Progressive Case Study Assignment
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Progressive Case Study Assignment
Week 7 Discussion 1:
So much information has been covered over the past six weeks, your brain might be spinning as a result. The information should begin to solidify as you put together the final project. The progressive case study has served as a practical application of the concepts discussed throughout the assignments, readings, and forums.
The Green Organization Executive Leadership has requested you provide a summary of your consulting work over the term of what has been 12 months of consulting. It is time to evaluate the effectiveness, impact, and results of their investment in performance improvement and performance consulting. Your colleagues have presented and summarized the processes used to achieve the reported results.
They have explained what tools have been used and their effectiveness. See their feedback and recommendations for continued performance consulting if advisable.
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
1st Colleague – Susan Christmas
The instructions this week request we provide a summary of our consulting work to The Green Organization Executive Leadership team. We have now been consulting with The Green Organization for 12 months and the EL needs to determine whether they will continue with our consulting services or move on to other opportunities.
What Has Been Accomplished
From the beginning, we began to strategically create a performance plan. We used a 9 Step process consisting of:
- Step back and look at the reality of the situation
- Discover the ideal scenario for the organization
- Continue searching for the cause of the challenges within the organization
- Report findings to the stakeholders
- Create a plan for measuring success
- Design and deliver solutions
- Measure success
- Determine how to report impact of the project to stakeholders (Oldham, 2018).
- Reassess plan after a certain length of time and tweak as necessary
Once the steps were discussed, our meetings with the Executive Leadership team began to focus on gaining a full understanding of the needs of the organization and the expected outcome. We held individual meetings with various staff members to gain multiple perspectives. The data was then analyzed, and we began to focus on the most problematic areas.
We then developed and implemented a training manual designed to address those high problem areas. We dealt with cultural challenges and other threats by involving the employees throughout the entire process. The employees had a vested interest in the organization which allowed the training program to be more successful.
We chose to use a training approach known as development/horticultural model. With this model, we initiated training twice a week, plus a more intense analytic training done four times each week. The program allowed flexibility to meet individual needs, but also provided collective governance and standards.
We also considered cultural factors and made adaptations that fit the needs of specific groups. When considering the long-term plans of the training program, we made available a training analyst that will remain accessible to the group and its members. The access to the training analyst will allow the members to have continuity within the training program (Weiner, 2019).
Assessment and Evaluation Tools
To assess our progress, we used the Evidence Worksheet that was referenced in Hale’s Fieldbook. We filled out the worksheet at the beginning of our endeavor to formulate the criteria to be used for proving the situation had improved. The worksheet then got revisited during the second phase to help with the evaluation (Hale, 2006).
Feedback and Recommendations
Our consulting agency would like to sincerely thank you for the opportunity to serve you. We are delighted with the progress and improvements we have witnessed over these last 12 months. At this time, our recommendation is that your internal training team continue with the current program, including access to our training analyst. Our team would like to make site visits once each quarter and will provide feedback on our findings after each visit.
Hale, J. (2006). The Performance Consultant’s Fieldbook: Tools and Techniques for Improving Organizations and People. (Essential Knowledge Resource). 2nd Edition. Washington D.C.: Pfeiffer.
Oldham, B. (2018). Performance consulting: The ideal tool for ensuring a project adds real value. Human Resources Magazine, 23(1), 22-23.
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
*Please see attached PowerPoint presentation.
2nd Colleague – Stephen
Week 7 Discussion – The Progressive Case Study
Molnlycke Health Care North America’s Executive Leadership Team (MHC-NA ELT) has requested a summary of the consulting work that has been provided over the 12-month intervention process of selection, onboarding, and assimilating new organization leaders at MHC-NA in order to evaluate the effectiveness, impact, and results of their investment in performance improvement and performance consulting.
The ELT expects a presentation that summarizes the processes used to achieve the reported results, explains tools that have been used and their effectiveness, and feedback and recommendations for continued performance consulting if advisable. Present an executive summary to the ELT of what has been accomplished, and what assessment and evaluations tools were used to determine these results.
Executive Summary of New Organizational Leaders Assimilation Process
Over the last 12 months, the New Organizational Leader Assimilation Process has been used to adapt new organizational leaders who are transferred or onboarded at MHC Maine through five key steps as follows:
- Direct Report Screening
- Setting the stage for what is to come
- One-to-Ones with Peers and Coach
- Peer Review
- Intentional Knowledge Transfer
Five strategic objectives were provided as enablers to achieve desired measurable results:
- Provide a consistent, measurable training process
- Maintain a flexible and highly skilled workforce
III. Attract, develop and retain qualified employees
- Provide a framework to document and track employee skills for all jobs, including those qualified to train others on each job
- Promote life-long learning and career development
The following knowledge transfer methods were used as normative or specialized training:
- Traditional Lecture Style Learning – for normative information sharing
- Case Studies – for specialized skills development
- Hands-On Training – in conjunction with case studies
- Interactive Training – MS-Teams with the new leader’s peers and cross-functional team members, usually project-specific
- Online Learning – supplemental training for technologies, e.g., MS-PowerBI (Silver, 2021).
To monitor, assess, analyze, and evaluate the progress of the previously noted five implementation steps, the following measures of success are indicators of the five strategic objectives above:
- The individual’s Demonstrated and Documented Capability – as realized at the peer review milestone and demonstrated through established targets of performance
- 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
The two separate Quality Assurance (QA) teams in the Wiscasset and Brunswick, Maine, offices were selected for the follow-up plan. In addition to the strategic measures of success, two additional criteria were provided by QA leadership to evaluate implementation within two QA teams of Wiscasset and Brunswick.
The first criteria used was a daily operations management health assessment. The second criteria used was the overall performance of the QA team’s three key indicators of i) Non-Conformances (NC’s), Corrective and Preventive Actions (CAPA’s), and Customer Complaints (CC’s). These two indicators have improved 15% and 35% respectively.
Feedback & Recommendations for Next Steps
The New Organizational Leaders Assimilation Process has shown to meet the expectations of the ELT, the new leader’s peers, and functional leaders in the organization. Over the next 12 months, the following three activities are recommended to be accomplished:
- Standardize the New Organizational Leader Assimilation Process globally
- Institute a Local Leadership Coaching Program (improved leadership skills, team vision & values)
- Infrequent and routine process checks by Dichotomy Solutions to evaluate the process for sustainment and continued performance outcomes
Johnson, L. (2017). Rapid onboarding at capital one. Harvard Business Review. https://hbr.org/2008/02/rapid-onboarding-at-capital-on.html .
Silver, J. (2021, March 22). Effective organizational training methods. Training Station. Retrieved September 11, 2021, from https://trainingstation.walkme.com/methods-in-organizational-training.
Progressive Case Study Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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