stake in the
execution and responsible for results. Each CPG company (Vendor partners) have contributed money to help launch the initiative and
paid this to Major. So while Major is the focus of the ROI analysis, each of the vendor partners did contribute both cash and training
time to send representatives in to teach product benefits during the training.
Revenue Projection:
In considering total revenue benefit, for purposes of our analysis, two areas will be looked at to give Major an indication of the impact
the program has had. While most customer’s feedback was very positive and even Major HQ personnel found the presence of a
beauty advisor in store to give the department a more professional and upscale feel, the tangible benefit is hard to quantify. We do
have two, dollar metrics we can assign however, based on coupon redemption data and new shopper analysis data.
Using the increased basket size revenue increases for the program (highlighted in yellow on the Program ROI chart above) we see the
first contributor of revenue at $24,977 for all 10 stores through 3 weeks. Projecting this out for the full 8 weeks at the average of
$8,326/ week X 8 weeks = $66,605.00
The other contributor significant to Major is the new customer acquisition figure through the 3 weeks of the run which features 284
new customers for the period. This equates to approximately 95 new customers per week X 8 weeks = 757 new customers.
Revenue benefit of a new loyal customer to Major According to the USDA’s Center for Nutrition Policy and Promotion,the average
expenditure for a low-cost meal plan for a family of four in the United States is $786 This is substantially less than the liberal
food plan, which comes in at $1,195 for a family of four for a month. Using $786 / month, we see a two-month benefit if they keep
20% of the new customers as loyal customers of Major 757 X 20% x $786 / month X 2 months. = $238,000. Obviously we cannot
assume that all 757 customers will remain loyal for a whole year and there will be some residual effect staying on and some dropping
off.
Our adjusted new revenue impact is $238,000 + $ 66,605 = $304,605

Totaling up costs and plugging this into our ROI equation:
Cost of Program.
Training costs: $29,760.00
Collateral : $12,410.20
Talent Costs over 8 weeks: $57,786.00
Total: $99,950.00
ROI 304.75%.
Thoughts for ongoing program:
Should this initiative be taken into the 4th quarter, more evaluation as to the impact on brands that assisted in funding the program
could be developed and tailored. It was learned that some CPG’s that contributed did so in the spirit of helping the initiative without
any thought to documenting ROI. It will be the challenge of company training department to ensure we capture ROI data for the CPG
companies that invest in this and other programs going forward.

Appendix
Call Report Questions
Week 1, 2 and 3 questions:
BA1:B12
Week 4 through 8 questions:
1) Did you execute the
scheduled event?
1) Did you execute the scheduled
event?
2) Was there enough product
in stock to perform the
event?
2) Was there enough product in
stock to perform the event?
3) Howmany products did
you purchase?
3) Howmany products did you
purchase?
4) Howmany products did
you use?
4) Howmany products did you
use?
5) What was the total
product purchase amount?
5) What was the total product
purchase amount?
6) Approximately howmany
coupons were given out?
coupons were given out?
people did you assist?
people did you assist?
repeat customers did you see
today ?

8) Please provide additional
information about product
availability.
9) Please provide additional
information about product
availability.
9) What was the general
customer feedback to having
a Beauty Advisor in the
store?
10) What was the general
customer feedback to having a
Beauty Advisor in the store?
10) Please provide any
additional customer
feedback and comments
11) What aspects ofyour
training have you found most
helpful in your newrole?
11) Do you feel the event
materials (event manual, fact
card, signage) prepared you
accurately to execute this
event?
12) The one aspect ofthe role I
wish I could get more
comfortable with is ________
(Product familiarity,Program
parameters, engaging
customers,etc..
12) Please provide your
feedback on howwe could
make the event better?
13) On a 1-10 scale with 1 being
not prepared at all, and 10 being
a rockstar Please rank your
ability to help customers on
their beauty needs .
14) On the same scale rank your
skill level in engaging customers
with or without coupons
available 1 to10

15) Please provide any
additional customer feedback
and comments
16) Do you feel the event
materials (event manual, fact
card, signage) prepared you
accurately to execute this event?

