Holistic Harmony

Stress Management for Sensitive People (and anyone else seeking serenity amidst the chaos of the modern world)

Project Plan
Purpose
The purpose of this document is to describe the need and the urgency for the development of Stress Management for Highly Sensitive People (and anyone else who seeks Serenity amidst the chaos of the modern world). It describes the impact that the successful completion of this project will have, and the human and capital resources required to complete the development and delivery of Stress Management for Highly Sensitive People. This document:
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Identifies the target audience Identifies the need and how the curriculum will address the Identifies the scope of the curriculum Identifies the basic strategy, key topics, and activities Estimates development time Proposes the rollout and delivery plan Describes required resources Estimates costs and outlines the budget Recommends the course duration and delivery format

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Document Authors
Nancy Levine, President, Holistic Harmony Co.

Document Date and Version

5/15/2005, revision 3

Reviewers
This section contains the names of people required to view this document. Nancy Levine Rives Hassell-Corbiell Steve Boyley Project Manager and Account Manager Instructor/Mentor, The Learning Edge Coach and Principle of The Performance Institute

Approvals
Reviewer Rives Hassell-Corbiell Date of reviewer approval
Date 11/13/01 Date Date

2001 Nancy Levine Lamb, revised 2005 Template Credit to Rives Hassell-Corbiell , Copyright 2000, The Learning Edge

*This course is the property of Nancy Levine Lamb. Unless expressly permitted, no copies are allowed.

Table of Contents

PURPOSE ............................................................................................................................................. 1 *THIS COURSE IS THE PROPERTY OF NANCY LEVINE LAMB. UNLESS EXPRESSLY PERMITTED, NO COPIES ARE ALLOWED................................................................................. 3 TABLE OF CONTENTS..................................................................................................................... 3 INTRODUCTION................................................................................................................................ 5
PROJECT NAME ...................................................................................................................................................................... 5 PROJECT DESCRIPTION AND SCOPE............................................................................................................................................ 5 PROJECT COMPONENTS............................................................................................................................................................ 6 DURATION OF LEARNING EVENT............................................................................................................................................... 6 TRAINING GOAL..................................................................................................................................................................... 6 TRAINING OBJECTIVES............................................................................................................................................................. 6 TARGET AUDIENCE................................................................................................................................................................. 7 PROJECT ASSESSMENT/EVALUATION.......................................................................................................................................... 7

TRAINING OUTLINE....................................................................................................................... 8
LAYOUT OF LEARNING SOLUTION............................................................................................................................................. 8 CONTENT OUTLINE............................................................................................................................................................... 10

DEVELOPMENT REQUIREMENTS............................................................................................. 11

2001 Nancy Lamb, revised 2005 Template Credit to Rives Hassell- Corbiell, Copyright 2001, The Learning Edge

REQUIRED TOOLS................................................................................................................................................................. 11 REQUIRED RESOURCES...........................................................................................................................................................12

DELIVERY REQUIREMENTS....................................................................................................... 12
REQUIRED TOOLS................................................................................................................................................................. 12

PRODUCTION REQUIREMENTS................................................................................................. 12 BUDGET REQUIREMENTS............................................................................................................13 TIME REQUIREMENTS.................................................................................................................. 13 ADDITIONAL PROPOSAL NOTES: ............................................................................................. 14

2001 Nancy Levine Lamb, revised 2005 Template Credit to Rives Hassell-Corbiell , Copyright 2000, The Learning Edge

Introduction
Project Name
This section identifies the Project: Stress Management for Sensitive People, Version 2.

Project Description and Scope

This class developed from feedback many friends who express concern about stress and its affect on their desire or ability to function at peak levels in the modern world. The problem that must be solved is how to maintain personal integrity, honor ones self, and remain capable of success in business/work world today. Stress is common in our hectic lives. On 11/14/2001, CNN news reported that over 50% of Americans are experiencing signs of stress since the 9/11/2001 attacks on America. The typical signs are impatience, anger, changes in eating habits, changes in sleep patterns, panic, tears and depression. The project is designed for Sensitive People who find it draining to work in modern business environments. They have great skills, are eager to contribute and are continually disarmed by their environment. This can lead to stress related illnesses such as back problems, headaches, chronic pain, depression, or psychological disorders. The most vulnerable people are highly Intuitive or Empathetic, and most people who have experienced severe trauma. Class size is 6 20 participants. The initial classes will be held at local community centers, Churches, Community Colleges and Private Businesses. Within 2 years, there will be Train the Trainer classes at private locations to be determined. The class will include 5 sessions with some outside homework. The participants will need at least 2 hours for class time and 1 2 hours for home study. This is at most 5 hours weekly for course work. The scope of this course is to teach stress management skills, deepen basic skills and knowledge and provide highly effective methods to deflect the negative energy of unwanted environmental or societal stress. The goal of this course is to enable participants to remain centered and highly effective in environments that normally create near traumatic stress.

