Tag: Model Answer

  • [Solved] WK1 DQ 1

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    WK1 DQ1 1. Read each question — there may be more than one. 2. Post your responses in the appropriate threads. 3. Responses should be of sufficient length with proper grammar. 4. Respond to at least two of your classmates' postings with EACH question. There is a penalty of loss of points for less t…

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    Assignment Prompt & Instructions

    WK1 DQ1
    1. Read      each question — there may be more than one.
    2. Post      your responses in the appropriate threads.
    3. Responses      should be of sufficient length with proper grammar.
    4. Respond      to at least two of your classmates' postings with EACH question. There is      a penalty of loss of points for less than minimum posts. This feature will      keep you engaged.
    5. Review      your postings to see who has responded to you.
    6. Be sure      to answer ALL QUESTIONS.
    Please find below additional information on how to compose your initial response to the Discussion prompt as well as how to respond to a post by one of your peers.
    – [Week Four DB Example response](https://nationalu.brightspace.com/content/enforced/115471-HCA624-45490-2508/Week%20Four/Week%20One%20Discussion%20Board%20Example%20response-1.pdf)      – PDF Document _(262 KB)_
    **Learning to think strategically. Netflix vs blockbuster – What happened?**
    Please view the YouTube video below, on Blockbuster vs. Netflix. After viewing, please identify the top 3 to 5 key indicators that were occurring in the environment and explain why you think blockbuster did not recognize the technology changes in the environment. Please post in the discussion board and create a discussion thread to answer the question. Remember to review the discussion rubric and guidelines for postings.
    · [Blockbuster vs. Netflix](https://www.youtube.com/watch?v=BrpEHssa_gQ "Blockbuster vs. Netflix") – _Video_
    _350-500 WORDS_
    _REFERANCES: A LEAST 2_
    _Add your personal experience with both blockbuster and netflix._
    _Thank you_

  • [Solved] WK1 QUESTION4 HP-216

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    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS – ## WK1QUESTIONS4HP-216.docx **## WK1QUESTIONS4HP-216.docx** Instructions: Select the most correct response. Question 1) CPT modifiers are used to indicate that: · the provider should receive a higher reimbursement rate. · the description of the pro…

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    Assignment Prompt & Instructions

    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS

    – ## WK1QUESTIONS4HP-216.docx

    **## WK1QUESTIONS4HP-216.docx**

    Instructions: Select the most correct response.

    Question

    1) CPT modifiers are used to indicate that:

    · the provider should receive a higher reimbursement rate.

    · the description of the procedure performed has been altered.

    · the technique of the procedure was performed differently.

    ·
    a special report does not need to be attached to the claim.

    2) Which component is included in the surgical package?

    Responses

    · Prescription pain medications

    · Epidural or spinal anesthesia

    · Assistant surgeon services

    ·
    Uncomplicated postoperative care

    3) Which modifier is reported if a third-party payer requires a second opinion for a surgical procedure?

    Responses

    · -32 (mandated services)

    · -26 (professional component)

    · -59 (distinct procedural service)

    ·
    -62 (two surgeons)

    4) What is the term used when a service is divided and coded into separate components?

    Responses

    · Unlisted procedure

    · Global package

    · Unbundling

    ·
    Add-on code

    5) A patient undergoes an "office toenail avulsion procedure." Which main term do you locate in the index to identify the CPT code?

    Responses

    · Repair

    · Evacuation

    · Avulsion

    ·
    Excision

    6) Which of the following categories/subcategories of E/M service may NOT be assigned based on time?

    Responses

    · Subsequent Hospital Care

    · Home New Patient

    · Emergency Department Service

    ·
    Initial Nursing Facility Care

    7) A patient presents to the emergency department (ED) following a motor vehicle crash. The patient is in and out of consciousness. When the patient is conscious, he complains of abdominal pain, head pain, and right arm pain. Upon examination, an open fracture of the ulna is noted. Also, upon abdominal exam, pain and tenderness are found. The patient is catheterized for urine, which returns blood. An abdominal ultrasound done soon after admission to the ED confirms intra-abdominal bleed possibly from the patient’s spleen. What is the level of presenting problem in this patient?

