Here is the question: Summary:

Using the Self Directed Teams Case Study below, answer the following questions as fully as you can:

1. How did the reconfiguration of staff into self-directed team formats impact their group process and performance? How aware and involved were they (or not) regarding the vision and benefits of this new format? How committed were they to implementing this new format as a result? How did the failed change strategy impact the teams' overall functioning and members' satisfaction?
2. Discuss the "lessons learned" from the failed outcome of this case study. How can you use these valuable lessons in your ongoing professional development as a student employee, and training as a leader?
3. What does this case study illustrate about the importance of using change management tools (i.e. model, tactics, readiness assessment) to ensure success?
4. How can you apply these tools to future change projects in your future workplace? What strengths and challenges do you foresee and how will you address these?
5. Given that most senior management are not trained in specific organizational change models and processes (Lewis et al., 2012), what can leaders do differently to resolve this issue?

Apart from this, I'll add the case study below:

Lambton In I'rtronrn . Self Directed Teams Organizational context The organizational context for this change was a large mental health and development services agency, serving the lifespan (infants to seniors) ofthe client population. It covered a large urban and rural region, and multiple office sites. The organization was government-funded by several health and social service ministries and was facing increasing accountability to provide detailed quarterly and annual financial and service reports. The organization collaborated with a wide range of community service partners, such as healthcare, education, justice, child welfare, employment, and housing. This was a traditional organization with a hierarchical structure and culture, and well-established policies and procedures (O'Connor & Netting, 2009). It was governed by a board of directors from the professional community. The senior leadership team included an executive director, a director of clinical services, and a director of operations. The middle management team consisted of program managers and clinical supervisors for each area (developmental, children's, adult and senior's mental health). There were interdisciplinary teams for each area (20 staff each), with ranging professional capacities: mental health workers (master's level social workers/therapists), family support workers (child and youth workers), crisis workers (nurses, social workers), developmental service workers (BA level), consulting psychologists and psychiatrists. This organization had undergone continuous changes, including a merger, multiple program expansions, and team/service restructuring. There was a new executive director and director of service, who were both inexperienced in these positions. These directors introduced a new mission, vision, values, and strategic directions for the organization, including staff empowerment and the creation of selfdirected tea ms. An external consultant trained all staff on having difficult conversations with one another, to increase staff's sense of safety and comfort in providing feedback to the organization. This initiative was not followed through, and staff feedback indicated they were feeling dissatisfied and mistrustful of management. Specifically, they requested improved communication and more involvement in decision-making. Organizational Issue The executive director and director of service decided to introduce a rapid shift in children's services. First, the children's mental health (CM HS) staff and the developmental services (DS) staff were integrated under the DS manager, who became the children's services (CS) manager. This CS manager was new to the supervisors and staff in CM HS, and this change coincided with the departure of the long time CMHS manager. Second, the CMHS team was changed to a self directed team model. This change was based on a pilot project with DS staff, where a self-directed team format had been introduced. These changes were undertaken quickly, over a two-month period. Supervisors' roles were changed significantly during this process. The former DS supervisor, who had not worked in CMHS previously, had their role extended to oversee two children's mental health teams (over 50 staff). Supervision shifted to a peer consultation model within the new selfdirected team format. The two former CM HS supervisors, who were both experienced (over 20 yea rs each), assumed lead responsibility for service programs and development. Supenrisors' titles were not modified with these role changes, and they did not receive any training to implement these changes. Central Staff Involved 2022 LAMBTON COLLEGE IN TORONTO Case Studytaken from: Rosema ry Vito Source Information March 2019, Volume43(lssue2)Pages, p.146To - 151 - Human Service Organizations: Management, Leadership & Governance Lambtnn In I'rtronrn . The middle management and front-line staff were primarily involved in this change. The new CS manager, together with the DS and two CMHS supervisors, was responsible for implementing this change. As noted above, while these individuals were experienced in their former roles, they were new to their proposed roles, and they did not receive mentoring support. The front-line DS staff (over 20) and CMHS staff (over 30) were also directly involved