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    https://youtu.be/vlVZKZNXYBA?si=xWw3PnzNFkIgnuq1 ## Instructions **Watch this video to learn about Michelle Simmons, a Black woman living in Baltimore. After watching, address the questions below.** – **Discuss three of social determinants of health addressed in this video, and how Ms. Simmons was a…

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    https://youtu.be/vlVZKZNXYBA?si=xWw3PnzNFkIgnuq1
    ## Instructions
    **Watch this video to learn about Michelle Simmons, a Black woman living in Baltimore. After watching, address the questions below.**
    – **Discuss three of social determinants of health addressed in this video, and how Ms. Simmons was affected by them.**
    – **Discuss three areas for advocacy within her situation (for both you and her), and how you as a social worker can advocate for change in this area.**
    ### Requirements
    **In order to successfully complete this assignment, please use the following guidelines:**
    – **Submit your initial post by the due date.**
    – **Review the** [**discussion rubric**](https://learnonline.yu.edu/courses/2122/files/402487?wrap=1) **for details on grading criteria.**
    – **Your initial post should be 2-3 paragraphs in length.**
    – **Your post should be written in a professional tone and free of grammar and spelling errors.**
    – **You must respond to at least** **two** **of your peers by the end of the module.**
    – **In your responses, you must critically engage with your peers. A simple "I agree/disagree" will not be considered sufficient.**
    – **For this discussion, you must use** **at least three outside sources, such as peer-reviewed articles, readings, statistical data from the CDC. Cite your sources using APA format.**

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    I need your help – ## JWI556Week6LectureNotes.pdf – Week6YaraResponseJWMI556.jpeg – ShanquishaWeek6JWMI556Response.jpeg **## JWI556Week6LectureNotes.pdf** © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copi…

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    JWI 556 (1196) Page 1 of 9

    JWI 556

    Leading Change by Putting People First

    Week Six Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 9

    SCALING UP

    What It Means

    Many of the forces that impact change are common to both smaller and larger change
    initiatives. However, as the size and complexity of the change increases, additional factors enter
    the mix that must be addressed. These include the challenges of dealing with diverse teams
    that may have competing interests, cultural norms that may be difficult to identify and reconcile,
    and communication challenges that undermine the messaging needed to make sure everyone
    in the larger organization understands why they are changing.

    Why It Matters

    • The larger and more complex the change initiative, the more that can go wrong.

    • Understanding the differences inherent to leading large-scale change initiatives is
    important when evaluating the pros and cons of different change tools you may consider.

    • Communicating effectively during large-scale change requires more structure than
    communication during team-based change.

    “Every time you have a success and pass a milestone along the way of a change
    process, stop and celebrate so people can see it’s worth it.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 9

    SIMILARITIES AND DIFFERENCES OF LEADING CHANGE IN TEAMS
    AND LEADING ENTERPRISE-WIDE CHANGE

    “Firms that try to juggle twenty change projects today by using the methods that
    successful companies applied to the same problem three decades ago always seem to
    fail…

    The process fails for two interrelated sets of reasons. First, the management approach
    back then was usually too centralized to handle twenty complex change projects. If a few
    senior managers try to get involved in all the details, as was often the practice then,
    everything slows to a crawl. Second, without the guiding vision and alignment that only
    leadership can provide, the people in charge of each of the projects wind up spending
    endless hours trying to coordinate their efforts so that they aren’t constantly stepping on
    each other’s toes.

    Running twenty change projects simultaneously is possible if (a) senior executives focus
    mostly on the overall leadership tasks and (b) senior executives delegate responsibility
    for management and more detailed leadership as low as possible in the
    organization…More important, the leadership provided by senior executives helps give
    those other people the information they need to help coordinate their activities without
    endless planning and meetings.”

    Leading Change, pp. 147-148

    Despite numerous common threads, there are a number of additional complexities that come into play
    when dealing with an enterprise-wide change initiative. Some of these are obvious, and others are a bit
    subtler. First, let’s clarify what we mean by enterprise-wide change. When we use the term, we typically
    mean a change initiative that meets one or more of the following criteria:

    • Is undertaken in a large organization
    • Involves multiple business units or geographical locations
    • Redefines or significantly reorganizes the business

    This brings us to the challenge of interdependencies.

    “Now and in the foreseeable future, most organizations need to be faster, less costly, and
    more customer focused. As a result, internal interdependencies will grow. Firms are
    finding that without big inventories, the various parts of a plant need to be much more
    carefully coordinated, that with pressure to bring out new products faster, the elements of
    product development need much closer integration, and so on. But these new
    interconnections greatly complicate transformation efforts, because change happens
    much more easily in a system of independent parts.”

    Leading Change, pp. 140-141

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 9

    “Few if any of us grew up learning how to introduce major change in highly
    interdependent systems. That, in turn, makes the challenge in organizations today more
    difficult.

    Without much experience, we often don’t adequately appreciate a crucial fact: that
    changing highly interdependent settings is extremely difficult because, ultimately, you
    have to change nearly everything…Because of all the interconnections, you can rarely
    move just one element by itself. You have to move dozens or hundreds or thousands of
    elements, which is difficult and time consuming and can rarely if ever be accomplished by
    just a few people.”

    Leading Change, p. 142

    Despite the challenges of interdependencies, large-scale change can deliver large-scale wins. Kotter
    summarizes what a successful large-scale change initiative looks like:

    • More change, not less
    The guiding coalition uses the credibility afforded by short-term wins to tackle additional and
    bigger change projects.

    • More help
    Additional people are brought in, promoted, and developed to help with all the changes.

    • Leadership from senior management
    Senior people focus on maintaining clarity of shared purpose for the overall effort and
    keeping urgency levels up.

    • Project management and leadership from below
    Lower ranks in the hierarchy both provide leadership for specific projects and manage those
    projects.

    • Reduction of unnecessary interdependencies
    To make change easier in both the short and long term, managers identify unnecessary
    interdependencies and eliminate them.

    Leading Change, p. 150

    He offers further guidance on the leveraging opportunities in a large-scale change initiative to set
    the stage for more effective future change initiatives.

    Cleaning up historical artifacts does create an even longer change agenda, which an
    exhausted organization will not like. But the purging of unnecessary interconnections can
    ultimately make a transformation much easier. And in a world where change is
    increasingly the norm rather than the exception, cleaning house can also make all future
    reorganizing efforts or strategic shifts less difficult.”

    Leading Change, pp. 149-150

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 9

    MODELS FOR LEADING LARGE-SCALE ORGANIZATIONAL CHANGE

    As explained previously, we have chosen to focus on John Kotter’s model not because it is the only viable
    perspective on change, but because it is among the most widely used and has a track record of research
    supporting it. In fact, it has become such a mainstay of modern change management, many alternative
    models draw heavily on it.

    GE, for example, developed a model called the Change Acceleration Process (CAP). It shares many
    elements with Kotter’s model, but just as they did with Six Sigma, Jack worked with GE leaders to adapt
    the model and make it their own. CAP has seven stages to it:

    1. Leading Change
    Establish a committed leadership team that will champion and guide the change process through
    to completion.

    2. Creating a Shared Need
    Address the inertia and complacency that resists the change, and build a broad base of support
    that accepts that change is needed to make the organization stronger.

    3. Shaping a Vision
    Create a clear and compelling vision of the future state that is easily understood and shared, and
    that presents a roadmap for how the organization will get there.

    4. Mobilizing Commitment
    Begin the rollout by leveraging early adopters or a targeted subgroup of the organization; identify
    pockets of resistance and make improvements based on early feedback.

    5. Making Change Last
    As the change takes hold, identify the threats that could cause business to revert to the old ways,
    and implement safeguards to defend against this.

    6. Monitoring Progress
    Track the effectiveness of the change using specific, quantifiable metrics that can be evaluated,
    shared, and used to make further refinements.

    7. Changing Systems and Structures
    Change the systems, workflows, and other structures to support the new way of doing business
    and further anchor the change.

    In your readings this week, you will find an article by Robert Miles called “Accelerating Corporate
    Transformations” (2010). One obvious connection between this and the Change Acceleration Process is
    the focus on speed. This is a helpful counterpoint to what is, somewhat unfairly, a takeaway from Kotter
    that change must be undertaken slowly. What is occasionally lost in Kotter’s focus on a methodical
    approach is the importance of keeping momentum going. Miles argues, “The biggest barrier to corporate
    transformation was getting organizations to execute their bold new ideas quickly.” He identifies six
    barriers to speed that most organizational transformation efforts encounter.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 9

    1. Being overly cautious and placing too much emphasis on not making mistakes rather than on
    taking bold action.

    2. Allowing business-as-usual to extend the time frame to get work done. He advocates a no-slack
    approach focused on tightening the timeline.

    3. Initiative gridlock that comes from trying to tackle too many initiatives at once, and not being
    willing to abandon initiatives that show signs of going down the wrong path.