    Responses

    · Moderate severity

    · Low severity

    · Self-limited

    ·
    High severity

    8) Dr. Summers removed a 2.5 cm in diameter basal cell carcinoma (BCC), using a shaving technique, from the nose of a patient. A BCC lesion of the cheek, 1.5 cm in diameter, was also excised. Which CPT code(s) would you report?

    Responses

    · 11643, 11642-51

    · 11642, 11313-51

    · 11644

    ·
    17283, 11642-51

    9) Patient underwent fine needle aspiration without imaging guidance, mass of right breast. Aspirated contents were sent to cytology for examination.

    Responses

    · 19281

    · 19499

    · 19120

    ·
    10021

    10) A patient presented to the urgent care center with an open wound on her left hand. The patient had fallen and cut her hand on a goal post while playing soccer. The 4.5 cm in length wound was full of debris, grass, dirt, and paint from the goal post. The physician carefully cleaned the wound extensively with 1.5 liters of saline before performing a single-layer closure with 3.0 Vicryl. Which CPT code would you report?

    Responses

    · 12042

    · 12002

    · 12032

    ·
    12013

    **## WK1QUESTIONS4HP-216.docx**

    Instructions: Select the most correct response.

    Question

    1) CPT modifiers are used to indicate that:

    · the provider should receive a higher reimbursement rate.

    · the description of the procedure performed has been altered.

    · the technique of the procedure was performed differently.

    ·
    a special report does not need to be attached to the claim.

    2) Which component is included in the surgical package?

    Responses

    · Prescription pain medications

    · Epidural or spinal anesthesia

    · Assistant surgeon services

    ·
    Uncomplicated postoperative care

    3) Which modifier is reported if a third-party payer requires a second opinion for a surgical procedure?

    Responses

    · -32 (mandated services)

    · -26 (professional component)

    · -59 (distinct procedural service)

    ·
    -62 (two surgeons)

    4) What is the term used when a service is divided and coded into separate components?

    Responses

    · Unlisted procedure

    · Global package

    · Unbundling

    ·
    Add-on code

    5) A patient undergoes an "office toenail avulsion procedure." Which main term do you locate in the index to identify the CPT code?

    Responses

    · Repair

    · Evacuation

    · Avulsion

    ·
    Excision

    6) Which of the following categories/subcategories of E/M service may NOT be assigned based on time?

    Responses

    · Subsequent Hospital Care

    · Home New Patient

    · Emergency Department Service

    ·
    Initial Nursing Facility Care

    7) A patient presents to the emergency department (ED) following a motor vehicle crash. The patient is in and out of consciousness. When the patient is conscious, he complains of abdominal pain, head pain, and right arm pain. Upon examination, an open fracture of the ulna is noted. Also, upon abdominal exam, pain and tenderness are found. The patient is catheterized for urine, which returns blood. An abdominal ultrasound done soon after admission to the ED confirms intra-abdominal bleed possibly from the patient’s spleen. What is the level of presenting problem in this patient?

    Responses

    · Moderate severity

    · Low severity

    · Self-limited

    ·
    High severity

    8) Dr. Summers removed a 2.5 cm in diameter basal cell carcinoma (BCC), using a shaving technique, from the nose of a patient. A BCC lesion of the cheek, 1.5 cm in diameter, was also excised. Which CPT code(s) would you report?

    Responses

    · 11643, 11642-51

    · 11642, 11313-51

    · 11644

    ·
    17283, 11642-51

    9) Patient underwent fine needle aspiration without imaging guidance, mass of right breast. Aspirated contents were sent to cytology for examination.

    Responses

    · 19281

    · 19499

    · 19120

    ·
    10021

    10) A patient presented to the urgent care center with an open wound on her left hand. The patient had fallen and cut her hand on a goal post while playing soccer. The 4.5 cm in length wound was full of debris, grass, dirt, and paint from the goal post. The physician carefully cleaned the wound extensively with 1.5 liters of saline before performing a single-layer closure with 3.0 Vicryl. Which CPT code would you report?

    Responses

    · 12042

    · 12002

    · 12032

    ·
    12013

  • [Solved] De

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    In-depth study guidance and analytical solution covering De.

