U8D1 – Needs-Based Action Learning and Change Management
You have been planning your needs assessment project for quite a few weeks now, and you undoubtedly have some idea of how you believe the problem you selected will be solved.
Based on the course texts and on the articles you located in this unit’s studies:
1. Analyze the differences and similarities in making the MOC plan happen from the perspectives of the individual, organization, and society.
2. What role could the public sector, its citizenry, governments, regulations, systems, practices, and processes play in planning for the change management based on the needs-based action learning model for program planning, as well as
type of decision made and who it may affect?
3. What does this mean for public sector solutions to society’s problems,
either the big ones or the small?
4. In your post, consider how KTA intervention framework or perhaps another suitable framework can be used in the facilitation of your needs-based action learning of program or project planning, implementation, monitoring, and performance evaluation processes.
5. Reflecting on your public needs assessment project, what modification should be made to your MOC plan?
6. Remember that you will need to specify the needs-based action learning model for program planning and action intended to be taken, the purpose of that action including who or what it is meant to change, the time frame in which it needs to occur, materials and directions, and the areas where it applies in your project. You will later incorporate this into your final assignment in the course, so paying attention to the feedback you receive from your instructor and peers will be
important in making the final revision for submission in the next unit.
In preparation for the discussion in this unit, locate at least three articles from peer-reviewed sources on change management as it pertains to individual, organizational, and societal changes at the intersection of government and the
community. As examples, government wants to change public’s behavior related to smoking cigarettes or businesses’ behaviors of polluting the environment. In the unit discussion, you will define some individual, organizational, and
societal strategies for the project you are planning for this course. You can use the Databases A–Z library guide for searching the articles.
Final Paper Submission Scoring Guide
· Provides introduction and examines the application of stakeholder identification and process planning to a specific community issue, providing rationale for stakeholder identification and process planning decisions.
· Plans all stages of an effective public needs assessment and target population for possible future implementation, providing support for plans from the literature and comparative examples.
· Synthesizes and describes hybrid framework, applying validated etiological analysis to explain situational analysis framework and rationale supporting the problem- solving model of public needs assessment project.
· Uses effective combined variations of needs-based analytic tools to assess potential systemic forces of public needs assessment project planning and provides support for the arguments.
· Evaluates and defines methods of assuring appropriate public involvement and enhanced public value in the needs assessment project and provides support for the arguments.
· Analyzes, synthesizes, and compares theoretical constructs from scholarly literature and research methods used to support the needs assessment project.
· Designs an effective survey instrument that gathers information that is not yet obvious as necessary to inform the needs assessment project.
Note: Be certain to read the unit introduction, as it may contain important information and references pertaining to this unit’s content and activities.
Use your Bridging the Gap Between Asset/Capacity Building and Needs Assessment text to read Chapter 6, “A Checklist for the Hybrid Framework,” pages 135–154.
Use your Designing and Managing Programs text to complete the following:
Read Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation,” pages 191–202
Read Chapter 13, “Developing Line-Item, Functional, and Program Budgeting Systems,” pages 229–249.
Use your ABC of Action Learning library e-book to complete the following:
Read Chapter 5, “The Philosophy of Action Learning,” pages 63–76.
Read Chapter 6, “What Action Learning Is Not,” pages 77–93
Read Chapter 7, “Some Experiences of Launching Action Learning,” pages 95–109
Read Chapter 8, “The Enterprise As a Learning System,” pages 111–120
Complete the following:
Read Crossan, Lane, and White’s 1999 article, “An Organizational Learning Framework: From Intuition to Institution,” from The Academy of Management Review, volume 24, issue 3, pages 522–537.
Read Field, Booth, Ilott, and Gerrish’s 2014 article, “Using the Knowledge to Action Framework in Practice: A Citation Analysis and Systematic Review,” from Implementation Science, volume 9, page 172.
Read the Transcript Change Mapping Strategies – Change happens, and in a public needs assessment implementation, change needs to be managed effectively for it to result in the outcome that the NAC envisioned.
Read Koch, Mann, Kralik, and van Loon’s 2005 article, “Reflection: Look, Think and Act Cycles in Participatory Action Research,” from Journal of Research in Nursing, volume 10, issue 3, pages 261–278.
