MGMT520PA – Managing Organizational Change and Conflict



New Vehicle Maintenance Training Procedures Change StrategyBruce M. KastnerMGMT520PA – Managing Organizational Change and ConflictMarch 30, 2013Ms. Gail CullenSouthwestern College of Professional StudiesAbstractThe Vehicle Maintenance Flight has historically shown poor ability to satisfactorily train new mechanics. In addition to this problem, the flights ability to comply with Air Force directed training requirements is also burdened. Furthermore, because of the quality of airmen training, the flight has had numerous problems meeting trainee and work center needs that directly effect the accomplishment of the various base missions. These issues are further magnified when shortages of skilled mechanics are available doe to the high operational deployment tempo of recent years. By making several modifications to the program and becoming active leaders, a better program will exist that benefits everyone. It is vital to mission accomplishment and sustainment that action is taken on the training program. This paper will discuss the organization and background, introduce the problem, compare strategies, discuss and implementation plan that addresses the objective and goals, timeline, barriers, and conflict resolution approach, and finally the express the results and measurements for anization and BackgroundThe Vehicle Maintenance Flight maintains over 2,000 vehicles. These vehicles range in complexity, manufacturer, year, and model. The Vehicle Maintenance Flight is responsible for the maintenance of these base support assets that perform a number of tasks on base. Some of the tasks performed by these vehicles are: fire fighting, aircraft towing, aerospace ground equipment towing, emergency services, civil engineering tasks, communications, security forces, and many other general and specific tasks on an installation. In order to maintain these assets, technicians are trained for 11 weeks after basic training. The training consists of basic systems applicable to most vehicles. This elementary training is meant to introduce mechanical concepts and provide a foundation upon which to build more detailed skills. The in-depth training is to be accomplished at the assigned duty location. The maintenance flight receives and trains an average of 30 newly assigned Airmen each year. These airmen are new to the Air Force and many have only basic knowledge of the skills necessary to perform maintenance tasks. The knowledge and skills learned during the 11-week basic mechanics course must be complemented with an active installation-training program. Additionally, along with mechanical skills, it is also vital to career progression that these airmen learn other career and mission tasks as well.In an effort to further train these young airmen, the Vehicle Maintenance Flight has established a training cell for all newly assigned airmen to the flight. The length of time trainees are in this section is based on trainee ability to grasp technical skills necessary to perform in the shops that maintain the vehicle assets. Most trainees are assigned to this section from 4-6 months. Upon graduation they are assigned to any of the 11 maintenance sections that comprise the Vehicle Maintenance Flight.Problem and ConflictThe Vehicle Maintenance Flight has historically shown poor ability to satisfactorily train new mechanics. In addition to this problem, the flights ability to comply with Air Force directed training requirements is also burdened. Furthermore, because of the quality of airmen training, the flight has had numerous problems meeting trainee and work center needs that directly effect the accomplishment of the various base missions. These issues are further magnified when shortages of skilled mechanics are available due to the high operational deployment tempo of recent years.In an effort to combat these problems, last year a training cell concept was implemented to aid compliance of Air Force directives and meet trainee and supervisor needs. The training cell has been assigned three qualified technicians that train new airmen upon their arrival to the duty station in an effort to release a fully qualified mechanic to the section supervisors. However, trainees being released are not fully qualified and lack additional career broadening skills that are critical to the growth of United States Airmen. These concerns are noted by interviews with section supervisors that receive the trainees as well as flight metrics that also indicate training issues across the flight. The return-to-shop rate is a measure of maintenance quality. The current rate indicated that 5% of all vehicles departing the shop return within 30 days for the same problem. A primary contributor to this problem can be directly attributed to inadequate training.Current training documentation extracted from trainee records reveal that although trainees have increased testing scores on their career developmental courses, they are not completing core task training within the Air Force directed time frames. Air Force Instruction 36-2201 states that no more than 24 months is allotted to upgrade airmen to a fully qualified status. There are special circumstances that can waive the 24-month requirement. However, squadron commanders must approve any extension of the time an airman is in training.An additional concern with the current process is that trainees released from this section are not fully qualified and do not meet the Air Force requirements for training. Furthermore, trainees are developing other problems as a result of being isolated from their work center supervisors. They are not receiving training on daily shop procedures or other critical Air Force compliance programs. Additionally, shop supervisors are not able to adequately provide guidance to trainees because they do not have access to them during the duty day because of staggered shift hours. Supervisors would like more input into the training cycle and seek alternatives to employee training methods and instruction.A viable solution is needed to provide a qualified trainee that can perform tasks needed for mission accomplishment (Brassard & Ritter, 1994). Without immediate action to address the inadequacies of this program, customers of the Vehicle Maintenance Flight will continue to struggle with mission accomplishment. Additionally, technicians are missing vital wartime skills that must be learned to support contingency parison of StrategiesAlthough this case is concerned with training in the military, civilian application is relevant. For example, when studying the 12 Dimensions of Business Innovation, several dimensions can easily be applied (Todd. D. Jick & Maury A. Peiperl 