Tag: Model Answer

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    why Achilles is a hero \ IMG_2341.jpeg](https://www.sweetstudy.com/files/img-2341-jpeg-10374443 "IMG_2341.jpeg") \ IMG_2340.jpeg](https://www.sweetstudy.com/files/img-2340-jpeg "IMG_2340.jpeg") \ IMG_2339.jpeg](https://www.sweetstudy.com/files/img-2339-jpeg-10374447 "IMG_2339.jpeg")

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    why Achilles is a hero
    \
    IMG_2341.jpeg](https://www.sweetstudy.com/files/img-2341-jpeg-10374443 "IMG_2341.jpeg")
    \
    IMG_2340.jpeg](https://www.sweetstudy.com/files/img-2340-jpeg "IMG_2340.jpeg")
    \
    IMG_2339.jpeg](https://www.sweetstudy.com/files/img-2339-jpeg-10374447 "IMG_2339.jpeg")

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  • [Solved] assessment 3

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    – ## effectivePPT.pptx – ## rubrics3.docx – ## assessment3instructions.docx **## effectivePPT.pptx** Guidelines for Effective PowerPoint Presentations Introduction One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts fr…

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    Assignment Prompt & Instructions

    – ## effectivePPT.pptx

    – ## rubrics3.docx

    – ## assessment3instructions.docx

    **## effectivePPT.pptx**

    Guidelines for Effective PowerPoint Presentations

    Introduction

    One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

    NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

    Outline

    Writing

    Organization

    Audience

    Design

    Images

    Bullets

    Tables

    Font

    Speaker Notes

    The following topics will be covered:

    Writing

    Present ideas succinctly with lean prose.

    Use short sentences.

    Use active, rather than passive voice.

    Avoid negative statements, if possible.

    Avoid double negative entirely.

    Check spelling and grammar.

    Use consistent capitalization rules.

    Organization

    Develop a clear, strategic introduction to provide context for the presentation.

    Develop an agenda or outline slide to provide a roadmap for the presentation.

    Group relevant pieces of information together.

    Integrate legends and keys with charts and tables.

    Organize slides in logical order.

    Present one concept or idea per slide.

    Use only one conclusion slide to recap main ideas.

    Audience

    Present information at language level of intended audience.

    Do not use jargon or field-specific language.

    Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

    Design

    Use a consistent design throughout the presentation.

    Keep layout and other features consistent.

    Use the master slide design feature to ensure consistency.

    Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

    Leave ample space around images and text.

    Images

    When applicable, enhance text-only slide content by developing relevant images for your presentation.

    Do not use gratuitous graphics on each slide.

    Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

    Bullets

    Use bullets unless showing rank or sequence of items.

    If possible, use no more than five bullet points and eight lines of text total per slide.

    Tables

    Use simple tables to show numbers, with no more than 4 rows x 4 columns.

    Reserve more detailed tables for a written summary.

    Font

    Keep font size at 24 point or above for slide titles.

    Keep font size at 18 or above for headings and explanatory text.

    Use sans serif fonts such as Arial or Verdana.

    Use ample contrast between backgrounds and text.

    Speaker Notes

    Summarize key information.

    Provide explanation.

    Discuss application and implication to the field, discipline or work setting.

    Document the narration you would use with each slide.

    ## image3.gif

    ## image4.gif

    ## image5.gif

    **## rubrics3.docx**

    **Criterion 1**

    **Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.**

    **Distinguished**

    Describes the purpose and at least three goals of an in-service session on a specific patient safety issue, with purpose and goals that are relevant and achievable within the in-service session.

    **Proficient**

    Describes the purpose and at least three goals of an in-service session on a specific patient safety issue.

    **Basic**

    Lists incomplete purpose or goals of an in-service session.

    **Non Performance**

    Does not describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

    **Criterion 2**

    **Explain the need for and process to improve safety outcomes related to a specific patient safety issue.**

    **Distinguished**

    Explains the need for and process to improve safety outcomes related to a specific patient safety issue, referring to specific data, evidence, or standards to support explanation, along with citation from a credible source.

    **Proficient**

    Explains the need for and process to improve safety outcomes related to a specific patient safety issue.

    **Basic**

    Describes a safety outcome and process but the relevance to a specific patient safety issue is unclear.

    **Non Performance**

    Does not describe the need for and process to improve safety outcomes related to a specific patient safety issue.

    **Criterion 3**

    **Explain to an audience its role and importance of making an improvement plan successful.**

    **Distinguished**

    Explains to an audience its role and the importance of making an improvement plan successful, using persuasive, transparent communication to improve buy-in.

    **Proficient**

    Explains to an audience its role and the importance of making an improvement plan successful.

    **Basic**

    Describes to an audience its role in the improvement plan, but does not clearly address its importance to the success of the improvement plan.

    **Non Performance**

    Does not describe to an audience its role and the importance of making an improvement plan successful.

    **Criterion 4**

    **Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.**

    **Distinguished**

    Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative, explaining their value.

    **Proficient**

    Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative.

    **Basic**

    Lists resources or activities, but their relevance to developing skills or process understanding related to a safety improvement initiative is unclear.

    **Non Performance**

    Does not create resources or activities to encourage skill development and process understanding related to a safety improve initiative.

    **Criterion 5**

    **Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.**

    **Distinguished**

    Slides are easy to read and clutter free. Slide background is visually pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.

    **Proficient**

    Slides are easy to read and error free. Detailed speaker notes are provided.

    **Basic**

    Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides.

    **Non Performance**

    Slides are difficult to read with multiple editing errors. No speaker notes provided.

    **Criterion 6**

    **Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.**

    **Distinguished**

    Organizes content with clear purpose and goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

    **Proficient**

    Organizes content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **Basic**

    Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

    **Non Performance**

    Does not organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **## assessment3instructions.docx**

    For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

    Expand All

    **Introduction**

    As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

    The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

    As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

    You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

    **Reference**

    Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing.
    _Journal of Obstetric, Gynecologic & Neonatal Nursing, 47_(3), s16–s17.

    **Overview**

    As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop their message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove to be a valuable resource to others.

    For this assessment,
    **build on the work that you have done in your first two assessments** and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills
    **related to the safety improvement plan you created**.

    **Instructions**

    Develop a PowerPoint presentation with detailed speaker's notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

    Be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so that you understand what is needed for a distinguished score.

    · Describe the purpose and at least three goals of an in-service session for nurses.

    · Include a one-line purpose statement followed by the goals.

    · Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.

    · Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.

    · Explain to the audience their role and the importance of making the improvement plan successful.

    · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

    · Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.

    · Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

    There are various ways to structure an in-service session; below is just one example:

    ·
    **Part 1: Agenda and Outcomes.**

    · Explain to your audience what they are going to learn or do, and what they are expected to take away.

    ·
    **Part 2: Safety Improvement Plan.**

    · Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.

