COMMUNICATION

PL AN
W I L L I A M S T E WA RT
AET/560
J A N U A RY 3 0 , 2 0 1 7
DR. CHRISTINE NORTZ
INTRODUCTION

A communication plan is essential to program success in that it drives the need for change throughout all levels of

an organization, helps employees understand how the change will affect them, explains the nature of structural and job

changes that will impact how objectives are accomplished, and provides feedback about progress (Cawsey, Deszca &

Ingols, 2012).

Change agents must understand that though they may be aware of the rationale and other key aspects of the

program, front-line employees will only know and understand what has been communicated to them by management.

Without sufficient communication, employees will draw their own conclusions about a change program, many incorrect

or based in rumor. Communication plan theory and application are explained.

COMMUNICATION PLAN THEORY
Cawsey, Deszca and Ingols (2012) explain that good communication programs are essential to minimize the effects of rumors,
to mobilize support for the change, and to sustain enthusiasm and commitment (p. 319).

A communication plan fuels the success of a change program by:

Driving the need for change throughout all levels of an organization.

Helping employees understand how the change will affect them.

Explaining the nature of structural and job changes that will impact how objectives are accomplished.

Providing feedback about progress. (Cawsey, Deszca & Ingols, 2012)

There are four phases of a communication plan:

Preapproval Change agents convince top-level management of the need for change.

Developing the need for change The need for change and rationale is explained to employees.

Midstream change Feedback on progress is provided to employees and their feedback is attained.

Change confirmation Employees are informed of success and prepared for future change. (Cawsey, Deszca & Ingols, 2012)

The four phases represent shifts in the focus of the plan to meet varying needs within the overall process.
COMMUNICATION PLAN APPLICATION
Technological requirements to accomplish the plan:
The existing learning management (LMS) and communication systems at the university, in conjunction
with teleconferencing, will be used for training.

LMS analytics and electronic surveys will be used to measure faculty progress.

How to generate feedback for continuous improvement.

How to address negative responses or communications about the change.

How your communication plan can help produce organizational change.

Feedback for continuous improvement:

Team meetings will facilitate faculty feedback on competencies, behaviors, processes and areas for
improvement.

Formal feedback will be attained through periodic faculty surveys, and change leaders and managers.

Feedback will be evaluated with a focus on opportunities for improvement in specific areas.
COMMUNICATION PLAN APPLICATION
Addressing negative responses and communication about the change:
Coaches will be assigned to specific cases of negative feedback on change.

Managers will conduct additional individual meetings with these employees to reinforce the change effort.

Attitudes and progress will be monitored and evaluated by managers who will recommend necessary
action.

How the communication plan will help produce organizational change:

The plan holds at its center a collaborative approach to facilitate participatory change.
Communication with employees will center on the rationale behind the change effort, as well as individual
elements.
The value of feedback from employees will be shared with faculty, and they will see the organization
putting that information to use to adjust change processes as necessary.
The plan communicates accountability with support to faculty.
Appreciation of faculty effort will be demonstrated through the communication plan.
The plan ensures employees understand all aspects of the change effort, including its significance.
COMMUNICATION PLAN APPLICATION
P re a p p rov a l P h a s e

Top-level management is convinced that change is needed:

The Dean of the College of Humanities and Sciences (COHS) is contacted by the change agent group and learns of the FYS
retention problem, the need for change.

The change plan recommendation is presented to the COHS Dean, who provides approval and advisement on protocol and
spearheads key stakeholder communications.

Requirements are identified:

A launch method is agreed upon.

In collaboration with the COHS Dean, technology requirements are identified.

A measurement system is designed to evaluate the plans effectiveness and the impact of managements response.

Multiple pathway feedback systems are designed with a focus on continuous improvement.

Goals are established for identifying success measures to demonstrate training program efficacy.
COMMUNICATION PLAN APPLICATION
Developing Need for Change Phase

The plan is launched through a trigger event featuring a department-wide meeting:

The problem is explained and discussed. Shared diagnosis begins in this stage to facilitate an understanding of aspects of job
stability, the vision, necessary behavior changes and competencies, measurement and the overall change process.

Additional communication through team and manager meetings, and email reinforce the message and solicit feedback.

Shared diagnosis and coaching

Work teams are established to communicate with faculty for collaboration on necessary behaviors and competencies, supportive
skills and practices, and logistics of the training program.

Based on historical retention data, change leaders are established to support change efforts through the training program and in
monitoring.
COMMUNICATION PLAN APPLICATION
Midstream Change Phase

The training program is in process. Feedback is compiled and measured:

A department-wide meeting initiates the collaborative feedback process.

Faculty feedback is compiled formally and informally.

Attitudes toward the training program and the overall change process are measured.

Feedback is provided to faculty.

Retention rates are measured, benchmarked against initial rates.

Progress is communicated to faculty, including retention rate changes.

Misconceptions are clarified, adjustments to roles and realignments are explained.

COMMUNICATION PLAN APPLICATION
Change Confirmation Phase

Should the change effort be successful:

Celebration is warranted at the conclusion, and are needed along the way to mark progress, reinforce commitment, and
reduce stress (Cawsey, Deszca & Ingols, 2012, p. 321).

A department-wide meeting will be held to review goal achievement and recognize individuals for exemplary action.

All faculty will be appreciated verbally, through written documentation, and standardized awards.

Unfinished tasks are identified and addressed.

Positioning for the next change begins.

Should the change effort not be successful:

A department-wide meeting will be held to serve as a trigger event.

Current situation is explained relative to job stability and revised deadlines for improvement.

Achievements are recognized and areas for improvement identified.

Two-way feedback on areas for improvement and necessary adjustments is compiled.

Evaluation system is explained.

CONCLUSION

Creating a sense of fairness, trust, and confidence in the leadership and interest and enthusiasm for the initiative is

important to the success of change initiatives (Cawsey, Deszca & Ingols, 2012). The phases of the plan represent

shifts in focus to meet varying needs within the overall process, and build that trust and confidence necessary to

enact successful change. By applying these phases to construct a communication plan for the change implementation

at University of Phoenix to increase FYS retention, faculty will be positively influenced to move in a common

direction toward the change goal.

REFERENCES
Cawsey, T. F., Deszca, G., & Ingols, C. (2012). Organizational change: An action-oriented toolkit (2nd ed.). Thousand Oaks,
CA: Sage.