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ADOLESCENT
HEALTH
OFFICE OF
1 |
Professional Development Plans for
Teen Pregnancy Prevention Programs
What is an Organizational Professional Development Plan?
Professional development is a process of improving and increasing the capabilities of your staff by aligning
employee training and growth efforts with your organization’s mission, goals, and objectives (Ofce of
Personnel Management, n.d.). An Organizational Professional Development Plan is a way to set priorities
across an organization to ensure that the investments made in professional development align with the overall
goals of the program and are adequately supported by organizational policies and practices.
As you develop your plan, recall that the goals and objectives of your Organizational Professional Development
Plan should address skills, knowledge, and attitudes that are relevant to the effectiveness of your organization
as a whole as well as effective implementation of your teen pregnancy prevention (TPP) program.
Why create an Organizational
Professional Development Plan?
OAH expects all grantees to develop a plan to hire and retain
qualied, well-trained staff. In order to do this, grantees should
assess the professional development needs of staff on a regular
basis and use the results to develop a plan for providing staff with
ongoing support. In addition to helping you meet your funding
requirements, professional development is a critical investment in
your staff and their ability to support high-quality implementation
of your TPP program. Research suggests that developing and
implementing an Organizational Professional Development Plan
can result in increased employee job satisfaction, improved staff
morale, reduced staff turnover, and more effective uptake of
innovations (Kroll, 2015; SHRM, 2015).
ADOLESCENT
HEALTH
OFFICE OF
Developing a framework for
professional development
Providing relevant, timely, and effective professional development
requires a structured planning process. One planning process that
should be familiar to all TPP grantees is the Getting to Outcomes®
(GTO) program planning framework. While there are various frameworks and planning processes one can
use to create a professional development plan, this tip sheet will outline a professional development planning
process based on the 10 steps of GTO.
1
1
These steps have been adapted from Wandersman and colleagues’ (2012) evidence-based approach to training using GTO.
10 Steps to Developing an
Organizational Professional
Development Plan:
1. Conduct a needs/resources
assessment
2. Establish goals and desired outcomes
3. Identify best/promising practices
4. Address issues of t
5. Consider capacity
6. Develop a plan
7. Conduct implementation and
process evaluations
8. Conduct an outcome evaluation
9. Engage in continuous quality
improvement
10. Address sustainability issues
1. Conduct a needs/resources assessment. A needs/resources assessment should be conducted annually
and cover individual staff needs as well as the broader needs of your organization (Brown, 2002). OAH has
developed a number of resources to help grantees assess skills, knowledge, attitudes, and policies as they
relate to general organizational capacity, positive youth development, trauma-informed approaches, and
LGBTQ inclusivity (see the Resources section for more information).
ADOLESCENT
HEALTH
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Professional Development Plans for Teen Pregnancy Prevention Programs | 2
2. Establish goals and desired outcomes. Consider how the needs you identied in Step 1 align with the
mission of your organization and the goals and objectives of your TPP program. Linking professional
development opportunities to program goals and staff job descriptions that are competency based and
clearly outline related skills, knowledge, and behavior will increase the effectiveness of your professional
development opportunities (Locke, 2002).
3. Identify best/promising practices. It is important to tailor your professional development plan by selecting
the best strategies for improving identied skills, knowledge, and attitudes (Fixsen, 2005). Make sure your
plan incorporates adult learning principals and addresses diverse learning styles (Bryan, 2008). [See Table
1 for a list of professional development strategies.] In order to improve performance, staff should have
frequent opportunities to try new skills and receive constructive feedback (Arthur, 2003). Administrative
and supervisory staff should be skilled at assessing staff strengths and challenges as part of an ongoing
process of feedback (Kinicki, 2013).
Table 1: Professional Development Strategies
Strategy Examples Note
On-the-job Learning • Observation/demonstration
and practice
• Coaching
• Mentoring
Most effective and efcient strategy for
increasing capacity.
Self-managed Learning • Reading
• E-learning
• Further education
Most effective when paired with on-the-job
learning.
Group Learning • Communities of practice
• Networking
Requires some management of the group to
be effective.
Instructor-led Learning • Trainings
• Workshops
Must be relevant to current position. Most
effective when paired with on-the-job
learning.
