BUS FPX 4802 Assessment 2 Project Approach and Plan

Student Name

Capella University

BUS-FPX4802 Change Management

Prof. Name

Date

Project Approach and Plan

Change management aims to implement strategies for facilitating change, managing it effectively, and supporting individuals in adapting to change within organizations (McCalman, Paton, & Siebert, 2016). It outlines the methods to prepare, equip, and assist individuals in embracing change to enhance organizational success and outcomes (Prosci, n.d.). Guiding individuals or groups through their change journeys fosters the development of learning organizations, which promote adaptive and creative thinking among employees (ELM Learning, 2021).

Change Management Purpose and Discipline

Change management enhances project efficiency, cost-effectiveness, and outcomes, thereby increasing the likelihood of success (Smith, 2019). Examples of successful change management initiatives include Netflix’s transition from DVD subscriptions to a streaming service and Lego’s implementation of digital transformation strategies (Profits&, 2019). These organizations demonstrate effective change management practices as learning organizations.

Spotting a Non-Learning Organization

Non-learning organizations lack a clear vision, effective leadership, positive culture, initiative, communication, collaboration, teamwork, and knowledge management (Jacob, 2011). They tend to overlook problems and solutions, often deflecting responsibility to others (K. Brunsson, 1998).

Transforming into a Learning Organization

Non-learning organizations can evolve into learning organizations by embracing systematic problem-solving, experimentation, learning from past experiences, knowledge transfer, adapting to the present, and efficiently transferring knowledge (Garvin, 1993).

BUS FPX 4802 Assessment 2 Project Approach and Plan

Project Goals and Objectives

The goal is to increase Sunday School attendance and enhance teaching quality (Anders, 2018). Stakeholders aim to raise attendance to seventy-four students through structured curriculum changes every ninety days. Specific objectives include system thinking, establishing a shared vision, team learning, personal mastery, and addressing mental models (ELM Learning, 2021; Capella University, n.d.).

Selected Change Management Model and Tools

The Senge Five Discipline Model promotes organizational learning by expanding capacity, nurturing expansive thinking, fostering collective aspiration, and encouraging continuous learning (Toolshero, n.d.). The ADKAR Analysis model ensures employee support and belief in change by focusing on awareness, desire, knowledge, ability, and reinforcement (Athuraliya, 2021).

Project Plan: High-Level Timeline/Schedule

Meetings will be conducted via Zoom, starting with the initial contact on March 7, 2022. The timeline includes meetings to identify change needs, propose approaches, analyze stakeholders, and recommend interventions (Miller, 2020).

References

Anders, Ö. (2018). What does “learning organization” mean? The Learning Organization, 25(3), 150-158. doi:http://dx.doi.org/10.1108/TLO-02-2018-0016

Miller, K. (2020, March 19). 5 CRITICAL STEPS IN THE CHANGE MANAGEMENT PROCESS. Retrieved from Harvard Business School Online: https://online.hbs.edu/blog/post/change-management-process

Garvin, D. A. (1993, August). Building a Learning Organization. Retrieved from Harvard Business Review: https://hbr.org/1993/07/building-a-learning-organization

Dearlove, I. S. (1990). Peter Senge, The Fifth Discipline. The Ultimate Business Library, 249-252.

ELM Learning. (2021, May 7). What is a Learning Organization? Complete Guide. Retrieved from ELM Learning: https://elmlearning.com/what-is-a-learning-organization/

Jacob, R. (2011, January 18). 9 Signs of a Non-Learning Organization. Retrieved from Education Innovation: https://educationinnovation.typepad.com/my_weblog/2011/01/9-signs-of-annon-learning-organization.html

BUS FPX 4802 Assessment 2 Project Approach and Plan

K. BRUNSSON. (1998). NON-LEARNING ORGANIZATIONS,. Scandinavian Journal of Management, 14(4), 421-432. doi:https://doi.org/10.1016/S0956-5221(98)00002-5