    · Explain why it is important for the organization to address the current situation.

    ·
    **Part 3: Audience’s Role and Importance.**

    · Discuss how the staff audience will be expected to help implement and drive the improvement plan.

    · Explain why they are critical to the success of the improvement plan.

    · Describe how their work could benefit from embracing their role in the plan.

    ·
    **Part 4: New Process and Skills Practice.**

    · Explain new processes or skills.

    · Develop an activity that allows the staff audience to practice and ask questions about these.

    · In the notes section, brainstorm potential responses to likely questions or concerns.

    ·
    **Part 5: Soliciting Feedback.**

    · Describe how you would solicit feedback from the audience on the improvement plan and the in-service.

    · Explain how you might integrate this feedback for future improvements.

    Remember to account for activity and discussion time.

    **Additional Requirements**

    ·
    **Presentation length:** There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker's notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).

    · For PowerPoint help, see
    [Guidelines for Effective PowerPoint Presentations [PPTX]](https://lat.strategiced.com/redirect?linkid=3639) and the
    [Capella University Library: PowerPoint Presentations](http://capellauniversity.libguides.com/powerpoint).

    ·
    **Speaker notes**: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker's notes.

    ·
    **APA format:** Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See
    [APA Module](https://lat.strategiced.com/redirect?linkid=2586).

    ·
    **Number of references:** Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the
    [BSN Nursing Program Library Guide](https://capellauniversity.libguides.com/BSN) as needed to guide your research in the Capella library.

    **Competencies Measured**

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

    · Competency 1: Analyze the elements of a successful quality improvement initiative.

    · Explain the need for and process to improve safety outcomes related to a specific patient safety issue.

    · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

    · Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs.

    · Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

    · Explain to an audience its role and importance of making an improvement plan successful.

    · Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

    · Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.

    · Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **## assessment3instructions.docx**

    For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

    Expand All

    **Introduction**

    As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

    The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

    As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

    You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

    **Reference**

    Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing.
    _Journal of Obstetric, Gynecologic & Neonatal Nursing, 47_(3), s16–s17.

    **Overview**

    As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop their message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove to be a valuable resource to others.

    For this assessment,
    **build on the work that you have done in your first two assessments** and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills
    **related to the safety improvement plan you created**.

    **Instructions**

    Develop a PowerPoint presentation with detailed speaker's notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

    Be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so that you understand what is needed for a distinguished score.

    · Describe the purpose and at least three goals of an in-service session for nurses.

    · Include a one-line purpose statement followed by the goals.

    · Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.

    · Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.

    · Explain to the audience their role and the importance of making the improvement plan successful.

    · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

    · Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.

    · Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

    There are various ways to structure an in-service session; below is just one example:

    ·
    **Part 1: Agenda and Outcomes.**

    · Explain to your audience what they are going to learn or do, and what they are expected to take away.

    ·
    **Part 2: Safety Improvement Plan.**

    · Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.

    · Explain why it is important for the organization to address the current situation.

    ·
    **Part 3: Audience’s Role and Importance.**

    · Discuss how the staff audience will be expected to help implement and drive the improvement plan.

    · Explain why they are critical to the success of the improvement plan.

    · Describe how their work could benefit from embracing their role in the plan.

    ·
    **Part 4: New Process and Skills Practice.**

    · Explain new processes or skills.

    · Develop an activity that allows the staff audience to practice and ask questions about these.

    · In the notes section, brainstorm potential responses to likely questions or concerns.

    ·
    **Part 5: Soliciting Feedback.**

    · Describe how you would solicit feedback from the audience on the improvement plan and the in-service.

    · Explain how you might integrate this feedback for future improvements.

    Remember to account for activity and discussion time.

    **Additional Requirements**

    ·
    **Presentation length:** There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker's notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).

    · For PowerPoint help, see
    [Guidelines for Effective PowerPoint Presentations [PPTX]](https://lat.strategiced.com/redirect?linkid=3639) and the
    [Capella University Library: PowerPoint Presentations](http://capellauniversity.libguides.com/powerpoint).

    ·
    **Speaker notes**: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker's notes.

    ·
    **APA format:** Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See
    [APA Module](https://lat.strategiced.com/redirect?linkid=2586).

    ·
    **Number of references:** Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the
    [BSN Nursing Program Library Guide](https://capellauniversity.libguides.com/BSN) as needed to guide your research in the Capella library.

    **Competencies Measured**

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

    · Competency 1: Analyze the elements of a successful quality improvement initiative.

    · Explain the need for and process to improve safety outcomes related to a specific patient safety issue.

    · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

    · Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs.

    · Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

    · Explain to an audience its role and importance of making an improvement plan successful.

    · Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

    · Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.

    · Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **## effectivePPT.pptx**

    Guidelines for Effective PowerPoint Presentations

    Introduction

    One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

    NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

    Outline

    Writing

    Organization

    Audience

    Design

    Images

    Bullets

    Tables

    Font

    Speaker Notes

    The following topics will be covered:

    Writing

    Present ideas succinctly with lean prose.

    Use short sentences.

    Use active, rather than passive voice.

    Avoid negative statements, if possible.

    Avoid double negative entirely.

    Check spelling and grammar.

    Use consistent capitalization rules.

    Organization

    Develop a clear, strategic introduction to provide context for the presentation.

    Develop an agenda or outline slide to provide a roadmap for the presentation.

    Group relevant pieces of information together.

    Integrate legends and keys with charts and tables.

    Organize slides in logical order.

    Present one concept or idea per slide.

    Use only one conclusion slide to recap main ideas.

    Audience

    Present information at language level of intended audience.

    Do not use jargon or field-specific language.

    Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

    Design

    Use a consistent design throughout the presentation.

    Keep layout and other features consistent.

    Use the master slide design feature to ensure consistency.

    Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

    Leave ample space around images and text.

    Images

    When applicable, enhance text-only slide content by developing relevant images for your presentation.

    Do not use gratuitous graphics on each slide.

    Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

    Bullets

    Use bullets unless showing rank or sequence of items.

    If possible, use no more than five bullet points and eight lines of text total per slide.

    Tables

    Use simple tables to show numbers, with no more than 4 rows x 4 columns.

    Reserve more detailed tables for a written summary.

    Font

    Keep font size at 24 point or above for slide titles.

    Keep font size at 18 or above for headings and explanatory text.

    Use sans serif fonts such as Arial or Verdana.

    Use ample contrast between backgrounds and text.

    Speaker Notes

    Summarize key information.

    Provide explanation.

    Discuss application and implication to the field, discipline or work setting.

    Document the narration you would use with each slide.

    ## image3.gif

    ## image4.gif

    ## image5.gif

    **## rubrics3.docx**

    **Criterion 1**

    **Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.**

    **Distinguished**

    Describes the purpose and at least three goals of an in-service session on a specific patient safety issue, with purpose and goals that are relevant and achievable within the in-service session.