    4. Recalcitrant executives who are not confronted about their behaviors.
    5. Disengaged employees who aren’t brought into the loop. He suggests a “rapid-high-engagement-

    all-employee-cascade” not unlike a Work-Out.
    6. Loss of focus during execution.

    This model is not wholly different from Kotter’s, but the focus on speed and the willingness to make some
    mistakes is a bit different. As you consider his arguments, think about how the two models balance, and
    which elements of each can be best leveraged to drive people-first change initiatives.

    STAKEHOLDER MAPPING

    The stakeholder map is an effective tool for understanding who will be impacted by a large-scale change
    initiative, and how that can influence both process and communication.

    1. Identify your key stakeholders. The first step is to develop a list of all the players who will
    participate in or influence the outcome of the change initiative. Who may need to lead parts of the
    effort? Who will it affect most? Whose expertise is critical to success? Your list may include
    executive team members and other managers, board members, specific individuals or employee
    groups, key customers, regulators, and so on.

    2. Create a map that depicts the relationship among the stakeholders. A map is not a
    traditional organization chart. It is a picture of how the key stakeholders are positioned with
    respect to each other and the work to be done, and how they interact with each other.

    3. Analyze relationships. The third step is to discuss the implications of your map. What does it tell
    you about where support is most needed, possible sources of resistance or conflict, current
    involvement in the change effort, and lines of communication? A map helps you decide where to
    focus your mobilization efforts and who must be engaged.

    While stakeholder maps may be created by one person, when you design them with other members of
    the guiding coalition, they become powerful tools for building a shared understanding of the change
    initiative and ensuring its success.

    Stakeholder mapping will not only help you identify key people or groups who must be mobilized in
    support of the change initiative. It can also help you clarify their current level of support, their reasons for
    resistance, where to focus your mobilization efforts, and who might be available to help you. Its real
    power lies in the discussion that it can generate among members of the guiding coalition.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 9

    This is important for ensuring that you are able to work quickly by not getting bogged down in the wrong
    sorts of communication. This is less of an issue in team-based change projects, but it becomes critical in
    larger-scale initiatives. A popular way to categorize stakeholders has become known as RACI.

    • Responsible
    The individuals or groups that are entrusted with executing certain activities

    • Accountable
    The person or group which is ultimately in charge of the activities

    • Consulted
    Those who have a say in how the initiative is executed – for example, because of their expertise
    or their vested interest in the initiative

    • Informed
    Individuals and groups that should be kept abreast of the developments, but are not actively
    participating in managing the initiative

    Using consistent terminology, like RACI, is important in supporting clear communication. If everyone
    understands and uses common language, it reduces the likelihood that key steps or people will be
    missed, or that there will be misinterpretations of expectations.

    CHALLENGES OF EFFECTIVELY COMMUNICATING CHANGE IN LARGE,
    DISTRIBUTED ORGANIZATIONS

    In a large and complex organization, some people or divisions will be motivated and able to change
    before others. The wise change leader takes advantage of these pockets of readiness to get started with
    the change effort while others are still making up their minds. When these early movers are successful
    and that success is publicly recognized, it will act as a powerful motivator for the slower movers. Frequent
    and clear communication is essential.

    “…most human beings, especially well-educated ones, buy into something only after they
    have had a chance to wrestle with it. Wrestling means asking questions, challenging, and
    arguing. This, of course, is precisely what happens when the vision is first created by the
    guiding coalition.”

    Leading Change, p. 102

    Consistency in messaging is critical. If one groups hears one thing (whether you intend it that way or not)
    and another group hears something different, the change will be undermined. The takeaway will be that
    there is a lack of focus and leadership. Perhaps resisters will say that someone knows what’s going on,
    but it’s not them, so they’ll just check out.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 8 of 9

    Another risk is that if there are tensions among the different groups impacted by the change, an
    inconsistent message may be taken as “spin” where one group is being told something to make them
    happy, whereas a different group is told something different.

    Kotter leaves us with the following advice on the role of leadership around communication during large-
    scale change initiatives:

    …good leadership from above helps everyone understand the big picture, the overall
    vision and strategies, and the way each project fits into the whole. Here the people
    working on different activities all aim for the same long-term goal without ever having to
    meet…With good leadership from above, these lower-level managers will also be
    committed to the overall transformation and will thus do what is right with a minimum of
    parochial political silliness.

    Leading Change, pp. 148-149

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 9 of 9

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Examine the similarities and differences between leading change in teams and leading
    enterprise-wide change

    As you explore what it takes to lead more complex change initiatives, it is helpful to examine your
    own place of work in order to identify real-life examples of the challenges that scale brings with it.
    Identify a change initiative the HR team could lead that would impact the entire organization, or at
    least several different functional and/or geographical units. This could be a change in
    compensation models, retooling the way performance reviews are conducted, or revising policies
    on working remotely. Map out the interdependencies that need to be addressed to implement the
    new way of doing things. What other changes need to be made either simultaneously or in quick
    succession to allow the change to be rolled out? What communication or other challenges do
    these changes bring to the surface?

    • Review additional models for leading large-scale organizational change

    Spend some time doing a web search for other change models. Some will be proprietary and be
    marketing tools for consulting or training firms. Others will be models developed by academics or
    authors. Download the literature and map out the similarities and differences between these
    models and what we have covered in this course. Which ones bring something useful to the
    process? If you are launching a change initiative at work, share the different models with your
    colleagues and get their feedback on what they like/dislike about each.

    • Analyze the challenges of effectively communicating change in large, distributed
    organizations

    Develop a stakeholder map for a large-scale or complex change initiative you are considering at
    work. Use the RACI categories to group stakeholders and add additional information on what you
    know about the level of support and resistance these people/groups have for the initiative. In what
    ways do your communication processes need to be the same for all groups, and in what ways do
    they need to be different? Why?

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    **## JWI556Week6LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 9

    JWI 556

    Leading Change by Putting People First

    Week Six Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 9

    SCALING UP

    What It Means

    Many of the forces that impact change are common to both smaller and larger change
    initiatives. However, as the size and complexity of the change increases, additional factors enter
    the mix that must be addressed. These include the challenges of dealing with diverse teams
    that may have competing interests, cultural norms that may be difficult to identify and reconcile,
    and communication challenges that undermine the messaging needed to make sure everyone
    in the larger organization understands why they are changing.

    Why It Matters

    • The larger and more complex the change initiative, the more that can go wrong.

    • Understanding the differences inherent to leading large-scale change initiatives is
    important when evaluating the pros and cons of different change tools you may consider.

    • Communicating effectively during large-scale change requires more structure than
    communication during team-based change.

    “Every time you have a success and pass a milestone along the way of a change
    process, stop and celebrate so people can see it’s worth it.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 9

    SIMILARITIES AND DIFFERENCES OF LEADING CHANGE IN TEAMS
    AND LEADING ENTERPRISE-WIDE CHANGE

    “Firms that try to juggle twenty change projects today by using the methods that
    successful companies applied to the same problem three decades ago always seem to
    fail…

    The process fails for two interrelated sets of reasons. First, the management approach
    back then was usually too centralized to handle twenty complex change projects. If a few
    senior managers try to get involved in all the details, as was often the practice then,
    everything slows to a crawl. Second, without the guiding vision and alignment that only
    leadership can provide, the people in charge of each of the projects wind up spending
    endless hours trying to coordinate their efforts so that they aren’t constantly stepping on
    each other’s toes.

    Running twenty change projects simultaneously is possible if (a) senior executives focus
    mostly on the overall leadership tasks and (b) senior executives delegate responsibility
    for management and more detailed leadership as low as possible in the
    organization…More important, the leadership provided by senior executives helps give
    those other people the information they need to help coordinate their activities without
    endless planning and meetings.”

    Leading Change, pp. 147-148

    Despite numerous common threads, there are a number of additional complexities that come into play
    when dealing with an enterprise-wide change initiative. Some of these are obvious, and others are a bit
    subtler. First, let’s clarify what we mean by enterprise-wide change. When we use the term, we typically
    mean a change initiative that meets one or more of the following criteria:

    • Is undertaken in a large organization
    • Involves multiple business units or geographical locations
    • Redefines or significantly reorganizes the business

    This brings us to the challenge of interdependencies.

    “Now and in the foreseeable future, most organizations need to be faster, less costly, and
    more customer focused. As a result, internal interdependencies will grow. Firms are
    finding that without big inventories, the various parts of a plant need to be much more
    carefully coordinated, that with pressure to bring out new products faster, the elements of
    product development need much closer integration, and so on. But these new
    interconnections greatly complicate transformation efforts, because change happens
    much more easily in a system of independent parts.”

    Leading Change, pp. 140-141

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 9

    “Few if any of us grew up learning how to introduce major change in highly
    interdependent systems. That, in turn, makes the challenge in organizations today more
    difficult.

