Professional Documents
Culture Documents
Integration
The ability to lead/sustain the organization
Change Management/Leadership
Stakeholder Input/Collaboration
stakeholders
The ability/competence to gather data on
Action Research/Documentation
technological integration
The capability to collaboratively train business
associates
The ability to appropriate resources based on
recognized needs
Thus, defining the core elements of the change process consist of evaluating critical success
factors and aligning the appointment of non-negotiable strategy/actions with known/stated
critical; success factors of the change implementation.
The priority that is assigned to input from stakeholder, thought leaders and collaborative
efforts by either/all groups is subject to the congruence with core elements derived from critical
success factor evaluations. The data gathered from secondary/primary sources, stakeholder input
and collaboration will be reviewed and revised in order to extract only useful information that
serves the purpose of the change action. In this way, the leader can include stakeholder input;
yet, scale back deviations from ideas that deviate from the area of focus. In essence, the leader
will seek to remove clutter/noise that may distort the themes that have been established as crucial
to the success of the change and institute the practices that are consistent with achieving of the
critical success factors on a continual basis. The leader will gather feedback from stakeholders
on the action research and proposed strategy, review/revise and make recommendations to
management/owner regarding the allocation of resources for any proposed programs or practices
after presenting the action plan and supporting rationale. The leader is ready, willing and able to
make changes to strategy/action based on emergent situations, entrepreneurial innovation and
financial need. The leader has sought alternative means of training business associates and
gathering data/resources in case of unexpected, negative occurrences during the planned
implementation process.
Part 2: Expected Outcomes
In order to implement the changes that will improve company/employee
performance/organizational learning employees will be required to follow instruction designed to
increase knowledge of e-commerce/e-trade to include the use of social networking in order to
reach clients at the small business levels. The Internet (Web 2.0) will be utilized to achieve
objectives related to personnel training, marketing and reporting financial information timely
accurately and efficiently to all stakeholders. Thus, the employee training program will undergo
changes in training design and delivery that will lower the cost of training employees , increase
employees efficiency in operating day-to-day , knowledge-sharing and technological competence
through online collaboration and instruction.
The changes will be effected in order to sustain a competitive advantage with competitors
-who use technology to attain a competitive advantage as we increase the marketability and
uniqueness of the firm offerings through strategic learning and innovative change actions. The
leader expects through the proposed changes/ strategy/ actions to align delegation of tasks,
deadlines and measures of the effectiveness of the training on technological integration to devise
a model/system for integrating technology into business platforms at the proprietorship level.
The program will feature the use of high tech equipment to communicate/document /
collaborate on best practices/technology to utilize in order to train employees and reach
customers. Thus, our competitive advantage in a technologically advanced commercial market
will be enhanced as will the knowledge/experience gathered during the research, testing and
implementation stages of the technological integration which is valuable to all stakeholders on a
business/career level. If successfully implemented/scaled/sustained the change will coordinate
training and marketing efforts over distance and time in an effective, cost-efficient manner which
will benefit all stakeholders.
Part 3: Standards
Discuss the nonnegotiable elements of the program or practice being considered.
Part 4: Leaders Scaling Skills
Score yourself on the scale score sheet (you do not need to include the actual score sheet) and report your results.
Discuss several areas of
strength and need based on your results.
Part 5: Leaders Sustainability Skills
Score yourself on the sustainability score sheet (you do not need to include the actual score sheet) and report your
results. Discuss several areas of strength and need based on your results.
Part 6: effective strategies for scaling and sustaining the program/practice
. Discuss what needs to be planned and implemented for successful scale and sustainability. Please be sure to use
research-based practices (as discussed in the text and readings) in your plan.
n a rapidly changing environment, the knowledge that is most useful to organizations is knowledge that helps them
change and adapt to perform
effectively. As the global economy has evolved,
and as new technologies have enabled new ways of
organizing, organizations have assumed new forms
and crafted new business models and processes.
Good examples include the partnerships and alliances that are formed by organizations using open
innovation, co-development, and other new network forms of organization. (Morhman and
Lawler, 2012).
Learning also emerges from everyday experiences and social interactions in the workplace,
386 September Academy of Management Learning & Education
and in this way, can be conceived of as spread
across organizational practices and rooted in an
organizations culture (Lave & Wenger, 1991). Social learning posits that learning occurs through
observation, participation, and interaction in social processes, so that to become fully integrated
into the organization, employees must learn how to
align their behavior with what is important to
other members of the organization. (Haugh
References
Haugh and Talwar (2010). How Do Corporations Embed Sustainability Across
the Organization? Academy Of Management Learning & Education, 9(3), 384-396.
doi:10.5465/AMLE.2010.53791822
library.ashford.edu/eds/pdfviewer/pdfviewer?sid=d9ef3461-265c-4166-9ebad58317e47784%40sessionmgr115&vid=4&hid=114
Mohrman, S. A., & Edward E. Lawler, I. (2012). Generating Knowledge That Drives Change.
Academy Of Management Perspectives, 26(1), 41-51. doi:10.5465/amp.2011.014
http://eds.b.ebscohost.com.proxylibrary.ashford.edu/eds/pdfviewer/pdfviewer?sid=d9ef3461265c-4166-9eba-d58317e47784%40sessionmgr115&vid=6&hid=114
Spiro, J. (2011). Leading change step-by-step: Tactics, tools, and tales. San Francisco, CA:
Jossey-Bass