Learning transfer premises
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The document outlines several core premises about organizational training and performance change. It discusses how transfer of learning from training to the job is impacted by factors both inside and outside the classroom. It also presents the idea of a "learning transfer system" comprising elements like the trainer, trainee, supervisor, and organizational supports and constraints, which determines how much learning is transferred to the job. Finally, it discusses how interventions can be used to improve training transfer and that this is best achieved when the explicit goal is improved job performance.
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Glowinkowski Solutions Booklet
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week 4 discussion 1 MGT 435Your initial discussion thread is d.docx
week 4 discussion 1 MGT 435
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
Personal Experiences
Think of an organizational change that you experienced. Describe how you were impacted by the change. What could the leadership have done to make the transition more successful? Cite one or more change models to support your assertion. Review several of your peers’ posts. Compare your experiences with at least two peers and identify lessons you can apply to future organizational changes.
Your initial post should be at least 200 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7.Change Management History
Change Management as a discipline began to emerge in the 1980s driven by leading consulting firms working with Fortune 50 companies. Early adopters, such as GE, Ford, and AT&T, were very large corporations that could derive significant savings through more efficiently implementing new programs and were accustomed to cutting edge thought leadership roles. This work resulted in early Change Management models such as GE’s Change Acceleration Process (CAP) and John Kotter’s Eight Step Process for Leading Change. At this time, Change Management offerings were mostly available through consulting services, with a limited number of books and textbooks available.
During the 1990s, industries undergoing significant and rapid change in areas such as information technology and human resources began highlighting the benefits of Change Management programs on a broader scale. The experiences, consequences, and costs of implementing change without a structured approach has helped employees and organizations embrace Change Management tools. Though use of Change Management was still limited primarily to large corporations in the habit of regularly utilizing professional consulting firms, Change Management was receiving more and more visibility and credibility.
The 2000’s marked widespread acceptance of Change Management as a business competency for leading change. This shift increased the credibility of Change Management in the business world and with project teams. The benchmarking data on ‘use of a methodology’ shows a marked increase from 34% in 2003 to 72% in 2011. The value of Change Management was further validated through additional research on the impact of Change Management on business success by Prosci, IBM and McKinsey.
The market for Change Management tools and training grew rapidly through this period, with as many as 320 consulting firms identified as offering Change Management services by 2011. Some were established with their.
The 9 vector view of human performance
The document discusses a nine vector view of human performance management. It outlines nine primary disciplines that are important for effective change management: stakeholder relationship management, leading change, change strategy, communication, human capital management, learning and training, process and infrastructure, project management, and performance management. It then provides more details about each discipline and explains that a holistic approach considering all nine vectors is needed for transformational change efforts.
Case Scenario – Week 1 Project CharterBackgroundYou ar.docx
Case Scenario – Week 1: Project Charter
Background
You are a director of a very busy emergency department at General Hospital. Over the past year, a nearby hospital closed and you have seen a large increase in patient visits. Your patients are experiencing long waits prior to seeing the provider and overall throughput metrics are well beyond industry benchmarks. Turnaround time for lab and radiology exams seems to take a long time. You are experiencing low patient satisfaction scores as well. Below are several of the metrics as well as industry benchmarks:
Metric
General Hospital
Industry Benchmark
Patients that arrive to ER but leave without being seen by a provider ( % of total ER patients)
6%
2%
Time from patient arrival to the time they are seen by a provider (median minutes)
50 minutes
20 minutes
Time for treatment of patients that are admitted (median minutes)
200 minutes
120 minutes
Time admitted patients wait for an inpatient bed (median minutes)
120 minutes
60 minutes
Length of stay for patients that are discharged from the ER (median minutes)
180 minutes
120 minutes
Patient Satisfaction
30th percentile
75th percentile (Hospital goal)
Your Chief Operating Officer (COO) and Chief Nursing Officer (CNO) have asked you to serve as a team lead and put together a multi-disciplinary team to identify the reasons for the throughput delays and put together a plan to improve the above metrics over the next 4-6 months. The boundaries are that no additional staff can be hired and there are no capital dollars available for use. The Chief Nursing Officer will be the executive sponsor and would like to see a project charter prior to kicking off the project.
The Assignment
1. Based on the above scenario and details, complete the yellow portions of the below sample Project Charter.
Each section should be approximately 3-5 sentences.
Each box is worth 15 points. Total possible points= 90 points.
2. What questions will you ask your sponsor when reviewing the charter for sign-off?
List 2-4 questions below. This answer is worth 10 points.
