Program Development - Final Paper

Running Head: EMPLOYMENT PREPARATION 1

Employment Preparation

Preparing for Success in the Workplace

Cara A. Comer

John Brown University

EMPLOYMENT PREPARATION 2

Preparing for Success in the Workplace

The Dilemma

As the world continues to evolve into a technology driven universe and advance into a

service centered economy, education has become more important to the success of individuals

from every realm. Globalization challenges every society to produce a better product and a more

knowledgeable workforce. As a result, job seekers require the skills necessary to make a good

impression and show a comparative advantage.

In order to establish a comparative advantage in any industry it is imperative that

applicants present themselves in a professional manner. Professionalism can take on many facets

including personal attitude, time management, dress, communication skills, and the ability to

provide excellent customer service (Anderson & Bolt, 2011).

An important opportunity for any job seeker to demonstrate a professional persona is

during his or her initial contact with a prospective employer. A resume and good interview skills

are determining factors for employers when selecting potential employees. Unfortunately, even

educated individuals sometimes lack the skills necessary to persuade managers and human

resource personnel that they have what it takes to effectively fill vacant positions (Anderson &

Bolt, 2011).

Although every company searches for different skills and experience while recruiting

new employees, it seems as though being an expert in the field at hand is no longer enough. The

text, Professionalism, Skills for Workplace Success, suggest that there are certain “soft skills”

that every potential new hire should possess (Anderson & Bolt, 2011).

Soft skills can be described as people skills or qualities, attitudes and social behaviors

that enable people to work well with others. These types of skills are vital in the workplace.


Research suggests that most companies find soft skills to be just as important as experience and

technical skill in relation to workplace performance (Anderson & Bolt, 2011).

According to Anderson and Bolt (2011) the ten most common traits that employers look

for in new employees are strong work ethic, an optimistic attitude, the ability to communicate,

the ability to work well with others, time management, self-esteem, flexibility, the ability to

work under pressure, problem solving skills and the ability to accept criticism.

Unfortunately, managers often complain that new employees lack good work ethic, fail to

show up for work, argue with supervisors and often leave with little notice; barely making it

worth the employers time and financial burden to recruit and train them. These issues affect

employers, as well as, inexperienced individuals who are looking for good jobs (Anderson &

Bolt, 2011).

Many people possess the vocational skills required to perform basic job requirements, yet

lack the interpersonal skills that employers find so valuable. According to Anderson and Bolt

(2011) this lack of social skills is partially due to the increasing diversity among workers, their

social customs, and the employer’s perception that their demands and expectations are common

sense. In reality, these demands and concepts may be foreign to someone with minimal

experience in a professional setting (Anderson & Bolt, 2011).

To say that individuals lack the skills necessary to provide a positive impression to

employers does not imply that they lack the intelligence to do so. Instead, it suggests that they

require an example to be laid before them so that they may open their minds and expand their

horizons.


Addressing the Problem

One way to introduce job seekers to the fundamental skills needed to create better career

opportunities is by implementing an employment preparation program in a higher education or

an adult education setting (Anderson & Bolt, 2011). The program will be designed so that

students learn the soft skills needed to survive in any workplace, as well as, resume building and

interview skills.

The goal of the program will be to increase the likelihood that individuals will possess

the soft skills necessary to obtain a job, as well as, the skills needed to retain employment. Some

of the topics that will be addressed throughout the program include:

Attitude, Personality & Goal Setting

The Importance of Time Management

Proper Etiquette and Dress

Communication at Work

Teamwork and Accountability

Dealing with Conflict and Criticism

Job Searching

Building & Interview Tips Resume

By offering such a program at the Adult Education Center in Fort Smith Arkansas, the

center would be providing the Fort Smith community with a better opportunity for success in the

workforce. It would also be in compliance with the Fort Smith Public Schools mission to serve

the community by providing every student a comprehensive education of the highest quality in a

safe and nurturing environment (Schools, 2012).


The Audience

The target audience for the employment preparation program will consist of adults over

the age of eighteen in the Fort Smith and surrounding area. According to the United States

Census Bureau, the population in Fort Smith was 86,209 in 2010. Out of this number, 74.5%

were eighteen years or older and 21% lived below poverty level (United States Census Bureau,

2012).

The annual unemployment rate for the Fort Smith metropolitan area was 8.2% in 2010.