    **Proficient**

    Describes the purpose and at least three goals of an in-service session on a specific patient safety issue.

    **Basic**

    Lists incomplete purpose or goals of an in-service session.

    **Non Performance**

    Does not describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

    **Criterion 2**

    **Explain the need for and process to improve safety outcomes related to a specific patient safety issue.**

    **Distinguished**

    Explains the need for and process to improve safety outcomes related to a specific patient safety issue, referring to specific data, evidence, or standards to support explanation, along with citation from a credible source.

    **Proficient**

    Explains the need for and process to improve safety outcomes related to a specific patient safety issue.

    **Basic**

    Describes a safety outcome and process but the relevance to a specific patient safety issue is unclear.

    **Non Performance**

    Does not describe the need for and process to improve safety outcomes related to a specific patient safety issue.

    **Criterion 3**

    **Explain to an audience its role and importance of making an improvement plan successful.**

    **Distinguished**

    Explains to an audience its role and the importance of making an improvement plan successful, using persuasive, transparent communication to improve buy-in.

    **Proficient**

    Explains to an audience its role and the importance of making an improvement plan successful.

    **Basic**

    Describes to an audience its role in the improvement plan, but does not clearly address its importance to the success of the improvement plan.

    **Non Performance**

    Does not describe to an audience its role and the importance of making an improvement plan successful.

    **Criterion 4**

    **Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.**

    **Distinguished**

    Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative, explaining their value.

    **Proficient**

    Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative.

    **Basic**

    Lists resources or activities, but their relevance to developing skills or process understanding related to a safety improvement initiative is unclear.

    **Non Performance**

    Does not create resources or activities to encourage skill development and process understanding related to a safety improve initiative.

    **Criterion 5**

    **Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.**

    **Distinguished**

    Slides are easy to read and clutter free. Slide background is visually pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.

    **Proficient**

    Slides are easy to read and error free. Detailed speaker notes are provided.

    **Basic**

    Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides.

    **Non Performance**

    Slides are difficult to read with multiple editing errors. No speaker notes provided.

    **Criterion 6**

    **Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.**

    **Distinguished**

    Organizes content with clear purpose and goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

    **Proficient**

    Organizes content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **Basic**

    Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

    **Non Performance**

    Does not organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **## assessment3instructions.docx**

    For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

    Expand All

    **Introduction**

    As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

    The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

    As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

    You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

    **Reference**

    Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing.
    _Journal of Obstetric, Gynecologic & Neonatal Nursing, 47_(3), s16–s17.

    **Overview**

    As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop their message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove to be a valuable resource to others.

    For this assessment,
    **build on the work that you have done in your first two assessments** and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills
    **related to the safety improvement plan you created**.

    **Instructions**

    Develop a PowerPoint presentation with detailed speaker's notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

    Be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so that you understand what is needed for a distinguished score.

    · Describe the purpose and at least three goals of an in-service session for nurses.

    · Include a one-line purpose statement followed by the goals.

    · Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.

    · Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.

    · Explain to the audience their role and the importance of making the improvement plan successful.

    · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

    · Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.

    · Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

    There are various ways to structure an in-service session; below is just one example:

    ·
    **Part 1: Agenda and Outcomes.**

    · Explain to your audience what they are going to learn or do, and what they are expected to take away.

    ·
    **Part 2: Safety Improvement Plan.**

    · Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.

    · Explain why it is important for the organization to address the current situation.

    ·
    **Part 3: Audience’s Role and Importance.**

    · Discuss how the staff audience will be expected to help implement and drive the improvement plan.

    · Explain why they are critical to the success of the improvement plan.

    · Describe how their work could benefit from embracing their role in the plan.

    ·
    **Part 4: New Process and Skills Practice.**

    · Explain new processes or skills.

    · Develop an activity that allows the staff audience to practice and ask questions about these.

    · In the notes section, brainstorm potential responses to likely questions or concerns.

    ·
    **Part 5: Soliciting Feedback.**

    · Describe how you would solicit feedback from the audience on the improvement plan and the in-service.

    · Explain how you might integrate this feedback for future improvements.

    Remember to account for activity and discussion time.

    **Additional Requirements**

    ·
    **Presentation length:** There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker's notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).

    · For PowerPoint help, see
    [Guidelines for Effective PowerPoint Presentations [PPTX]](https://lat.strategiced.com/redirect?linkid=3639) and the
    [Capella University Library: PowerPoint Presentations](http://capellauniversity.libguides.com/powerpoint).

    ·
    **Speaker notes**: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker's notes.

    ·
    **APA format:** Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See
    [APA Module](https://lat.strategiced.com/redirect?linkid=2586).

    ·
    **Number of references:** Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the
    [BSN Nursing Program Library Guide](https://capellauniversity.libguides.com/BSN) as needed to guide your research in the Capella library.

    **Competencies Measured**

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

    · Competency 1: Analyze the elements of a successful quality improvement initiative.

    · Explain the need for and process to improve safety outcomes related to a specific patient safety issue.

    · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

    · Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs.

    · Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

    · Explain to an audience its role and importance of making an improvement plan successful.

    · Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

    · Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.

    · Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **## effectivePPT.pptx**

    Guidelines for Effective PowerPoint Presentations

    Introduction

    One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

    NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

    Outline

    Writing

    Organization

    Audience

    Design

    Images

    Bullets

    Tables

    Font

    Speaker Notes

    The following topics will be covered:

    Writing

    Present ideas succinctly with lean prose.

    Use short sentences.

    Use active, rather than passive voice.

    Avoid negative statements, if possible.

    Avoid double negative entirely.

    Check spelling and grammar.

    Use consistent capitalization rules.

    Organization

    Develop a clear, strategic introduction to provide context for the presentation.

    Develop an agenda or outline slide to provide a roadmap for the presentation.

    Group relevant pieces of information together.

    Integrate legends and keys with charts and tables.

    Organize slides in logical order.

    Present one concept or idea per slide.

    Use only one conclusion slide to recap main ideas.

    Audience

    Present information at language level of intended audience.

    Do not use jargon or field-specific language.

    Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

    Design

    Use a consistent design throughout the presentation.

    Keep layout and other features consistent.

    Use the master slide design feature to ensure consistency.

    Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

    Leave ample space around images and text.

    Images

    When applicable, enhance text-only slide content by developing relevant images for your presentation.

    Do not use gratuitous graphics on each slide.

    Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

    Bullets

    Use bullets unless showing rank or sequence of items.

    If possible, use no more than five bullet points and eight lines of text total per slide.

    Tables

    Use simple tables to show numbers, with no more than 4 rows x 4 columns.

    Reserve more detailed tables for a written summary.

    Font

    Keep font size at 24 point or above for slide titles.

    Keep font size at 18 or above for headings and explanatory text.

    Use sans serif fonts such as Arial or Verdana.