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    Assignment Prompt & Instructions

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

  • [Solved] WK1 QUESTION5 HP-216

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    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS – ## WK1QUESTIONS5HP-216.docx **## WK1QUESTIONS5HP-216.docx** Instructions: Select the most correct response. Question 1) A patient presents to the emergency department after having twisted his ankle while playing football with a group of friends. Th…

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    Assignment Prompt & Instructions

    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS

    – ## WK1QUESTIONS5HP-216.docx

    **## WK1QUESTIONS5HP-216.docx**

    Instructions: Select the most correct response.

    Question

    1) A patient presents to the emergency department after having twisted his ankle while playing football with a group of friends. The patient complains of pain in his left ankle. The physician examines the patient's ankle, notes swelling and tenderness, and obtains an X-ray to rule out any fracture. The nursing staff places the patient's ankle in a soft cast before the patient leaves. This level/complexity of MDM was

    Responses

    · low.

    · moderate.

    · high.

    ·
    straightforward.

    2) What is the correct code range for the subcategory of inpatient Critical Care Services for a pediatric patient?

    Responses

    · 99466–99467

    · 99471–99476

    · 99468–99469

    ·
    99281–99288

    3) The physician treated a new patient in the office and the following was documented: This 35-year-old single female has just recently moved to area. S: Patient needs refill on medication for hypertension. Patient also complains of "soreness" of her right elbow. No recent physical trauma. O: Limited range of motion, right elbow. Tenderness upon palpation. BP 140/80. A: Possible tennis elbow. Send for radiographs of elbow this week. Scripts given for atenolol for BP. P: Schedule appointment in one week to review X-ray results and check BP.

    Which part of this note is used to determine medical decision making?

    Responses

    · Schedule appointment in one week to review X-ray results and check BP.

    · Limited range of motion, right elbow

    L

    · Possible tennis elbow. Send for radiographs of elbow this week.

    · Patient complains of "soreness" of her right elbow.

    4)Which category/subcategory of evaluation and management would be reviewed to select an appropriate code documented as follows: This 35-year-old single female has just recently moved to area. S: Patient needs refill on medication for hypertension. Patient also complains of “soreness” of her right elbow. No recent physical trauma. O: Limited range of motion, right elbow. Tenderness upon palpation. BP 140/80. A: Possible tennis elbow. Send for radiographs of elbow this week. Scripts given for atenolol for BP. P: Schedule appointment in one week to review x-ray results and check BP.

    Responses

    · Preventive Medicine Service, New Patient

    · Office or Other Outpatient Services, Established Patient

    · Office or Other Outpatient Services, New Patient

    ·
    Office Consultations

    5) What are the key components of an E/M service for Emergency Department Services?

    Responses

    · Time

    · Medical decision-making, examination, and time

    · History, examination, and medical decision-making

    ·
    Medical decision-making only

    6) The provider saw a patient for a subsequent hospital visit. The patient is post-tonsillectomy XH 2 days. Patient is still unable to speak in a clear voice. Bleeding has increased in the surgical area. Patient will have to be taken back to the operating room for hemorrhage control. Which level of MDM is documented?

    Responses

    · Straightforward

    · High

    · Moderate

    ·
    Low

    Responses

    · Low

    · Straightforward

    · High

    ·
    Moderate

    8) The following was documented on the initial visit note for a new patient at a skilled nursing facility (SNF). The patient is a 55-year-old female who suffered a stroke on December 14. The patient's daughter found her on that date, unconscious on the kitchen floor. It was not known how long the patient was there. The patient was taken to Valley Road Hospital and was admitted for treatment. Severe left-sided hemiplegia and dysphasia were present at admission to hospital. The patient also has a history of type 2 diabetes mellitus and GERD. Current orders from hospital attending are for sliding scale of insulin injections. The patient also has a feeding tube present. The left-sided hemiplegia is still present and is of a moderate nature, and the patient will require physical and speech therapy. The patient is admitted for physical and speech therapy. Her blood sugars will be closely monitored, and her tube feedings will continue. Which level of medical decision-making is documented?