This number represents a group of diverse individuals, from different backgrounds, which can

benefit from a basic understanding of what professionalism means in any workplace (United

States Department of Labor, 2012).

Although the program will be designed to aid in the preparation of both traditional and

non-traditional students for employment opportunities, the focus in this case will lie on non-

traditional students; individuals who have completed little to no college coursework, as well as,

individuals that are currently unemployed. Precedence for enrollment in the workshop will be

given to individuals currently affiliated with the Next Step Day Room located in Fort Smith,

Arkansas.

The Next Step Day Room is a non-profit organization that provides refuge to individuals

facing homelessness in the Fort Smith community. Its services include individual case

management, life skills training, bicycle rentals, budgeting classes, phone access and hot meals,

as well as a variety of other services focused on those in crisis (Room, 2012).

This type of program could prove to be especially helpful to this particular audience as

they may have never been exposed to the professional demands of the workforce, or may not

have been exposed to it in recent years. It is the belief that providing these adults with such


fundamental workplace skills would benefit the individual, local businesses, the community, and

the economy as a whole.

With the dignity of each individual in mind, educators have a responsibility to provide

society with the knowledge they have at hand. Therefore, it is important to leave no person

behind.

For the many individuals associated with the Next Step Day Room, a steady paying job

can offer more than just a paycheck. In fact, a job could bring a sense of purpose back into a

person’s life allowing them the opportunity to regain their pride.

Programming Needs

Without the help of concerned citizens, educators, churches and local businesses that

support and promote the well-being of the surrounding community, the Next Step Day Room

would not be possible. As part of the funding requirements necessary for the employment

preparation program, donations will be collected from the parish of St. John’s Episcopal Church

in Fort Smith, Arkansas along with other participating organizations that support the Next Step

Day Rooms cause.

The Fort Smith Adult Education Center will provide the use of a room at its

establishment at 501 South 20th Street in Fort Smith, Arkansas. The room must be large enough

to facilitate a classroom of twenty to twenty-five adult learners. The use of a projector and

blackboard will be required, as well as, notebook paper, pens and pencils.

The facilitator will develop the program with the use of the text 100% Externship

Success. Assessments and various worksheets will be copied and utilized throughout the course.

Therefore, some of the budget will be used for printing and distributing materials for in class

assignments and activities. Students will also be provided with folders which contain copies of


PowerPoint slides on which they are encouraged to keep, take notes on, and refer to for future

reference.

The program will be designed so that it will take place over a three day period. Classes

will be held between 6 p.m. and 10 p.m. Monday through Wednesday. Snacks and drinks will be

provided by the members of St. Johns Education for Ministry Program.

The following is a detailed list of direct and indirect needs necessary for the success of

the program:

Direct Costs Indirect Costs

Classroom Facilitator ●

Classroom capable of holding twenty to twenty-five students ●

Restroom Facilities ●

Electricity ●

Water ●

Overhead Projector ●

Whiteboard ●

Tables and chairs ●

Desk ●

Use of Computer lab ●

Copy Paper ●

Printer Ink ●

Internet Capability ●

Trash Receptacle ●

1 Text Book for Facilitator ●

Handouts for assignments and activities ●

Sample Applications ●

Sample Employee Orientation Handbook ●

PowerPoint presentation with copies ●

Folders ●

Name tags ●

Notebook paper ●

Pens ●

Pencils ●

Dry Erase Markers ●

Tape ●

Stapler ●

Staples ●

Hole Punch ●

Ice Chest ●

Ice ●

Cups ●

Plates ●

Napkins ●

Various Snacks ●

Employment Preparation Program Needs


Internal and External Environments

Continued education for adult learners can be initiated by several internal and external

factors. For many students the pursuance of education is to fulfill financial or physical needs, to

create a change in one’s lifestyle that accompanies personal values.

According to Dr. David R. Wetzel, an adult education instructor, there are common

threads surrounding the need for adults to seek advanced education on a continuous basis. These

internal and external forces are categorized by the way adults learn new material and their

particular career field (Wetzel, 2009).

A SWOT analysis will describe the strengths, weakness, opportunities and threats

associated with the adult learning environment in order to evaluate specific program

development needs.

Strengths - Internal Environment

Mission Statement:

“The mission of the Employment Preparation Program is to aid members of the Fort

Smith and surrounding community by nurturing a constructive learning environment where adult

students can obtain the soft skills necessary to establish and maintain employment. With hard

work and dedication we believe that every individual can succeed and prosper in today’s

workforce.”