    Use ample contrast between backgrounds and text.

    Speaker Notes

    Summarize key information.

    Provide explanation.

    Discuss application and implication to the field, discipline or work setting.

    Document the narration you would use with each slide.

    ## image3.gif

    ## image4.gif

    ## image5.gif

    **## rubrics3.docx**

    **Criterion 1**

    **Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.**

    **Distinguished**

    Describes the purpose and at least three goals of an in-service session on a specific patient safety issue, with purpose and goals that are relevant and achievable within the in-service session.

    **Proficient**

    Describes the purpose and at least three goals of an in-service session on a specific patient safety issue.

    **Basic**

    Lists incomplete purpose or goals of an in-service session.

    **Non Performance**

    Does not describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

    **Criterion 2**

    **Explain the need for and process to improve safety outcomes related to a specific patient safety issue.**

    **Distinguished**

    Explains the need for and process to improve safety outcomes related to a specific patient safety issue, referring to specific data, evidence, or standards to support explanation, along with citation from a credible source.

    **Proficient**

    Explains the need for and process to improve safety outcomes related to a specific patient safety issue.

    **Basic**

    Describes a safety outcome and process but the relevance to a specific patient safety issue is unclear.

    **Non Performance**

    Does not describe the need for and process to improve safety outcomes related to a specific patient safety issue.

    **Criterion 3**

    **Explain to an audience its role and importance of making an improvement plan successful.**

    **Distinguished**

    Explains to an audience its role and the importance of making an improvement plan successful, using persuasive, transparent communication to improve buy-in.

    **Proficient**

    Explains to an audience its role and the importance of making an improvement plan successful.

    **Basic**

    Describes to an audience its role in the improvement plan, but does not clearly address its importance to the success of the improvement plan.

    **Non Performance**

    Does not describe to an audience its role and the importance of making an improvement plan successful.

    **Criterion 4**

    **Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.**

    **Distinguished**

    Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative, explaining their value.

    **Proficient**

    Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative.

    **Basic**

    Lists resources or activities, but their relevance to developing skills or process understanding related to a safety improvement initiative is unclear.

    **Non Performance**

    Does not create resources or activities to encourage skill development and process understanding related to a safety improve initiative.

    **Criterion 5**

    **Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.**

    **Distinguished**

    Slides are easy to read and clutter free. Slide background is visually pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.

    **Proficient**

    Slides are easy to read and error free. Detailed speaker notes are provided.

    **Basic**

    Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides.

    **Non Performance**

    Slides are difficult to read with multiple editing errors. No speaker notes provided.

    **Criterion 6**

    **Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.**

    **Distinguished**

    Organizes content with clear purpose and goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

    **Proficient**

    Organizes content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **Basic**

    Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

    **Non Performance**

    Does not organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    **## assessment3instructions.docx**

    For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

    Expand All

    **Introduction**

    As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

    The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

    As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

    You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

    **Reference**

    Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing.
    _Journal of Obstetric, Gynecologic & Neonatal Nursing, 47_(3), s16–s17.

    **Overview**

    As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop their message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove to be a valuable resource to others.

    For this assessment,
    **build on the work that you have done in your first two assessments** and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills
    **related to the safety improvement plan you created**.

    **Instructions**

    Develop a PowerPoint presentation with detailed speaker's notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

    Be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so that you understand what is needed for a distinguished score.

    · Describe the purpose and at least three goals of an in-service session for nurses.

    · Include a one-line purpose statement followed by the goals.

    · Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.

    · Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.

    · Explain to the audience their role and the importance of making the improvement plan successful.

    · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

    · Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.

    · Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

    There are various ways to structure an in-service session; below is just one example:

    ·
    **Part 1: Agenda and Outcomes.**

    · Explain to your audience what they are going to learn or do, and what they are expected to take away.

    ·
    **Part 2: Safety Improvement Plan.**

    · Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.

    · Explain why it is important for the organization to address the current situation.

    ·
    **Part 3: Audience’s Role and Importance.**

    · Discuss how the staff audience will be expected to help implement and drive the improvement plan.

    · Explain why they are critical to the success of the improvement plan.

    · Describe how their work could benefit from embracing their role in the plan.

    ·
    **Part 4: New Process and Skills Practice.**

    · Explain new processes or skills.

    · Develop an activity that allows the staff audience to practice and ask questions about these.

    · In the notes section, brainstorm potential responses to likely questions or concerns.

    ·
    **Part 5: Soliciting Feedback.**

    · Describe how you would solicit feedback from the audience on the improvement plan and the in-service.

    · Explain how you might integrate this feedback for future improvements.

    Remember to account for activity and discussion time.

    **Additional Requirements**

    ·
    **Presentation length:** There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker's notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).

    · For PowerPoint help, see
    [Guidelines for Effective PowerPoint Presentations [PPTX]](https://lat.strategiced.com/redirect?linkid=3639) and the
    [Capella University Library: PowerPoint Presentations](http://capellauniversity.libguides.com/powerpoint).

    ·
    **Speaker notes**: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker's notes.

    ·
    **APA format:** Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See
    [APA Module](https://lat.strategiced.com/redirect?linkid=2586).

    ·
    **Number of references:** Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the
    [BSN Nursing Program Library Guide](https://capellauniversity.libguides.com/BSN) as needed to guide your research in the Capella library.

    **Competencies Measured**

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

    · Competency 1: Analyze the elements of a successful quality improvement initiative.

    · Explain the need for and process to improve safety outcomes related to a specific patient safety issue.

    · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

    · Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs.

    · Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

    · Explain to an audience its role and importance of making an improvement plan successful.

    · Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

    · Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.

    · Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

    – 1
    – 2
    – 3

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    3-4 questions, apa format, and siting – ## bb.pdf **## bb.pdf** Class management is the art and strategy of creating an organized and engaging learning environment where students can thrive. What are the positive aspects of the teacher’s management? What problems are occurring? What are some possibl…

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    Assignment Prompt & Instructions

    3-4 questions, apa format, and siting

    – ## bb.pdf

    **## bb.pdf**

    Class management is the art and strategy of creating an organized and engaging learning

    environment where students can thrive.

    What are the positive aspects of the teacher’s management?

    What problems are occurring?

    What are some possible solutions to the situation, and how would they affect learning?

    Demonstrate your understanding of the module information by relating the information to the

    case study. Make the connections explicit. Use the case study below. APA format and correct

    siting

    Case study – Voices in the Classroom

    It was a typical Wednesday morning in Ms. Rivera’s eighth-grade social studies class. She had

    planned a thoughtful and engaging lesson on the Civil Rights Movement, complete with short

    videos, class discussion, and primary source analysis. The students had just returned from gym

    and were still buzzing with energy as they settled into their seats.

    As Ms. Rivera began her introduction, she noticed several side conversations already erupting.