    Responses

    · Moderate

    · Straightforward

    · High

    ·
    Low

    9) The following is documented on the observation note of a patient: The patient was admitted yesterday to the observation unit with the r/o diagnosis of severe back pain. The patient was in an automobile accident prior to admission to the unit. Physical exam at the time was negative for any fractures. Radiology reports were also negative for any fractures. However, due to the patient’s severe discomfort, he was admitted for observation. Examination on day 2 in the unit shows a 45-year-old man in moderate distress despite prescription analgesics. MS: Pain over the lower lumbar region, ROM is limited especially on the left side. No visible swelling but tenderness on palpation. Muscle strength and tone normal on right. Decreased on left. Gait abnormal with leaning at midsection. Plan: Reexamine radiograph reports and films. Possible MRI of lumbar spine to rule out herniation of disc. Which level of medical decision-making is documented?

    Responses

    · Low

    · High

    · Moderate

    ·
    Straightforward

    10) The following information was documented on a patient seen in the physician's office. Review of lab tests and uroflowmetry suggests benign prostatic hypertrophy. The patient's urine flow was 8 mm. PSA test was slightly elevated. Repeated PSA today. TURP was discussed with patient. Risks and benefits of procedure discussed in detail. Patient has agreed to surgery. Surgery will be scheduled for next week. Which level of medical decision-making is documented?

    Responses

    · Low

    · Straightforward

    · Moderate

    ·
    High

    **## WK1QUESTIONS5HP-216.docx**

    Instructions: Select the most correct response.

    Question

    1) A patient presents to the emergency department after having twisted his ankle while playing football with a group of friends. The patient complains of pain in his left ankle. The physician examines the patient's ankle, notes swelling and tenderness, and obtains an X-ray to rule out any fracture. The nursing staff places the patient's ankle in a soft cast before the patient leaves. This level/complexity of MDM was

    Responses

    · low.

    · moderate.

    · high.

    ·
    straightforward.

    2) What is the correct code range for the subcategory of inpatient Critical Care Services for a pediatric patient?

    Responses

    · 99466–99467

    · 99471–99476

    · 99468–99469

    ·
    99281–99288

    3) The physician treated a new patient in the office and the following was documented: This 35-year-old single female has just recently moved to area. S: Patient needs refill on medication for hypertension. Patient also complains of "soreness" of her right elbow. No recent physical trauma. O: Limited range of motion, right elbow. Tenderness upon palpation. BP 140/80. A: Possible tennis elbow. Send for radiographs of elbow this week. Scripts given for atenolol for BP. P: Schedule appointment in one week to review X-ray results and check BP.

    Which part of this note is used to determine medical decision making?

    Responses

    · Schedule appointment in one week to review X-ray results and check BP.

    · Limited range of motion, right elbow

    L

    · Possible tennis elbow. Send for radiographs of elbow this week.

    · Patient complains of "soreness" of her right elbow.

    4)Which category/subcategory of evaluation and management would be reviewed to select an appropriate code documented as follows: This 35-year-old single female has just recently moved to area. S: Patient needs refill on medication for hypertension. Patient also complains of “soreness” of her right elbow. No recent physical trauma. O: Limited range of motion, right elbow. Tenderness upon palpation. BP 140/80. A: Possible tennis elbow. Send for radiographs of elbow this week. Scripts given for atenolol for BP. P: Schedule appointment in one week to review x-ray results and check BP.

    Responses

    · Preventive Medicine Service, New Patient

    · Office or Other Outpatient Services, Established Patient

    · Office or Other Outpatient Services, New Patient

    ·
    Office Consultations

    5) What are the key components of an E/M service for Emergency Department Services?

    Responses

    · Time

    · Medical decision-making, examination, and time

    · History, examination, and medical decision-making

    ·
    Medical decision-making only

    6) The provider saw a patient for a subsequent hospital visit. The patient is post-tonsillectomy XH 2 days. Patient is still unable to speak in a clear voice. Bleeding has increased in the surgical area. Patient will have to be taken back to the operating room for hemorrhage control. Which level of MDM is documented?