Goals and Values

The programs goals and values envelop societies need for self-preservation and

endurance. Without the foundational skills necessary to find and maintain employment, many

lack the self-worth and drive that it takes to continue on their own pursuit of happiness.


The primary goal of the program is, to model acceptable behaviors in the workplace and

to demonstrate basic skills that will provide individuals with the courage, self-esteem and

encouragement to seek a positive future.

Student Demographics

Within the adult learning environment the student population varies greatly in age, sex,

education level, socioeconomic status, personal goals, personality, learning style and

motivational factors. This wide array of characteristics brings diversity to the learning

environment, allowing students to learn new perspectives, recognize needs and respect their

individuality.

Student Attitudes

Most adult students have a particular goal in mind. For instance some adult learners are

continuing their education in order to receive a bachelor’s degree. Other students may be

pursuing a general education degree or seeking basic skills such as math, reading, computer or

professional development training. These students are working to fulfill a need. Whether that

need is education driven, career driven, or merely a personal goal, students who strive to meet

goals create a motivational and competitive atmosphere.

Weaknesses – Internal Environment

Budget

One of the primary weaknesses for adult education centers everywhere is a tight budget,

which is slowly recovering in today’s economy. In August of 2011 the Southern Regional

Education Board issued a report calling sixteen states, including Oklahoma and Arkansas to do

more to fund adult education programs. The board estimates that 10 million people regionally are

without a diploma or a GED (Southwest Times Record, 2011).


Flexibility

The Fort Smith Adult Education Center lacks flexibility for the needs of the employment

preparation program as its classrooms are occupied and utilized for other purposes and programs.

This limits the time frame in which the program can take place, eliminating the opportunities for

various individuals to attend.

Opportunities - External Environment

According to Dr. Wetzel, two main forces drive adult students into continuing education

programs. These forces include the tendency for occupations to become obsolete over time and

the changing of personal lifestyles (Wetzel, 2009). These factors could prove to be opportunities

for the success of such a program in the Fort Smith area.

Occupational Changes

Over time, it seems as though it is inevitable that many occupations change or ultimately

become obsolete. As developments in technology, knowledge, and techniques change, people

become less capable or half competent to perform jobs they had anticipated doing for years to

come. To keep a competitive edge, employees must seek continuing education programs

(Wetzel, 2009).

Lifestyle Changes

Many people continue their education to make themselves eligible for more prominent

positions within their current organizations. This need for promotion is commonly associated

with a desire to have a higher paying job and to live a more comfortable lifestyle (Wetzel, 2009).


Threats – External Environment

Social Attitudes

Because the employment preparation program will be geared towards the homeless

community and other unemployed adults, social barriers could present resistance for the cause.

Often society’s perception of the homeless is that of an unwarranted stereotype.

Unfortunately, many people perceive the homeless and under employed as unmotivated

individuals who have little determination to seek employment. According to the Department of

Health and Human Resources these accusations are far from the truth. For most people,

unfortunate circumstances cause homelessness and unemployment. Individuals at a higher risk

for homelessness include those with addictions, medical conditions, victims of domestic abuse,

and those who lack education or job related skills (Center, 2010).

Economic Conditions

Economic conditions could affect the advancement of program planning as funding is

based primarily on the contributions of the surrounding community. Local churches, businesses

and individuals could find themselves in financial hardship, preventing them from fulfilling their

sponsorship of the program.

Competition

Another external factor that might affect the success of the program is that of similar

programs in the area. Career readiness programs such as the Workforce Alliance for Growth in

the Economy or WAGE program (Education, 2010) offers skills training to adults age 18 and

older who are unemployed or dislocated workers.


Learning Outcomes

As a result of completing this three day employment preparation program, adult learners

should anticipate a better understanding of professional skills that will prepare them for entry

into the workforce. At the end of the three day period participants will be evaluated on the

following learning outcomes.

The participants will list and explain the importance of ten elements associated with

interpersonal skills that are appropriate for the work environment.

The participants will define work ethic, and identify 3 characteristics of work ethic, such

as time management, reliability, and initiative.

The participants will summarize the importance of teamwork and accountability in two to

three paragraphs.

The participants will analyze 3 hypothetical workplace situations and demonstrate their

recognition of constructive criticism.

The student will identify 3 job search resources, demonstrate resume building skills and

employ interview skills in a practical setting.