2011). Specifically, the dimension of process can be applied as consideration for a redesign of core operating processes to improve efficiency and effectiveness. By changing this internal operation, benefits could improve speed and reliability of mission ready vehicles to the customer in the field. Another strategy to consider is a five-stage process for reenergizing mature organizations. Each year mature civilian corporations spend millions of dollars to train employees. Although efforts are made to improve the quality of the training, studies show that executives may want to rethink their strategies. In an article written for the McKinsey Quarterly, an online journal of business management strategy articles, surveys, and interviews, that cover global business strategies, it is suggested that employers should focus on what happens in the workplace both before and after the training if they want to improve their programs. If the flight were to apply this ideology to its training process, it would enhance the training program beyond its current limits. If the focus shifted away from “how” we train: although this is still important but should be addressed only after attention is paid to what happens in the workplace before and after training. When the workplace is looked upon before training we can begin to see the needs of the work place. This is how managers should determine what should to be taught to employees. By seeing weaknesses in their departments, they should be able to ascertain the needs of the employee. The second part to this method involves looking at what happens in the workplace after the training takes place. A knowledgeable manager will be able to measure how effective the training was. They will know if the training met the needs of the employee and the department that is effected. If the trainees perform well, then the training was effective. If not, then there was a problem. The problem could have been one of two things. One, the need for training could have been misidentified, or two, the way the training was conducted was ineffective. Now the “how” of the training should be reviewed to better the training program. By following this simple methodology, corporations around the world have been able to develop world-class training programs that meet the needs of the employee and ultimately the organization. The most important thing to remember is that people must want to learn in order for any training to be effective. Trainees must also see the need for the training and want to apply the new skills immediately to affect change in their organization.Implementation PlanObjective and GoalThe objective of this effort is to propose solutions for recommendation to Vehicle Maintenance Leadership to improve the flight-training program. A stronger program will ensure compliance with Air Force policy as well as aid mission accomplishment. There is no stronger investment than the one we make in our young technicians. The future of the vehicle maintenance flight and ultimately of the Air Force depends on it.The current training process begins when trainees enter the training cell and start on-the-job training. This training lasts from 5-9 months however trainees being released are not fully qualified until 6-12 months after they enter the work center. Trainees typically complete only 20% of their task training in the training cell and the rest are finished in the work center as illustrated in figure 1 below. This is the point at which trainees are qualified to work with minimal supervision and are considered fully qualified. The goal of the process change is to begin with new trainee incepted into the flight and end with a fully qualified technician, which can work on the shop floor with minimal supervision. Figure 1. Tasks by LocationTimeline/Implementation PlanIn order to effectively change the training program of the Vehicle Maintenance Flight, an implementation plan for these recommendations has been developed (Womack & Jones, 2003.) The specific tasks below have an intended impact that should be carried out so that benefits can be immediately felt across the organization. The timeline for change should be further developed to aid success of any modifications to the training process and to ensure all concerns are addressed. It is recommended that a team of diverse people that includes all stakeholders review the entire training process before acting on these recommendations (Meredith, 2009.) Remove all trainees from the training cell and assign them to duty sections immediately. Assign permanent trainers to each trainee that is responsible for technical and personal growth of the trainee.Ensure trainers are instructed on training methods so they can maximize their influence on trainees and adapt to trainee needs.Implement the five part plan of helping people want to learn, uncovering harmful mindsets, getting the leaders on board, reinforcing new skills, and measuring the impact.Create a training manager with specific responsibilities that include monitoring of task accomplishment, development of training outlines, and training timelines to monitor Air Force policy compliance.Initiate training reviews between supervisors, trainees, and leadership to discuss pros and cons of training that is going in the work centersBarriersThis change process relies heavily on the opinions of shop supervisors and trainees as primary sources of information. Before any recommendations are instituted by this change initiative, extensive research should be conducted from outside sources to substantiate any claims made by the primary resources poled by this research. Researcher bias has been considered and eliminated because no personal relationships are present among any of the entities discussed in this change proposal. It is also understood that conflict must be constructive to in order to attain a higher level of training. By applying effective change management styles and negotiation skills, obstacles such as goal clarity can easily be propelled forward towards team success. If an effective system of power that places interests at the base is properly satisfied effective communication can take place to provide a free flow of ideas.Conflict Resolution approachThe approach chosen to address the change is rooted in the process for re-energizing mature organizations (Jick 45). By working through five stages of change, the organization will be better suited for the task of change management. The five stages are restructuring, bureaucracy bashing, employee empowerment, continuous improvement, and the final stage of cultural change. To address the change process a detailed plan needs to be laid out in order for the change to proceed.In order to improve training in the