in this change. As noted above, the DS workers had some experience with self-directed teams as a pilot project, while the CMHS workers were new to this process. These staff did not receive any training about this change. Indirectly, the executive director envisioned this change and the director of service was responsible for overseeing this change. Actions/rationale to Add ress Issue The executive director and director of service were aware of the change management literature (see Lewis et al., 2012). They developed a template for organizational change, which they shared with the middle management team during a leadership training. However, they did not use the template to develop a formal change management plan for selfdirected teams. Nor was the rationale linked to the executive director's vision and the organization's value of team and staff empowerment. There was also no formal communication strategy to share this news with supervisors and staff and prepare them for this impending change. This change was decided by the director of service and the new CS manager without consultation or input. The supervisors and staff were not anticipating this change, and there was no discussion of the impact on the staff involved. Instead, supervisors were abruptly informed about the integration of the two services, the changes to their roles, a nd the shift to a self-directed team format, during an after-hours meeting. Similarly, the DS and CMHS staff were informed of this change during a team meeting, prompting multiple concerns and questions. As supervisors were not provided a rationale for this shift, they were challenged to explain this change to staff and how it would personally affect them. As a result, staff in both services were confused about the nature and necessity of this change. Supervisor/staff Perceptions of Impact The supervisors understood they were responsible to implement this initiative with staff from both teams, with ad hoc support from the new CS manager. However, without a detailed change plan with a timeline and steps to follow, and training to develop their knowledge and skills, they began to struggle with implementing the self-directed team model. The CS Manager personalized these issues to the supervisors' lack of ability to follow self-directed team principles. The supervisors also felt shocked and distrustful toward their CS manager, given the lack of input into their significant role changes. They were confused about their role, as they were no longer providing direct clinical supervision to staff or leading team meetings, yet they retained responsibility for addressing staff performance issues and completing performance evaluations. This confusion consumed much energy during supervisor team meetings with the CS manager. During this time, the supervisors were also responsible for multiple new service projects, which were challenging and time-consuming. However, the progress that supervisors accomplished on these projects was not recognized by the CS manager. Both the DS and CMHS staff questioned the self-directed team initiative during the entire implementation process. They were upset about their lack of involvement in decisionmaking, and they felt their previous feedback was ignored. As a result, their job satisfaction and trust within the organization was further reduced. The staff recalled the agency's poor history regarding change management, and they were guarded, skeptical and 2022 LAMBTON COLLEGE IN TORONTO Case Studytaken from: Rosema ry Vito Source Information March 2019, Volume43jlssue2)Pages, p.146To - 151 - Human Service Organizations: Management, Leadership & Governance Lam btnn In Trtronrzi . resistant towards self-directed tea ms. Staff reported feeling confused and conflicted about the supervisors' new roles, and who to consult for clinical supervision, as supervision was shifted to peer consultation within their new teams. This confusion led to ongoing staff conflict within their newly formed tea ms and consumed much of their energy and discussion at team meetings. In terms of outcomes, the anticipated outcomes, resources, and evaluation measures needed for this change were not specified. The outcome was that the senior leadership team admitted this change initiative failed, after a oneyear trial period. As well, while the organization had an overall accountability framework, there were no evaluation or accountability measures built into this pilot project to determine if the envisioned changes were successful. Instead, the supervisors were held directly accountable for the lack of success. Acting on staff feedback, the director of service and CS manager decided to return supervisors to their former positions and teams. Supervisors returned to teams in disarray: disorganized work processes,- lengthy client service waitlists; staff feeling burdened with large caseloads; client files with incomplete documentation; missing outcome data; and multiple staff resignations requiring new staff hiring. 