Program Design

A directive approach will be taken in designing the employment preparation program as

the planner will initiate which methods, techniques and devices will be used in order to clearly

communicate the programs purpose (Rothwell & Cookson, 1997).

The programs major goal is to equip unemployed adults or displaced workers with

professional development skills that aid them in obtaining and retaining employment. With the

programs goal in mind, the following criteria will apply.


Method

The program will be designed as a workshop with a group of twenty to twenty five adult

learners. There will be one facilitator leading the group through various learning activities. The

group will be broken into smaller groups for certain activities in order for participants to become

familiar with and more comfortable with one another.

The facilitator will lead group discussions from the front of the classroom, as well as, sit

amongst the group during certain activities in order to break communication barriers. The

relationship between the facilitator and the participants should be open and comfortable. Other

activities may require the facilitator to move about the group in order to assess and aid in the

progress of projects, such as resume building.

Techniques

The techniques used throughout the course of the program will be designed so that the

participants learn the soft skills needed to become more successful in the workforce. The group

will be encouraged to share stories, participate in role playing activities and evaluate hypothetical

workplace situations. Some of the tools used throughout that course of the program will be

personality assessments, worksheets, and a final evaluation.

Device

The learning environment will be in a traditional classroom setting, as this is the type of

space available at the venue. Rectangular tables and chairs will be arranged so that the group will

sit around the classroom facing one another, rather than the entire group facing the front of the

room. This sitting arrangement will promote group interaction and provide a sense of equality

among the students.


Venue

The program will be held at the Fort Smith Adult education center in Fort Smith

Arkansas. This venue was chosen because of its long standing commitment to provide continuing

education to the Fort Smith community (Schools, 2012) and its willingness to promote such a

program.

Timing and Schedule

As this program is in the initial stages of its development, the first workshop’s success

will be fundamental for future events. The initial three day workshop will be held Monday

through Wednesday, May 28 through 30. This date has been chosen as many students at the adult

education center will graduate in mid-May. This time frame will allow students to complete their

regular course work prior to graduation and to participate in the program before they begin new

endeavors.

The program schedule is detailed below:

Monday Tuesday Wednesday

6:00:00 PM Topic: Attitude, Personality Topic: Teamwork and Accountability Activity: Resume Building

6:15:00 PM & Goal Setting Activity: Role play & Summarization

6:30:00 PM Activity: Personality Assessment Demonstrate Resume Building

6:45:00 PM 10 Elements of Interpersonal Skills 3 Characteristics of Work Ethics Skills by Outlining Resume Basics

7:00:00 PM

7:15:00 PM

7:30:00 PM Topic: Time Management Topic: Dealing with Criticism Topic: Employment Preparation

7:45:00 PM Activity: Group Discussion Activity: Handouts & Discussion Activity: Mock Interview

8:00:00 PM

8:15:00 PM Topic: Professional Dress Examine Hypothetical

8:30:00 PM Activity: PowerPoint Presentation Work Situations

8:45:00 PM

9:00:00 PM

9:15:00 PM Topic: Communication at Work Topic: Job Search Resources Activity: Progress Assessment

9:30:00 PM Activity: Identifying 10 factors that Activity: Group Discussion

9:45:00 PM do the talking for you ( Group Game) Identify 3 Job Resources Assessment will address

10:00:00 PM learning outcomes

Break Break Break

Break Break Break


Recruitment

As a voluntary program, the employment preparation program will face challenges as it

recruits its participants. In order to effectively reach its target market, special attention will be

given to the prospective audience and their concerns. With the assumption that most participants

will question the advantages of such an endeavor, the recruiting efforts will be influenced by

individual motivation variables, as well as, public relations, marketing and promotional

strategies.

Motivation Variables

According to the website Strategies for Managing Change, the Expectancy Theory

developed by Dr. Victor Vroom, in1964, states that an individual’s efforts are linked to the desire

for a particular outcome and are moderated by the evaluation of the likelihood of success

(Warrilow, 2011).

Therefore, according to the theory, it could be assumed that if potential participants view

the programs outcomes as both realistic and appealing they will become motivated to act in a

way that inspires change. According to Vroom there are three variables that support motivation

in individuals: Valence, Instrumentality and Expectancy (Warrilow, 2011).

Valence could be described as the value or worth of a particular outcome. For example,

one could ask the question “What’s in it for me?” (Warrilow, 2011)

Instrumentality supports the idea that to follow through with certain actions, one will

reach a desired outcome (Warrilow, 2011).