Read Law and Chuah’s 2004 article, “Project-Based Action Learning As Learning Approach in Learning Organisation: The Theory and Framework,” from Team Performance Management, volume 10, issue 7, pages 178–186.
Read Sibley and Salbach’s 2015 article, “Applying Knowledge Translation Theory to Physical Therapy Research and Practice in Balance and Gait Assessment: Case Report,” from Physical Therapy, volume 95, issue 4, pages 579–587.
Read Small’s 1995 article, “Action-Oriented Research: Models and Methods,” from Journal of Marriage and the Family, volume 57, issue 4, page 941.
Read Vo-Tran’s 2011 article, “Adding Action to the Information Audit,” from Electronic Journal of Information Systems Evaluation, volume 14, issue 2, pages 271–281.
Read Worthington, Miller, and Talley’s 2011 article, “Action-Oriented Research: A Primer and Examples,” from the Journal of Psychology and Theology, volume 39, issue 3, pages 211–221.
The hallmark of public needs assessment and planning processes is not only intended to bridge the gaps in needs-based issues, but also to determine the action planning framework that can be implemented to bring about positive systems changes. The needs-based action learning mechanism for program planning and implementation framework can thus be conceived as a barometer for the management of change (MOC) in keeping with core organizational learning capabilities, performance evaluation, program or project intervention, assets and capacity building, and social transformation. Also, designing the needs-based action learning model for program planning and implementation framework can impact many aspects of the public sector, its citizenry, governments, regulations, systems, practices, and processes.
Furthermore, such action learning of program planning model and implementation framework can aid in carrying out the process objectives of a program’s strategic planning activities. Crucial to the program implementation process is the monitoring of how the program activities can bring about the positive systems changes. For this, it is imperative that a suitable model for the action learning process that can aid program planning and an implementation framework be identified and utilized in the facilitation of the needs-based performance evaluation and MOC processes.
Among several models of the action learning and action research mechanisms for the facilitation of the program planning and implementation framework are the action-oriented models such as Canadian Institutes of Health Research’s (2000)
knowledge-to-action (KTA) intervention framework, Kemmis & McTaggart’s (1987) plan, act, observe, and reflect (PAOR) four-stage cycle, Stringer’s (1999) look, think, & act (LTA) cycle.
Using the KTA intervention framework, for example, it can be argued that the linkages between needs-based action learning tool for program or project planning, implementation, monitoring, and evaluation processes can be underpinned by the knowledge translation (KT) theory on the basis of its KTA intervention framework. In this case, within the KTA intervention framework, at the knowledge creation phase could be the needs-based action learning of program or project planning stage. On the second phase, the action cycle stage could be the action-oriented activities that undergird the implementation, monitoring, and evaluation processes.
Action planning is like drawing a map—you know what the destination is that you would like to reach, you know where you are right now, and you need to figure out how to get from point A to point B. Action planning to implement the needs
assessment is similar. Point A, where you are today, is based on your current assessment of the situation and the problems. Once you have identified the scope and depth of the problems, you use data (maps) to identify needs and then prioritize them. You know who these needs will impact based on your data. You now have point B.
However, drawing the map may not always be easy. At each level—the individual, organization (such as a business or government department), and society (the whole)—we respond to stimuli for change differently. Couple this with
motivators that change with each age generation and evolving corporate cultures, and you have some challenging but tempting scenarios to tackle! In this unit, models and frameworks of needs-based action learning and program planning,
including implementation, monitoring, and performance evaluation processes that can aid MOC, as well as methods to document the resulting action learning change management plan are presented.
To successfully complete this learning unit, you will be expected to:
1. Explore the action planning framework that can be implemented to bring about positive systems changes.
2. Explore several models of action learning and action-oriented research mechanisms such as knowledge-to-action intervention models for the facilitation of program planning and implementation framework.
3. Assess methods of performance evaluation, monitoring of program activities, and outcomes measurement for public needs assessments.
4. Apply change management strategies at the individual, systems, organizational and societal levels, and service delivery practices and processes for public projects.
5. Apply validated action learning of program planning models and needs assessment processes to ensure public participation in government decision on a needs assessment project.
6. Explore ways that needs-based action learning model for program planning and action planning can reflect public values and public input into stakeholders and government decision-making processes.
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