    In the front row, Jacob whispered to Emma about a basketball tryout. Ms. Rivera glanced in their

    direction and made brief eye contact with Jacob, who quickly quieted down. She chose not to

    address it directly.

    Two rows back, Monique and Tasha laughed quietly over something on Monique’s phone. Ms.

    Rivera continued speaking but walked slowly toward their desk. They tucked the phone away and

    turned their attention to the board. Meanwhile, Darius, a student with a history of challenging

    authority, leaned across the aisle to talk to Kendall. Their conversation grew louder, and Ms.

    Rivera’s tone sharpened.

    “Darius, that’s enough. You’ve been warned about talking. Move your seat to the front—

    now.” Darius huffed, grabbed his book bag, and slammed it onto an empty desk near the teacher’s

    podium. The class quieted for a moment, sensing tension. Ms. Rivera sighed but moved on with

    the lesson, trying to regain momentum.

    Fifteen minutes later, while the students were watching a video clip of Martin Luther King Jr.'s “I

    Have a Dream” speech, Samantha leaned over to Leo, whispering something that made him laugh.

    Ms. Rivera paused the video and addressed the class. “I’ve asked for silence during this part of the

    lesson. This is important material.”

    She then looked directly at Samantha. “That’s your warning. Next time, you’ll stay in for lunch

    detention.”

    Eric, who often made jokes in class, had commented loudly earlier, “Boring video!” but Ms. Rivera

    had ignored him. When Tiana, a quieter student, whispered a question to her table partner later on,

    Ms. Rivera raised her voice. “Tiana! That’s enough. You’re being disrespectful.” Tiana’s face

    flushed with embarrassment. She hadn't meant to interrupt; she had just been confused about the

    timeline discussed in the video. Her classmate tried to defend her, but Ms. Rivera, now visibly

    stressed, raised her hand to silence them. “No more talking unless you raise your hand.”

    The lesson resumed, but the class atmosphere had shifted. Near the end of class, Ms. Rivera

    attempted to turn things around with a more positive strategy. She introduced a “Civil Rights

    Gallery Walk,” letting students move around the room to analyze primary documents and

    quotes. She praised the groups that followed instructions.

    “Nice work, Alex and Jada. I appreciate how focused you are.”

    “Great observation, Miguel. That’s exactly what I wanted someone to notice.”

    Darius, still isolated at the front, didn’t participate. Tiana avoided eye contact with the teacher.

    Samantha finished her gallery activity quickly but said nothing during the share-out. When the bell

    rang, students filed out. Ms. Rivera sat at her desk, reflecting on the lesson. She wondered why the

    students always talked during lessons.

    **## bb.pdf**

    Class management is the art and strategy of creating an organized and engaging learning

    environment where students can thrive.

    What are the positive aspects of the teacher’s management?

    What problems are occurring?

    What are some possible solutions to the situation, and how would they affect learning?

    Demonstrate your understanding of the module information by relating the information to the

    case study. Make the connections explicit. Use the case study below. APA format and correct

    siting

    Case study – Voices in the Classroom

    It was a typical Wednesday morning in Ms. Rivera’s eighth-grade social studies class. She had

    planned a thoughtful and engaging lesson on the Civil Rights Movement, complete with short

    videos, class discussion, and primary source analysis. The students had just returned from gym

    and were still buzzing with energy as they settled into their seats.

    As Ms. Rivera began her introduction, she noticed several side conversations already erupting.

    In the front row, Jacob whispered to Emma about a basketball tryout. Ms. Rivera glanced in their

    direction and made brief eye contact with Jacob, who quickly quieted down. She chose not to

    address it directly.

    Two rows back, Monique and Tasha laughed quietly over something on Monique’s phone. Ms.

    Rivera continued speaking but walked slowly toward their desk. They tucked the phone away and

    turned their attention to the board. Meanwhile, Darius, a student with a history of challenging

    authority, leaned across the aisle to talk to Kendall. Their conversation grew louder, and Ms.

    Rivera’s tone sharpened.

    “Darius, that’s enough. You’ve been warned about talking. Move your seat to the front—

    now.” Darius huffed, grabbed his book bag, and slammed it onto an empty desk near the teacher’s

    podium. The class quieted for a moment, sensing tension. Ms. Rivera sighed but moved on with

    the lesson, trying to regain momentum.

    Fifteen minutes later, while the students were watching a video clip of Martin Luther King Jr.'s “I

    Have a Dream” speech, Samantha leaned over to Leo, whispering something that made him laugh.

    Ms. Rivera paused the video and addressed the class. “I’ve asked for silence during this part of the

    lesson. This is important material.”

    She then looked directly at Samantha. “That’s your warning. Next time, you’ll stay in for lunch

    detention.”

    Eric, who often made jokes in class, had commented loudly earlier, “Boring video!” but Ms. Rivera

    had ignored him. When Tiana, a quieter student, whispered a question to her table partner later on,

    Ms. Rivera raised her voice. “Tiana! That’s enough. You’re being disrespectful.” Tiana’s face

    flushed with embarrassment. She hadn't meant to interrupt; she had just been confused about the

    timeline discussed in the video. Her classmate tried to defend her, but Ms. Rivera, now visibly

    stressed, raised her hand to silence them. “No more talking unless you raise your hand.”

    The lesson resumed, but the class atmosphere had shifted. Near the end of class, Ms. Rivera

    attempted to turn things around with a more positive strategy. She introduced a “Civil Rights

    Gallery Walk,” letting students move around the room to analyze primary documents and

    quotes. She praised the groups that followed instructions.

    “Nice work, Alex and Jada. I appreciate how focused you are.”

    “Great observation, Miguel. That’s exactly what I wanted someone to notice.”

    Darius, still isolated at the front, didn’t participate. Tiana avoided eye contact with the teacher.

    Samantha finished her gallery activity quickly but said nothing during the share-out. When the bell

    rang, students filed out. Ms. Rivera sat at her desk, reflecting on the lesson. She wondered why the

    students always talked during lessons.

  • [Solved] True

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    See Attached – ## 5yearprojectiontemplateJohnsonJohnson.docx – ## JohnsonJohnsonCase_Financial_Statement_Template.xlsx **## 5yearprojectiontemplateJohnsonJohnson.docx** Five Year Projections- Johnson & Johnson Corporation Used this template on what needed for the 5 year projection. **Years: 2024 …

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    See Attached

    – ## 5yearprojectiontemplateJohnsonJohnson.docx

    – ## JohnsonJohnsonCase_Financial_Statement_Template.xlsx

    **## 5yearprojectiontemplateJohnsonJohnson.docx**

    Five Year Projections- Johnson & Johnson Corporation

    Used this template on what needed for the 5 year projection.

