Project Information: This Section Is Meant To Provide An ✓ Solved

Project Information This section is meant to provide an

This section is meant to provide an overall picture of the project that can be seen at a glance as well as convey important project details.

Project Title: Transition to Organizational Learning

Project Summary: Write a 2–4 sentence summary of the project scope (i.e., the work that you will be doing to address the organization’s learning needs).

Prepared by: Student Name

Attached Documentation: List title of attached documentation

Project Contacts: List those individuals who are involved with the project and can be contacted. Be sure to include their name, title, role in the project, as well as phone numbers and email addresses.

Project Summary: The goal of this section is to present the reasons for doing this project as well as stating all of the project's objectives.

In this section in particular, it is very important to write concisely and clearly. Some project professionals even suggest writing the project summary last. Before you begin writing you should be able to answer the following questions:

• Why are you doing this project?
• What will you be doing?
• How will you be doing it?
• Who will be doing it?
• Where will it be done?

Project Background: This section explains what needs or problems you are trying to solve and why these needs or problems are worth solving. You should also provide a brief setting and history behind the project. This section should be no more than one page. Include references to supporting documentation, such as research papers and articles.

Project Goals and Methodology: This section details the plan for both the goals of the project and the strategies for achieving them. This section also details anticipated general problems and general strategies for managing them.

Project Risk Management: This section details the major project risks and delineates the plans to alleviate or control them. Make sure to address each risk's likelihood of occurring as well as its impact on the project and the organization.

Conclusion: In this section, you should try to tie up all the above information in a short summary that explains the potential value of the project and emphasizes its feasibility.

References: List all references (at least five) cited in the proposal in this section.

Appendix: This is where you should include additional charts, graphs, reports, etc. that were cited in the proposal, but were not appropriate to place in the main body of the document.

Paper For Above Instructions

Project Title: Transition to Organizational Learning

The Transition to Organizational Learning project aims to enhance the learning capacities within the organizational structure of Great Surgeons Hospital. As the healthcare sector faces the rapid integration of technology in surgical procedures, it is imperative to cultivate a culture of continuous learning. This project seeks to address the prevalent resistance to change among the surgical staff by creating a comprehensive training program designed to alleviate fears related to technological adaptations, thereby improving operational efficiency and job satisfaction among employees.

Project Summary

The primary goal of this project is to facilitate a smooth transition for surgical staff into a technology-enhanced working environment. To achieve this, we will develop an instructional program that communicates the purpose and benefits of technological integration. Engaging the surgical team through structured training sessions will not only equip them with necessary skills but also build their confidence in coping with the dynamics of emerging technologies.

Project Background

The healthcare workplace is evolving, necessitating the adoption of advanced technologies that optimize surgical procedures. However, research indicates that surgeons exhibit reluctance towards adopting new tools due to fear of job displacement and a comfort with traditional manual methods (Alohali, Carton, & O’Connor, 2020). Without organizational learning ingrained in the culture, the shift toward technological incorporation becomes a considerable challenge. This project is thus essential in addressing both the skills gap and the cultural barriers that hinder the adoption of innovation.

Project Goals and Methodology

The project will pursue the following goals:

• Develop a strategic plan that identifies specific learning objectives related to the new technologies.
• Create an engaging training program that resonates with the needs of the surgical staff.
• Implement feedback mechanisms to assess knowledge transfer and areas requiring additional focus.

The methodology will include conducting surveys to uncover specific learning needs and employing instructional design techniques to create programs tailored to these needs (Gandini & Horà¡k, 2020). A blended learning approach will be adopted, incorporating both online resources and in-person workshops to cater to varied learning preferences.

Project Risk Management

Identified risks associated with this project include resistance to change, ineffective communication, and varying levels of technological proficiency among staff. To mitigate these risks, the following strategies will be applied:

• Establish regular communication channels to inform and update staff on progress and available resources.
• Develop and implement a mentorship program where tech-savvy staff can support their peers.
• Conduct pre-training assessments to tailor the program to existing skill levels.

Conclusion

This project holds potential value not just in enhancing surgical efficiency but also in fostering a culture that embraces continuous learning. By addressing resistance to technology through structured training and support, Great Surgeons Hospital can expect improvements in staff morale, operational capabilities, and ultimately, patient outcomes.

References

• Alohali, M., Carton, F., & O’Connor, Y. (2020). Investigating the antecedents of perceived threats and user resistance to health information technology: a case study of a public hospital. Journal of Decision Systems, 29(1), 27-52.
• Gandini, E. A., & Horà¡k, T. (2020). Promoting a complimentary wash forward through personalized test feedback and other benefits: Piloting a computer-based testing system. Language Learning in Higher Education, 10(1).
• Gomes, G., Seman, L. O., & De Montreuil Carmona, L. J. (2020). Service innovation through transformational leadership, work-life balance, and organizational learning capability. Technology Analysis & Strategic Management, 1-14.
• Loon, M., Otayeâ€Ebede, L., & Stewart, J. (2020). Thriving in the new normal: The HR micro-foundations of capabilities for business model innovation. An integrated literature review. Journal of Management Studies, 57(3).
• Neto, J. H. F., Tibana, R. A., de Sousa, N. M. F., Prestes, J., Voltarelli, F. A., & Kennedy, M. D. (2020). Session Rating of Perceived Exertion Is a Superior Method to Monitor Internal Training Loads of Functional Fitness Training Sessions Performed at Different Intensities When Compared to Training Impulse. Frontiers in Physiology, 11.
• Asher, P. (2016). 9 Effective Tactics for Managing Resistance to Change: Do What Works. Retrieved from [link]
• “Overcoming Employee Resistance To Change In The Workplace.” (2019). Retrieved from [link]