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Organizational Resistance To Change and Why Good Companies Fail

SLP1/BUS503 Organizational Resistance  To Change and Why Good Companies Fail

For Module 1 SLP, we will continue our research into why good organizations resist change. To this extent, please visit the library, and find the following texts:

Iverson, L. (2010). The science of change management: The 7 phases of change & breaking through resistance to change. [Books24x7 version]. Available in the Trident Online Library.

Davidson, Jeff. (2009). 5 ways to overcome resistance to change. [Books24x7 version]. Available in the Trident Online Library.

Read the chapter titled “Resistance to Change” from Iverson (2010) The 7 Phases of Change and Breaking through Resistance to Change. In this chapter, you will note several key barriers that cause organizations to resist needed change. Namely, these are:

  • Lack of Knowledge or Skill
  • Physical or Resource restrictions
  • Negative Projections (Future or Past)
  • Discomfort
  • Fear of the Unknown

It is important to note the author’s emphasis that any one of these factors creates organization-wide resistance to change.

After reading the chapter “Resistance to Change,” respond to the following in a well-written, 3- to 4-page paper to include 2 Scholarly Sources from the Required and Optional readings List:

Part One: Description

Think of an experience you had with an organization that failed to change when change was needed.

Describe the change and explain why the organizational change you identify was needed. Describe what negative consequences (or outcomes) resulted from the organization’s failure to enact the needed change. What were the costs to the organization (e.g., poor employee morale, loss of customers, poor company image, financial losses, etc.)?

Part Two: Application and Analysis

Apply Iverson’s (2010) perspective to demonstrate how lack of knowledge, physical or resource restrictions, negative projections, discomfort, and fear of the unknown contributed to the resistance to change in this organization. In other words, explain how Iverson helps us understand why the barrier you have selected caused organization-wide resistance to needed change (keep in mind that we are focused on organization-wide, and not individual resistance to change).

Part Three: Solution and Recommendations

Finally, as a leader, what could you have done to avoid or minimize this resistance to change? Be specific and be sure that your recommended actions target the barrier you identified in Part Two (e.g., lack of knowledge, physical or resource restrictions, negative projections, discomfort, and fear of the unknown). See Davidson’s (2009) “5 ways to overcome resistance to change” to help you “connect the dots” by making a clear argument regarding how these specific recommendations would have helped the organization implement the needed change without resistance. If the resistance to change is ongoing, what suggestions do you have for resolving this problem going forward? 

SLP Assignment Expectations

  1. Minimum length requirements for the Module 1 SLP assignment are 3–4 pages (not including Title and Reference pages).
  2. Be sure to cite a minimum of 2 scholarly sources from the Required or Optional Readings List using APA Style

PLEASE FOLLOW ALL ASSIGNMENT INSTRUCTIONS

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Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies

THE ASSIGNMENT

In 2–3 pages, address the following:

  • Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.
  • Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state (VIRGINIA). Explain the difference between capacity and competency in mental health contexts.
  • Select one of the following topics, and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source.
  • Identify one evidence-based suicide risk assessment that you could use to screen patients.
  • Identify one evidence-based violence risk assessment that you could use to screen patients.

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Nurse Executive Track Concluding Graduate Experience (CGE)

The purpose of the Nurse Executive Track Concluding Graduate Experience (CGE) is to prepare the current and emerging leader for an important part of leadership practice: Leading Organizational Change. Through this point in the CGE, your preparation for leading organizational change has focused on planning concepts and tools for practice change, process change, or quality improvement projects. You have explored and practiced the following project management concepts thus far: PICOT Development Project Charter Scope of Work Communication Plan Project Deliverables Critical Success Factors The next step in our planning process is to break the larger project down into smaller, more manageable tasks. To do this you will be introduced to the Work Breakdown Structure or WBS. Smaller work packages will allow you to do some additional things in upcoming lessons to better manage the project and increase the chances of success. For instance, once you have smaller tasks identified you can then assign timelines for each task and plot the timeline on a graph that is called a Gantt chart. You can also identify colleagues for each task and determine their level of responsibility and/or accountability for the task. The WBS is an important step in properly planning any change initiative, regardless of the size or scope of the project. In this assignment, you will define and document the project’s tasks and project’s deliverables and their relationships to each. You will develop the work-breakdown structure (WBS) and project timelines using a Gantt chart. The WBS identifies the project’s tasks that need to be completed by priority. This breakdown helps the project team identify all tasks needed to get the work done and the resources necessary to complete it. This framework allows you to assign tasks to individual team members, making them accountable for those tasks in the process. It is important that all tasks be identified and broken down since project delays or even failure frequently result from forgotten or overlooked tasks rather than imprecise guesstimates. The Gantt chart, named after Henry Gantt, clearly shows the start and completion dates for all major project activities and subtasks. The Gantt chart is straightforward, easy to understand, and simple to change. It provides a snapshot of the project, and one can immediately identify task durations and distinguish tasks dependent upon other tasks to be completed before they are started. Understanding of all dependencies is critical for the project manager who is ultimately responsible for time, budgets, and resource allocation. There are many ways to build a Gantt chart, and you will be provided with several aids to help you. There are many “how to” videos on sites like YouTube that you might want to explore as well. Although you will see two separate tools in the lesson, most often a combined WBS/Gantt chart is developed that combines the two tools. A template for a combined WBS/Gantt chart is provided here that you may use if you wish.