    Without much experience, we often don’t adequately appreciate a crucial fact: that
    changing highly interdependent settings is extremely difficult because, ultimately, you
    have to change nearly everything…Because of all the interconnections, you can rarely
    move just one element by itself. You have to move dozens or hundreds or thousands of
    elements, which is difficult and time consuming and can rarely if ever be accomplished by
    just a few people.”

    Leading Change, p. 142

    Despite the challenges of interdependencies, large-scale change can deliver large-scale wins. Kotter
    summarizes what a successful large-scale change initiative looks like:

    • More change, not less
    The guiding coalition uses the credibility afforded by short-term wins to tackle additional and
    bigger change projects.

    • More help
    Additional people are brought in, promoted, and developed to help with all the changes.

    • Leadership from senior management
    Senior people focus on maintaining clarity of shared purpose for the overall effort and
    keeping urgency levels up.

    • Project management and leadership from below
    Lower ranks in the hierarchy both provide leadership for specific projects and manage those
    projects.

    • Reduction of unnecessary interdependencies
    To make change easier in both the short and long term, managers identify unnecessary
    interdependencies and eliminate them.

    Leading Change, p. 150

    He offers further guidance on the leveraging opportunities in a large-scale change initiative to set
    the stage for more effective future change initiatives.

    Cleaning up historical artifacts does create an even longer change agenda, which an
    exhausted organization will not like. But the purging of unnecessary interconnections can
    ultimately make a transformation much easier. And in a world where change is
    increasingly the norm rather than the exception, cleaning house can also make all future
    reorganizing efforts or strategic shifts less difficult.”

    Leading Change, pp. 149-150

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 9

    MODELS FOR LEADING LARGE-SCALE ORGANIZATIONAL CHANGE

    As explained previously, we have chosen to focus on John Kotter’s model not because it is the only viable
    perspective on change, but because it is among the most widely used and has a track record of research
    supporting it. In fact, it has become such a mainstay of modern change management, many alternative
    models draw heavily on it.

    GE, for example, developed a model called the Change Acceleration Process (CAP). It shares many
    elements with Kotter’s model, but just as they did with Six Sigma, Jack worked with GE leaders to adapt
    the model and make it their own. CAP has seven stages to it:

    1. Leading Change
    Establish a committed leadership team that will champion and guide the change process through
    to completion.

    2. Creating a Shared Need
    Address the inertia and complacency that resists the change, and build a broad base of support
    that accepts that change is needed to make the organization stronger.

    3. Shaping a Vision
    Create a clear and compelling vision of the future state that is easily understood and shared, and
    that presents a roadmap for how the organization will get there.

    4. Mobilizing Commitment
    Begin the rollout by leveraging early adopters or a targeted subgroup of the organization; identify
    pockets of resistance and make improvements based on early feedback.

    5. Making Change Last
    As the change takes hold, identify the threats that could cause business to revert to the old ways,
    and implement safeguards to defend against this.

    6. Monitoring Progress
    Track the effectiveness of the change using specific, quantifiable metrics that can be evaluated,
    shared, and used to make further refinements.

    7. Changing Systems and Structures
    Change the systems, workflows, and other structures to support the new way of doing business
    and further anchor the change.

    In your readings this week, you will find an article by Robert Miles called “Accelerating Corporate
    Transformations” (2010). One obvious connection between this and the Change Acceleration Process is
    the focus on speed. This is a helpful counterpoint to what is, somewhat unfairly, a takeaway from Kotter
    that change must be undertaken slowly. What is occasionally lost in Kotter’s focus on a methodical
    approach is the importance of keeping momentum going. Miles argues, “The biggest barrier to corporate
    transformation was getting organizations to execute their bold new ideas quickly.” He identifies six
    barriers to speed that most organizational transformation efforts encounter.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 9

    1. Being overly cautious and placing too much emphasis on not making mistakes rather than on
    taking bold action.

    2. Allowing business-as-usual to extend the time frame to get work done. He advocates a no-slack
    approach focused on tightening the timeline.

    3. Initiative gridlock that comes from trying to tackle too many initiatives at once, and not being
    willing to abandon initiatives that show signs of going down the wrong path.

    4. Recalcitrant executives who are not confronted about their behaviors.
    5. Disengaged employees who aren’t brought into the loop. He suggests a “rapid-high-engagement-

    all-employee-cascade” not unlike a Work-Out.
    6. Loss of focus during execution.

    This model is not wholly different from Kotter’s, but the focus on speed and the willingness to make some
    mistakes is a bit different. As you consider his arguments, think about how the two models balance, and
    which elements of each can be best leveraged to drive people-first change initiatives.

    STAKEHOLDER MAPPING

    The stakeholder map is an effective tool for understanding who will be impacted by a large-scale change
    initiative, and how that can influence both process and communication.

    1. Identify your key stakeholders. The first step is to develop a list of all the players who will
    participate in or influence the outcome of the change initiative. Who may need to lead parts of the
    effort? Who will it affect most? Whose expertise is critical to success? Your list may include
    executive team members and other managers, board members, specific individuals or employee
    groups, key customers, regulators, and so on.

    2. Create a map that depicts the relationship among the stakeholders. A map is not a
    traditional organization chart. It is a picture of how the key stakeholders are positioned with
    respect to each other and the work to be done, and how they interact with each other.

    3. Analyze relationships. The third step is to discuss the implications of your map. What does it tell
    you about where support is most needed, possible sources of resistance or conflict, current
    involvement in the change effort, and lines of communication? A map helps you decide where to
    focus your mobilization efforts and who must be engaged.

    While stakeholder maps may be created by one person, when you design them with other members of
    the guiding coalition, they become powerful tools for building a shared understanding of the change
    initiative and ensuring its success.

    Stakeholder mapping will not only help you identify key people or groups who must be mobilized in
    support of the change initiative. It can also help you clarify their current level of support, their reasons for
    resistance, where to focus your mobilization efforts, and who might be available to help you. Its real
    power lies in the discussion that it can generate among members of the guiding coalition.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 9

    This is important for ensuring that you are able to work quickly by not getting bogged down in the wrong
    sorts of communication. This is less of an issue in team-based change projects, but it becomes critical in
    larger-scale initiatives. A popular way to categorize stakeholders has become known as RACI.

    • Responsible
    The individuals or groups that are entrusted with executing certain activities

    • Accountable
    The person or group which is ultimately in charge of the activities

    • Consulted
    Those who have a say in how the initiative is executed – for example, because of their expertise
    or their vested interest in the initiative

    • Informed
    Individuals and groups that should be kept abreast of the developments, but are not actively
    participating in managing the initiative

    Using consistent terminology, like RACI, is important in supporting clear communication. If everyone
    understands and uses common language, it reduces the likelihood that key steps or people will be
    missed, or that there will be misinterpretations of expectations.

    CHALLENGES OF EFFECTIVELY COMMUNICATING CHANGE IN LARGE,
    DISTRIBUTED ORGANIZATIONS

    In a large and complex organization, some people or divisions will be motivated and able to change
    before others. The wise change leader takes advantage of these pockets of readiness to get started with
    the change effort while others are still making up their minds. When these early movers are successful
    and that success is publicly recognized, it will act as a powerful motivator for the slower movers. Frequent
    and clear communication is essential.

    “…most human beings, especially well-educated ones, buy into something only after they
    have had a chance to wrestle with it. Wrestling means asking questions, challenging, and
    arguing. This, of course, is precisely what happens when the vision is first created by the
    guiding coalition.”

    Leading Change, p. 102

    Consistency in messaging is critical. If one groups hears one thing (whether you intend it that way or not)
    and another group hears something different, the change will be undermined. The takeaway will be that
    there is a lack of focus and leadership. Perhaps resisters will say that someone knows what’s going on,
    but it’s not them, so they’ll just check out.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 8 of 9

    Another risk is that if there are tensions among the different groups impacted by the change, an
    inconsistent message may be taken as “spin” where one group is being told something to make them
    happy, whereas a different group is told something different.

    Kotter leaves us with the following advice on the role of leadership around communication during large-
    scale change initiatives:

    …good leadership from above helps everyone understand the big picture, the overall
    vision and strategies, and the way each project fits into the whole. Here the people
    working on different activities all aim for the same long-term goal without ever having to
    meet…With good leadership from above, these lower-level managers will also be
    committed to the overall transformation and will thus do what is right with a minimum of
    parochial political silliness.

    Leading Change, pp. 148-149

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 9 of 9

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Examine the similarities and differences between leading change in teams and leading
    enterprise-wide change

    As you explore what it takes to lead more complex change initiatives, it is helpful to examine your
    own place of work in order to identify real-life examples of the challenges that scale brings with it.
    Identify a change initiative the HR team could lead that would impact the entire organization, or at
    least several different functional and/or geographical units. This could be a change in
    compensation models, retooling the way performance reviews are conducted, or revising policies
    on working remotely. Map out the interdependencies that need to be addressed to implement the
    new way of doing things. What other changes need to be made either simultaneously or in quick
    succession to allow the change to be rolled out? What communication or other challenges do
    these changes bring to the surface?