Vehicle Maintenance Flight, a five-part plan should be induced into the training section of the flight. The five parts are: help people want to learn, uncover harmful mindsets, get the leaders on board, reinforce the new skills, and finally measure the impact of the training. Several of these can be accomplished simultaneously and none can be overlooked as more important than the other (Wilmot 2011).Help people want to learnThe training program must internalize the mission needs of the installation. When trainees feel that their training contributes to the mission, they will be more apt to wanting to learn so they can contribute to the team mission (William Wilmot & Joyce Hocker 2011). This should be accomplished by including trainees in the methods of how their own training is conducted. Successful change management suggests that trainees have the ability to create solutions to the training woes of the flight. In order to capitalize on the benefits, a review of the training methods should be done while including feedback from current and past trainees on how to best train new airmen.Uncover harmful mindsetsTo ensure training success, harmful mindsets must be addressed in the organization. Harmful mindsets are any negative associating with the training program. No matter how good the training program may be, if trainees do not apply what they are taught because of harmful mindsets, the training will be wasted. The Vehicle Maintenance leadership must be proactive in seeking out these mindsets with vigor to ensure trainee concerns to not infect the masses. A training manager should be appointed to seek out and address these mindsets as one of their primary focus of responsibility.Get the leaders on boardTo ensure trainees, trainers, section supervisors, and leadership are working in synchronization with one another, leaders must be on board and extremely active in the training program. Shop leaders should be involved in the training program to convey the skills necessary for mission accomplishment. In order to create an effective training program, special review sessions should be established with all stakeholders on a monthly basis to collect progress reports an determine if mission needs are being met by the training provided. Training managers and leaders can then develop solutions as the training program progresses to becoming a world class training program.Reinforce the new skillsTrainees should not be expected to be entirely self sufficient upon upgrade task completion. It is vital to the success of the training program that newly acquired skills are reinforced. The trainees must be ready to apply their new skills and put them into practice. Trainees must be taught how to integrate learned skills into their daily work routine to enhance trainee understanding and ultimately mission accomplishment. Having supervisors demonstrate how they use these skills in their daily routine can assist the trainee with the reinforcement of skills. Then trainees will begin to grasp how the taught skills apply directly to what they do.Measure the impactWhat is not measured cannot be tracked. It is vital to track specific and measureable goals of the entire training program to determine whether or not program objectives are being met. The flight training monitor should track trainee progress weekly and report the number of tasks completed by trainees to the flight senior non-commissioned officers along with well organized reasons, through problem solving tools, why the trainees are performing well or poorly. The leadership then has the authority to modify the training program as needed to meet the needs of the trainee and the shop supervisor.Anticipated Results and Measurements for SuccessBy incorporating these basic concepts coupled with a review of training before and after it takes place, the Vehicle Maintenance Flight can overcome what has been it’s historically shown poor ability to satisfactorily train new mechanics. In addition to this problem the flights ability to comply with Air Force directed training requirements and return to shop rates could also be solved. Because of the quality of airmen training, the flight will be able to meet trainee and work center needs that directly effect the accomplishment of the various base missions. A well-orchestrated training program will also alleviate issues related to shortages of skilled mechanics due to high operational tempo.Additionally, by making several modifications to the program and becoming active leaders, we can make this a better program that benefits everyone. It is vital to mission accomplishment and sustainment that we take action on our training program. If we do not brace for coming change in the very near future, our ability to accomplish the mission will be severely impaired.ConclusionThe Vehicle Maintenance Flight has historically shown poor ability to satisfactorily train new mechanics. In addition to this problem the flights ability to comply with Air Force directed training requirements is also burdened. Because of the quality of airmen training, the flight has had numerous problems meeting trainee and work center needs that directly effect the accomplishment of the various base missions. These issues are further magnified when shortages of skilled mechanics are available doe to the high operational deployment tempo of recent years.By making several modifications to the program and becoming active leaders, we can make this a better program that benefits everyone. It is vital to mission accomplishment and sustainment that we take action on our training program (David Mann 2005.) Dwindling resources will only add to the concerns of our current program. If we do not brace for coming change in the very near future, our ability to accomplish the mission will be severely impaired. ReferencesAir Force Instruction (AFI) 36-2201V3 (2005). Air Force Training Program on theJob Training Administration. Department of the Air ForceBrassard & Ritter (1994). The Memory Jogger II. GOAL/QPC. Salem: NHDavid Mann. (2005). Creating a Lean Culture. Productivity Press. New York, NYDeSmet A., McGurk M., Schwartz E., (2010). Getting more from your training programs. McKinsey Quarterly. 4, 101-107. Retrieved from Deets LibraryHersey, P. H., Blanchard, K. H., & Johnson, D. E. (2012). Management of organizational behavior: Leading human resources. Upper Saddle River, NJ: Prentice Hall.Meredith J., Mantel S., (2009). Project Management: A Managerial Approach. John Wiley & Sons, Inc. Hoboken: NJWilmot, William & Hocker, Joyce (2011). Interpersonal Conflict. New York, New York. McGraw Hill.Womack J. & Jones D. (2003). Lean Thinking. Free Press, New York, NY ................
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