Running head: EXTENDING LEARNING WITH THE 6D’S 1 EXTENDING LEARNING WITH THE 6D’S Week 1 Assignment – Extending Learning with the 6D’s Student’s Name Institutional affiliation In the current age of information and innovation, understanding how to optimize employee performance is crucial for assuring the success of businesses in their respective markets and industries. The process of educating and training personnel is vital because it divides organizations that thrive and remain ahead of their competition from those that fail to keep up with market developments, deteriorate, and are eventually forced to close. Learning in organizations is a crucial approach employed by market leaders (EBSCO Information Services, 2020). By being learning organizations, firms such as Apple, Google, and Emerson ensure that their people have the skills and competencies to innovatively advance their companies' visions toward organizational success in their respective markets and industries. Despite the well-known benefits of employee training, some companies, such as Netflix, are hesitant to educate or train their staff on the skills they need to remain relevant to the company. Nevertheless, in today's age of innovation and information, it is essential to ensure that one's staff are highly skilled and competent for a firm to remain competitive and relevant in its market. In learning organizations, there are six actions that must be taken to ensure that people are trained and that the training efforts are successful (Hidayat & Budiatma, 2018). The success of learning companies is measured by the effect of their education and training activities on their overall performance and the quality of their output. Successful Learning is shown by an improvement in the quality of employee performance and an increase in the output quality. In contrast, persistently poor performance could indicate that the learning process was ineffective. In a few exceptional instances, such as Netflix's, a non-learning corporation may continue to be successful despite lacking the capacity for expansion. Despite their achievement, their non-learning environment prevents them from reaching their full potential for success. Instead of training and retraining their staff to match the company's increasing competence needs, Netflix terminates people who are no longer a good fit for the organization. For employee education and training initiatives to result in organizational success, businesses must invest in ensuring that each phase of the learning process is successfully implemented. Considering Emerson's overall success, it is clear that the learning organization owes a substantial portion of its success to its effective learning practices. Six essential phases can be used to summarize the learning methodologies that organizations like Emerson employ. Six Ds denote the six organizational-learning steps. The 6 D's are essential for determining, measuring, examining, implementin.

1. Running head: EXTENDING LEARNING WITH THE 6D’S 1
EXTENDING LEARNING WITH THE 6D’S
Week 1 Assignment – Extending Learning with the 6D’s
Student’s Name
Institutional affiliation
In the current age of information and innovation, understanding
how to optimize employee performance is crucial for assuring
the success of businesses in their respective markets and
industries. The process of educating and training personnel is
vital because it divides organizations that thrive and remain
ahead of their competition from those that fail to keep up with
market developments, deteriorate, and are eventually forced to
close. Learning in organizations is a crucial approach employed
by market leaders (EBSCO Information Services, 2020). By
being learning organizations, firms such as Apple, Google, and
Emerson ensure that their people have the skills and
competencies to innovatively advance their companies' visions
toward organizational success in their respective markets and

2. industries. Despite the well-known benefits of employee
training, some companies, such as Netflix, are hesitant to
educate or train their staff on the skills they need to remain
relevant to the company. Nevertheless, in today's age of
innovation and information, it is essential to ensure that one's
staff are highly skilled and competent for a firm to remain
competitive and relevant in its market.
In learning organizations, there are six actions that must be
taken to ensure that people are trained and that the training
efforts are successful (Hidayat & Budiatma, 2018). The success
of learning companies is measured by the effect of their
education and training activities on their overall performance
and the quality of their output. Successful Learning is shown by
an improvement in the quality of employee performance and an
increase in the output quality. In contrast, persistently poor
performance could indicate that the learning process was
ineffective. In a few exceptional instances, such as Netflix's, a
non-learning corporation may continue to be successful despite
lacking the capacity for expansion. Despite their achievement,
their non-learning environment prevents them from reaching
their full potential for success. Instead of training and retraining
their staff to match the company's increasing competence needs,
Netflix terminates people who are no longer a good fit for the
organization.
For employee education and training initiatives to result in
organizational success, businesses must invest in ensuring that
each phase of the learning process is successfully implemented.
Considering Emerson's overall success, it is clear that the
learning organization owes a substantial portion of its success
to its effective learning practices. Six essential phases can be
used to summarize the learning methodologies that
organizations like Emerson employ. Six Ds denote the six
organizational-learning steps. The 6 D's are essential for
determining, measuring, examining, implementing, and
assessing the performance of a learning organization's efforts.
The first of the six D's is defining the expected business

