Learning And Transfer In Class Case

Submitted By liux1286
Words: 564
Pages: 3

Learning and Transfer In-Class Case

Six group members were present and participated actively:
David Scott, Liana Karimova, Hong Liu, Kelly Dahlman, Binchong An, Sukanya Conjeevaram The case proposes a situation where a large senior care organization, Plutonian Shores, provides a variety of services. This is a single nursing home organization that has diversified its offerings by including home health care and hospice facilities. Due to the strength of the organization’s culture and value, it would be better if the new hires are recruited and developed internally. However, these individual have been promoted from within seldom have much knowledge or experience in managing other people. Therefore, the top leadership has proposed that the best way to leverage existing knowledge within the organization is to give each manager an assigned on-the-job mentor who has effectively performed the role previously. In this case, the model of the content of this learning plan related to the leadership includes the areas of communication, conflict management, motivation, as well as stress reduction.
Based on the learning principles, it can be more effective to combine the part and whole learning together. The training will be lasted at least five weeks. Part learning will occur during the first four weeks contenting workshops, which will cover four learning contents mentioned above, and includes both hypothesis work case as well as real life scenarios. For the fifth week, it will be the whole learning where they run through a practice situation that combined all the four learning contends together. This whole training process will include various scenarios, while as the part training focuses more on the sub-task.
During the learning process, the feedback is important for both mentors and mentees to motivate and back on track their performance. The effective feedback would be included all the people involved during this learning. For instance, the mentors can act like tutors for the part learning, they can also provide feedback after the whole learning (week five) and this can provide insight into the shortcomings of the trainee. The mentor can provide feedback during Friday lunch-hour (before the Monday workshop next week). That way the