4. Address issues of t. Consider both the goal and the target population in order to ensure that
professional development opportunities are relevant (Fixsen, 2005). For example, while both supervisors
and program facilitators may benet from opportunities to increase their skills in working effectively with
youth who have experienced trauma, supervisors may also need to acquire particular skills in supporting
program facilitators that are different than the skills facilitators might use when delivering the program.
5. Consider capacity issues. Assess your internal capacity for providing professional development
opportunities prior to contracting with an outside provider. For example, you may have a program facilitator
with recognized expertise in leading role-play activities who could be paired with a new facilitator.
Remember that professional development opportunities are generally more effective when they include on-
the-job experiences – and peer learning provides leadership opportunities for your more experienced staff
(Fixsen, 2005).
6. Develop a plan. A professional development plan should describe the tasks, schedules, and methods to be
implemented in order to achieve the goals and objectives identied in Step 2. Make sure to include ongoing
opportunities that are tailored for specic audiences (project directors, program coordinators, facilitators,
trainers, peer educators, and support staff) so that staff are able to receive constructive feedback on their
performance. You will nd a template for developing an organizational professional development plan at the
end of this tip sheet.
7. Implementation and process evaluation. In the case of a professional development plan, a process
evaluation provides an opportunity to obtain feedback from staff and will help you assess the quality of the
professional development provided. Research on the evaluation of training programs has identied the
following targets of evaluation (Alvarez, 2004):
• Reactions: Participant reactions as to the usefulness of the training opportunity – generally collected
through satisfaction surveys.
• Post-training attitudes: Participant attitudes related to self-efcacy or motivation – generally collected
through surveys.
• Cognitive learning: Knowledge gained through the training opportunity – generally collected through a
test of knowledge.
• Training performance: Ability to perform a newly acquired skill at the completion of a training
opportunity – generally measured through observation.
Spotlight On: Making Performance Evaluations Work for Your Staff
More organizations are eliminating performance evaluations each year (12% dropped this process in 2014,
up from 4% in 2012). About 66% of employees say the performance review process interferes with their
productivity, 65% say it isn’t even relevant to their jobs, and 90% of human resources professionals don’t
believe their companies’ performance reviews provide accurate information. Many companies are replacing
their annual performance reviews with ongoing feedback for staff that focuses on performance on specic
tasks and avoids ranking staff or comparing them to one another (SHRM, 2015).
ADOLESCENT
HEALTH
OFFICE OF
Professional Development Plans for Teen Pregnancy Prevention Programs | 3
8. Conduct an outcome evaluation. The purpose of professional development is to increase performance,
both at the individual level and also at the organizational level. Therefore, it is important to review
performance data related to the goals and objectives that were identied in Step 2. Research on the
evaluation of training programs has identied the following targets of evaluation (Alvarez, 2004):
• On-the-job performance: Behavior changes on the job as a result of the training opportunity –
generally measured through supervisor evaluations.
• Results: Changes in related outcomes as a result of a change in employee behavior– generally
measured through program output and outcomes data.
9. Engage in continuous quality improvement. Engaging in
a continuous quality improvement (CQI) process involves
a comprehensive review of the effectiveness of the various
professional development opportunities across your TPP program.
For example, it may be that staff who participated in particular
activities did not see any improvement in skills, knowledge, or
attitudes. Through a structured CQI process, a decision can be
made to discontinue an ineffective activity or adapt it in some way
to see if it can be made more effective.
10. Address sustainability issues. Consider how to institutionalize
successful professional development opportunities. This includes
making sure that sufcient time and resources can be dedicated
to ensure that professional development opportunities are always
of high quality. For example, an effective mentoring program may
become less effective if mentors are not afforded adequate time to
meet with their mentees because their workload is too high. Other
considerations include whether to invest in a train-the-trainer workshop to increase internal capacity to train
new staff and reduce training costs.
OAH expects that each grantee
will create a professional
development plan that:
• Can be updated annually
• Incorporates adult learning
principles
• Provides multiple
opportunities for skill-building
• Includes opportunities for
follow-up support
Best practices for developing an Organizational Professional
Development Plan
Select your team. The team could include the program director, at least one individual in a supervisory
position, and at least one program facilitator.
Initial planning. During the initial planning period, team members can work through steps one through eight,
documenting their decisions in the Organizational Professional Development Plan Template included at the
end of this tip sheet.
