Supporting Document 2: Resistance Risk Mitigation Interventi ✓ Solved
Supporting Document 2 Resistance Risk Mitigation Intervention Tabledu
Using the same scenario from Assignment 1, you realize that transitioning your organization to a learning environment may not be as easy as first imagined. You have encountered several resistance issues relating to the culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You decide to gather a decision-making team to assist in identifying the high or moderate resistance risks that may stop or slow down the process of this transition. The decision-making team must also recommend some mitigation intervention to lower the identified resistance risks to either moderate or low.
For example, a high resistance risk can become moderate or low and moderate resistance risk can become low. Your final product will be a table that identifies five (5) issues related to the organization’s culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You must also provide a description of each resistance issue and rate the resistance risk before the mitigation intervention as either High (H) or Moderate (M). Then, you must provide a description of your team’s mitigation intervention and determine the resistance risk’s downgrade from High (H) to Moderate (M) or Low (L) and/or Moderate (M) to Low (L) after the mitigation intervention.
Create a table in which you: Determine one (1) challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Next, recommend one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention. Predict one (1) psychological learning threat that may result from the transition and then provide one (1) mitigation intervention to downgrade the identified resistance. Provide a rationale for your selected mitigation intervention.
Assess the current organization structure as it relates to the free flow of knowledge then specify one (1) issue that may cause a major resistance to the transition. Provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention. Critique the workforce commitment to this transition and predict one (1) major resistance you may encounter. Next, provide a mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention. Propose one (1) dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (i.e., motivating the recipient to share knowledge). Next, provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention. Use the Resistance Risk Mitigation Intervention Table template located here.
You may also use Microsoft Word or other equivalent software to create a table in an equivalent format for this supporting document. Your assignment must follow these formatting requirements: Be typed, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are: Examine the processes of how organizations learn and organizational barriers that impact the process. Examine the concepts of personal mastery and mental models and their related importance in a learning organization. Examine the driving forces related to organizational learning. Evaluate management behaviors that influence organizational learning. Analyze the key components of a learning organization and the role of a chief learning officer.
Use technology and information resources to research issues in developing a learning organization. Write clearly and concisely about developing a learning organization using proper writing mechanic.
Sample Paper For Above instruction
Resistance Risk Mitigation Table: Organizational Transition to a Learning Environment
| Resistance Issue | Description of Resistance Issue | Initial Resistance Level | Mitigation Intervention | Rationale for Intervention | Post-Mitigation Resistance Level |
|---|---|---|---|---|---|
| Organizational Culture – Resistance to Change | Employees may resist shifting from traditional hierarchical cultures to a more collaborative learning environment. | High (H) | Implement leadership-led change initiatives emphasizing the benefits of a learning culture. | Leadership visibility and clear communication can promote acceptance and reduce cultural resistance. | Moderate (M) |
| Psychological Learning Threat – Fear of Failure | Employees might fear making mistakes during the transition, hindering their willingness to share knowledge. | Moderate (M) | Introduce psychological safety practices, encouraging experimentation and learning from errors. | Fostering an environment where mistakes are seen as learning opportunities lowers fear and encourages participation. | Low (L) |
| Organizational Structure – Rigid Hierarchies | Existing rigid structures can limit the free flow of knowledge and collaboration across departments. | High (H) | Restructure to promote cross-functional teams and decentralize decision-making. | Decentralization fosters knowledge sharing and enhances organizational agility, reducing structural resistance. | Moderate (M) |
| Workforce Commitment – Lack of Engagement | Employees may lack motivation or commitment to participate actively in learning initiatives. | High (H) | Develop incentive programs and recognize contributions to encourage engagement. | Recognition and rewards boost motivation and foster a culture of continuous learning. | Moderate (M) |
| Dissemination of Knowledge – Absorptive Capacity | Recipients may struggle to understand and apply new knowledge due to gaps in prior knowledge or motivation. | Moderate (M) | Conduct tailored training sessions and mentorship programs to enhance comprehension and application. | Targeted support improves recipients' ability to absorb and utilize knowledge effectively. | Low (L) |
References
- Senge, P. M. (1990). The Fifth Discipline: The Art & Practice of The Learning Organization. Doubleday.
- Argyris, C., & Schön, D. A. (1996). Organizational Learning II: Theory, Practice, and Research. Addison-Wesley.
- Garvin, D. A. (1993). Building a Learning Organization. Harvard Business Review, 71(4), 78-91.
- Crossan, M. M., Lane, H. W., & White, R. E. (1999). An Organizational Learning Framework: From Intuition to Institution. Academy of Management Review, 24(3), 522-537.
- Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350-383.
- Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company. Oxford University Press.
- Marsick, V. J., & Watkins, K. E. (2003). Demonstrating the Value of an Organization’s Learning Culture: The Dimensions of the Learning Organization Questionnaire. Advances in Developing Human Resources, 5(2), 132-151.
- Kim, D. H. (1993). The Link Between Individual and Organizational Learning. Sloan Management Review, 35(1), 37-50.
- Watkins, K. E., & Marsick, V. J. (1993). Sculpting the Learning Organization: Lessons in the Art and Science of Management. Jossey-Bass.
- Burns, T., & Stalker, G. M. (1961). The Management of Innovation. Tavistock Publications.