Your Name: Haley Butler__________________ Course 4310 Date: September 3, 2014________________
Market / Location:
Project Lead:
Sponsor:
Sign Off:
RVP:
Sign Off:
Phase Timeline:
Date:
Date:
Date:
Date:
Date:
Identify/Charter
Assess
Improve
Deploy
Sustain
Type Response to #2:
Section 3: Project Scope (Team Boundaries)
Section 1: Problem Statement – Opportunity (Background)
Section 4: Team Composition
Section 2: Project Goal w/ Metric & Initial Measure
Section 5: Project Resources
Business Case (ROI) and Patient Impact
Section 6: Stakeholders & Stakeholders’ Communication Plan
ABOUT US ADVERTISE / EXHIBIT MEDIA KIT SUBSCRIBE CONTACT US RSS FEED SEARCH
Training Conference & ExpoTraining Conference & Expo Online Learning ConferenceOnline Learning Conference Live+OnlineLive+Online Training M ...
How organisational learning needs to change to meet today's challenges
How Speed and Technology Change Everything.
In the recent past, training was a process almost disconnected from the daily operations of the rest of the organisation. Sometimes this gap was literal - training was often confined to a separate building.
At the same time, however, training's value was seldom questioned. It was understood to have a positive, if usually unmeasured, effect. The role of training was 'building capability' - giving employees 'just-in-case' knowledge and skills for use at some point in the future
In this Article CERTPOINT CEO Ara Ohanian outlines three key ways L&D departments must change to stay relevant.
1. Change in Organizations2. Planned Change Strategies3. Res.docx
1. Change in Organizations
2. Planned Change Strategies
3. Resistance to Change
4. High Performance Context of OB
5. KEY OF HIGH PERFORMANCE ORGANIZATIONS
6. Creating a High Performance Organization
7. Stages of Group Development
8. Input Foundations of Group Effectiveness
9. Team Building: Improving Team Processes
10. Managing Conflict
OUTLINE
1
Change in Organizations
Unplanned change occurs spontaneously and without a change agent’s direction example: employees strike> action: act quickly to minimize any negative consequences
Planned change is intentional and occurs with a change agent’s direction. Example: new manager approach new technology to rise the org. performance and quality.
1.19 its recognized that they are highly intertwined in the workplace. Changes in any one are likely to require or involve changes in others example:
phases of planned change:
Unfreezing: situation is prepared for change
Example: people who are always on alert of the change process.
Changing: specific actions are taken to create change
Example: people, tasks, structure, or technology of the organization
Refreezing: changes are reinforced and stabilized
Explanation: Designed to maintain the momentum of a change and allows for modifications to be made in the change to increase its success over time.
2
Planned Change Strategies
Force– coercion strategy: uses authority, rewards and punishments to create change.
Rational persuasion strategy: uses facts, special knowledge, and rational argument to create change.
Shared-power strategy: uses participatory methods and emphasizes common values to create change.
3
Resistance to Change
“Its an attitude or behavior that shows unwillingness to make or support a change.”
EIGHT REASONS FOR RESISTING CHANGE:
1. Fear of the unknown
2. Lack of good information
3. Fear for loss of security
4. No reasons to change
5. Fear for loss of power
6. Lack of resources
7. Bad timing
8. Habit
Example: org. planing to change current computers, they may believe that they havebeen doing their jobs just fine and do not need the new computers to improve
things
NEXT HOW TO DEAL WITH RESISTANCE
4
Resistance to Change
5
High Performance Context of OB
1. CHANGING CUSTOMER EXPECTATIONS
Total quality management: is total commitment to high quality results, continuous improvement, and meeting customer needs.
Continuous improvement: is the belief that anything and everything done in the workplace should be continually improved.
Upside-down diagram view.
Customers & clients at the top of organization.
Workers directly affect customers & clients.
Team leaders & mid. managers directly support workers.
Top managers clarify mission &objectives, set strategies, & make resources available.
6
High Performance Context of OB
2. CHANGING WORKFORCE
Generation X workers: “important workforce characteristics”:
impact of workers those born 1965-1977
”high level of skills & abilities for functioning well in challenging jobs &work settings”.
.
Managing Learning and Knowledge CapitalHuman Resource Deve.docx
Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 12
Workplace learning
Copyright © 2010 Tilde University Press
The workplace as a site for learning
The most authentic learning environmentThe workplace presents a number of advantages The learning is focused on specific tasks The principles of meaningful material and transfer of learning automatically feedback is immediately available. Supervisor undertakes the full role of the HR developerSupervisor makes decision - work site or off-site?Workplace learning is the principal developmental process with formal (off-site) learning an important adjunct
*
Challenges to workplace learning
Compete for time and recognition with normal activitiesMay be a lack of expertise in the workplaceIndividuals may be unwilling to participate in learningCatalyst for learning often sporadic or serendipitousThis sporadic occurrence also needs learner motivationInstructor or guide or mentor needs to be available Experts may be reluctant to undertake the roleThe instructor needs some HR developer skillsThe instructor needs to be given sufficient resources
*
The supervisor as the HR developer
Supervisor must be highly accomplished HR developerHave competence to oversee the surveillance stage of the HRDNIConduct the investigation stages when necessaryFormulate learning objectives correctlyDesign learning episodes appropriately Able to evaluate a learning design presented by an outside partyConduct learning episodesConduct evaluations of learning.