3. outcomes. Expected business outcomes can range from the
services a company intends to offer in a given period to its sales
targets for a specific term. In addition, specifying what the
organization wants to see after a learning period may be deemed
essential for defining the anticipated organizational outcome. At
Emerson, for instance, it was clear that leaders placed a high
priority on the defining stage since they began communicating
the concept of the new finish line early on before moving on to
the subsequent steps of educating and training their people. The
defining stage is crucial to the learning/training process because
it performs two crucial functions. Initially, the definition of the
expectation reduces uncertainty.
When employees understand precisely what is expected of them,
they are more likely to achieve their objectives without
confusion. In addition, it helps employees comprehend the
organization's objective and match their activities with it.
Employees at Emerson began to repeat the definitions, which
helped the concept stay. The defining step should occur
whenever the leaders deem it necessary, significantly if the
company's vision and goal development. However, Netflix
expects staff to use common sense when doing their duties.
While the organization aims to hire only qualified and mature
workers, leaving company objectives unstated may foster
misunderstanding and provide the potential for errors (Goldstein
et al., 2017; McCord, 2014).
The second D is the design procedure. In this stage of Learning,
the organization designs programs to guarantee that employees
learn the essential skills and competencies necessary for the
company to fulfill its vision and goals. The design phase
consists of numerous substeps. For instance, at this stage, the
organization must establish its training requirements, target
audience, and anticipated training and development goals. In
addition, the organization should specify who will provide the
training and how the performance of learning programs will be
monitored. At Emerson, it is evident that training and
development programs prioritize preparing leaders with vital

4. leadership skills and competencies. If the learning/training
processes are to be effective, the design phase must be
effectively implemented. However, Netflix employs an
alternative technique. According to McCord (2014), the
organization selects qualified and capable people. When an
employee's abilities are no longer helpful to the firm, the
corporation offers a hefty severance package, terminates the
person, and searches for a more qualified and highly skilled
employee to fill the gap (Zipkin, 2018).
The third D is after the delivery of the application. This third
stage is implemented during or following the completion of the
learning process. At this step, organizational leaders instruct
employees on optimally applying the acquired information and
skills to their work-related responsibilities (Hidayat &
Budiatma, 2018). Leaders of organizations use a variety of
leadership skills to manage and guide people in using their
newly acquired abilities on the job. Leaders may issue
commands directly or use alternative tactics to convey guidance
and direction. Leaders at Emerson guided employees in
applying their acquired skills and competencies by providing
voice recordings and communicating their expectations. Since
Netflix employees are terminated rather than trained,
application stage delivery is unavailable (McCord, 2014).
Once the third D is established, it welcomes the fourth D, which
depicts the process of promoting learning transfer. At this level,
the company makes sure that leaders not only provide directives
but also provide the necessary assistance and ensure
accountability. Leaders that are hands-on and involved inspire
their people to maximize performance. Integral to the fifth D,
which is implementing performance support, is facilitating the
transfer of Learning. At Emerson, performance assistance
includes discussing successes and sessions urging staff to
maximize their overall performance. As previously disclosed,
Netflix, on the other hand, prefers to pay employees who are no
longer regarded as a suitable fit a significant severance package
as opposed to educating them. In addition, the corporation