Expectancy demonstrates confidence in one’s own capability to complete the tasks at

hand (Warrilow, 2011).


For recruiting purposes, the notion of the Expectancy Theory will be considered as the

marketing strategies for the program are developed. By implementing the theory, one could

assume that individuals will participate; only if they feel they can succeed, when they understand

that to reach specific goals they must demonstrate hard work and dedication, if they understand

that future job satisfaction is based on performance and if they feel as though they can fulfill a

purpose by obtaining soft skill training.

Public Relations

As a concern for the gap between the skills needed in today's workforce and the skills

exhibited by potential employees, the Employment Preparation Program commits itself to the

need for career readiness and soft skill training. Part of its commitment is to assist individuals in

changing the way they see themselves, the way employers see them, and opening a brighter door

to the future.

Holding that dignity is fundamental to individual well-being and the belief that life-long

learning is a crucial part of today’s society, the program will strive to allow participants to walk

away with a new perspective, regardless of expertise, position or status.

In an effort to bring awareness to the program, in a cost effective manner, the program

planner will ask for assistance from local churches as a way of distributing information to the

public. Other non-profit agencies, such as the Good Samaritan Clinic and The Fort Smith Little

Theater, will also be contacted and asked to display flyers in their windows or on bulletin boards.

Marketing Strategy

The target audience for the program includes adults over the age of eighteen who are

currently unemployed, displaced workers, and in particular, the homeless community in Fort

Smith Arkansas. These individuals, for circumstances unknown, have fell upon hard times and


have a crucial need for stability and self-preservation. Their needs vary by situation, yet in many

cases, one undeniable need is to strive for a more positive future.

According to authors Rothwell and Cookson (1997), adults who are resistant to

participating in planned learning experiences can be fearful of the learning process or the results

of the process, they can be under the perception that the program is not designed for them, or

they may have had a poor experience in a similar situation in the past.

In order to address the fears of participants it is important to develop a marketing plan

that addresses the question. “What’s in it for me?” Human nature seems to orchestrate this

question in everything that we do or partake in. Depending on the person, different concerns may

affect each individual differently.

One example might be a single mother who feels as though she lacks the time and money

to participate in a three day workshop. Cost benefit analysis would prove that over the long run,

learning soft skills that are indefinitely beneficial for employment opportunities outweigh the

costs of employing a baby-sitter for three days. However, the outcome may not be as clear for a

mother in an unfavorable situation.

To market effectively to the target audience it is crucial to illustrate the impact that

learning professional development skills can have on one’s life for years to come. The benefits

could include more opportunities for employment, job retention, financial stability, improved

communication skills and a boost in confidence (Anderson & Bolt, 2011).

Perhaps one of the most significant benefits being employed can offer an individual is

that of importance. A sense of feeling important can stem from being committed to providing for

one’s self, for one’s family or even to those things that he or she is accountable for at work.


Promotion

To reach the target audience, the communication channels will be, primarily, by word of

mouth and by the use of flyers distributed in community buildings such as the Adult Education

Center and the Next Step Day Room.

A personal visit will be made to each facility in order to provide administration, quests

and students with details of the workshop. During this visit flyers will be posted with contact

information. Aside from flyers at the Next Step Day Room, volunteers at the center will be

given information regarding the workshop in which they can provide details to interested guests.

A presentation will also be delivered to each facility prior to the workshop to provide further

information and encourage participation.

During the presentation, the planner will focus on getting the attention of potential

participants by highlighting the programs main focus, employment. Topics to be addressed will

be introduced via PowerPoint presentation. The benefits of learning soft skills will be discussed,

as well as, the importance of properly building a resume and communicating during employment

interviews.

Adequate time will be reserved for questions pertaining to the program after the

presentation and individuals will be encouraged to express their concerns and interest. As an

avenue to appeal to the audience, the planner will focus on the programs non-profit status and its

commitment to life-long learning.

The Facilitator

Based on the LEPP model, a profile for prospective facilitators should be based off of

held competencies that correlate with program objectives. For the program in question

competencies include; A bachelor’s degree or higher in a business related field, at least two years


leadership experience, the ability to encourage group interaction, the ability to motivate

individuals to perform in a learning environment, the ability to a affectively distribute and

present course material, assist students in building resumes and the willingness to facilitate role

playing activities.