    **Years: 2024 2025 2026 2027 2028**

    **Income Statement**
    **Net sales**
    **Cost of goods sold**
    **Net Operating Income**
    **Operating expenses Net Income**

    **Net Income**

    **Cash Flow Statement**

    **Beginning balance**
    **Cash inflow $**
    **Cash outflow**

    **Ending Cash Balance $**

    **Balance Sheet**
    **Cash $**
    **Accounts receivable $**
    **Inventory**
    **Prepaid expenses $**
    **Total Current Assets $**

    **Fixed assets $**

    **Total Assets $**

    **Accounts payable $**

    **Short-term notes $**
    **Accrued & other liabilities $**
    **Total Current Liabilities $0**
    **Long-term debt $**
    **Other long-term liabilities $**

    **Total Long-term Liabilities $**
    **Shareholders' equity $**

    **Total Liabilities and Equity $**

    This worksheet estimates the key financial figures for a company over five years. The projections include abbreviated income and

    **## JohnsonJohnsonCase_Financial_Statement_Template.xlsx**

    ## Company Financial Analysis

    | | | | | | |
    | — | — | — | — | — | — |
    | Johnson & Johnson Case Financial Statement Template |
    | (data in thousands [000s], excluding per share data and financial ratios) |
    | | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Revenue |
    | Cost of Revenue | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Gross Profit |
    | Gross Profit Margin | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | EBIT |
    | Income Tax |
    | NOPAT (Net Operating Profit After Taxes) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Net Income (includes discontinued operations) |

    | Diluted Weighted Average Shares |
    | Dividends per Share |
    | Diluted Normalized EPS (continuing operations) |

    | Cash Cycle | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Revenue per day | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Accounts Receivable |
    | Receivable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Inventory |
    | Inventory Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Accounts Payable |
    | Payable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Cash Cycle (days) | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Key Ratios | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Market Value of Book Equity |
    | Price per share | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Earnings per share (continuing operations) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | P/E Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Invested Capital | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Assets | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Equity | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Assets |
    | Current Assets |
    | Current Liabilities |
    | Current Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Debt |
    | Debt/Equity Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Equity (book value) |
    | Shareholders' Equity (minority interests) |
    | Market to Book Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Per Employee | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Number of Employees (continuing operations) |
    | Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Net Income | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Market Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    ## Key Ratio Comparison

    | | | | | |
    | — | — | — | — | — |
    | Competitor Financial Analysis |
    | (data in thousands [000], excluding per share data and financial ratios) |
    | FY Year | FY2023 | Ind Avg | Compet | Compet |
    | Revenue | $0.00 |
    | Cost of Revenue | $0.00 |
    | Gross Profit | $0.00 | $0.00 | $0.00 | $0.00 |
    | Gross Profit Margin | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | EBIT | $0.00 |
    | Income Tax | $0.00 |
    | NOPAT (Net Operating Profit After Taxes) | $0.00 | $0.00 | $0.00 | $0.00 |
    | Net Income (includes discontinued operations) | $0.00 |

    | Diluted Weighted Average Shares | – 0 |
    | Dividends per Share | – 0 |
    | Diluted Normalized EPS (continuing operations) | – 0 |

    | Cash Cycle | FY2023 | Ind Avg | Compet | Compet |
    | Revenue per day | – 0 |
    | Accounts Receivable | – 0 |
    | Receivable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Inventory | – 0 |
    | Inventory Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Accounts Payable | – 0 |
    | Payable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Cash Cycle (days) | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Key Ratios | FY2023 | Ind Avg | Compet | Compet |
    | Market Value of Equity | $ – 0 |
    | Price per share | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | P/E Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Invested Capital | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Assets | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Equity | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Assets | – 0 |
    | Current Assets | – 0 |
    | Current Liabilities | – 0 |
    | Current Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Debt | – 0 |
    | Debt/Equity Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Equity (book value) | – 0 |
    | Shareholders' equity (minority interests) | – 0 |
    | Market to Book Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Per Employee | FY2023 | Ind Avg | Compet | Compet |
    | Number of Employees | – 0 |
    | Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Net Income | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Market Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    **## JohnsonJohnsonCase_Financial_Statement_Template.xlsx**

    ## Company Financial Analysis

    | | | | | | |
    | — | — | — | — | — | — |
    | Johnson & Johnson Case Financial Statement Template |
    | (data in thousands [000s], excluding per share data and financial ratios) |
    | | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Revenue |
    | Cost of Revenue | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Gross Profit |
    | Gross Profit Margin | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | EBIT |
    | Income Tax |
    | NOPAT (Net Operating Profit After Taxes) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Net Income (includes discontinued operations) |

    | Diluted Weighted Average Shares |
    | Dividends per Share |
    | Diluted Normalized EPS (continuing operations) |

    | Cash Cycle | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Revenue per day | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Accounts Receivable |
    | Receivable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Inventory |
    | Inventory Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Accounts Payable |
    | Payable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Cash Cycle (days) | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Key Ratios | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Market Value of Book Equity |
    | Price per share | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Earnings per share (continuing operations) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | P/E Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Invested Capital | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Assets | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Equity | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Assets |
    | Current Assets |
    | Current Liabilities |
    | Current Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Debt |
    | Debt/Equity Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Equity (book value) |
    | Shareholders' Equity (minority interests) |
    | Market to Book Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Per Employee | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Number of Employees (continuing operations) |
    | Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Net Income | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Market Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    ## Key Ratio Comparison

    | | | | | |
    | — | — | — | — | — |
    | Competitor Financial Analysis |
    | (data in thousands [000], excluding per share data and financial ratios) |
    | FY Year | FY2023 | Ind Avg | Compet | Compet |
    | Revenue | $0.00 |
    | Cost of Revenue | $0.00 |
    | Gross Profit | $0.00 | $0.00 | $0.00 | $0.00 |
    | Gross Profit Margin | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | EBIT | $0.00 |
    | Income Tax | $0.00 |
    | NOPAT (Net Operating Profit After Taxes) | $0.00 | $0.00 | $0.00 | $0.00 |
    | Net Income (includes discontinued operations) | $0.00 |

    | Diluted Weighted Average Shares | – 0 |
    | Dividends per Share | – 0 |
    | Diluted Normalized EPS (continuing operations) | – 0 |

    | Cash Cycle | FY2023 | Ind Avg | Compet | Compet |
    | Revenue per day | – 0 |
    | Accounts Receivable | – 0 |
    | Receivable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Inventory | – 0 |
    | Inventory Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Accounts Payable | – 0 |
    | Payable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Cash Cycle (days) | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Key Ratios | FY2023 | Ind Avg | Compet | Compet |
    | Market Value of Equity | $ – 0 |
    | Price per share | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | P/E Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Invested Capital | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Assets | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Equity | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Assets | – 0 |
    | Current Assets | – 0 |
    | Current Liabilities | – 0 |
    | Current Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Debt | – 0 |
    | Debt/Equity Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Equity (book value) | – 0 |
    | Shareholders' equity (minority interests) | – 0 |
    | Market to Book Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Per Employee | FY2023 | Ind Avg | Compet | Compet |
    | Number of Employees | – 0 |
    | Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Net Income | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Market Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    **## 5yearprojectiontemplateJohnsonJohnson.docx**

    Five Year Projections- Johnson & Johnson Corporation

    Used this template on what needed for the 5 year projection.