5. terminates the employee instead of training him or her to learn
the new skills necessary to continue filling the post (McCord,
2014; Zipkin, 2018).
Documenting the outcomes concludes the process.
Documentation of the results enables a corporation to maintain
records of the training's outcomes. When the findings are
reviewed, management gains additional insight into which
techniques were successful and which procedures were
unsuccessful. In addition, the procedure ensures that the
organization maintains a record that may be referred to in the
future by other teams facing comparable learning demands,
issues, dilemmas, or learning/training needs (Bhawra, 2019). At
Emerson, the documentation phase notified the organization's
leaders that omitting the transfer and achievement phases
lowered the success rate of the organization's learning
initiatives. At Netflix, however, it may be difficult to
distinguish what is effective from what is ineffective in
increasing their employees' knowledge, ability, and competence.
Netflix is an industry-leading employer with a commendable
corporate culture and creative potential. However, its failure to
be a learning organization, since it never invests in growing
staff skills, competencies, and overall development, may harm
its growth potential (McCord, 2014).
References
Bhawra, J. (2019). Developing Monitoring and Evaluation
Frameworks, by Anne Markiewicz and Ian Patrick.
Canadian Journal of Program Evaluation,
34(1).
EBSCO Information Services. (2020). The Benevolent Society:
Learn how one organization achieved learning and development
objectives. Retrieved from
https://www.ebsco.com/resources/success-story/learn-
how-one-organization-achieved-learning-and-development-
objectives

6. Goldstein, H. W., Pulakos, E. D., Semedo, C., & Passmore, J.
(2017).
The Wiley Blackwell handbook of the psychology of
recruitment, selection and employee retention. John Wiley &
Sons.
Hidayat, R., & Budiatma, J. (2018). Education and job training
on employee performance.
International journal of social sciences and humanities,
2(1), 171-181.
McCord, P. (2014). How Netflix Reinvented HR. Retrieved
from
https://hbr.org/2014/01/how-netflix-reinvented-hr
Zipkin, N. (2018). Inside Netflix's Notorious Firing Practices.
Retrieved from
https://www.entrepreneur.com/article/322424
1
Case Study One: Maria
Name
College of Professional Advancement, Mercer University

7. COUN617: Assessment and Testing
Dr. Tara Overzat
Date
Assessments
Substance Abuse Subtle Screening Inventory-4
The results of Maria’s SASSI-4 assessment are -------- Maria’s
Symptoms (SYM) score was ----, which -------
Table 1

8. Maria’s Scores on Each Scale of the SASSI-4
Scale
SASSI Score
T- Score
Percentile
Description
FVA
Narrative Descriptions of the symptoms in this column
FVOD
SYM
OAT
SAT
DEF

9. FAM
COR
Rx
Strengths and Limitations
The assessment has significant strengths ------- (discuss
reliability and validity; MUST discuss the statistics). ----------
There are limitations to the SASSI-4 --- (discuss possible
limitations based on what was discussed in class about this and
other assessments; can use other academic sources if you wish).
----
Beck Anxiety Inventory
Maria scored ---- (discuss score and implications for Maria and
her treatment here).
Strengths and Limitations
The assessment has significant strengths ------- (discuss
reliability and validity; MUST discuss the statistics). ----------
There are limitations to the BAI --- (discuss possible limitations
based on what was discussed in class about this and other

10. assessments; can use other academic sources if you wish). ----
Maria’s Background
Maria is 25-years-old and identifies as Latinx and female. ----
(In this section take what you know about Maria and integrate it
with the results above.). ---
Treatment Plan
(Discuss treatment goals and interventions for Maria here.
Please use evidence-based interventions).
References
American Psychiatric Association. (2022).
Diagnostic and statistical manual of mental disorders
(5th ed., text rev.).
https://doi.org/10.1176/appi.books.9780890425787
---add references here
Scale
SASSI Score
T- Score
Percentile
Description
FVA
10
62
~90th
Carla’s Face Valid Alcohol (FVA) scale indicates that she