    • Review additional models for leading large-scale organizational change

    Spend some time doing a web search for other change models. Some will be proprietary and be
    marketing tools for consulting or training firms. Others will be models developed by academics or
    authors. Download the literature and map out the similarities and differences between these
    models and what we have covered in this course. Which ones bring something useful to the
    process? If you are launching a change initiative at work, share the different models with your
    colleagues and get their feedback on what they like/dislike about each.

    • Analyze the challenges of effectively communicating change in large, distributed
    organizations

    Develop a stakeholder map for a large-scale or complex change initiative you are considering at
    work. Use the RACI categories to group stakeholders and add additional information on what you
    know about the level of support and resistance these people/groups have for the initiative. In what
    ways do your communication processes need to be the same for all groups, and in what ways do
    they need to be different? Why?

    **Week6YaraResponseJWMI556.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6yararesponsejwmi556-jpeg-10376013)

    **ShanquishaWeek6JWMI556Response.jpeg**

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    **## JWI556Week6LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 9

    JWI 556

    Leading Change by Putting People First

    Week Six Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 9

    SCALING UP

    What It Means

    Many of the forces that impact change are common to both smaller and larger change
    initiatives. However, as the size and complexity of the change increases, additional factors enter
    the mix that must be addressed. These include the challenges of dealing with diverse teams
    that may have competing interests, cultural norms that may be difficult to identify and reconcile,
    and communication challenges that undermine the messaging needed to make sure everyone
    in the larger organization understands why they are changing.

    Why It Matters

    • The larger and more complex the change initiative, the more that can go wrong.

    • Understanding the differences inherent to leading large-scale change initiatives is
    important when evaluating the pros and cons of different change tools you may consider.

    • Communicating effectively during large-scale change requires more structure than
    communication during team-based change.

    “Every time you have a success and pass a milestone along the way of a change
    process, stop and celebrate so people can see it’s worth it.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 9

    SIMILARITIES AND DIFFERENCES OF LEADING CHANGE IN TEAMS
    AND LEADING ENTERPRISE-WIDE CHANGE

    “Firms that try to juggle twenty change projects today by using the methods that
    successful companies applied to the same problem three decades ago always seem to
    fail…

    The process fails for two interrelated sets of reasons. First, the management approach
    back then was usually too centralized to handle twenty complex change projects. If a few
    senior managers try to get involved in all the details, as was often the practice then,
    everything slows to a crawl. Second, without the guiding vision and alignment that only
    leadership can provide, the people in charge of each of the projects wind up spending
    endless hours trying to coordinate their efforts so that they aren’t constantly stepping on
    each other’s toes.

    Running twenty change projects simultaneously is possible if (a) senior executives focus
    mostly on the overall leadership tasks and (b) senior executives delegate responsibility
    for management and more detailed leadership as low as possible in the
    organization…More important, the leadership provided by senior executives helps give
    those other people the information they need to help coordinate their activities without
    endless planning and meetings.”

    Leading Change, pp. 147-148

    Despite numerous common threads, there are a number of additional complexities that come into play
    when dealing with an enterprise-wide change initiative. Some of these are obvious, and others are a bit
    subtler. First, let’s clarify what we mean by enterprise-wide change. When we use the term, we typically
    mean a change initiative that meets one or more of the following criteria:

    • Is undertaken in a large organization
    • Involves multiple business units or geographical locations
    • Redefines or significantly reorganizes the business

    This brings us to the challenge of interdependencies.

    “Now and in the foreseeable future, most organizations need to be faster, less costly, and
    more customer focused. As a result, internal interdependencies will grow. Firms are
    finding that without big inventories, the various parts of a plant need to be much more
    carefully coordinated, that with pressure to bring out new products faster, the elements of
    product development need much closer integration, and so on. But these new
    interconnections greatly complicate transformation efforts, because change happens
    much more easily in a system of independent parts.”

    Leading Change, pp. 140-141

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 9

    “Few if any of us grew up learning how to introduce major change in highly
    interdependent systems. That, in turn, makes the challenge in organizations today more
    difficult.

    Without much experience, we often don’t adequately appreciate a crucial fact: that
    changing highly interdependent settings is extremely difficult because, ultimately, you
    have to change nearly everything…Because of all the interconnections, you can rarely
    move just one element by itself. You have to move dozens or hundreds or thousands of
    elements, which is difficult and time consuming and can rarely if ever be accomplished by
    just a few people.”

    Leading Change, p. 142

    Despite the challenges of interdependencies, large-scale change can deliver large-scale wins. Kotter
    summarizes what a successful large-scale change initiative looks like:

    • More change, not less
    The guiding coalition uses the credibility afforded by short-term wins to tackle additional and
    bigger change projects.

    • More help
    Additional people are brought in, promoted, and developed to help with all the changes.

    • Leadership from senior management
    Senior people focus on maintaining clarity of shared purpose for the overall effort and
    keeping urgency levels up.

    • Project management and leadership from below
    Lower ranks in the hierarchy both provide leadership for specific projects and manage those
    projects.

    • Reduction of unnecessary interdependencies
    To make change easier in both the short and long term, managers identify unnecessary
    interdependencies and eliminate them.

    Leading Change, p. 150

    He offers further guidance on the leveraging opportunities in a large-scale change initiative to set
    the stage for more effective future change initiatives.

    Cleaning up historical artifacts does create an even longer change agenda, which an
    exhausted organization will not like. But the purging of unnecessary interconnections can
    ultimately make a transformation much easier. And in a world where change is
    increasingly the norm rather than the exception, cleaning house can also make all future
    reorganizing efforts or strategic shifts less difficult.”

    Leading Change, pp. 149-150

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 9

    MODELS FOR LEADING LARGE-SCALE ORGANIZATIONAL CHANGE

    As explained previously, we have chosen to focus on John Kotter’s model not because it is the only viable
    perspective on change, but because it is among the most widely used and has a track record of research
    supporting it. In fact, it has become such a mainstay of modern change management, many alternative
    models draw heavily on it.

    GE, for example, developed a model called the Change Acceleration Process (CAP). It shares many
    elements with Kotter’s model, but just as they did with Six Sigma, Jack worked with GE leaders to adapt
    the model and make it their own. CAP has seven stages to it:

    1. Leading Change
    Establish a committed leadership team that will champion and guide the change process through
    to completion.

    2. Creating a Shared Need
    Address the inertia and complacency that resists the change, and build a broad base of support
    that accepts that change is needed to make the organization stronger.

    3. Shaping a Vision
    Create a clear and compelling vision of the future state that is easily understood and shared, and
    that presents a roadmap for how the organization will get there.

    4. Mobilizing Commitment
    Begin the rollout by leveraging early adopters or a targeted subgroup of the organization; identify
    pockets of resistance and make improvements based on early feedback.

    5. Making Change Last
    As the change takes hold, identify the threats that could cause business to revert to the old ways,
    and implement safeguards to defend against this.

    6. Monitoring Progress
    Track the effectiveness of the change using specific, quantifiable metrics that can be evaluated,
    shared, and used to make further refinements.

    7. Changing Systems and Structures
    Change the systems, workflows, and other structures to support the new way of doing business
    and further anchor the change.

    In your readings this week, you will find an article by Robert Miles called “Accelerating Corporate
    Transformations” (2010). One obvious connection between this and the Change Acceleration Process is
    the focus on speed. This is a helpful counterpoint to what is, somewhat unfairly, a takeaway from Kotter
    that change must be undertaken slowly. What is occasionally lost in Kotter’s focus on a methodical
    approach is the importance of keeping momentum going. Miles argues, “The biggest barrier to corporate
    transformation was getting organizations to execute their bold new ideas quickly.” He identifies six
    barriers to speed that most organizational transformation efforts encounter.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 9

    1. Being overly cautious and placing too much emphasis on not making mistakes rather than on
    taking bold action.

    2. Allowing business-as-usual to extend the time frame to get work done. He advocates a no-slack
    approach focused on tightening the timeline.

    3. Initiative gridlock that comes from trying to tackle too many initiatives at once, and not being
    willing to abandon initiatives that show signs of going down the wrong path.

    4. Recalcitrant executives who are not confronted about their behaviors.
    5. Disengaged employees who aren’t brought into the loop. He suggests a “rapid-high-engagement-

    all-employee-cascade” not unlike a Work-Out.
    6. Loss of focus during execution.

    This model is not wholly different from Kotter’s, but the focus on speed and the willingness to make some
    mistakes is a bit different. As you consider his arguments, think about how the two models balance, and
    which elements of each can be best leveraged to drive people-first change initiatives.

    STAKEHOLDER MAPPING

    The stakeholder map is an effective tool for understanding who will be impacted by a large-scale change
    initiative, and how that can influence both process and communication.