The program planner will work closely with the facilitator in order to prepare program

material and workshop schedules. Training will be minimal as the program is in its initial stages

of development. The facilitator will be encouraged to suggest modifications to the program based

on personal experience and expertise.

As a supervisor, the program planner will evaluate the facilitator throughout the course of

the program in order to assess performance. Performance will be based on said competencies, as

well as, attitude, professional behavior and overall presentation capabilities. Following the

program, the program planner and the facilitator will communicate collaborative efforts to

improve program functions.

Evaluation

In anticipation of fulfilling the purpose of the program two different evaluations will be

implemented at the end of the program. Arden Grotelueschen’s approach to evaluation is

designed to estimate the value of past, present or future programs. A formative and summative

evaluation will be used in the examination of the Employment Preparation Program in order to

analyze its strengths and weakness during and after its completion. Although, the workshop is

not an ongoing program, the program planner will benefit from such evaluations in the planning

of future events (Rothwell & Cookson, 1997).


As a guideline of program issues to be addressed by the program planner during

evaluation, Grotelueschen suggests focusing on the goals, designs, implementation and outcomes

of the program (Rothwell & Cookson, 1997).

Using a formative evaluation, the facilitator will be asked to answer questions on a Likert

scale during the course of the workshop. This will allow him or her to quickly record responses

to specific questions without spending too much time focusing on the evaluation itself during

program time. However, reflecting on specific situations and concerns will also be encouraged to

grasp a better understanding of the situation. This evaluation will be based on the judgments of

the facilitator and will demonstrate his or her opinion on the progress of the program and its

participants.

Because of the unique perspective of the facilitator, his or her judgment can be used to

monitor the compatibility of specific goals and objectives to the ability of participants; or to their

willingness to participate. This evaluation will also be appropriate for determining if the

programs content is fulfilling its overall purpose and meeting expectations.

A summative evaluation will be administered to the participants of the group after the

program ends. This evaluation will consist of open ended questions that express the participant’s

feelings on learning outcomes of the program. The answers to these questions will also help the

program planner to conclude whether or not the program is as effective as anticipated.


References

Anderson, L. E., & Bolt, S. B. (2011). Professionalism; Skills for Workplace Success (Second

Edition ed.). Upper Saddle River, New Jersey: Prentice Hall.

Center, H. R. (2010). Training. Retrieved February 9, 2012, from Substance Abuse and Mental

Health Services Administration: http://homeless.samhsa.gov/Resource/Current-Statistics-

on-the-Prevalence-and-Characteristics-of-People-Experiencing-Homelessness-in-the-

United-States-48841.aspx

Education, A. D. (2010). The WAGE Center. Retrieved February 9, 2012, from Arkansas

Northeastern College: http://www.anc.edu/wage/

Parks, G. (2011, January 17). AOL Jobs. Retrieved October 13, 2011, from AOL:

http://www.jobs.AOL.com

Room, N. S. (2012). Home. Retrieved February 7, 2012, from The Next Step Day Room:

www.nextstepdayroom.org

Rothwell, W. J., & Cookson, P. S. (1997). Beyond Instruction Comprehensive Program Planning

for Business and Education. San Francisco, California: Jossey-Bass Inc.

Schools, F. S. (2012). The Fort Smith Adult Education Center. Retrieved January 6, 2012, from

Fort smith Public Schools: www.fortsmithschools.org

Southwest Times Record. (2011, May 11). Opinion. Retrieved February 11, 2011, from Times

Record Online Edition: http://www.swtimes.com/opinion/we/article_628665cc-7bcd-

11e0-bcb1-001cc4c002e0.html


United States Census Bureau. (2012, January 31). State and County QuickFacts. Retrieved

March 1, 2012, from U.S. Census Bureau:

http://quickfacts.census.gov/qfd/states/05/0524550.html

United States Department of Labor. (2012, March 1). Economy at a Glance. Retrieved March 1,

2012, from Bureau of Labor Statistics: http://www.bls.gov/eag/eag.ar_fortsmith_msa.htm

Warrilow, S. (2011). Process Theories of Motivation. Retrieved February 16, 2012, from

Strategies for Managing Change: http://www.strategies-for-managing-

change.com/process-theories-of-motivation.html

Wetzel, D. R. (2009, February 4). Continuing Education . Retrieved February 11, 2012, from

Suite 101: http://david-r-wetzel.suite101.com/why-is-continuing-education-important-

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Program Development - Final Paper