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Majority of the work is done via teleconference

The Work Breakdown Structure is likely a new concept to most in the class. Your graded PM assignment this week will be to create a WBS for your Executive CGE project. We felt it would be helpful to provide you with an opportunity to practice this important skill as part of the Collaboration Café this week. There are some additional resources included in the lesson that you are also encouraged to take advantage of. Assume you were appointed as a project manager to lead a dozen of your classmates to write up an end-of-course summary guide that would be used to update all areas of the course (i.e., discussion questions, lectures, assignments, quizzes, and exams). You get to meet face-to-face periodically, but the majority of the work is done via teleconference (Zoom, TEAMS, WebEx, etc.) and e-mail. You plan to form subteams to work on each of these elements, each headed by a subteam leader. Create a WBS for this case study. What are some of the considerations you made when you decided on this structure? After posting your draft, review a number of your classmates’ ideas and look for similarities and differences. Ask questions about why a person set up his or her plan as he or she did. Would you change anything about your plan after networking with others?

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Writing a Python program to compute the daily pay for an Uber driver

Instruction:

This week’s assignment involves writing a Python program to compute the daily pay for an Uber driver. 

The driver gets paid an hourly rate plus a percentage of the miles driven plus the tips provided by passengers. The driver’s daily wage is based on the number of hours worked times his hourly rate.  The commission pay is based on the total miles driven times the commission percentage rate. The daily total pay should be computed as the daily wage plus commission pay plus tips. 

Write a program that prompts the user for the following input:

  • the number of miles driven for the day,
  • the number of hours worked for the day
  • the amount of tips received for the day

and defines (not prompt) the constant values for:

  • the hourly rate for the driver (pick a reasonable value, e.g. $12.50)
  • the commission rate (pick a reasonable value e.g. 5%)

Your program should compute and display the output for:

  • the daily wage,
  • the commission pay
  • the tips for the day, and
  • the total pay for the day

Your program should include Header comments (what the program does) and in-line comments (the major design steps). Document the values you chose for the cost per paper and percentage rate in your comments as well.

Submit your Python program as a text file (.py) file. In addition, submit a Design outline and a Test plan (3 different test cases) in a Word document or a PDF file which also includes a screenshot of execution of your program for each test case.

Your submission must also adhere to the Submission Requirements document (i.e., Filename and display your name, class, date in the output).

Grading:

10% – Design – outline proper sequence of steps, calculations (if necessary). Identify values of any known constants (e.g. commission rate). Identify what the user inputs will be and what the output will be.

10% – Completeness of your Test plan (at least three test cases). Include screenshots for each test case.

10% – Documentation – Header and in-line comments. Include documentation for the values you chose as the known constants (hourly rate, commission rate) in your comments as well. Documentation of major steps (from Design outline).

70% – Program prompts and executes correctly on all test cases. Satisfies all requirements, compiles, effectiveness and neatness, descriptive variables, def main.

Important note: This is an individual assignment and students are required to submit their original/independent work and adhere to UMGC academic integrity policy. Your submission should adhere to the Submission Requirements document. It is advised that you read all the material, including the Lecture before attempting the assignment. Also, review the example programs and practice exercises. If you do not understand something, reach out to your professor or the UMGC tutor.

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The impact of COVID-19 on the American Classroom

Journal Article Review

This assignment is meant to support a later research paper where the topic will be, “The impact of COVID-19 on the American Classroom.”

Assignment Instructions

Locate, read, and review the following peer-reviewed journal article :

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8445757/

Annotate – annotate – annotate. As you read through the article – do not read just to cover the information below. What sticks out? What do you wish to know more about? What are the conclusions and implications? Who is the author(s) citing in their work? This will help you when it is time to begin synthesizing this information within your literature review. I recommend choosing articles that highlight different forms of research – both quantitative and qualitative. You can always alternate throughout the semester. Oftentimes, quantitative research reports, whereas qualitative research paints a picture. All of these journal article submissions can be included in your final research paper.  

The article summary should be at least three paragraphs in length, if not more, in order to include all of the above information.  

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Describe your recent experiences in the BA in Organizational Leadership program using contractions and first and second persons in writing your academic papers.  

PART 1- WRITING DISCUSSION Module 1 – (SHEILA)- Use of Contractions & First & Second Persons in Formal Writing

·         Describe your recent experiences in the BA in Organizational Leadership program using contractions and first and second persons in writing your academic papers.  