    Responses

    · Straightforward

    · High

    · Moderate

    ·
    Low

    Responses

    · Low

    · Straightforward

    · High

    ·
    Moderate

    8) The following was documented on the initial visit note for a new patient at a skilled nursing facility (SNF). The patient is a 55-year-old female who suffered a stroke on December 14. The patient's daughter found her on that date, unconscious on the kitchen floor. It was not known how long the patient was there. The patient was taken to Valley Road Hospital and was admitted for treatment. Severe left-sided hemiplegia and dysphasia were present at admission to hospital. The patient also has a history of type 2 diabetes mellitus and GERD. Current orders from hospital attending are for sliding scale of insulin injections. The patient also has a feeding tube present. The left-sided hemiplegia is still present and is of a moderate nature, and the patient will require physical and speech therapy. The patient is admitted for physical and speech therapy. Her blood sugars will be closely monitored, and her tube feedings will continue. Which level of medical decision-making is documented?

    Responses

    · Moderate

    · Straightforward

    · High

    ·
    Low

    9) The following is documented on the observation note of a patient: The patient was admitted yesterday to the observation unit with the r/o diagnosis of severe back pain. The patient was in an automobile accident prior to admission to the unit. Physical exam at the time was negative for any fractures. Radiology reports were also negative for any fractures. However, due to the patient’s severe discomfort, he was admitted for observation. Examination on day 2 in the unit shows a 45-year-old man in moderate distress despite prescription analgesics. MS: Pain over the lower lumbar region, ROM is limited especially on the left side. No visible swelling but tenderness on palpation. Muscle strength and tone normal on right. Decreased on left. Gait abnormal with leaning at midsection. Plan: Reexamine radiograph reports and films. Possible MRI of lumbar spine to rule out herniation of disc. Which level of medical decision-making is documented?

    Responses

    · Low

    · High

    · Moderate

    ·
    Straightforward

    10) The following information was documented on a patient seen in the physician's office. Review of lab tests and uroflowmetry suggests benign prostatic hypertrophy. The patient's urine flow was 8 mm. PSA test was slightly elevated. Repeated PSA today. TURP was discussed with patient. Risks and benefits of procedure discussed in detail. Patient has agreed to surgery. Surgery will be scheduled for next week. Which level of medical decision-making is documented?

    Responses

    · Low

    · Straightforward

    · Moderate

    ·
    High

  • [Solved] Communication Styles

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    Conflict Management – ## C2.docx – ## C2-temp.docx – default1.mov **## C2.docx** TASK 2 Competencies **Uses Communication Strategies to Manage Conflict** The learner uses communication strategies for managing conflict. Introduction Conflict is a normal part of life. Managing conflict using effective…

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    Assignment Prompt & Instructions

    Conflict Management

    – ## C2.docx

    – ## C2-temp.docx

    – default1.mov

    **## C2.docx**

    TASK 2

    Competencies

    **Uses Communication Strategies to Manage Conflict**

    The learner uses communication strategies for managing conflict.

    Introduction

    Conflict is a normal part of life. Managing conflict using effective communication is an important skill for solving problems, innovating, and maintaining productive relationships—particularly in a professional setting. In this task, you will critically analyze the communication in a conflict scenario and provide recommendations for communication strategies to manage and resolve the conflict. Use the RRM3 D268 Task 2 Template located in the Supporting Documents section below the rubric as a guide to complete this task.

    Scenario

    Two managers in a health professions setting are upset about recent staff reductions and the effect on worker roles. The characters’ discussion is shown in the "Workplace Conflict" video in the Web Links section located below the rubric. As you watch the video, imagine that you are in the room with the two characters, serving as an observer. Provide feedback for
    _each_ of the two characters on how to negotiate this conflict.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    A. Watch the "Workplace Conflict" video in the Web Links section located below the rubric. Then, analyze the interaction shown by doing the following:

    1. For
    _each_ character (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated the conflict.

    a. Describe how
    _each_ of the identified behaviors in prompt A1 escalated the conflict.

    _Note: The interpersonal communication behaviors could be verbal or nonverbal._

    2. For
    _each_ of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate the conflict.

    a. Describe how each of the identified behaviors in prompt A2 could have been used to de-escalate the conflict.