*
Learning spaces
Supervisor will need to plan for and organise the resources neededThe most critical resource needed for workplace learning is learning spacesThe physical site A location Supporting learning technology and learning resources that have been specifically reserved for the learning episode An appropriate amount of time to learn the new skills
or knowledge
*
Managing workplace learning
Requires a consistent effort from the supervisorContinually monitoring their staff as well as the internal and external environment of their organisationProviding staff with a range of learning opportunitiesCreating an organisational climate that supports and encourages learningRemoving barriers to learningProviding appropriate learning support processes Encouraging employees to engage in learning behaviours which include actively seeking out feedback on performance, and asking for assistanceThe process of managing workplace learning (see Figure 12.2)
*
Process of managing workplace learningPerformance appraisalcommences the learning episodeis a learning experience as and of itself, andresults in an action plan for further targeted learningThe learning episodeOff-site or on-siteTransfer of learningEncapsulation - do not take the learning back to the workplaceDeep learning depends on both knowing and doingPositive transfer climate
*
Process of managing workplace learning (cont)The following three steps are often iterativeEx ...
LS 607 Managing Organizational Change chapter 2
The document summarizes theories and approaches for implementing organizational change. It discusses:
1) Kurt Lewin's three-stage planned change theory of unfreezing, moving, and refreezing to break old norms and establish new ones.
2) The field of organizational development which sees organizations as open systems and emphasizes alignment, participation, and addressing the whole system.
3) Approaches like process-driven change that focus on how change is implemented rather than content, and task alignment which links desired behaviors to key tasks.
Hrm training & development
The document discusses the nature and objectives of training and development in organizations. It defines training and development as processes that impart skills, knowledge, and opportunities for employees to grow. Training aims to improve performance by reducing deficiencies, while development provides general knowledge and attitudes to help employees advance to higher positions. The key inputs of effective training and development programs are skills, education, development, ethics, and decision-making/problem-solving abilities. Such programs provide competitive advantages like improved performance, employee retention, and meeting future skill needs. The training process involves needs assessment, instructional design, evaluation, and ensuring the transfer of learning.
Traning and development
This document provides information about a training and development project completed by 5 students. It includes an acknowledgement, index, and sections on the nature of training and development, inputs in training and development, importance of training, the training process, methods of training, and two case studies with an analysis. The key information presented includes definitions of training and development, the steps in the training process, and various methods used for training such as lectures, on-the-job training, case studies, and role playing.
Organizational Development And Change
The article provides a literature review of organizational development (OD) theories from early teachings to more recent research. It highlights disconnects among OD researchers and shortcomings in OD research. Specifically, it discusses implications for researchers, practitioners, and teaching of OD. The author aims to give an in-depth analysis of OD theories and models over time to provide context to the field of OD.
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Learning transfer premises
- 1. Dr. Ed Holton, CEO Jones S. Davis Distinguished Professor of Human Resource, Leadership & Organization Development Louisiana State University www.LTSGlobal.com (888) 877-9531
- 4. Transfer Partnership Trainer Trainee Supervisor Senior Management
- 5. Key Question Organizational Supports 1 2 3 4 5 Not at all Definitely © copyright Learning Transfer Solutions Global LLC Do factors in the environment help (reinforce) trainee use of new skill?
- 6. Key Question 1 2 3 4 5 Not at all Definitely Organizational Constraints © copyright Learning Transfer Solutions Global LLC Do factors in the environment hurt (block) trainee use of new skill?
- 9. Analysis, Design & Delivery of Training Voluntary Transfer Broad & Newstrom, 1992
- 10. Analysis, Design & Delivery of Training Voluntary Transfer Transfer Management Stimulated Transfer Broad & Newstrom, 1992
- 13. Leverage Points © copyright Training Transfer Solutions LLC
- 16. Transfer Distance Model © copyright Training Transfer Solutions LLC Learning Process From Knowledge to Performance Capability Work Process From Performance Capability to Sustained Performance Holton & Baldwin, 2003 1 2 3 4 5 6 Acquiring Knowledge “ Know that” Acquiring Knowledge for use “ Know how” Building Performance Capability Thru Practice Application for Job Specific Proficiency Repeating and Maintaining Application Generalizing for Far Transfer