11. acknowledges her above average use of alcohol. This may result
in … (add details from SASSI Clinical Feedback Scales here).
FVOD
Beck Anxiety Inventory (BAI)
About: This scale is a self-report measure of anxiety.
Items: 21
Reliability:
Internal consistency for the BAI = (Cronbach’s a=0.92)
Test-retest reliability (1 week) for the BAI = 0.75 (Beck,
Epstein, Brown, & Steer, 1988)
Validity:
The BAI was moderately correlated with the revised Hamilton
Anxiety Rating Scale (.51),
and mildly correlated with the Hamilton Depression Rating
Scale (.25) (Beck et al., 1988).
Scoring:

12. Not at all
Mildly, but it didn’t
bother me much
Moderately – it
wasn’t pleasant
at times
Severely – it
bothered me a lot
All questions 0 1 2 3
The total score is calculated by finding the sum of the 21 items.
Score of 0-21 = low anxiety
Score of 22-35 = moderate anxiety
Score of 36 and above = potentially concerning levels of
anxiety
References: Beck, A.T., Epstein, N., Brown, G., & Steer, R.A.
(1988). An inventory for measuring clinical anxiety:
Psychometric properties. Journal of Consulting and Clinical
Psychology, 56, 893-897.
Behavioral Health
Beck Anxiety Inventory (BAI)
Below is a list of common symptoms of anxiety. Please
carefully read each item in the list. Indicate how much you have
been
bothered by that symptom during the past month, including
today, by circling the number in the corresponding space in the

13. column next to each symptom.
Not at all
Mildly, but it
didn’t bother
me much
Moderately – it
wasn’t pleasant
at times
Severely – it
bothered me
a lot
Numbness or tingling 0 1 2 3
Feeling hot 0 1 2 3
Wobbliness in legs 0 1 2 3
Unable to relax 0 1 2 3
Fear of worst happening 0 1 2 3
Dizzy or lightheaded 0 1 2 3
Heart pounding / racing 0 1 2 3
Unsteady 0 1 2 3
Terrified or afraid 0 1 2 3

14. Nervous 0 1 2 3
Feeling of choking 0 1 2 3
Hands trembling 0 1 2 3
Shaky / unsteady 0 1 2 3
Fear of losing control 0 1 2 3
Difficulty in breathing 0 1 2 3
Fear of dying 0 1 2 3
Scared 0 1 2 3
Indigestion 0 1 2 3
Faint / lightheaded 0 1 2 3
Face flushed 0 1 2 3
Hot / cold sweats 0 1 2 3
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Case Study - Maria, adult client
Maria is a 25-year-old, Latinx female who has been
referred to your clinic due to potential substance abuse and
other issues that the referring clinician deemed a “higher level
of care” than he is able to provide at his outpatient private
practice. Maria reports feeling nervous often and being
generally unsure of herself in her day-to-day activities. Maria
immigrated to Georgia from Honduras at 5 years old, and is
currently working a retail job, a job she held during the Covid
pandemic, and attending night classes at a local college to work
on her Associates degree. She is single with one 5-year-old
daughter, and lives with her older sister’s family. She is close
with her parents, who live 15 minutes away from her. Maria
agreed to take the SASSI - 4 and the Beck Anxiety Inventory
(BAI).

17. Instructions for Case Study – Maria
Make sure your paper is in APA Format and 5 – 8 pages long
(not including cover page
and references).
1. In discussing Maria’s case, please interpret each scale of the
SASSI. Make sure to pay
attention the validity of Maria’s responses by looking at the
RAP.
a. Create a table that shows the T-score, percentile rank, and a
brief narrative description
for each SASSI scale except the SAM scale.
2. Now, look at the Beck Anxiety Inventory (BAI) for Maria.
Discuss items that may impact her
clinical case, as well as interpreting what her score on the BAI
means for her situation (you will
have to determine her score).
3. What are the strengths and limitations of the SASSI - 4 and
the BAI? Review the reliability,
validity, and data regarding how norms were created. Possible
biases should be discussed as
well.
4. Since you will be working with Maria, be sure to read her
background information. How do
the assessment results correlate with her presenting problems?
5. What would your treatment plan be for Maria? This should be
written in narrative form, with
presenting issues, goals, and interventions.