    **Years: 2024 2025 2026 2027 2028**

    **Income Statement**
    **Net sales**
    **Cost of goods sold**
    **Net Operating Income**
    **Operating expenses Net Income**

    **Net Income**

    **Cash Flow Statement**

    **Beginning balance**
    **Cash inflow $**
    **Cash outflow**

    **Ending Cash Balance $**

    **Balance Sheet**
    **Cash $**
    **Accounts receivable $**
    **Inventory**
    **Prepaid expenses $**
    **Total Current Assets $**

    **Fixed assets $**

    **Total Assets $**

    **Accounts payable $**

    **Short-term notes $**
    **Accrued & other liabilities $**
    **Total Current Liabilities $0**
    **Long-term debt $**
    **Other long-term liabilities $**

    **Total Long-term Liabilities $**
    **Shareholders' equity $**

    **Total Liabilities and Equity $**

    This worksheet estimates the key financial figures for a company over five years. The projections include abbreviated income and

    **## JohnsonJohnsonCase_Financial_Statement_Template.xlsx**

    ## Company Financial Analysis

    | | | | | | |
    | — | — | — | — | — | — |
    | Johnson & Johnson Case Financial Statement Template |
    | (data in thousands [000s], excluding per share data and financial ratios) |
    | | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Revenue |
    | Cost of Revenue | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Gross Profit |
    | Gross Profit Margin | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | EBIT |
    | Income Tax |
    | NOPAT (Net Operating Profit After Taxes) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Net Income (includes discontinued operations) |

    | Diluted Weighted Average Shares |
    | Dividends per Share |
    | Diluted Normalized EPS (continuing operations) |

    | Cash Cycle | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Revenue per day | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Accounts Receivable |
    | Receivable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Inventory |
    | Inventory Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Accounts Payable |
    | Payable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Cash Cycle (days) | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Key Ratios | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Market Value of Book Equity |
    | Price per share | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Earnings per share (continuing operations) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | P/E Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Invested Capital | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Assets | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Equity | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Assets |
    | Current Assets |
    | Current Liabilities |
    | Current Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Debt |
    | Debt/Equity Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Equity (book value) |
    | Shareholders' Equity (minority interests) |
    | Market to Book Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Per Employee | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Number of Employees (continuing operations) |
    | Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Net Income | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Market Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    ## Key Ratio Comparison

    | | | | | |
    | — | — | — | — | — |
    | Competitor Financial Analysis |
    | (data in thousands [000], excluding per share data and financial ratios) |
    | FY Year | FY2023 | Ind Avg | Compet | Compet |
    | Revenue | $0.00 |
    | Cost of Revenue | $0.00 |
    | Gross Profit | $0.00 | $0.00 | $0.00 | $0.00 |
    | Gross Profit Margin | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | EBIT | $0.00 |
    | Income Tax | $0.00 |
    | NOPAT (Net Operating Profit After Taxes) | $0.00 | $0.00 | $0.00 | $0.00 |
    | Net Income (includes discontinued operations) | $0.00 |

    | Diluted Weighted Average Shares | – 0 |
    | Dividends per Share | – 0 |
    | Diluted Normalized EPS (continuing operations) | – 0 |

    | Cash Cycle | FY2023 | Ind Avg | Compet | Compet |
    | Revenue per day | – 0 |
    | Accounts Receivable | – 0 |
    | Receivable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Inventory | – 0 |
    | Inventory Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Accounts Payable | – 0 |
    | Payable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Cash Cycle (days) | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Key Ratios | FY2023 | Ind Avg | Compet | Compet |
    | Market Value of Equity | $ – 0 |
    | Price per share | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | P/E Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Invested Capital | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Assets | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Equity | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Assets | – 0 |
    | Current Assets | – 0 |
    | Current Liabilities | – 0 |
    | Current Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Debt | – 0 |
    | Debt/Equity Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Equity (book value) | – 0 |
    | Shareholders' equity (minority interests) | – 0 |
    | Market to Book Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Per Employee | FY2023 | Ind Avg | Compet | Compet |
    | Number of Employees | – 0 |
    | Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Net Income | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Market Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    **## 5yearprojectiontemplateJohnsonJohnson.docx**

    Five Year Projections- Johnson & Johnson Corporation

    Used this template on what needed for the 5 year projection.

    **Years: 2024 2025 2026 2027 2028**

    **Income Statement**
    **Net sales**
    **Cost of goods sold**
    **Net Operating Income**
    **Operating expenses Net Income**

    **Net Income**

    **Cash Flow Statement**

    **Beginning balance**
    **Cash inflow $**
    **Cash outflow**

    **Ending Cash Balance $**

    **Balance Sheet**
    **Cash $**
    **Accounts receivable $**
    **Inventory**
    **Prepaid expenses $**
    **Total Current Assets $**

    **Fixed assets $**

    **Total Assets $**

    **Accounts payable $**

    **Short-term notes $**
    **Accrued & other liabilities $**
    **Total Current Liabilities $0**
    **Long-term debt $**
    **Other long-term liabilities $**

    **Total Long-term Liabilities $**
    **Shareholders' equity $**

    **Total Liabilities and Equity $**

    This worksheet estimates the key financial figures for a company over five years. The projections include abbreviated income and

    **## JohnsonJohnsonCase_Financial_Statement_Template.xlsx**

    ## Company Financial Analysis

    | | | | | | |
    | — | — | — | — | — | — |
    | Johnson & Johnson Case Financial Statement Template |
    | (data in thousands [000s], excluding per share data and financial ratios) |
    | | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Revenue |
    | Cost of Revenue | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Gross Profit |
    | Gross Profit Margin | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | EBIT |
    | Income Tax |
    | NOPAT (Net Operating Profit After Taxes) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Net Income (includes discontinued operations) |

    | Diluted Weighted Average Shares |
    | Dividends per Share |
    | Diluted Normalized EPS (continuing operations) |

    | Cash Cycle | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Revenue per day | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | Accounts Receivable |
    | Receivable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Inventory |
    | Inventory Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Accounts Payable |
    | Payable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Cash Cycle (days) | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Key Ratios | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Market Value of Book Equity |
    | Price per share | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Earnings per share (continuing operations) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 |
    | P/E Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Invested Capital | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Assets | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Equity | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Assets |
    | Current Assets |
    | Current Liabilities |
    | Current Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Debt |
    | Debt/Equity Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Equity (book value) |
    | Shareholders' Equity (minority interests) |
    | Market to Book Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Per Employee | FY 2023 | FY 2022 | FY 2021 | FY 2020 | FY 2019 |
    | Number of Employees (continuing operations) |
    | Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Net Income | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Market Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    ## Key Ratio Comparison

