Leadership Project
Leadership Project Proposal
PROJECT OVERVIEW
My leadership project proposal is to update the training modules and delivery methods
for my organization. My proposal is to assign pre-work including web based modules to the
newly hired employees to complete before attending a formal class. This will enable the students to have basic railroad knowledge before class starts. The formal training classes should go to a video-conference based training, where the instructor does not travel to each city, rather they teach from their base of operation. The students will benefit from not having classroom distractions and the instructors will have more time to emphasize areas critical to the student’s success due to the aforementioned class pre-work. Instructors will also have more time to prepare for each class due to not having to travel and instructor retention should improve as a result.
Initially, there will need to be infrastructure improvements including power, internet, computers, and updated training modules for this new program to succeed. The training staff and customers will have to buy-in to the new methodology as the current system is all they have known. A transition to web- based and video led classes will allow instructors to train from their current location without the disruption and cost of traveling to geographically disperse training sites. Students will have less distractions and instructors will be able to provide real time feedback to students. Cost savings should be in the 80% range for instructor and student travel. The new program will allow Union Pacific Railroad to reduce it's carbon footprint by eliminating travel to training location. The new program will also allow the technical training department to continue critical training when situations such as the COVID-19 pandemic or natural disasters occur.
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PROJECT BACKGROUND
The training program for new hire employees dates back to the mid 1980’s. There has
been little change to the basic format of having one instructor travel to each city where
employees work to deliver a 2-4 week class. These classes usually have an instructor to student ratio of anywhere from 1 instructor to up to 30 students. Students are trained on the mechanics of performing the duties of the position they were hired for, as well as given extensive rules and safety training. Travel and infrastructure costs are high with this training model and instructor turnover is high due to the travel demands. The current classes do a poor job of utilizing technology and rely heavily on instructor dialog with the students. External forces driving change include pressure from the company board of directors and stockholders to reduce costs to reach a maximum operation ratio of 55%. The Federal Railroad Administration (FRA) regulates training in the railroad industry and monitors the safety performance of each railroad company in the United States.
The FRA set guidelines for each Railroad Company and failure to reach stated objectives can result in monetary fine, and in some cases, shutting down a section of railroad considered unsafe. Internal forces driving change include the departments in which the new employees are hired to work. These departments are the internal customers for the technical training department. As technology changes, employees are needing additional computer and technological training. The current training modules have not kept up with the changes in technology happening in the railroad industry.
If we keep the same training methods, we will not be able to reduce costs in the technical training department. We will not effectively utilize available technology to drive training, and our employees will not likely be afforded the opportunity to advance as quickly, or work as safely due to the training time frame and current curriculum. The desired end state is to fundamentally change the way we train using technology including updated, web-based models. Continuous innovation is critical to organizational health (Hoover, n.d.). Innovation is critical to keep ahead of the growing competition in the transportation industry. We have a choice to stand pat, allow the outdated training to continue and find savings in other areas of the company, or we can change the current model of how we train new employees. This will allow us to leverage modern training methodology as well as reduce costs.
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COMPETENCIES
I feel this situation lends itself to both appreciative and inquiry based conversations.
During the development of the new program, collaborations will be made with various
individuals and groups. An opportunity exists to share ideas and augment others contributions through appreciative conversation (Stavros & Torres, 2018, Chapter 4). Inquiry based conversations are necessary to generate information concerning stakeholders concerns, perspectives, knowledge, and assumptions (Stavros & Torres, 2018, Chapter 4). Conversations with stakeholders will ascertain what they like about the current training of employees and have them imagine the positive outcome of the changes in the next few years.
I will utilize Positive Framing when presenting the project to the stakeholders. Positive
framing allows the new program to be presented in a manner for the stakeholders to imagine their collaboration in creating a modern, efficient training program that elevates our employees to world class status while driving down costs. Positive framing allowed for
the “desirable focus” we both needed in order to have a conversation worth having (Stavros, 2018, p.702). The conversation will allow the individuals to focus on what we are doing positively in training and building on this success to enhance the program.
Generative questioning will be encouraged when presenting the proposal. These type of
questions will allow for diverse and different perspectives. Generative questioning will stimulate coherence and inspire positive and bold images for our conversations with project stakeholder (Stavros & Torres, 2018, Chapter 6). Resistance is anticipated and should be welcomed. In Doing Research in Your Own Organization, it states “Resistance is a healthy, self-regulating manifestation which must be respected and taken seriously by the action researcher” (Brannick & Coghlan, 2014, p. 114). I will encourage discussion and seek feedback in order to gain buy-in and ownership of the various individuals/groups associated with this project. “Questions that arise out of curiosity and genuine interest build relationships, connections, and awareness.” (Stavros & Torres, 2018, p.31).
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SUSTAINMENT
Approval for the new program will be needed from departmental and executive
personnel. A team will be assigned to develop the training materials with a team leader and director assigned to the project. The project will be developed, and once implemented, an auditing process will happen to gauge the program’s effectiveness. Stakeholders will be apprised of the auditing process results and feedback will be requested. Follow-on meetings will be held as necessary to make improvements and changes to the program. Budget meetings with technical training and human resources personnel will be held quarterly to review costs and look for opportunities for improvement.
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CONCLUSION
The development and implementation of this project will incorporate different concepts
that I have learned during the ORGL classes. There is a possibility of these processes having
an even greater effect on the organization as they can be incorporated into other facets of the company with this projects success. I anticipate employees training scores will increase while test failures will decrease due to the new, modern training modules. Students will be better prepared for class due to receiving web-based assignments before the start of formal classroom work. Instructors will be better prepared for class due to the lessened travel requirements allowing for more preparation time for each class. Students and instructors will be asked for feedback on the preparation for their classes and this feedback will be analyzed by training staff.
Student testing is measured through an auditing process already in place. Test scores are electronically entered into a database for comparison with other classes. Students that fail a course are automatically flagged for additional auditing and the student is interviewed for feedback on the training program. These results are recorded and retained. An analysis of the program will be performed to measure the initial cost of developing the new training modules, training staff on the new methodology, infrastructure costs including computers, internet, and facility costs, instructor travel and student travel.
Please review the linked presentation that will be delivered to the executive staff at the mid-year review.
Thank you.
References
Stavros, J., & Torres, C. (2018). Conversations Worth Having: Using Appreciative Inquiry to
Fuel Productive and Meaningful Engagement. Oakland, CA: Berrett-Koehler Publishers,
Hoover, K. (n.d.). ORGL 515 Introduction [Video file]. Retrieved from https://learn.gonzaga.edu/ultra/courses/_948236_1/cl/outline
Coughlan, D. Brannick, T. (2014). Doing Action Research in Your Own Organization. SAGE Publications Ltd; Fourth edition.