·         Did you consistently write your academic and research papers using what is considered “formal writing”? That is, writing completely in the third person and without contractions.  

·         Did every professor demand and expect your papers to be written using “formal writing”.  Discuss the experience.

SUBMISSION INSTRUCTIONS: Your initial post should be at least 150 words, formatted and cited in current APA style with support from at least 2 academic sources.

PART 2- DISCUSSION Module 1 – (SHEILA)- The Nature of Competitive Rivalry 

Given the nature of competitive rivalry prevailing in the marketplace:

What strategies, resources, and competitive capabilities must your organization have to be successful?

SUBMISSION INSTRUCTIONS: Your initial post should be at least 150 words, formatted and cited in current APA style with support from at least 2 academic sources

PART 3- ASSIGNMENT Module 1- (SHEILA)- Strategic Planning

Describe the strategic planning process and explain the importance of strategic planning.

SUBMISSION INSTRUCTIONS: Assignment should be 2 pages, formatted and cited in current APA style, and incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

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Role of marketing manager for the organization

For this assignment, you will be taking on the role of marketing manager for the organization that you researched in Unit VI. Within that role, you will need to present the marketing plan that you completed in Unit VI to the marketing team. This will require no additional research, but you will be compiling your content into a PowerPoint presentation and subsequent video. The items below should be included in your presentation.

·       Introduction: Include a brief introduction of the company.

·       Competitive Analysis: Provide a comparison of the company against two or three competitors.

·       Marketing Strategies: Include an examination of all four Ps (product, price, place, and promotion). This should include the product and service, pricing, distribution/place, and both traditional and digital marketing strategies.

·       Competitive Advantage: Address whether the company holds a competitive advantage in each of the areas of the four Ps.

·       Ethical Stance of Company: Present the company’s ethical stance, which can include topics such as how they have created an ethical culture, social responsibility or corporate social responsibility (CSR), or any other topics related to ethical behavior within the organization.

·       Conclusion: Provide recommendations for this company with respect to future marketing strategies, remembering to include topics involving all four Ps.

The PowerPoint must meet the criteria below.

·        Must be at least 12 slides in length (not counting the title slide).

·        Include speaker notes in order to further explain the information on each slide.

·        If outside sources are used, please follow APA Style when creating citations and references.

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The required 50 community direct clinical practice experience hours

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals. 

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the topic Resources and in the assignment instructions. 

The “Individual Success Plan” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice. 

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP. 

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Brainstorm different texts for the rhetorical analysis

To brainstorm different texts for the rhetorical analysis assignment. You should choose an assignment that you received in the last six months, a personal written communication, or a social media post (this wasn’t written in the Rhetorical Situation Assignment, but I’m offering it as an alternative) from your own account of a post you made.To figure out how to start the rhetorical situation assignment.To outline the rhetorical situation for your text (exigence, audience, rhetors, constraints).Intended Audience: Classmates. Instructor. Writing Teachers. Individuals interested in learning more about rhetorical situations. Description:ETA: Reminder: You must choose a text within one of the categories listed in the Rhetorical Situation Assignment. Please read the assignment first before you choose your text for the assignment.Post a screenshot (you can use the insert media button, or you can attach it to your post) of one page of the assignment, written communication, or social media post that you made from your own account) you would like to analyze for this assignment, and then provide a brief summary of the text with detail. The summary should start to identify why the text exists (what was the reason for its creation, what problem was it created to solve, what point was it trying to make, what was its purpose) and who the text is targeting (the audience).The summary should be at least 250 words. Consider it to be preparation for your essay. You’ll be using this summary for your essay before you get into the analysis of your text, so put some effort into this summary and provide as many details about the text as necessary.Within 24 hours: Make sure you come back to this discussion and look over your classmates’ outlines. You must provide insights on at least two of your classmates outlines:Help them outline the rhetorical situation. Make a comment or ask a question about the exigence, audience, rhetor, and/or constraints for the text’s rhetorical situation. Did it make sense to you? Did it leave any questions in your mind? What questions could you ask your classmate that would help them to dig up more details about any aspects of the rhetorical situation?I will grade your assignment once I have approved your topic.To start this activity, consider that rhetoric is everywhere. Here is an example of a sign (although you will not be analyzing images for this paper, it provides an example of a rhetorical situation and how I would start thinking about the different aspects of its rhetorical situation). The street sign in the slide below is a rhetorical text that is part of a rhetorical situation. These types of signs started showing up in the Twin Cities after several incidents of police brutality. These are texts commenting on a rhetorical situation about police violence and human rights. They are intended to be seen by everyone in the city, since everyone in the city could potentially be a victim of police violence and travel public streets and highways. I’m not sure who made this sign, so I would try to locate the rhetor. There are several constraints that impact how, where, and when this sign gets bolted to the pole. It’s illegal to put unauthorized street signs up. This is kind of textual interrogation is how you start working on the rhetorical analysis assignment.

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