Major Beauty Advisor Training Level I Evaluation summary
Eval 1 Eval 2 Eval 3 Eval 4 Eval 5
The course content was interesting and helpful 4 4 4 4 4
The content was relevant to my role as an advisor 4 4 4 4 4
The Facilitator was knowledgeable and prepared 4 3 4 4 4
The pacing of the training was effective at keeping my interest 3 3 4 2 4
The course had useful techniques I could use in my role 4 4 4 4 4
I felt prepared to perform the role play activity 4 3 3 4 4
The training left me excited to take on my new role 4 4 4 4 4
The store visit was helpful to the training 4 4 4 4 4
The training in JET gave me the confidence I need to do my schedule 3 4 4 4 4
Based on the training I would recommend this position to my colleagues 4 4 4 4 4
Average 3.8 3.7 3.9 3.8 4
Comments:
1.4 I think that it could have started earlier. Was told to be here at 7:15-7:30 a.m. Didn't start until after 8
1.8 Store visit was helpful
1.9 Maybe as I complete it a few times it will be easier
2.1 course content very informative
2.2 Yes relevant to my role

2.3 Not as organized with somethings like how long the program is, but otherwise great!
3.3 Great Job
3.4Things moved very quickly and was never boring
3.5 Reps gave helpful comments and ways to apply product / Sales training was a nice way to be customer focused
3.6 There is more product knowledge needed that will come with time
3.8 Great to see the layout and understand the planogram
4.10 Sounds fun and I am ready to work
4. 4 a lot of free time
5.1 A lot of information to take in but made interesting and fun!
5.3 Very Pleasant!
5.5 Many new tips acquired for even other roles
5.6 Fun and quite funny!
5.7 Super Excited!
5.8 It gave me a little more of a visual as to what is expected for a great
demo!
6.1 learned about a variety of products
6.2 Helpful how to engate with customers
6.5 Engage with customers

Sample Feedback on
Major Beauty advisor
postion
8) Please provide
additional
information about
product availability.
9) What was the
general customer
feedback to having a
Beauty Advisor in the
store?
10) Please provide
any additional
customer feedback
and comments
skin softner few people really
appreciate my help,
few of said they don't
need any help. and 3
people told thanks for
your her we can't
generally find help in
this area
surprise that there a
beauty specialist
acne cleanser sold out
before end of event.
hydro boost only 3
available
Glad to see assistance
in the beauty
department. can never
find anyone
Thank you for the
coupons. helps alot on
coast of products
besides I can still use
my mperks discount
The show if only
contain a few of each
item. Enough to sell
and sample but it left
the shelf bare.
surprised and quite
happy! A few seem to
be bothered by it
I love how those Hydro
booster feels on my
skin! It's so light and
non greasy!
Although people were
willing to try the
sample, most were not
looking to purchase the
product that day so I
had enough product on
the shelf.
In general liked the
idea. They liked that
someone would be
accessible on a regular
basis.
People liked the beauty
coupons and the fact
that they could be used
for any brand.
Customers liked how
the moisturizer felt.
The also recognized
the brand and respected
it.
moisturizer was not
available in stock.
great feedback,people
loved having help
it's really nice that
Meijer has started this,
and would be back next
weekend for more help.

NO product in stock Loved have beauty
advisor in the store
Happy with program
All the products wear
on the self.
They thought it was
nice to have someone
there to ask questions
to. And the coupon was
very nice to have.
Can you help me find
this. This great that you
are here
na na na
No issues LOVED IT Very happy to have
help
plenty of product
stocked
pleasantly surprised.
other didn't really care.
i really appreciate your
help finding this.
Fully stocked shelf! Most men didn't care
but most women were
quite pleased.
Well I didn't know this!
Thank you for helping
me, I could really kiss
you right now! Thank
you so much for your
help!
acne cleanser sold out realky helpful. can
never find anybody to
get help
Thanks for coupons.
really helps.
There was enough
product when I started
but at the end of the
day only a few of the
moisturizer left and
only one of the Rapid
Clear.
People liked having
someone help them
locate items. They
liked the personal
touch.
I love Neutrogena
products. I heard about
the hydro boost and I'm
glad to try it. I'l! take
the Rapid Clear for my
son.
still enough in stock Enjoyed seeing my
face. Declined coupons
Just liked that someone
was there to help
moisturizer product
was not in stock to
support event
customers were excited
to see a beauty advisor
and thought it was cool
international students
needed help
understanding our
american products and
each left with about 7-8
products. thought the
help was incredible.