2022 LAMBTON COLLEGE IN TORONTO Case Studytaken from: Rosema ry Vito Source Information March 2019, Volume43llssue2)Pages, p.146To - 151 - Human Service Organizations: Management, Leadership & Governance How did the reconguration of staff into self-directed team formats impact their group process and performance? How aware and involved were they (or not) regarding the vision and benets of this new format? How committed were they to implementing this new format as a result? How did the failed change strategy impact the teams' overall functioning and members' satisfaction? Impact of Reconguration on Group Process and Performance: The reconguration of staff into self-directed teams had a profound impact on group processes and performance, stemming from inadequacies in communication, training, and decisionmaking participation. The Change Management Toolkit underscores the critical need for a well-dened transition plan, but unfortunately, the rapid reconguration lacked this crucial element, leading to a disruption of team cohesion and a decline in job satisfaction. Supervisors, facing signicant challenges in adapting to their new roles, struggled clue to a lack of assistance and training. The toolkit emphasizes the importance of sponsors in the change process,- however, the absence of support hindered their ability to manage the shift effectively. Chaos ensued, impacting the supervision of new service projects and directly undermining overall team performance. This scenario underscores the toolkit's emphasis on the necessity for a more deliberate and thorough approach to organizational reform. Awareness, Involvement, and Commitment to the New Format: The awareness, involvement, and commitment of team members were adversely affected by the lack of proper communication and participation in decision-makinga key focus in the toolkit. The decision to transition to selfdirected teams was made without considering those impacted, resulting in skepticism and a general lack of commitment. The toolkit highlights the importance ofa compelling vision and its clear communication. The toolkit's emphasis on stakeholder analysis and engagement plans, and communication plans to communicate the vision and goal properly. The lack ofa welldened reasoning and communication plan made the challenges worse. The lack ofa clear goal left supervisors and staff confused about their various responsibilities when the changes were announced during team meetings for CMHS and DS employees. Notably, staff members from CMHS who were completely unfamiliar with the method were thrown into the mix by DS employees, who had previously worked with selfdirected teams in atrial project. In addition to making the shift more complex, this lack of knowledge and participation encouraged doubt and a reluctance to fully embrace the new team structure. Impact of Failed Change Strategy on Overall Functioning and Satisfaction: The failed change strategy, as outlined in the toolkit, signicantly impacted overall functioning and satisfaction. Operational difculties, disorganized work procedures, and inadequate communication highlighted the toolkit's message on the adverse effects of a poor transition strategy. Staff resignations, long waitlists for customer service, and the absence of essential outcome data further compounded the challenges. Even after returning to the original structure, the toolkit underscores the importance of sustained efforts for organizational condence restoration, emphasizing continuous improvement and feedback mechanisms. To sum up, the Change Management Toolkit offers insightful advice and practical solutions that, if put into practice, might have lessened the unfavorable effects of the reconguration. It emphasizes the need for thorough transition plans, stakeholder involvement, unambiguous communication, and ongoing improvementessential components absent from the previously mentioned unsuccessful change strategy. Discuss the \"lessons learned" from the failed outcome of this case study. How can you use these valuable lessons in your ongoing professional development as a student employee and training as a leader? The case study's unsuccessful outcome provides priceless lessons that I, as a student employee and future leader, may incorporate into my continuous professional development: Interaction is Crucial: Understanding how the case study's inadequate communication affected the situation highlights how important open communication is to effective leadership. As | advance in my work, I recognize how critical it is to give inclusive and open channels of communication a top priority. Gaining team commitment and understanding will require actively soliciting input, encouraging candid conversation, and making sure that communication is clear. Inclusive Decision-Making: The circumstances surrounding the DS supervisor serve as a perfect example of the advantages of an inclusive decision-making process. I've learned from this, and I now recognize how important it is to consult with essential parties before making changes. In the future, I will actively involve individuals who are immediately affected by decisions, which not only lessens unforeseen interruptions but also increases dedication. This lesson emphasizes how crucial cooperative decision- making is to making sure that programs are successful. Education and Assistance: The difficulties supervisors encounter when they lack the necessary training highlight how important it is to have robust support networks. As a prospective leader, I understand how critical it is to give thorough training and support to people transitioning into new roles or adjusting to new team congurations. Putting money into team members' growth guarantees a more seamless transfer and helps organizational changes succeed. Being a future leader, I will give continuous and best training required to be successful. Ongoing Assessment: The program's failure as a result of inadequate evaluation procedures following the pilot project highlights the necessity of continuous assessment in change initiatives. The emphasis of this lesson is