D2W5 – Respond To 2 Colleagues Granth Respond to two (2) Colleagues D2W5   “see attachment for detail instructions”:  * 3 – 4 paragraphs per colleagues 

D2W5 – Respond To 2 Colleagues Granth Respond to two (2) Colleagues D2W5   “see attachment for detail instructions”: 

* 3 – 4 paragraphs per colleagues 

* No plagiarism

* APA citing  

** 48 hours ** 1
1

Week 5 Discussion 2:

The Progressive Case Study 

The Green Organization Executive Team has met with you and their Leadership Teams for each group. The key objectives for increasing the performance are decided upon. The challenges now are training the groups and the teams within the group to have a clear and concise understanding of the next steps in the process.

Overestimating the potential of a project or end result can lead to disaster. The video clip  http://www.youtube.com/watch?v=GOVeO5_0qD0.  addresses root cause analysis. We are quick to judge or blame when the results are less than desired. How will you design, develop, implement, and evaluate the training program you have presented?

Assignment:

Respond to at least (2) two of your peers’ postings in one or more of the following ways:

· Share an insight about what you learned from having read your peers’ postings and discuss how and why your peer’s posting resonated with you professionally and personally.
· Offer an example from your experience or observation that validates what your peer discussed.
· Offer specific suggestions that will help your peer build upon his or her own virtual communication.
· Offer further assessment or insight that could impact your peer’s future communications.

· 3 – 4 paragraph responses per each colleague

·
No plagiarism

·
APA citing

·
48 hours

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1st Colleague – Stephen Jarman

Stephen Jarman 

Week 5 Discussion 2 – The Progressive Case Study

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            In the previous thread post of the progressive case study series, practical examples of how to best adapt and assimilate new organizational leaders who are transferred or onboarded at MHC Maine were outlined as five key areas. Those key areas, in summary, are as follows:
a. Direct Report Screening
b. Setting the stage for what is to come
c. One-to-Ones with Peers and Coach
d. Peer Review
e. Intentional Knowledge Transfer
The purpose of this thread post is to present a clear and concise understanding of the next steps in the above process (Jarman, 2021). The following four topics with explanation summaries are to be considered as directional implementation steps:
a. Methods of knowledge transfer to be used: To facilitate adapting and assimilating new organizational leaders, methods for knowledge transfer common to a learning environment/organization will rely upon organizational development that aligns with our vision, purpose, mission, values, and the individual’s objectives. The following knowledge transfer methods are considered either as normative or specialized training:
a.
I. Traditional Lecture Style Learning – for normative information sharing
II.  Case Studies – for specialized skills development
III. Hands-On Training – in conjunction with case studies
IV. Interactive Training – MS-Teams with the new leader’s peers and cross-functional team members, usually project-specific
V. Online Learning – supplemental training for technologies, e.g., MS-PowerBI (Silver, 2021).
a. Pre-work and Day-One Gap Assessment: In order to indicate cultural factors, language variables, and skills inherently required for each new individual leader and as a member of a team within a business unit group, the People Experience (PX) international team will facilitate and administer two individualized gaps assessments. Initially and prior to the new leader arriving on day one, a series of questions will be provided to the new leader online for assessing subtle needs around the individual’s cultural norms, written and spoken language acumen, and goals for assimilation. Once the new leader arrives, a second assessment is administered by local functional leaders for ensuring safety, environmental, IT, and other skill-based needs are understood for gaps that are to be addressed.
b. Implementation Plan Overview: Early training that meets the needs of the individual, either as normative knowledge transfer or specialized information, begins during the new leader’s first day or before arrival for transferring leaders. In setting the stage for things to come, the new leader becomes acquainted with the Maine campus and is introduced to their immediate peer team, supporting staff in EHS, PX, IT, and the leadership team. Having established themselves into the organization, the new leader begins One-to-Ones with peers and their coach. Over the first six months, the relationship with the new leader’s peers and coach supports the five modals of training designed for optimal and effective knowledge transfer. The new leader’s coach and PX partner are to have full transparency into the individual’s iLearn record for monitoring completions.
c. Proposed Measurements of Success: In our earlier proposal for Continuous Skills Development, the following five strategic objectives were provided as enablers to achieve desired measurable results:
a.
I. Provide a consistent, measurable training process
II. Maintain a flexible and highly skilled workforce
III. Attract, develop and retain qualified employees
IV. Provide a framework to document and track employee skills for all jobs, including those qualified to train others on each job
V. Promote life-long learning and career development
These objectives were stated as necessary “To realize consistently measurable desired results through standardization of processes brought about by an effective employee training and development framework (Jarman, 2021.2). To monitor, assess, analyze, and evaluate progress of the previously noted three implementation steps, the following measures of success are indicators of the five strategic objectives above:
i. The individual’s Demonstrated and Documented Capability – as realized at the peer review milestone and demonstrated through established targets of performance
ii. Retain Qualified Employees – to be compared through current turnover rates and culture survey results
iii. Life-long Learning and Development Goals – through career development/ladders achievement over a three- to five-year horizon