2001 Nancy Lamb, revised 2005 Template Credit to Rives Hassell- Corbiell, Copyright 2001, The Learning Edge

Project Components
This section identifies all deliverable components required: Deliverables required are an instructors guide, student manual, and a quiet room with adjustable lighting, CD player, 2 or 3 relaxing CDs, Desk and Chairs, Note Paper and a pencils, and an open mind.

Duration of Learning Event

This section describes the duration of this learning event. The course is 5 - 2 hour sessions and the learners can continue to learn for a lifetime. The instructor provides 3 hours mentoring / month for up to 6 months upon request of the learner. The fee is included in the tuition.

Training Goal
This section details the purpose of the class, Stress Management for Highly Sensitive People. The goal of Stress Management for Highly Sensitive People is to provide the instant ability to manage for students to manage their state of mind regardless of outside circumstances.

Training Objectives
This section identifies the Training Objectives. On completion, the learners will: Choose a role model and describe traits they will model Demonstrate Modeling behaviors to achieve wanted results Choose effective tools to remain calm in situations identified as stressful for the learner Listen without absorbing the emotions of another person Write Solution Based Questions for peak performance Ask Problem Solving Questions to move out of frustration/hopeless feeling Create Effective Action Plans to manage time Create a Mind Map for their personal stress management plan Re-phrase emotional issues using Non-Violent Communication Model

2001 Nancy Levine Lamb, revised 2005 Template Credit to Rives Hassell-Corbiell , Copyright 2000, The Learning Edge

Choose effective tools to remain calm in situations identified as stressful

Target Audience
This section describes the target audience for this class. Though the job role specifically may vary, the common factor is the human interaction. People who gain the most from this class are people who find it fulfilling to interact with others regularly through their day and are sometimes unsettled or disarmed by tense communications or conflict.

Role
Customer Service, Health Professionals, Human Resources, Managers, Project Managers, and anyone who communicates and interacts with others regularly.

Relevance
The impact we have on each other is significant. In all of these positions, people are challenged to find balance between completing a job and being compassionate with other human beings. There are plenty of times in business (and in life) when someones hurry, insecurity or bad mood affects us in negatives ways.

Those affected with Post Traumatic Stress Disorder or similar symptoms.

There are times when a strange look, silence, or loud voices can negatively affect our day. And there are times when we are asked to accept things that we cannot and dont want to.

Those dealing with stress from outside the job death, illness, crime victims, or family disruptions.

All these things take up our resources. (time, attention, concentration, energy, feelings) The resources used can be considered company resources or personal resources. This class presents multiple tools to preserve personal resources.

Project Assessment/Evaluation
2001 Nancy Lamb, revised 2005 Template Credit to Rives Hassell- Corbiell, Copyright 2001, The Learning Edge

Satisfaction will be gauged by a self-evaluation with a confidence/comfort scale for each objective, an evaluation for content, structure and presentation, and a request for other feedback. Learners will be asked to apply skills between each class and at the end of the course, provide written feedback about their efforts and what worked / what needs work.

Training Outline
This section lists the roadmap for this training project.

Layout of Learning Solution

This section identifies the initial training plan, including rough time estimates for Phase I, classroom learning.

Class One Remaining Unaffected by your surroundings Introductions Common Stress Reducers Listen without absorbing the emotions of another person Remaining centered in a tense environment 15 minutes 1 hour 30 minutes 1 hour

Homework: Practice daily and write down any noticeable differences. Class Two Mind Management Description of Neurolinguistic Psychology / Mind Management 20 minutes Modeling for results Creating and anchoring positive States Homework: Decide who you want to model. Practice instilling the chosen state Write down any noticeable differences Class Three - Power Questions for Significant results Discussion on last weeks results Prioritize your Values for Instant Change Use Morning and Evening Questions for peak performance minutes 10 minutes 20 minutes 45 20 minutes 1 hour 10 minutes

2001 Nancy Levine Lamb, revised 2005 Template Credit to Rives Hassell-Corbiell , Copyright 2000, The Learning Edge

Apply Problem Solving Questions minutes Class Four Ignite your Creativity Mind Mapping Effective Action Plan Discussion on results

40

30 minutes 75 minutes 15 minutes

2001 Nancy Lamb, revised 2005 Template Credit to Rives Hassell- Corbiell, Copyright 2001, The Learning Edge

Content Outline
This section details the content by task objectives and activities. This level of detail is usually not known at the project plan stage, but if there are requirements for how a key activity or portion of the course should be structured or what it should contain, it should be included here. Content Topic For example: Selecting Packing Materials Task Task Task Knowledge Objective State objective: Choose effective tools to remain calm in situations you have identified as stressful to you.