Low on product Happy To have us in
the store
Love the program
All of the product was
an the self and people
were very happy to be
asked if they needed
help
They liked the idea of
having someone to ask
questions to
Nothing
NA NA NA
they like but it is
pricies a shopper he
wish the product was
available in bigger
sizes
surprise that Meijer has
a beauty advisor
today I receive a lot
"thank you" I
appreciate your help
8) Please provide
additional
information about
9) What was the
general customer
store?
10) Please provide
any additional
customer feedback
and comments
At the end of the day,
only one of each item
was left on the shelf for
purchase.
Most men laughed me
off while about half of
the women I
encountered were very
appreciative. The other
half the women ignored
me.
"Aren't I beautiful
enough?" "These
coupons are very
helpful!"
was in stock Saw and gave more
coupons to customers
coming in for a second
time that weekend
asked would i be
coming back next week
no Great loved having the
help
love
low product Love it Love the program
All the product was on
the shelf.
They loved having
someone to ask for
help.
They liked having
someone to ask for help
if they needed it.
NA NA NA

someone told me they
can get the best of the
Neutrogena Hydro
boost during winter
very helpfull a lot shoppers wants
the Neutrogena in a
bigger sizes. Price was
high for the size
moisturizer was not in
stock to demonstrate
other product was
nice addition to Meijer
to have a beauty
consultant
happy that the beauty
advisor has the product
knowledge to help with
all sorts of beauty
situations
8) Please provide
additional
information about
9) What was the
general customer
store?
10) Please provide
any additional
customer feedback
and comments
Pantene age defy
products were not in
stock at all
enjoyed the john frieda
coupon
liked someone there to
assist
some products were
available to customers
and other products had
a limited amount
available.
this is Great to have a
Beauty Advior. Usually
can't find help.
Thanks for the four
coupons and John
Freida ones too. and
can use mperks! Great
savings!
no no no
No No No
Love program Love the program no
All products were
available.
Customers were quite
pleased, many asked
beauty questions and
others asked about
promotions.
"I never used Frizz
Ease,I always thought
it was for only frizzy
hair!" "I use this
Pantene serum already,
I'll give the shampoo
and conditioner a try!"
NA NA NA
no no no

pantene featured
shampoo only had a
few on shelf. other
featured products were
readily available.
people were pleased to
hear that. they liked
the idea of having
someone to assist them
and answer questions.
people liked the
coupons and
promotions that were
featured this weekend.
no no no
no no no
no no no
many shoppers like the
pantene Shampoo than
anything else.
Many Shoppers
appreciate my help, a
lady ask if I was a
brand advisor or
something. I respond I
am your beauty advisor
to help you any product
you may be looking in
the beauty asiles
This a nice touch of
meijer after I suggester
the makeup extender
from L'oreal
NA NA NA
no no no
very limited on certain
products, others had
plenty
Really like a Beauty
Advisor in the
department. usually
can.t find help
Thank you for the
coupons they really
help and Thank you for
your help.
no no no
no no no
no no no
anti aging for air and
normally use in salon
very helpful. I helped
few men whom were
shopping for their wife.
and shows many
people the product
location
I appreciate your help.

Participant Feedback Sheet
So what did we learn about coaching others to a competitive state?
What was your biggest takeaway from today’s session?
What was your next biggest takeaway?
Rate the session on it’s:
Clarity
The materials presented were:
Not Clear Fuzzy So So Somewhat Clear , Very Clear
1 2 3 4 5
Applicability:
Not Marginally Possibly Somewhat Very
1 2 3 4 5
Energy/ Entertainment
Not Marginally Possibly Somewhat Very
1 2 3 4 5
What would you have liked for us to include more of?

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