    1. Identify your key stakeholders. The first step is to develop a list of all the players who will
    participate in or influence the outcome of the change initiative. Who may need to lead parts of the
    effort? Who will it affect most? Whose expertise is critical to success? Your list may include
    executive team members and other managers, board members, specific individuals or employee
    groups, key customers, regulators, and so on.

    2. Create a map that depicts the relationship among the stakeholders. A map is not a
    traditional organization chart. It is a picture of how the key stakeholders are positioned with
    respect to each other and the work to be done, and how they interact with each other.

    3. Analyze relationships. The third step is to discuss the implications of your map. What does it tell
    you about where support is most needed, possible sources of resistance or conflict, current
    involvement in the change effort, and lines of communication? A map helps you decide where to
    focus your mobilization efforts and who must be engaged.

    While stakeholder maps may be created by one person, when you design them with other members of
    the guiding coalition, they become powerful tools for building a shared understanding of the change
    initiative and ensuring its success.

    Stakeholder mapping will not only help you identify key people or groups who must be mobilized in
    support of the change initiative. It can also help you clarify their current level of support, their reasons for
    resistance, where to focus your mobilization efforts, and who might be available to help you. Its real
    power lies in the discussion that it can generate among members of the guiding coalition.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 9

    This is important for ensuring that you are able to work quickly by not getting bogged down in the wrong
    sorts of communication. This is less of an issue in team-based change projects, but it becomes critical in
    larger-scale initiatives. A popular way to categorize stakeholders has become known as RACI.

    • Responsible
    The individuals or groups that are entrusted with executing certain activities

    • Accountable
    The person or group which is ultimately in charge of the activities

    • Consulted
    Those who have a say in how the initiative is executed – for example, because of their expertise
    or their vested interest in the initiative

    • Informed
    Individuals and groups that should be kept abreast of the developments, but are not actively
    participating in managing the initiative

    Using consistent terminology, like RACI, is important in supporting clear communication. If everyone
    understands and uses common language, it reduces the likelihood that key steps or people will be
    missed, or that there will be misinterpretations of expectations.

    CHALLENGES OF EFFECTIVELY COMMUNICATING CHANGE IN LARGE,
    DISTRIBUTED ORGANIZATIONS

    In a large and complex organization, some people or divisions will be motivated and able to change
    before others. The wise change leader takes advantage of these pockets of readiness to get started with
    the change effort while others are still making up their minds. When these early movers are successful
    and that success is publicly recognized, it will act as a powerful motivator for the slower movers. Frequent
    and clear communication is essential.

    “…most human beings, especially well-educated ones, buy into something only after they
    have had a chance to wrestle with it. Wrestling means asking questions, challenging, and
    arguing. This, of course, is precisely what happens when the vision is first created by the
    guiding coalition.”

    Leading Change, p. 102

    Consistency in messaging is critical. If one groups hears one thing (whether you intend it that way or not)
    and another group hears something different, the change will be undermined. The takeaway will be that
    there is a lack of focus and leadership. Perhaps resisters will say that someone knows what’s going on,
    but it’s not them, so they’ll just check out.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 8 of 9

    Another risk is that if there are tensions among the different groups impacted by the change, an
    inconsistent message may be taken as “spin” where one group is being told something to make them
    happy, whereas a different group is told something different.

    Kotter leaves us with the following advice on the role of leadership around communication during large-
    scale change initiatives:

    …good leadership from above helps everyone understand the big picture, the overall
    vision and strategies, and the way each project fits into the whole. Here the people
    working on different activities all aim for the same long-term goal without ever having to
    meet…With good leadership from above, these lower-level managers will also be
    committed to the overall transformation and will thus do what is right with a minimum of
    parochial political silliness.

    Leading Change, pp. 148-149

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 9 of 9

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Examine the similarities and differences between leading change in teams and leading
    enterprise-wide change

    As you explore what it takes to lead more complex change initiatives, it is helpful to examine your
    own place of work in order to identify real-life examples of the challenges that scale brings with it.
    Identify a change initiative the HR team could lead that would impact the entire organization, or at
    least several different functional and/or geographical units. This could be a change in
    compensation models, retooling the way performance reviews are conducted, or revising policies
    on working remotely. Map out the interdependencies that need to be addressed to implement the
    new way of doing things. What other changes need to be made either simultaneously or in quick
    succession to allow the change to be rolled out? What communication or other challenges do
    these changes bring to the surface?

    • Review additional models for leading large-scale organizational change

    Spend some time doing a web search for other change models. Some will be proprietary and be
    marketing tools for consulting or training firms. Others will be models developed by academics or
    authors. Download the literature and map out the similarities and differences between these
    models and what we have covered in this course. Which ones bring something useful to the
    process? If you are launching a change initiative at work, share the different models with your
    colleagues and get their feedback on what they like/dislike about each.

    • Analyze the challenges of effectively communicating change in large, distributed
    organizations

    Develop a stakeholder map for a large-scale or complex change initiative you are considering at
    work. Use the RACI categories to group stakeholders and add additional information on what you
    know about the level of support and resistance these people/groups have for the initiative. In what
    ways do your communication processes need to be the same for all groups, and in what ways do
    they need to be different? Why?

    **Week6YaraResponseJWMI556.jpeg**

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    **ShanquishaWeek6JWMI556Response.jpeg**

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    – 3

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    – ## Module2SLP.docx **## Module2SLP.docx** **Module 2 – SLP** **Federal Contract Compliance Issues** **Recruitment of Females and Military Veterans** Before you begin this assignment, be sure to review the Module 2 Background readings. You work as VP of Human Resources for a **private-sector** empl…

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    – ## Module2SLP.docx

    **## Module2SLP.docx**

    **Module 2 – SLP**

    **Federal Contract Compliance Issues**

    **Recruitment of Females and Military Veterans**

    Before you begin this assignment, be sure to review the Module 2 Background readings.

    You work as VP of Human Resources for a
    **private-sector** employer in an industry that has historically attracted only civilian males (for example, earth-moving equipment, steel making, etc.). Because of your organization’s great success in recruiting women and also military veterans, you want to write a press release as free publicity for your organization’s efforts. Prepare a 2- to 3-page attention-grabbing press release, covering the following:

    1.
    **Importance of (a) hiring both genders and also of (b) hiring military veterans.**

    2.
    **How your private-sector organization has overcome the difficulty of hiring women to jobs in an industry that historically has attracted only men.**

    3.
    **Explain your best practices in targeted recruitment efforts in (a) hiring women and (b) military vets.**

    4.
    **Bring in industry statistics from the IBIS World database in the Trident Online Library to enhance and deepen your information.**

    5.
    **Bring in at least two other companies by name, preferably in the same industry as your spotlighted company:**

    a.
    **A company that has been successful in hiring women in positions previously held by men.**

    b.
    **A different company that has a strong practice of hiring military veterans.**

    For a discussion on writing a press release, with examples, refer to the following resource:

    James, G. (2010).
    [_How to write a press release, with examples_](https://www.cbsnews.com/news/how-to-write-a-press-release-with-examples/). https://www.cbsnews.com/news/how-to-write-a-press-release-with-examples/

    Use at least three reputable outside sources plus any applicable background readings to strengthen your discussion.

    To find information in IBIS World in the Trident Online Library: Search IBIS World by clicking on “Additional Sources” under the Library search box. Click on the question mark icon after the IBIS World heading to learn how to navigate the site.

    Since this is an academic exercise, be sure to add a title page and reference page when you submit your press release.

    Upload your assignment by the module due date.

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

    **## Module2SLP.docx**

    **Module 2 – SLP**

    **Federal Contract Compliance Issues**

    **Recruitment of Females and Military Veterans**

    Before you begin this assignment, be sure to review the Module 2 Background readings.

    You work as VP of Human Resources for a
    **private-sector** employer in an industry that has historically attracted only civilian males (for example, earth-moving equipment, steel making, etc.). Because of your organization’s great success in recruiting women and also military veterans, you want to write a press release as free publicity for your organization’s efforts. Prepare a 2- to 3-page attention-grabbing press release, covering the following:

    1.
    **Importance of (a) hiring both genders and also of (b) hiring military veterans.**

    2.
    **How your private-sector organization has overcome the difficulty of hiring women to jobs in an industry that historically has attracted only men.**

    3.
    **Explain your best practices in targeted recruitment efforts in (a) hiring women and (b) military vets.**

    4.
    **Bring in industry statistics from the IBIS World database in the Trident Online Library to enhance and deepen your information.**

    5.
    **Bring in at least two other companies by name, preferably in the same industry as your spotlighted company:**

    a.
    **A company that has been successful in hiring women in positions previously held by men.**

    b.
    **A different company that has a strong practice of hiring military veterans.**

    For a discussion on writing a press release, with examples, refer to the following resource:

    James, G. (2010).
    [_How to write a press release, with examples_](https://www.cbsnews.com/news/how-to-write-a-press-release-with-examples/). https://www.cbsnews.com/news/how-to-write-a-press-release-with-examples/

    Use at least three reputable outside sources plus any applicable background readings to strengthen your discussion.