Define stress Define your response to stress Identify 5 successful stress management tools Knowledge needed to choose effective tools is an awareness of personal physical, mental and emotional responses to stress, self knowledge of personal breathing patterns, awareness of posture, self knowledge of preferred response, and knowledge of resources available for assistance. Pictures of 4 personality types. Pictures of stressed people and pictures of calming activities. These aides give add emphasis New Age and Classical CDs for relaxation and creativity. Baroque CDs for accelerated learning CD Player and Flip Chart

Visual

Audio

Demonstration Media Type

2001 Nancy Levine Lamb, revised 2005 Template Credit to Rives Hassell-Corbiell , Copyright 2000, The Learning Edge

Practice Type

The student practices methods in class with partners and on own in slow, moderate and super fast paces. Visualization is done at home when a partner is needed and not available. The student role plays these methods with other students or practice with friends and relatives. The student watches television shows and identifies stressful behaviors and indicates which are true for the student as well. The student decides which of the tools they would personally apply if they were the actor.

Practice Details

List stress response List new behavior desired List method to achieve new response List desired results and list actual results Compare old response to new response

Tools

Effectiveness Institutes Personality Style Quadrants; NLP Anchoring technique; NLP Visual Squash Patterns; Effective Action Plan sequence (Accelerated Learning Company TM), Yoga for Relaxation The Institute for Peak Performance Student Manual; Light on Yoga; Effectiveness Institute; Non-Violent Communications by Marshal Rosenburg

Resources

Development Requirements
This section details the human and capital resources needed to develop the training.

Required Tools
List the software, hardware, manuals, links, equipment, and facilities user required to develop the training. Provide justification for these requirements by relating their importance to achieving the development outcomes
2001 Nancy Lamb, revised 2005 Template Credit to Rives Hassell- Corbiell, Copyright 2001, The Learning Edge

Mind Manager 4.0 or higher Basic Practicioner Manual for Neurolinguistic Programming 7 Habits of Highly Effective People Effectiveness Institute Personality Profile Questionnaire

Required Resources
Project with computer connectivity Laptop A whiteboard A classroom with 20 seat capacity Drinking Water provided

Delivery Requirements
This section details the human and capital resources and requirements needed to deliver the training. If for Corporate settings, the company should be prepared to add Train the Trainer modules 4 months after the initial group of managers completes the program.

Required Tools
List the software, hardware, manuals, links, equipment, and facilities user required to develop the training. Provide justification for these requirements by relating their importance to achieving the delivery outcomes Classroom seating 20 20 student manuals 1 Instructor Manual List of links for additional resources List of recommended reading List of local facilities where they can find complementary healing practitioners

Production Requirements
2001 Nancy Levine Lamb, revised 2005 Template Credit to Rives Hassell-Corbiell , Copyright 2000, The Learning Edge

At an unknown date, online presentation will be developed and distributed online with a charge to CC NOW. Audio / Visual recording is required to develop online courses and assist in the Train the Trainer modules.

Budget Requirements
This section details the known and projected costs for the project, which includes: equipment rental or purchase, software purchase, facilities rental, salaries, and travel and living expenses. This section might include a spreadsheet attachment or table. Development time Software Facility Rental* Materials $3000 $ 450 $1000 $ 650

Development Estimate Plus Presentation Time Total

$ 5100 $1000 $6100

Contingent consulting

$ 2000 per week Corporate Rate

*The budget includes a facility rental. If this is included with the contract the fee will be adjusted.

Time Requirements
Project Plan Analysis Training Environment Analysis Course Objectives Course Design Student Pre Evaluation Content Development 2 days 5 days 5 hours 16 hours (2 hours for each objective) 4 days 20 hours 25 days

2001 Nancy Lamb, revised 2005 Template Credit to Rives Hassell- Corbiell, Copyright 2001, The Learning Edge

Evaluation / Feedback

5 days

*This course is the property of Nancy Levine Lamb. Unless expressly permitted, no copies are allowed.

Additional Proposal Notes:

2001 Nancy Levine Lamb, revised 2005 Template Credit to Rives Hassell-Corbiell , Copyright 2000, The Learning Edge