on the signicance of putting in place reliable assessment mechanisms in order to promptly detect problems, enable enhancements, and make the required modications. I will opt for such leadership practices that incorporate ongoing assessment make, ensuring that organizational changes are sustainable and prosperous in the long run. In conclusion, these courses offer a comprehensive viewpoint on the signicance of strong support networks, inclusive decision-making, efcient communication, and continuous evaluation in successful leadership. By incorporating these ideas into my professional development, I will be able to lead and navigate through organizational changes with effectiveness in the future, which will help me improve as aleaden What does this case study illustrate about the importance of using change management tools (i.e., model, tactics, readiness assessment) to ensure success? This case's difculties highlight how crucial it is to use change management tools in accordance with the guidelines provided in the Change Management Toolkit. The organisation may have been far better able to navigate its challenges if it had used particular models, strategies, and readiness evaluations from the toolkit. Change Management Models: A transparent change management model would have offered an organized framework for comprehending, planning, and carrying out the required modications, drawing on the toolkit's emphasis on welldened models. This model would function as a road map, promoting a common understanding of the goals, procedures, and anticipated results of the change among managers and employees. Utilizing Techniques for Change Management: Certain change management strategies and tactics are promoted by the toolkit. Comprehensive communication planning, as recommended by the toolkit, might have effectively informed all stakeholders of the change's goals, advantages, and vision. Customized training plans, as suggested by the toolkit, would have given people the abilities needed for their new positions and eased the transfer of knowledge. The toolkit's focus on engaging stakeholders would have encouraged inclusivity and dedication from individuals who are directly affected. Readiness Assessments: Readiness assessments are necessary, and the toolbox emphasizes this. It would have been essential to carry out in-depth evaluations of managers' and employees' readiness in order to spot any possible gaps in abilities. It would have been possible to minimize the likelihood of resistance or dissatisfaction and ensure that people were suitably prepared for the changes by tailoring interventions based on the insights gained from these assessments. Strategic Requirement of Change Management Technologies: The toolkit's viewpoint is consistent with the idea that using change management technologies is a strategic necessity rather than just a requirement. In an orderly change management approach, as recommended by the toolkit, specic models and focused techniques can ease transitions, improve communication, and cultivate an organizational culture that welcomes change. In summary, it is not only wise but also necessary for organizations going through change to implement the concepts and instruments described in the Change Management Toolkit. The toolkit emphasizes the strategic need for a well-organized change management approach by providing a thorough guide with specic models, techniques, and assessments that can signicantly assist in the success of organizational transitions. How can you apply these tools to future change projects in your future workplace? What strengths and challenges do you foresee, and how will you address these? Future Implementation: Model Selection: As I consider my future leadership role, I see how important it is to carefully select a change management model that ts the particular objectives, workplace culture, and nuances of my future organization. A tailored approach that connects with employees and fosters a feeling of ownership is more likely to be implemented successfully when thoughtful alignment with the organization's unique characteristics is made. Strategies and Tactics: Creating targeted strategies and tactics becomes essential to averting the misunderstandings and opposition that this instance witnessed. To handle the complexities of each transition situation, careful planning should go into creating thorough communication plans, extensive training programs, and robust stakeholder engagement methods. Readiness evaluation Since readiness assessments are so important, I intend to incorporate them into the change management procedure at my next place of employment. I can pinpoint supervisors' and employees' knowledge and ability gaps by conducting readiness assessments. This enables me to implement focused interventions that improve everyone's preparedness for upcoming changes. This proactive approach guarantees that people are prepared to make the move smoothly. Continuous Monitoring The key takeaways highlight the need to integrate assessment techniques with ongoing observation. I will make regular evaluations a top priority as part of my leadership approach in order to spot issues early and act quickly. By enabling real-time adjustments and preventing the adverse outcomes identied in the individual scenario from materializing, this continuous monitoring approach promotes a dynamic and adaptable strategy. Advantages: o Personalization of Change: Keeping change initiatives in line with the distinctive features of the company makes them feel more relevant to the workforce. - Proactive Leadership Approach: By integrating readiness assessments and ongoing monitoring, a proactive leadership approach is established, enabling early interventions and modications to improve the overall success of change projects. Problems: 0 Opposition and Resistance: Even with meticulous planning, obstacles pertaining to opposition and resistance could arise. To tackle these obstacles, transparent dialogue, proactive involvement of stakeholders, and focused measures grounded in ongoing observation are necessary. 