    To find information in IBIS World in the Trident Online Library: Search IBIS World by clicking on “Additional Sources” under the Library search box. Click on the question mark icon after the IBIS World heading to learn how to navigate the site.

    Since this is an academic exercise, be sure to add a title page and reference page when you submit your press release.

    Upload your assignment by the module due date.

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

  • [Solved] Case 2

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    – ## Module2Case.docx **## Module2Case.docx** **Module 2 – Case** **Federal Contract Compliance Issues** **Assignment Overview** **EEO Compliance for Federal Contractors/Subcontractors** Before starting this assignment, be sure to familiarize yourself with the OFCCP and the following laws and their …

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    Assignment Prompt & Instructions

    – ## Module2Case.docx

    **## Module2Case.docx**

    **Module 2 – Case**

    **Federal Contract Compliance Issues**

    **Assignment Overview**

    **EEO Compliance for Federal Contractors/Subcontractors**

    Before starting this assignment, be sure to familiarize yourself with the OFCCP and the following laws and their amendments:

    Hiring America. (2016, November 18)
    [_Why should you hire veterans? [Video file]_](https://www.youtube.com/watch?v=LFp8KMgHR0E). https://www.youtube.com/watch?v=LFp8KMgHR0E. This video sets the tone for the SLP assignment.

    Legal Information Institute (n.d.)
    [_Affirmative action_](https://www.law.cornell.edu/wex/affirmative_action). https://www.law.cornell.edu/wex/affirmative_action

    National Immigration Forum (Aug. 2018).
    [_Fact Sheet: E-Verify._](https://immigrationforum.org/article/fact-sheet-e-verify/) https://immigrationforum.org/article/fact-sheet-e-verify/

    U.S. Department of Labor.
    [_Office of Federal Contract Compliance Programs (OFCCP)_](https://www.dol.gov/ofccp/aboutof.html). (n.d.) About OFCCP. https://www.dol.gov/ofccp/aboutof.html

    U.S. Department of Labor. (2015, October 13).
    [_Disability inclusion starts with you [Video file]._](https://www.youtube.com/watch?v=TAKsPd_lIw8) This video will be used in the Discussion. https://www.youtube.com/watch?v=TAKsPd_lIw8

    U.S. Department of Labor.
    [_Office of Federal Contract Compliance Programs (OFCCP)_](https://www.dol.gov/ofccp/regs/statutes/eo11246.htm). (n.d.) Executive Order 11246, As Amended. https://www.dol.gov/ofccp/regs/statutes/eo11246.htm

    U.S. Department of Labor. Office of Federal Contract Compliance Programs (OFCCP). (n.d.)
    [_Regulations Implementing the Vietnam Era Veterans’ Readjustment Assistance Act._](https://www.dol.gov/ofccp/regs/compliance/vevraa.htm) https://www.dol.gov/ofccp/regs/compliance/vevraa.htm

    U.S. Department of Labor, Office of Federal Contract Compliance Programs (OFCCP). (n.d.)
    [_Sample affirmative action programs (AAPs)_](http://www.dol.gov/ofccp/regs/compliance/aaps/aaps.htm). http://www.dol.gov/ofccp/regs/compliance/aaps/aaps.htm

    **Case Assignment**

    You are an HR Manager for a large sheet metal manufacturing company. One of your largest customers has just secured a major office furniture contract with the federal government. Your customer wants your company to become a subcontractor for the project, making all of the plastic parts required. Even though it would be lucrative, there is uncertainty among your organization’s top officials about whether to join this project, given that the preparation of an affirmative action plan and the formulation of goal achievement requirements will be imposed to correct underutilization.

    You have been tasked to prepare a slide presentation (10-12 slides, not counting the cover slide or the reference list slide). Include an audio component (voiceover slides), speaker notes at the bottom of each slide, or both). Watch the short YouTube video
    [_How to Add Audio into your PowerPoint_](https://www.youtube.com/watch?v=pM0cetIh8q8) for more information.

    Your presentation needs to address the following:

    1. Identify the EEO compliance requirements that impact a federal subcontractor.

    2. Classify the important components of an affirmative action plan (expand on the goal-setting process).

    3. Determine how affirmative action goals should relate to an organization’s strategic human resources plan.

    4. Elucidate on your recommendations to the organization’s top officials about becoming part of this project.

    Use at least five Trident Online Library sources plus any applicable background readings to support your discussion.

    **## Module2Case.docx**

    **Module 2 – Case**

    **Federal Contract Compliance Issues**

    **Assignment Overview**

    **EEO Compliance for Federal Contractors/Subcontractors**

    Before starting this assignment, be sure to familiarize yourself with the OFCCP and the following laws and their amendments:

    Hiring America. (2016, November 18)
    [_Why should you hire veterans? [Video file]_](https://www.youtube.com/watch?v=LFp8KMgHR0E). https://www.youtube.com/watch?v=LFp8KMgHR0E. This video sets the tone for the SLP assignment.

    Legal Information Institute (n.d.)
    [_Affirmative action_](https://www.law.cornell.edu/wex/affirmative_action). https://www.law.cornell.edu/wex/affirmative_action

    National Immigration Forum (Aug. 2018).
    [_Fact Sheet: E-Verify._](https://immigrationforum.org/article/fact-sheet-e-verify/) https://immigrationforum.org/article/fact-sheet-e-verify/

    U.S. Department of Labor.
    [_Office of Federal Contract Compliance Programs (OFCCP)_](https://www.dol.gov/ofccp/aboutof.html). (n.d.) About OFCCP. https://www.dol.gov/ofccp/aboutof.html

    U.S. Department of Labor. (2015, October 13).
    [_Disability inclusion starts with you [Video file]._](https://www.youtube.com/watch?v=TAKsPd_lIw8) This video will be used in the Discussion. https://www.youtube.com/watch?v=TAKsPd_lIw8

    U.S. Department of Labor.
    [_Office of Federal Contract Compliance Programs (OFCCP)_](https://www.dol.gov/ofccp/regs/statutes/eo11246.htm). (n.d.) Executive Order 11246, As Amended. https://www.dol.gov/ofccp/regs/statutes/eo11246.htm

    U.S. Department of Labor. Office of Federal Contract Compliance Programs (OFCCP). (n.d.)
    [_Regulations Implementing the Vietnam Era Veterans’ Readjustment Assistance Act._](https://www.dol.gov/ofccp/regs/compliance/vevraa.htm) https://www.dol.gov/ofccp/regs/compliance/vevraa.htm

    U.S. Department of Labor, Office of Federal Contract Compliance Programs (OFCCP). (n.d.)
    [_Sample affirmative action programs (AAPs)_](http://www.dol.gov/ofccp/regs/compliance/aaps/aaps.htm). http://www.dol.gov/ofccp/regs/compliance/aaps/aaps.htm

    **Case Assignment**

    You are an HR Manager for a large sheet metal manufacturing company. One of your largest customers has just secured a major office furniture contract with the federal government. Your customer wants your company to become a subcontractor for the project, making all of the plastic parts required. Even though it would be lucrative, there is uncertainty among your organization’s top officials about whether to join this project, given that the preparation of an affirmative action plan and the formulation of goal achievement requirements will be imposed to correct underutilization.

    You have been tasked to prepare a slide presentation (10-12 slides, not counting the cover slide or the reference list slide). Include an audio component (voiceover slides), speaker notes at the bottom of each slide, or both). Watch the short YouTube video
    [_How to Add Audio into your PowerPoint_](https://www.youtube.com/watch?v=pM0cetIh8q8) for more information.

    Your presentation needs to address the following:

    1. Identify the EEO compliance requirements that impact a federal subcontractor.

    2. Classify the important components of an affirmative action plan (expand on the goal-setting process).

    3. Determine how affirmative action goals should relate to an organization’s strategic human resources plan.

    4. Elucidate on your recommendations to the organization’s top officials about becoming part of this project.

    Use at least five Trident Online Library sources plus any applicable background readings to support your discussion.

  • [Solved] Class

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    Executive Solution Overview

    In-depth study guidance and analytical solution covering Class.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] c4-1

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    Executive Solution Overview

    – ## cf_example_of_screenshot1.pdf – ## c4-ass1.docx **## cf_example_of_screenshot1.pdf** Summary of Findings • Summary of the type of study • Summary of credibility factors: How credible is the article? • Summary of the importance of the content to your selected diagnosis • Summary of the abi…

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    Assignment Prompt & Instructions

    – ## cf_example_of_screenshot1.pdf

    – ## c4-ass1.docx

    **## cf_example_of_screenshot1.pdf**

    Summary of Findings

    • Summary of the type of study
    • Summary of credibility factors: How credible is the article?
    • Summary of the importance of the content to your selected diagnosis
    • Summary of the ability to apply the content to your current workplace or patient population

    Article Link

    • Include link to article here.