Ensure accountability. Consider assigning accountability for monitoring the progress of your plan to a specic
individual. If there are a large number of activities planned, it may be preferable to assign each team member
a subset of activities to monitor.
Monitor progress. It is a good practice for a professional development team to meet on a regular basis to
discuss progress and review any implementation or outcome data. Members of your professional development
team may choose to revise the Organizational Professional Development Plan based on the data.
ADOLESCENT
HEALTH
OFFICE OF
Professional Development Plans for Teen Pregnancy Prevention Programs | 4
Resources
The Ofce of Adolescent Health Teen Pregnancy Prevention Resource Center contains several relevant
training resources which can be found here: http://www.hhs.gov/ash/oah/oah-initiatives/teen_pregnancy/.
A number of particularly relevant resources have been highlighted below.
• Five Things to Know About Stafng Teen Pregnancy Prevention Programs (Ofce of Adolescent Health tip
sheet): http://www.hhs.gov/ash/oah/oah-initiatives/teen_pregnancy/
training/Assests/staffretention-tipsheet.pdf
• Fostering Professional Development Practices (Centers for Disease Control and Prevention tip sheet):
http://www.cdc.gov/healthyyouth/fundedpartners/1308/pdf/practicessmartcardf3.pdf
• A Guide for Assessing LGBTQ Inclusivity of Teen Pregnancy Prevention Programs (Ofce of Adolescent
Health): http://www.hhs.gov/ash/oah/oah-initiatives/assets/tpp-grantee-orientation/guide-for-lgbtq-
inclusivity.pdf
• A Checklist for Putting Positive Youth Development Characteristics into Action in Teen Pregnancy
Prevention Programs (Ofce of Adolescent Health): http://www.hhs.gov/ash/oah/oah-initiatives/teen_
pregnancy/training/Assests/pyd-tpp-checklist.pdf
• A Checklist for Integrating a Trauma-Informed Approach into Teen Pregnancy Prevention Programs (Ofce
of Adolescent Health): http://www.hhs.gov/ash/oah/oah-initiatives/teen_pregnancy/training/Assests/
traumainformed-checklist.pdf
• Organizational Capacity Assessment for Teen Pregnancy Prevention Programs (Ofce of Adolescent
Health): http://www.hhs.gov/ash/oah/oah-initiatives/teen_pregnancy/training/
Assests/organizationalcapacity-assessment.pdf
• Conducting Needs Assessments (Society for Human Resources Management): https://www.shrm.org/
education/hreducation/pages/conductingneedsassessments.aspx
ADOLESCENT
HEALTH
OFFICE OF
Professional Development Plans for Teen Pregnancy Prevention Programs | 5
Organizational Professional Development Plan Template
This template can help you to document your decisions as you go through the process that is outlined in this tip sheet. You can enter your own
information by typing into the boxes in each section. The rst two pages will help you to assess your needs and the nal page will help you to
document your plan.
Assess
On the rst two pages of the template you will nd a list of skills and knowledge that the Ofce of Adolescent Health recommends grantees to
consider when assessing professional development needs – see the TPP Resource Center for additional topics and resources (http://www.hhs.gov/
ash/oah/oah-initiatives/teen_pregnancy/training/). You may also want to include additional topics that are relevant for your particular program in the
blank rows provided at the bottom of each table.
For each topic, identify which categories of staff might benet from professional
development related to that topic. You might choose to indicate which staff should be
targeted by marking that box with a “ü” or you might want to indicate specic skills
or knowledge that would be relevant for staff in that category. Keep in mind that it is
important to tailor professional development opportunities to the expectations for a
particular role.
While you might have a sense of which areas are most challenging for staff at your
organization, it is also a good idea to consult performance management data and staff
performance reviews. Not only can reviewing those data help identify needs, but they
can also be great sources of information for monitoring progress once you have begun
to implement your professional development plan.
Plan & Monitor
Once you have completed your assessment, it is time to make a plan. Use the last page of this template to document your plan and to monitor
progress. You will want to identify the specic objectives that you are looking to accomplish based on the assessment you conducted and consider
what activities will best support that objective (refer back to Table 1 in this document for examples of possible strategies), who should attend, and
how you will follow up to evaluate the professional development experience and to monitor progress.