    | | | | | |
    | — | — | — | — | — |
    | Competitor Financial Analysis |
    | (data in thousands [000], excluding per share data and financial ratios) |
    | FY Year | FY2023 | Ind Avg | Compet | Compet |
    | Revenue | $0.00 |
    | Cost of Revenue | $0.00 |
    | Gross Profit | $0.00 | $0.00 | $0.00 | $0.00 |
    | Gross Profit Margin | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | EBIT | $0.00 |
    | Income Tax | $0.00 |
    | NOPAT (Net Operating Profit After Taxes) | $0.00 | $0.00 | $0.00 | $0.00 |
    | Net Income (includes discontinued operations) | $0.00 |

    | Diluted Weighted Average Shares | – 0 |
    | Dividends per Share | – 0 |
    | Diluted Normalized EPS (continuing operations) | – 0 |

    | Cash Cycle | FY2023 | Ind Avg | Compet | Compet |
    | Revenue per day | – 0 |
    | Accounts Receivable | – 0 |
    | Receivable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Inventory | – 0 |
    | Inventory Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Accounts Payable | – 0 |
    | Payable Days | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Cash Cycle (days) | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Key Ratios | FY2023 | Ind Avg | Compet | Compet |
    | Market Value of Equity | $ – 0 |
    | Price per share | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | P/E Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Invested Capital | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Assets | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Equity | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Return on Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Assets | – 0 |
    | Current Assets | – 0 |
    | Current Liabilities | – 0 |
    | Current Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Debt | – 0 |
    | Debt/Equity Ratio | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Total Equity (book value) | – 0 |
    | Shareholders' equity (minority interests) | – 0 |
    | Market to Book Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    | Per Employee | FY2023 | Ind Avg | Compet | Compet |
    | Number of Employees | – 0 |
    | Revenue | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Net Income | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |
    | Market Value | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! | ERROR:#DIV/0! |

    – 1
    – 2

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    JWI 556 (1196) Page 1 of 9

    JWI 556

    Leading Change by Putting People First

    Week Six Lecture Notes

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    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

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    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

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    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

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    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.

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    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.

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    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.

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    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

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    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 9 of 9

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

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

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

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

    • Review additional models for leading large-scale organizational change

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

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

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

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    **## JWI556Week6LectureNotes.pdf**

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

    JWI 556 (1196) Page 1 of 9

    JWI 556

    Leading Change by Putting People First

    Week Six Lecture Notes

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

    JWI 556 (1196) Page 2 of 9

    SCALING UP

    What It Means

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

    Why It Matters

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

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

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

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

    Jack Welch

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

    JWI 556 (1196) Page 3 of 9

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

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

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

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

    Leading Change, pp. 147-148

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

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

    This brings us to the challenge of interdependencies.

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

    Leading Change, pp. 140-141

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

    JWI 556 (1196) Page 4 of 9

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

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

    Leading Change, p. 142

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

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

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

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

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

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

    Leading Change, p. 150

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

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

    Leading Change, pp. 149-150

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

    JWI 556 (1196) Page 5 of 9

    MODELS FOR LEADING LARGE-SCALE ORGANIZATIONAL CHANGE

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

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

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

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

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

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

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

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

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

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

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

    JWI 556 (1196) Page 6 of 9

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

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

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

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

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

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

    STAKEHOLDER MAPPING

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

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

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

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

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

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

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

    JWI 556 (1196) Page 7 of 9

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

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

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

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

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

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

    CHALLENGES OF EFFECTIVELY COMMUNICATING CHANGE IN LARGE,
    DISTRIBUTED ORGANIZATIONS

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

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

    Leading Change, p. 102

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

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

    JWI 556 (1196) Page 8 of 9

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

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

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

    Leading Change, pp. 148-149

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

    JWI 556 (1196) Page 9 of 9

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

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

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

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

    • Review additional models for leading large-scale organizational change

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

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

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

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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] WK 7 Intervention for Proposed Clinical Change Project

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    – ## WK7InterventionforProposedClinicalChangeProject.docx **## WK7InterventionforProposedClinicalChangeProject.docx** You are designing an executable population-based change project addressing identified practice-related problems or questions. This strongly emphasizes collaboration between advanced …

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    Assignment Prompt & Instructions

    – ## WK7InterventionforProposedClinicalChangeProject.docx

    **## WK7InterventionforProposedClinicalChangeProject.docx**

    You are designing an executable population-based change project addressing identified practice-related problems or questions. This strongly emphasizes collaboration between advanced practice nurses and community agencies and includes working with an agency using practice data to provide answers, which are responsive to the needs of clinicians, administrators, and policy makers for improvement of programs or practices.

    This section of the change project should include a discussion of key concepts.

    1. Clarify the issue under study.

    2. Propose solutions or interventions based on the literature review.

    3. Compare other views on the problem and solutions.

    4. Address the APRN role in the intervention and discuss implications for clinical practice.

    5. Discuss the implications of your change project.

    Some important things to consider and address:

    1. Does your intervention have a clear connection to your research problem?

    2. What are the specific methods of data collection you are going to use, such as surveys, interviews, questionnaires, or protocols?

    3. How do you intend to analyze your results?

    4. Provide a justification for subject selection and sampling procedure.

    5. Describe potential limitations. Are there any practical limitations that could affect your data collection? How will you attempt to control the limitations?

    6. How will your change project help fill gaps in understanding the research problem?

    This section should be 6–7 pages in length, not including the cover or reference page. You must reference a minimum of 5 scholarly articles.

    Use current APA format to style your paper and to cite your sources. Review the rubric for more information on how the assignment will be graded.

    **## WK7InterventionforProposedClinicalChangeProject.docx**

    You are designing an executable population-based change project addressing identified practice-related problems or questions. This strongly emphasizes collaboration between advanced practice nurses and community agencies and includes working with an agency using practice data to provide answers, which are responsive to the needs of clinicians, administrators, and policy makers for improvement of programs or practices.

    This section of the change project should include a discussion of key concepts.

    1. Clarify the issue under study.

    2. Propose solutions or interventions based on the literature review.

    3. Compare other views on the problem and solutions.

    4. Address the APRN role in the intervention and discuss implications for clinical practice.

    5. Discuss the implications of your change project.

    Some important things to consider and address:

    1. Does your intervention have a clear connection to your research problem?

    2. What are the specific methods of data collection you are going to use, such as surveys, interviews, questionnaires, or protocols?

    3. How do you intend to analyze your results?

    4. Provide a justification for subject selection and sampling procedure.

    5. Describe potential limitations. Are there any practical limitations that could affect your data collection? How will you attempt to control the limitations?

    6. How will your change project help fill gaps in understanding the research problem?

    This section should be 6–7 pages in length, not including the cover or reference page. You must reference a minimum of 5 scholarly articles.

    Use current APA format to style your paper and to cite your sources. Review the rubric for more information on how the assignment will be graded.