Please see attached documents.

Change Implementation and Management Plan

It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival. As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change.

In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

To Prepare:

· Review the Resources and identify one change that you believe is called for in your organization/workplace.

· This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4.

· It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.

· Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

The Assignment (5-6-minute narrated PowerPoint presentation):

Change Implementation and Management Plan

Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.

Your narrated presentation should be 5–6 minutes in length.

Your Change Implementation and Management Plan should include the following:

· An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)

· A description of the change being proposed

· Justifications for the change, including why addressing it will have a positive impact on your organization/workplace

· Details about the type and scope of the proposed change

· Identification of the stakeholders impacted by the change

· Identification of a change management team (by title/role)

· A plan for communicating the change you propose

· A description of risk mitigation plans you would recommend addressing the risks anticipated by the change you propose

Use the articles attached and these two videos for guidance and add those to the references.

· TEDx(2013).six keys to leading positive change. Rosebeth Moss. Retrieved from https://www.youtube.com/watch?v=owU5aTNPJbs

· Review these instructions for guidance in how to create a narrated power poin

O R I G I N A L P A P E R

Using Kotter’s Eight Stage Process to Manage
an Organisational Change Program: Presentation
and Practice

Julien Pollack • Rachel Pollack

Published online: 23 March 2014
� Springer Science+Business Media New York 2014

Abstract Kotter’s eight stage process for creating a major change is one of the most widely
recognised models for change management, and yet there are few case studies in the academic

literature that enquire into how this process has been used in practice. This paper describes a

change manager’s action research enquiring into the use of this Process to manage a major

organisational change. The change was initiated in response to the organisation’s ageing

workforce, introducing a knowledge management program focusing on the interpersonal

aspects of knowledge retention. Although Kotter’s process emphasises a top-led model for

change, the change team found it was necessary to engage at many levels of the organisation

to implement the organisational change. The process is typically depicted as a linear sequence

of steps. However, this image of the change process was found to not represent the complexity

of the required action. Managing the change required the change team to facilitate multiple

concurrent instances of Kotter’s process throughout the organisation, to re-create change that

was locally relevant to participants in the change process.

Keywords Change management � Organisational change � Kotter’s eight
stage process � Knowledge management � Aging workforce � Action research

Introduction

This research reports on action research (AR) into an organisational change program in the

Australian Finance and Insurance Sector. The use of Kotter’s eight stage process of cre-

ating a major change (Kotter 1996) is studied in detail, providing insight into the use of this

process that can be of benefit to other change managers seeking to apply it.

J. Pollack (&)
University of Technology, Sydney, PO Box 123 Broadway, Sydney, NSW 2007, Australia
e-mail: [email protected]

R. Pollack
Sydney, Australia

123

Syst Pract Action Res (2015) 28:51–66
DOI 10.1007/s11213-014-9317-0

The relevance of this research becomes clear on recognising the significant divide that

has been identified between the academic and practitioner change management commu-

nities. In 1993, it was identified that a boundary existed between theoreticians and prac-

titioners (Buchanan 1993, p .684), with both being dismissive of each others’ work, and

that there was little connection between their contributions (1993, p

Developing Leadership in Managers to Facilitate the
Implementation of National Guideline Recommendations:
A Process Evaluation of Feasibility and Usefulness
Malin Tistad1,2,3*, Susanne Palmcrantz2,4, Lars Wallin1,2,5, Anna Ehrenberg1,6, Christina B. Olsson7,8, Göran
Tomson9, Lotta Widén Holmqvist7,10, Wendy Gifford11, Ann Catrine Eldh1,2