Organizational Professional Development Plan Template: Assess
Skills and knowledge to improve organizational capacity
For each topic, identify which categories of staff might benet from professional development related to that topic. You might choose to indicate
which staff should be targeted by marking that box with a “ü” or you might want to indicate specic skills or knowledge that would be relevant for
staff in that category. Keep in mind that it is important to tailor professional development opportunities to the expectations for a particular role.
Leadership
Supervisors and
managers
Direct service and
facilitators
Program partners
Communication
Community mobilization
Health referrals
Partnerships
Program evaluation
Program planning
Sustainability
Other:
Other:
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Professional Development Plans for Teen Pregnancy Prevention Programs | 6
Professional Development Plans for Teen Pregnancy Prevention Programs | 7
Organizational Professional Development Plan Template: Assess
Skills and knowledge to improve program delivery
For each topic, identify which categories of staff might benet from professional development related to that topic. You might choose to indicate
which staff should be targeted by marking that box with a “ü” or you might want to indicate specic skills or knowledge that would be relevant for
staff in that category. Keep in mind that it is important to tailor professional development opportunities to the expectations for a particular role.
Leadership
Supervisors and
managers
Direct service and
facilitators
Program partners
TPP program specic
LGBTQ inclusivity
Positive youth
development
Recruitment
Retention
Trauma-informed
approaches
Youth engagement
Other:
Other:
ADOLESCENT
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Professional Development Plans for Teen Pregnancy Prevention Programs | 7
Professional Development Plans for Teen Pregnancy Prevention Programs | 8
Planned professional development opportunies
Objective
What skills and
knowledge listed above
do you want staff to
acquire/enhance?
Activity
What will you do to
increase staff skills
and knowledge?
Target staff group(s)
Who should
participate?
Date(s)
When will it happen?
Evaluation plan
How will you know
it worked?
Follow-up plan
When and how will you
check in after training?
Effectively engaging
youth
Staff skilled at role-
plays will partner
with less-skilled staff
for two sessions to
facilitate role-plays
Facilitators who
self-identify as
comfortable/
uncomfortable or
are identied by
supervisor
Partner sessions will
take place in the rst
two weeks in March
Review attendance
data in June to see if
participant attendance
improves
Supervisors will
discuss the use of role-
play twice in April with
identied facilitators
ADOLESCENT
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Professional Development Plans for Teen Pregnancy Prevention Programs | 8
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References
Alvarez, K., Salas, E., & Garofano, C. M. (2004). An integrated model of training evaluation and
effectiveness. Human Resource Development Review, 3(4), 385-416.
Arthur Jr., W., Bennett Jr., W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: a
meta-analysis of design and evaluation features. Journal of Applied Psychology, 88(2), 234.
Brown, J. (2002). Training needs assessment: A must for developing an effective training program. Public
Personnel Management, 31(4), 569-578.
Bryan, R. L., Kreuter, M. W., & Brownson, R. C. (2008). Integrating adult learning principles into training for
public health practice. Health Promotion Practice, 10(4), 557-563.
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: a
synthesis of the literature. Tampa, FL: University of South Florida.
Kinicki, A. J., Jacobson, K. J., Peterson, S. J., & Prussia, G. E. (2013). Development and validation of the
performance management behavior questionnaire. Personnel Psychology, 66(1), 1-45.
Kroll, A., & Moynihan, D. P. (2015). Does training matter? Evidence from performance management
reforms. Public Administration Review, 75(3), 411-420.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A
35-year odyssey. American psychologist, 57(9), 705-717.
Ofce of Personnel Management. (n.d.). Training and Development Career Development. Washington,
DC. Retrieved from https://www.opm.gov/policy-data-oversight/training-and-development/career-
development/
Society for Human Resource Management. (2015). Employee Job Satisfaction and Engagement: Optimizing
Organizational Culture for Success. Alexandria, VA: Society for Human Resource Development.
Retrieved from https://www.shrm.org/Research/SurveyFindings/Documents/2015-Job-Satisfaction-and-
Engagement-Report.pdf
Wandersman, A., Chien, V. H., & Katz, J. (2012). Toward an Evidence-Based System for Innovation
Support for Implementing Innovations with Quality: Tools, Training, Technical Assistance, and Quality
Assurance/Quality Improvement. American Journal of Community Psychology, 50(3-4), 445-459.
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