References

Jarman, S. (2021). MGT553 Performance Consulting, Persuasive Communication, and Influence Process. Week 4 Discussion 2 Assignment – The Progressive Case Study. Performance Consulting, Persuasive Communications (11-AUG-21 – 05-OCT-21 [80176]). https://grantham-saas.blackboard.com/ultra/courses/_14832_1/cl/outline

Jarman, S. (2021.2) MGT547, Learning and Performance, Week 6 Assignment – Strategic Analysis in Support of Continuous Skills Development Pillar Team. Learning and Performance (09-JUN-21 – 03-AUG-21 [60176]). https://grantham-saas.blackboard.com/ultra/courses/_13884_1/cl/outline

Silver, J. (2021, March 22). Effective organizational training methods. Training Station. Retrieved September 11, 2021, from https://trainingstation.walkme.com/methods-in-organizational-training/.
 
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2nd Colleague – Susan Christmas 

Week 5 Discussion 2

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Now that the executive team at The Green Organization has determined the key objectives for improving performance, we now must train the groups on the next steps in the process.

Methods of Training

Jan Wiener, Director of Training at the SAP, wrote a compelling article about models for training in developing groups. At one point, Wiener mentions a training approach known as development/horticultural model. This approach consists of training done twice a week, plus a more intense analytic training done four times each week. It is imperative that a training program guarantees collective governance and standards, but simultaneously offers enough flexibility to meet individual and social needs of the different groups. This approach is a good start for facilitating a learning environment and allows new ideas to be brought to the table where the groups can flourish (Wiener, 2019).

Determination of Necessary Training

The development/horticultural model allows an organization to use valuable knowledge of theory, but not every model or tradition will be appropriate in other cultures. Sometimes new techniques will be required for a certain group before determining what techniques will succeed and which ones will fail. Cultural factors must be considered, and adaptations made that fit the needs of specific groups (Wiener, 2019).

Short- and Long-Term Plans

The short-term plans would consist of accepting the groups will have different needs and that we may not have complete knowledge of what training method will work best for each group. We must remain tolerant, encourage openness, and be respectful of every single group member. A long-term plan would consist of having a training analyst that stayed available to the group and its members. This process would allow the members to have continuity within their training program (Wiener, 2019).

Implementation Plan

The implementation of this plan would begin with gathering all the groups together and explaining the expectations and goals. The program will constantly be monitored and assessed which will lead to analyzing and evaluating progress. The data generated from these processes will be used to tweak the training program as necessary.
References
Wiener, J. (2019). Models for training in Developing Groups: importing the traditional into unfamiliar cultures. Journal of Analytical Psychology, 64(4), 443-461. 
https://doi.org/10.1111/1468-5922.12513

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