    _Note: The suggested length for prompt A is 1–2 pages._

    B. Recommend how
    _each_ of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict by specifically addressing each of the 5 steps of negotiation listed below:

    • pre-negotiation

    • opening

    • exploration

    • bargaining

    • agreement

    _Note: The suggested length for prompt B is 1–2 pages._

    C. Acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.

    _Note: Sources are NOT required for this task, but if sources are used, they must be acknowledged and cited appropriately._

    D. Demonstrate professional communication in the content and presentation of your submission.

    _Note: See the rubric for what professional communication entails._

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## C2-temp.docx**

    8/1/25

    **RRM3 D268 Task 2 TEMPLATE**

    **Instructions:** Complete and submit this document as your Task 2 for D268.

    | | |
    | — | — |
    | **Instructions for Section A:**<br>First, <br>[watch the “Workplace Conflict” video](https://lrps.wgu.edu/provision/360318078). Then, analyze the video’s interaction by doing the following:<br> <br>**Tip: See Section 2 (The Art of Conflict Management and Professional Conversations) Lesson 4 for information on interpersonal communication behaviors.** |
    | **A1.** For <br>_each_ character (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated and made the conflict worse. <br>**See Section 2: Lessons 4.2-4.5**<br>_Note: The interpersonal communication behaviors could be verbal or nonverbal._ | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A1A**. How did Raymond’s and Jenna’s behaviors in A1 escalate and make the conflict worse? For each behavior you identified in A1, describe <br>**_how_** those identified behaviors escalated and made the conflict worse. | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A2.** For <br>_each_ of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate and make the conflict better. <br>**See Section 2: Lesson 4.4-4.11.**<br>_Note: The interpersonal communication behaviors could be verbal or nonverbal._ | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A2A**. Describe <br>**how** each of the identified behaviors in prompt A2 could have been used to de-escalate and make the conflict better. | Write about Raymond here. |
    | | Write about Jenna here. |
    | **Instructions for Section B:**<br>**Section B is NOT in the video.** Pretend that you are a conflict consultant who will meet privately and separately with Raymond and Jenna to give advice on how they could work through their disagreement. For each of the five steps of negotiation listed below, recommend how <br>_each_ of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict. <br> <br>**Be sure your description for each stage is specific and gives an example of what each character could/should have done.**<br>**Tip: See Section 2 (The Art of Conflict Management and Professional Conversations), Lesson 3.4 (The Steps of Negotiation 1/2), and 3.5 (The Steps of Negotiation 2/2) and the course videos about the negotiation stages.** |
    | **Pre-negotiation** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Opening** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Exploration** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Bargaining** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Agreement** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Instructions for Section C:**<br>If sources are used, acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.  <br>_Note:_ Sources are <br>**not** required for this assignment unless you are using research to support your claims. If you use research, you must cite in-text and create a reference list. You do not have to cite the course materials. Instead, you may introduce the information using phrases like “Course material states” or “Course information explains.” Do not directly quote course materials; paraphrase instead. |
    | **WRITE REFERENCES HERE, IF APPLICABLE.** |

    **Don’t forget to proofread your work with Grammarly. Professional communication is graded.**

    **default1.mov**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/default1-mov)

    **default1.mov**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/default1-mov)

    **## C2.docx**

    TASK 2

    Competencies

    **Uses Communication Strategies to Manage Conflict**

    The learner uses communication strategies for managing conflict.

    Introduction

    Conflict is a normal part of life. Managing conflict using effective communication is an important skill for solving problems, innovating, and maintaining productive relationships—particularly in a professional setting. In this task, you will critically analyze the communication in a conflict scenario and provide recommendations for communication strategies to manage and resolve the conflict. Use the RRM3 D268 Task 2 Template located in the Supporting Documents section below the rubric as a guide to complete this task.

    Scenario

    Two managers in a health professions setting are upset about recent staff reductions and the effect on worker roles. The characters’ discussion is shown in the "Workplace Conflict" video in the Web Links section located below the rubric. As you watch the video, imagine that you are in the room with the two characters, serving as an observer. Provide feedback for
    _each_ of the two characters on how to negotiate this conflict.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    A. Watch the "Workplace Conflict" video in the Web Links section located below the rubric. Then, analyze the interaction shown by doing the following:

    1. For
    _each_ character (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated the conflict.

    a. Describe how
    _each_ of the identified behaviors in prompt A1 escalated the conflict.