0 Adaptability: If the organizational culture is resistant to change, it may be difcult to implement dynamic and adaptive methods. It will take strong leadership dedication, skillful communication, and an emphasis on the advantages ofexibility to overcome this obstacle. Handling Difculties: 0 Open Communication: Dealing with resistance and opposition requires the establishment and upkeep of open channels of communication. Building trust and fostering teamwork can be achieved through actively seeking feedback and addressing concerns. 0 Stakeholder Engagement: Overcoming obstacles requires actively involving stakeholders in the transformation process. A more upbeat and collaborative environment is facilitated by making sure everyone feels heard and respected. 0 Leadership Commitment: It is crucial to exhibit a resolute dedication to the advantages of exibility and change. Team members feel more condent if the leader sets an example and emphasizes success. To sum up, my future leadership in change projects will be guided by personalizing change initiatives, taking a proactive approach, and resolving difculties through open communication and stakeholder participation. This will ensure successful and sustainable outcomes. Given that most senior management needs to be trained in specic organizational change models and processes (Lewis et al., 2012), what can leaders do differently to resolve this issue? The difculty of educating senior management about specic organizational change models and procedures can be addressed by leaders in a number of proactive ways, including: Acknowledge the Need for Training: Recognise and expressly state that continued training in organizational change models is essential to success. The signicance of remaining current with best practices in change management should be communicated by leaders. Allocate Resources: Allocate time and money resources to enable thorough training initiatives. Developing internal training modules, hiring outside trainers, or giving senior management access to pertinent conferences and seminars are a few ways to accomplish this. Create a Learning Culture: Encourage an environment at the company that encourages ongoing education. Leaders have the power to set an example by encouraging an openminded attitude towards learning new things. Encourage top management to see professional development as a continuous process that includes training. Tailor Training Programs: Programmes for training should be tailored to the unique requirements and difculties faced by the company. Make sure the course material is pertinent to the business culture, the industry, and the particular dynamics of the workplace. Integrate Training into Leadership Development: Include instruction in change management in more comprehensive programs for developing leaders. With this strategy, senior leaders are better able to see change management as an integral part of their leadership toolkit rather than an add-on course. Provide Practical Application Opportunities: Provide senior management with opportunities to apply theoretical principles to real-world circumstances through case studies and practical scenarios in training programs. Practical experience improves comprehension and motivates leaders to put what they have learned into practice. Encourage Peer Learning: Provide senior executives with the opportunity to participate in peer learning. Forums for exchanging experiences, insights gained, and effective change management techniques can fall under this category. Peer conversations foster a helpful learning environment. Leverage Technology: Investigate e-learning sites and training resources with technological integration. Online courses, webinars, and virtual training sessions can give senior management the freedom to receive training whenever it's convenient for them. Establish Mentorship Programs: Establish mentorship programs that enable senior leaders to be matched with mentors who have expertise in managing change. Personalized support and one-on-one direction in applying academic knowledge to real-world situations are made possible through mentoring. Measure and Evaluate Impact: Use metrics to assess how training initiatives affect organizational results and the efcacy of leadership. Assess the training initiatives' effectiveness on a regular basis and make any revisions in response to feedback and performance metrics. Lead by Example: Set a good example for others and show that you are dedicated to lifelong learning. A leader's excitement for learning new skills and active participation in training programs positively impact the organization as a whole. In conclusion, leaders may be crucial in helping to solve the training problem by encouraging a culture of learning, offering resources, personalizing instruction, including it in larger development projects, and utilizing a variety of learning modalities. In this sense, proactive leadership enhances organizational exibility and adaptability to changing circumstances