Abstract
Background: Previous research supports the claim that managers are vital players in the implementation of clinical
practice guidelines (CPGs), yet little is known about interventions aiming to develop managers’ leadership in facilitating
implementation. In this pilot study, process evaluation was employed to study the feasibility and usefulness of a
leadership intervention by exploring the intervention’s potential to support managers in the implementation of national
guideline recommendations for stroke care in outpatient rehabilitation.
Methods: Eleven senior and frontline managers from five outpatient stroke rehabilitation centers participated in a four-
month leadership intervention that included workshops, seminars, and teleconferences. The focus was on developing
knowledge and skills to enhance the implementation of CPG recommendations, with a particular focus on leadership
behaviors. Each dyad of managers was assigned to develop a leadership plan with specific goals and leadership behaviors
for implementing three rehabilitation recommendations. Feasibility and usefulness were explored through observations
and interviews with the managers and staff members prior to the intervention, and then one month and one year after
the intervention.
Results: Managers considered the intervention beneficial, particularly the participation of both senior and frontline
managers and the focus on leadership knowledge and skills for implementing CPG recommendations. All the managers
developed a leadership plan, but only two units identified goals specific to implementing the three stroke rehabilitation
recommendations. Of these, only one identified leadership behaviors that support implementation.
Conclusion: Managers found that the intervention was delivered in a feasible way and appreciated the focus on
leadership to facilitate implementation. However, the intervention appeared to have limited impact on managers’
behaviors or clinical practice at the units. Future interventions directed towards managers should have a stronger focus
on developing leadership skills and behaviors to tailor implementation plans and support implementation of CPG
recommendations.
Keywords: Evidence-Based Practice (EBP), Facilitation, Implementation, Leadership, Management, Stroke
Rehabilitation
Copyright: © 2016 by Kerman University of Medical Sciences
Citation: Tistad M, Palmcrantz S, Wallin L, et al. Developing leadership in managers to facilitate the implementation
of national guideline recommendations: a process evaluation of feasibility and usefulness. Int J Heal

Transformational change and leader
character

Gerard H. Seijts *, Jeffrey Gandz

Ivey Business School, Western University, 1255 Western Road, London, Ontario N6G 0N1, Canada

Business Horizons (2018) 61, 239—249

Available online at www.sciencedirect.com

ScienceDirect
www.elsevier.com/locate/bushor

KEYWORDS
Leadership;
Leader character;
Transformational
change;
Performance;
Leadership qualities

Abstract Leader character is foundational to good leadership. We define character
as an amalgam of virtues, values, and personality traits that influence how leaders
behave in various contexts. Our research identified 11 dimensions of leader character
and 60-plus character elements that are illustrative of those dimensions. We inte-
grate two frameworks: John Kotter’s eight-step model of leading change and our
framework of leader character dimensions and associated elements. Specifically, the
objective of this article is to illustrate which dimensions of leader character come
into play at various points in the organizational change process and how their
presence or absence affects the outcomes of the change process. Beyond that,
we draw inferences about how organizations might develop character among all
leaders but especially those younger, less experienced leaders who will become
tomorrow’s leaders of change projects.
# 2017 Kelley School of Business, Indiana University. Published by Elsevier Inc. All
rights reserved.

1. Transformational change

As educators, researchers, and consultants, we
have worked with many organizations–—some suc-
cessful, some not–—engaged in transformational
change. We have been brought in at various junc-
tures: the very earliest stages of change, after
things started to go wrong and, occasionally, at
the salvage stage when it was clear the desired
change was not going to happen.

* Corresponding author
E-mail addresses: [email protected] (G.H. Seijts),

[email protected] (J. Gandz)

0007-6813/$ — see front matter # 2017 Kelley School of Business, I
https://doi.org/10.1016/j.bushor.2017.11.005

Throughout, our ideas about leadership have
evolved and we have begun to place a strong em-
phasis on leader character in our research, student
programming, and outreach activities. Our interest
in leader character emerged from the 2008—2009
financial crisis and a qualitative study we conducted
that focused on why some organizations in the
financial sector failed or had near-death experien-
ces while others prospered, avoiding risks that they
did not understand or could not manage (Gandz,
Crossan, Seijts, & Stephenson, 2010). In the course
of this study, leader character was a re