    _Note: The interpersonal communication behaviors could be verbal or nonverbal._

    2. For
    _each_ of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate the conflict.

    a. Describe how each of the identified behaviors in prompt A2 could have been used to de-escalate the conflict.

    _Note: The suggested length for prompt A is 1–2 pages._

    B. Recommend how
    _each_ of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict by specifically addressing each of the 5 steps of negotiation listed below:

    • pre-negotiation

    • opening

    • exploration

    • bargaining

    • agreement

    _Note: The suggested length for prompt B is 1–2 pages._

    C. Acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.

    _Note: Sources are NOT required for this task, but if sources are used, they must be acknowledged and cited appropriately._

    D. Demonstrate professional communication in the content and presentation of your submission.

    _Note: See the rubric for what professional communication entails._

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## C2-temp.docx**

    8/1/25

    **RRM3 D268 Task 2 TEMPLATE**

    **Instructions:** Complete and submit this document as your Task 2 for D268.

    | | |
    | — | — |
    | **Instructions for Section A:**<br>First, <br>[watch the “Workplace Conflict” video](https://lrps.wgu.edu/provision/360318078). Then, analyze the video’s interaction by doing the following:<br> <br>**Tip: See Section 2 (The Art of Conflict Management and Professional Conversations) Lesson 4 for information on interpersonal communication behaviors.** |
    | **A1.** For <br>_each_ character (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated and made the conflict worse. <br>**See Section 2: Lessons 4.2-4.5**<br>_Note: The interpersonal communication behaviors could be verbal or nonverbal._ | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A1A**. How did Raymond’s and Jenna’s behaviors in A1 escalate and make the conflict worse? For each behavior you identified in A1, describe <br>**_how_** those identified behaviors escalated and made the conflict worse. | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A2.** For <br>_each_ of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate and make the conflict better. <br>**See Section 2: Lesson 4.4-4.11.**<br>_Note: The interpersonal communication behaviors could be verbal or nonverbal._ | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A2A**. Describe <br>**how** each of the identified behaviors in prompt A2 could have been used to de-escalate and make the conflict better. | Write about Raymond here. |
    | | Write about Jenna here. |
    | **Instructions for Section B:**<br>**Section B is NOT in the video.** Pretend that you are a conflict consultant who will meet privately and separately with Raymond and Jenna to give advice on how they could work through their disagreement. For each of the five steps of negotiation listed below, recommend how <br>_each_ of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict. <br> <br>**Be sure your description for each stage is specific and gives an example of what each character could/should have done.**<br>**Tip: See Section 2 (The Art of Conflict Management and Professional Conversations), Lesson 3.4 (The Steps of Negotiation 1/2), and 3.5 (The Steps of Negotiation 2/2) and the course videos about the negotiation stages.** |
    | **Pre-negotiation** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Opening** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Exploration** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Bargaining** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Agreement** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Instructions for Section C:**<br>If sources are used, acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.  <br>_Note:_ Sources are <br>**not** required for this assignment unless you are using research to support your claims. If you use research, you must cite in-text and create a reference list. You do not have to cite the course materials. Instead, you may introduce the information using phrases like “Course material states” or “Course information explains.” Do not directly quote course materials; paraphrase instead. |
    | **WRITE REFERENCES HERE, IF APPLICABLE.** |

    **Don’t forget to proofread your work with Grammarly. Professional communication is graded.**

    **default1.mov**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/default1-mov)

    **## C2.docx**

    TASK 2

    Competencies

    **Uses Communication Strategies to Manage Conflict**

    The learner uses communication strategies for managing conflict.

    Introduction

    Conflict is a normal part of life. Managing conflict using effective communication is an important skill for solving problems, innovating, and maintaining productive relationships—particularly in a professional setting. In this task, you will critically analyze the communication in a conflict scenario and provide recommendations for communication strategies to manage and resolve the conflict. Use the RRM3 D268 Task 2 Template located in the Supporting Documents section below the rubric as a guide to complete this task.