    Reference

    Maniya, S., Gonzalves, M. V., & Saadan, N. B. (2023). Prevention of kinking in percutaneous tubes.

    WCET Journal 43(4), 27-31.

    Credibility Factors

    • Factor 1 (list factor here)
    • Factor 2 (list factor here)
    • Factor 3 (list factor here)
    • Etc.

    Type of Study

    Type of Study: Qualitative or
    Quantitative

    Level of Evidence: (list level of
    evidence)

    Methodology: (list methodology)

    **## c4-ass1.docx**

    **Assessment 1**

    Identify and write a summary of the various factors that contribute to the credibility of a research article related to a diagnosis of interest that you identified from the Sentinel U simulation on Patient Management & Delegation. In the module, there are 10 patients listed with various diagnosis. Select one diagnosis of interest to you from the simulation.

    Expand All

    **Introduction**

    Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as make decisions regarding the content of the scholarly resources.

    **Professional Context**

    As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible evidence, determining the type of evidence and being able to make decisions based on the findings of credible evidence is the foundation of evidence-based care.

    **Preparation**

    Review the
    [What Is Scholarly?](https://lat.strategiced.com/redirect?linkid=2951) Campus page. Specifically, look at the following two items on the page:

    · What Are Peer-Reviewed Articles?

    · Anatomy of a Scholarly Article.

    These will give you the factors that contribute to credibility, which you will need to identify in the article you choose for this assessment.

    Also, look at the "Find EPB Articles" section of the
    [Evidence-Based Practice in Nursing & Health Sciences](https://capellauniversity.libguides.com/EBP) library guide (found in the guide's left-hand menu). This may help you locate an article to use for this assessment.

    **Instructions**

    Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical diagnosis. Select one patient with a diagnosis of interest to you.

    Once you have chosen your diagnosis of interest from the Sentinel U simulation, complete the following:

    · Use a credible search engine to locate a research article on your topic.

    · Review the article for the following criteria:

    · Type of study (quantitative or qualitative, the level on the pyramid of evidence, methodology).

    · Credibility factors.

    · Importance of content to selected diagnosis.

    · The ability to apply the content in your current workplace or patient population.

    · Take a screenshot of the abstract and paste it into a Word document (see the
    [Example of Screenshot [PDF]](https://courseroom.capella.edu/courses/49120/files/8791179/download) document). You can refer to the instructions in the
    [Taking Screenshots [PDF]](https://courseroom.capella.edu/courses/49120/files/8791181/download) document.

    · Create a table or series of text boxes next to or below the screenshot and use that to label each criterion.

    · Also take a screenshot of the patient and the diagnosis from Sentinel U simulation you used.

    · Write up a summary of your findings on the second page. Note what information is important to your specified diagnosis. How credible is the article you've found and how useful is it related to your specified diagnosis and your ability to apply it?

    · Include a link to your article.

    · Include a reference to your article in APA format.

    Review the Analyzing a Research Paper scoring guide for specific details of grading prior to submission.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

    · Determine the type of study and the level of evidence according to the pyramid of evidence.

    · Identify the credibility factors of an article.

    · Summarize the findings of an article, noting what information is important to a specified diagnosis.

    · Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

    · Summarize the ability to generalize article findings in a specified work space and patient population.

    · Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    · Provide an APA-formatted reference and link to an article.

    ·
    **Criterion 1**

    ·
    **Determine the type of study and the level of evidence according to the pyramid of evidence.**

    ·
    **Distinguished**

    · Determines the type of study and the level of evidence according to the pyramid of evidence, providing reasons for the determinations.

    ·
    **Criterion 2**

    ·
    **Identify the credibility factors of an article.**

    ·
    **Distinguished**

    · Identifies the credibility factors of an article, including if the article is peer-reviewed.

    ·
    **Criterion 3**

    ·
    **Summarize the findings of an article, noting what information is important to a specified diagnosis.**

    ·
    **Distinguished**

    · Summarizes the findings of an article, noting what information is important to a specified diagnosis, and the information’s implications.

    ·
    **Criterion 4**

    ·
    **Summarize the ability to generalize article findings in a specified work space and patient population.**

    ·
    **Distinguished**

    · Summarizes the ability to generalize article findings in a specified work space and patient population, providing examples.

    · .

    ·
    **Criterion 5**

    ·
    **Provide an APA-formatted reference and link to an article.**

    ·
    **Distinguished**

    · Provides a flawless APA-formatted reference and link to an article.

    **## c4-ass1.docx**

    **Assessment 1**

    Identify and write a summary of the various factors that contribute to the credibility of a research article related to a diagnosis of interest that you identified from the Sentinel U simulation on Patient Management & Delegation. In the module, there are 10 patients listed with various diagnosis. Select one diagnosis of interest to you from the simulation.

    Expand All

    **Introduction**

    Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as make decisions regarding the content of the scholarly resources.

    **Professional Context**

    As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible evidence, determining the type of evidence and being able to make decisions based on the findings of credible evidence is the foundation of evidence-based care.

    **Preparation**

    Review the
    [What Is Scholarly?](https://lat.strategiced.com/redirect?linkid=2951) Campus page. Specifically, look at the following two items on the page:

    · What Are Peer-Reviewed Articles?

    · Anatomy of a Scholarly Article.

    These will give you the factors that contribute to credibility, which you will need to identify in the article you choose for this assessment.

    Also, look at the "Find EPB Articles" section of the
    [Evidence-Based Practice in Nursing & Health Sciences](https://capellauniversity.libguides.com/EBP) library guide (found in the guide's left-hand menu). This may help you locate an article to use for this assessment.

    **Instructions**

    Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical diagnosis. Select one patient with a diagnosis of interest to you.

    Once you have chosen your diagnosis of interest from the Sentinel U simulation, complete the following:

    · Use a credible search engine to locate a research article on your topic.

    · Review the article for the following criteria:

    · Type of study (quantitative or qualitative, the level on the pyramid of evidence, methodology).

    · Credibility factors.

    · Importance of content to selected diagnosis.

    · The ability to apply the content in your current workplace or patient population.

    · Take a screenshot of the abstract and paste it into a Word document (see the
    [Example of Screenshot [PDF]](https://courseroom.capella.edu/courses/49120/files/8791179/download) document). You can refer to the instructions in the
    [Taking Screenshots [PDF]](https://courseroom.capella.edu/courses/49120/files/8791181/download) document.

    · Create a table or series of text boxes next to or below the screenshot and use that to label each criterion.

    · Also take a screenshot of the patient and the diagnosis from Sentinel U simulation you used.

    · Write up a summary of your findings on the second page. Note what information is important to your specified diagnosis. How credible is the article you've found and how useful is it related to your specified diagnosis and your ability to apply it?

    · Include a link to your article.

    · Include a reference to your article in APA format.

    Review the Analyzing a Research Paper scoring guide for specific details of grading prior to submission.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

    · Determine the type of study and the level of evidence according to the pyramid of evidence.

    · Identify the credibility factors of an article.

    · Summarize the findings of an article, noting what information is important to a specified diagnosis.

    · Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

    · Summarize the ability to generalize article findings in a specified work space and patient population.

    · Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    · Provide an APA-formatted reference and link to an article.

    ·
    **Criterion 1**

    ·
    **Determine the type of study and the level of evidence according to the pyramid of evidence.**

    ·
    **Distinguished**

    · Determines the type of study and the level of evidence according to the pyramid of evidence, providing reasons for the determinations.

    ·
    **Criterion 2**

    ·
    **Identify the credibility factors of an article.**

    ·
    **Distinguished**

    · Identifies the credibility factors of an article, including if the article is peer-reviewed.

    ·
    **Criterion 3**

    ·
    **Summarize the findings of an article, noting what information is important to a specified diagnosis.**

    ·
    **Distinguished**

    · Summarizes the findings of an article, noting what information is important to a specified diagnosis, and the information’s implications.

    ·
    **Criterion 4**

    ·
    **Summarize the ability to generalize article findings in a specified work space and patient population.**

    ·
    **Distinguished**

    · Summarizes the ability to generalize article findings in a specified work space and patient population, providing examples.

    · .

    ·
    **Criterion 5**

    ·
    **Provide an APA-formatted reference and link to an article.**

    ·
    **Distinguished**

    · Provides a flawless APA-formatted reference and link to an article.

    **## cf_example_of_screenshot1.pdf**

    Summary of Findings

    • Summary of the type of study
    • Summary of credibility factors: How credible is the article?
    • Summary of the importance of the content to your selected diagnosis
    • Summary of the ability to apply the content to your current workplace or patient population

    Article Link

    • Include link to article here.

    Reference

    Maniya, S., Gonzalves, M. V., & Saadan, N. B. (2023). Prevention of kinking in percutaneous tubes.

    WCET Journal 43(4), 27-31.

