Resource: Case Study 2: Food Banks Canada: Revisiting Strategy; page 416 in Organizational Change, 2016Food Banks Canada is a very interesting turnaround story about a not-for-profit national organization that was created by its affiliated members to better address hunger issues and get needed food to the poor. In response to declining relevance and poor performance, it altered its governance process, opted for a federated structure, renewed its leadership and staff, and put a renewed vision and strategy to work. Five years have passed and the CEO is considering what they should do next.Read the Food Banks Canada case located on page 416 of Chapter 11 in Organizational Change.Discuss the requirements of the Week 5 team assignment by looking ahead to see what will be required for the Complete Change Plan assignment. Assess additional strategies for organizaitonal change in the case study that may be implemented there, beyond what the case indicates.

Excel Ch. 2 Lab Project - Capstone ExcercisSubmitting a text entry box or a file uploadIn YOUR LAB SECTION, Complete the Capstone Exercise on page 133 (page 197 of the Excel textbook). You must download (right click and select 'Save Link As...' or 'Save Target As...') the attached file called 'e02c1ClassRing.xlsm' to start the project (make sure to save it someplace that you can get to it later eg. U:/ drive). After you are done, you need to submit your completed workbook file in Blackboard. To do this, click on the "Excel Ch. 2 Lab Project - Capstone Exercise" link and then use the "Attach File" functionality to attach your file for submission. Make sure that your submitted file is named "e02c1 ClassRing _LastnameFirstname.xlsm" as specified in the instructions (subsitute your last name and first name). AFTER YOU HAVE SUBMITTED IT, check to make sure it was successfully submitted. If it was not, you can submit it again.AttachmentsCapstone2 197_1.pdfe02c1ClassRing.xlsm

Simulator transfer of training (ToT) is a term used to describe to what extent a skill learned in a training device can be applied in the actual aircraft without requiring additional airborne training. Controlled experiments can actually measure ToT as a numerical value. For instance, a ToT of 0.5 means that for every hour spent in a simulation device, one-half hour of training in the aircraft can be eliminated, i.e., 50% of the simulator training transfers to the aircraft. A positive ToT equates to monetary savings on fuel and instructor hours, as well as wear and tear on the aircraft. The FAA and Part 121 carriers in the US (and most nations) operate on the assumption that the multi-million dollar Class C/D simulators used for pilot training have a ToT of very close to 1.0, meaning no additional training is required in the aircraft. This is why the FAA allows a new First Officer to fly a revenue flight as his or her first flight in that aircraft, though under the supervision of an instructor Captain. However, studies have shown that even very basic simulation devices can also lead to a high transfer of training of both technical and CRM skills. Other studies indicate that motion or high-resolution visual displays may not be necessary for high ToT. This module week, you will discuss whether or not full motion, high fidelity simulators should continue to be required to train airline pilots, as is the current situation. Could simpler/cheaper Flight Training Devices be used instead? Can manual flying procedures such as instrument approaches be effectively taught in BATDs or AATDs (see FAA Advisory Circular AC 61-136A - PDF)? Download AATDs (see FAA Advisory Circular AC 61-136A - PDF)?What about CRM? Can CRM skills be taught, practiced, and evaluated in a simulator that does not have full motion or high-res visuals? Does the specific skill being taught affect the outcome? Support your position with more than just opinion or by stating, "motion makes a sim more like the aircraft, so it must be better."