    Scenario

    Two managers in a health professions setting are upset about recent staff reductions and the effect on worker roles. The characters’ discussion is shown in the "Workplace Conflict" video in the Web Links section located below the rubric. As you watch the video, imagine that you are in the room with the two characters, serving as an observer. Provide feedback for
    _each_ of the two characters on how to negotiate this conflict.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    A. Watch the "Workplace Conflict" video in the Web Links section located below the rubric. Then, analyze the interaction shown by doing the following:

    1. For
    _each_ character (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated the conflict.

    a. Describe how
    _each_ of the identified behaviors in prompt A1 escalated the conflict.

    _Note: The interpersonal communication behaviors could be verbal or nonverbal._

    2. For
    _each_ of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate the conflict.

    a. Describe how each of the identified behaviors in prompt A2 could have been used to de-escalate the conflict.

    _Note: The suggested length for prompt A is 1–2 pages._

    B. Recommend how
    _each_ of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict by specifically addressing each of the 5 steps of negotiation listed below:

    • pre-negotiation

    • opening

    • exploration

    • bargaining

    • agreement

    _Note: The suggested length for prompt B is 1–2 pages._

    C. Acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.

    _Note: Sources are NOT required for this task, but if sources are used, they must be acknowledged and cited appropriately._

    D. Demonstrate professional communication in the content and presentation of your submission.

    _Note: See the rubric for what professional communication entails._

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## C2-temp.docx**

    8/1/25

    **RRM3 D268 Task 2 TEMPLATE**

    **Instructions:** Complete and submit this document as your Task 2 for D268.

    | | |
    | — | — |
    | **Instructions for Section A:**<br>First, <br>[watch the “Workplace Conflict” video](https://lrps.wgu.edu/provision/360318078). Then, analyze the video’s interaction by doing the following:<br> <br>**Tip: See Section 2 (The Art of Conflict Management and Professional Conversations) Lesson 4 for information on interpersonal communication behaviors.** |
    | **A1.** For <br>_each_ character (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated and made the conflict worse. <br>**See Section 2: Lessons 4.2-4.5**<br>_Note: The interpersonal communication behaviors could be verbal or nonverbal._ | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A1A**. How did Raymond’s and Jenna’s behaviors in A1 escalate and make the conflict worse? For each behavior you identified in A1, describe <br>**_how_** those identified behaviors escalated and made the conflict worse. | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A2.** For <br>_each_ of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate and make the conflict better. <br>**See Section 2: Lesson 4.4-4.11.**<br>_Note: The interpersonal communication behaviors could be verbal or nonverbal._ | Write about Raymond here. |
    | | Write about Jenna here. |
    | **A2A**. Describe <br>**how** each of the identified behaviors in prompt A2 could have been used to de-escalate and make the conflict better. | Write about Raymond here. |
    | | Write about Jenna here. |
    | **Instructions for Section B:**<br>**Section B is NOT in the video.** Pretend that you are a conflict consultant who will meet privately and separately with Raymond and Jenna to give advice on how they could work through their disagreement. For each of the five steps of negotiation listed below, recommend how <br>_each_ of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict. <br> <br>**Be sure your description for each stage is specific and gives an example of what each character could/should have done.**<br>**Tip: See Section 2 (The Art of Conflict Management and Professional Conversations), Lesson 3.4 (The Steps of Negotiation 1/2), and 3.5 (The Steps of Negotiation 2/2) and the course videos about the negotiation stages.** |
    | **Pre-negotiation** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Opening** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Exploration** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Bargaining** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Agreement** | Write here what Raymond should have done. |
    | | Write here what Jenna should have done. |
    | **Instructions for Section C:**<br>If sources are used, acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized.  <br>_Note:_ Sources are <br>**not** required for this assignment unless you are using research to support your claims. If you use research, you must cite in-text and create a reference list. You do not have to cite the course materials. Instead, you may introduce the information using phrases like “Course material states” or “Course information explains.” Do not directly quote course materials; paraphrase instead. |
    | **WRITE REFERENCES HERE, IF APPLICABLE.** |

    **Don’t forget to proofread your work with Grammarly. Professional communication is graded.**

    **default1.mov**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/default1-mov)

    – 1
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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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    – ## JWI556Week6LectureNotes.pdf

    – Week6YaraResponseJWMI556.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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    **## 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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  • [Solved] SLP2

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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

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## 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.

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