    Credibility Factors

    • Factor 1 (list factor here)
    • Factor 2 (list factor here)
    • Factor 3 (list factor here)
    • Etc.

    Type of Study

    Type of Study: Qualitative or
    Quantitative

    Level of Evidence: (list level of
    evidence)

    Methodology: (list methodology)

    **## c4-ass1.docx**

    **Assessment 1**

    Identify and write a summary of the various factors that contribute to the credibility of a research article related to a diagnosis of interest that you identified from the Sentinel U simulation on Patient Management & Delegation. In the module, there are 10 patients listed with various diagnosis. Select one diagnosis of interest to you from the simulation.

    Expand All

    **Introduction**

    Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as make decisions regarding the content of the scholarly resources.

    **Professional Context**

    As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible evidence, determining the type of evidence and being able to make decisions based on the findings of credible evidence is the foundation of evidence-based care.

    **Preparation**

    Review the
    [What Is Scholarly?](https://lat.strategiced.com/redirect?linkid=2951) Campus page. Specifically, look at the following two items on the page:

    · What Are Peer-Reviewed Articles?

    · Anatomy of a Scholarly Article.

    These will give you the factors that contribute to credibility, which you will need to identify in the article you choose for this assessment.

    Also, look at the "Find EPB Articles" section of the
    [Evidence-Based Practice in Nursing & Health Sciences](https://capellauniversity.libguides.com/EBP) library guide (found in the guide's left-hand menu). This may help you locate an article to use for this assessment.

    **Instructions**

    Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical diagnosis. Select one patient with a diagnosis of interest to you.

    Once you have chosen your diagnosis of interest from the Sentinel U simulation, complete the following:

    · Use a credible search engine to locate a research article on your topic.

    · Review the article for the following criteria:

    · Type of study (quantitative or qualitative, the level on the pyramid of evidence, methodology).

    · Credibility factors.

    · Importance of content to selected diagnosis.

    · The ability to apply the content in your current workplace or patient population.

    · Take a screenshot of the abstract and paste it into a Word document (see the
    [Example of Screenshot [PDF]](https://courseroom.capella.edu/courses/49120/files/8791179/download) document). You can refer to the instructions in the
    [Taking Screenshots [PDF]](https://courseroom.capella.edu/courses/49120/files/8791181/download) document.

    · Create a table or series of text boxes next to or below the screenshot and use that to label each criterion.

    · Also take a screenshot of the patient and the diagnosis from Sentinel U simulation you used.

    · Write up a summary of your findings on the second page. Note what information is important to your specified diagnosis. How credible is the article you've found and how useful is it related to your specified diagnosis and your ability to apply it?

    · Include a link to your article.

    · Include a reference to your article in APA format.

    Review the Analyzing a Research Paper scoring guide for specific details of grading prior to submission.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

    · Determine the type of study and the level of evidence according to the pyramid of evidence.

    · Identify the credibility factors of an article.

    · Summarize the findings of an article, noting what information is important to a specified diagnosis.

    · Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

    · Summarize the ability to generalize article findings in a specified work space and patient population.

    · Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    · Provide an APA-formatted reference and link to an article.

    ·
    **Criterion 1**

    ·
    **Determine the type of study and the level of evidence according to the pyramid of evidence.**

    ·
    **Distinguished**

    · Determines the type of study and the level of evidence according to the pyramid of evidence, providing reasons for the determinations.

    ·
    **Criterion 2**

    ·
    **Identify the credibility factors of an article.**

    ·
    **Distinguished**

    · Identifies the credibility factors of an article, including if the article is peer-reviewed.

    ·
    **Criterion 3**

    ·
    **Summarize the findings of an article, noting what information is important to a specified diagnosis.**

    ·
    **Distinguished**

    · Summarizes the findings of an article, noting what information is important to a specified diagnosis, and the information’s implications.

    ·
    **Criterion 4**

    ·
    **Summarize the ability to generalize article findings in a specified work space and patient population.**

    ·
    **Distinguished**

    · Summarizes the ability to generalize article findings in a specified work space and patient population, providing examples.

    · .

    ·
    **Criterion 5**

    ·
    **Provide an APA-formatted reference and link to an article.**

    ·
    **Distinguished**

    · Provides a flawless APA-formatted reference and link to an article.

    **## cf_example_of_screenshot1.pdf**

    Summary of Findings

    • Summary of the type of study
    • Summary of credibility factors: How credible is the article?
    • Summary of the importance of the content to your selected diagnosis
    • Summary of the ability to apply the content to your current workplace or patient population

    Article Link

    • Include link to article here.

    Reference

    Maniya, S., Gonzalves, M. V., & Saadan, N. B. (2023). Prevention of kinking in percutaneous tubes.

    WCET Journal 43(4), 27-31.

    Credibility Factors

    • Factor 1 (list factor here)
    • Factor 2 (list factor here)
    • Factor 3 (list factor here)
    • Etc.

    Type of Study

    Type of Study: Qualitative or
    Quantitative

    Level of Evidence: (list level of
    evidence)

    Methodology: (list methodology)

    **## c4-ass1.docx**

    **Assessment 1**

    Identify and write a summary of the various factors that contribute to the credibility of a research article related to a diagnosis of interest that you identified from the Sentinel U simulation on Patient Management & Delegation. In the module, there are 10 patients listed with various diagnosis. Select one diagnosis of interest to you from the simulation.

    Expand All

    **Introduction**

    Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as make decisions regarding the content of the scholarly resources.

    **Professional Context**

    As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible evidence, determining the type of evidence and being able to make decisions based on the findings of credible evidence is the foundation of evidence-based care.

    **Preparation**

    Review the
    [What Is Scholarly?](https://lat.strategiced.com/redirect?linkid=2951) Campus page. Specifically, look at the following two items on the page:

    · What Are Peer-Reviewed Articles?

    · Anatomy of a Scholarly Article.

    These will give you the factors that contribute to credibility, which you will need to identify in the article you choose for this assessment.

    Also, look at the "Find EPB Articles" section of the
    [Evidence-Based Practice in Nursing & Health Sciences](https://capellauniversity.libguides.com/EBP) library guide (found in the guide's left-hand menu). This may help you locate an article to use for this assessment.

    **Instructions**

    Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical diagnosis. Select one patient with a diagnosis of interest to you.

    Once you have chosen your diagnosis of interest from the Sentinel U simulation, complete the following:

    · Use a credible search engine to locate a research article on your topic.

    · Review the article for the following criteria:

    · Type of study (quantitative or qualitative, the level on the pyramid of evidence, methodology).

    · Credibility factors.

    · Importance of content to selected diagnosis.

    · The ability to apply the content in your current workplace or patient population.

    · Take a screenshot of the abstract and paste it into a Word document (see the
    [Example of Screenshot [PDF]](https://courseroom.capella.edu/courses/49120/files/8791179/download) document). You can refer to the instructions in the
    [Taking Screenshots [PDF]](https://courseroom.capella.edu/courses/49120/files/8791181/download) document.

    · Create a table or series of text boxes next to or below the screenshot and use that to label each criterion.

    · Also take a screenshot of the patient and the diagnosis from Sentinel U simulation you used.

    · Write up a summary of your findings on the second page. Note what information is important to your specified diagnosis. How credible is the article you've found and how useful is it related to your specified diagnosis and your ability to apply it?

    · Include a link to your article.

    · Include a reference to your article in APA format.

    Review the Analyzing a Research Paper scoring guide for specific details of grading prior to submission.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

    · Determine the type of study and the level of evidence according to the pyramid of evidence.

    · Identify the credibility factors of an article.

    · Summarize the findings of an article, noting what information is important to a specified diagnosis.

    · Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

    · Summarize the ability to generalize article findings in a specified work space and patient population.

    · Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    · Provide an APA-formatted reference and link to an article.

    ·
    **Criterion 1**

    ·
    **Determine the type of study and the level of evidence according to the pyramid of evidence.**

    ·
    **Distinguished**

    · Determines the type of study and the level of evidence according to the pyramid of evidence, providing reasons for the determinations.

    ·
    **Criterion 2**

    ·
    **Identify the credibility factors of an article.**

    ·
    **Distinguished**

    · Identifies the credibility factors of an article, including if the article is peer-reviewed.

    ·
    **Criterion 3**

    ·
    **Summarize the findings of an article, noting what information is important to a specified diagnosis.**

    ·
    **Distinguished**

    · Summarizes the findings of an article, noting what information is important to a specified diagnosis, and the information’s implications.

    ·
    **Criterion 4**

    ·
    **Summarize the ability to generalize article findings in a specified work space and patient population.**

    ·
    **Distinguished**

    · Summarizes the ability to generalize article findings in a specified work space and patient population, providing examples.

    · .

    ·
    **Criterion 5**

    ·
    **Provide an APA-formatted reference and link to an article.**

    ·
    **Distinguished**

    · Provides a flawless APA-formatted reference and link to an article.

    – 1
    – 2

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