LDR-615 Contemporary Organization Evaluation
Grand Canyon University LDR-615 Contemporary Organization Evaluation-Step-By-Step Guide
This guide will demonstrate how to complete the LDR-615 Contemporary Organization Evaluation assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for LDR-615 Contemporary Organization Evaluation
Whether one passes or fails an academic assignment such as the Grand Canyon University LDR-615 Contemporary Organization Evaluation depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for LDR-615 Contemporary Organization Evaluation
The introduction for the Grand Canyon University LDR-615 Contemporary Organization Evaluation is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for LDR-615 Contemporary Organization Evaluation
After the introduction, move into the main part of the LDR-615 Contemporary Organization Evaluation assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for LDR-615 Contemporary Organization Evaluation
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for LDR-615 Contemporary Organization Evaluation
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for LDR-615 Contemporary Organization Evaluation
As the demand for quality and cost-effective health care increases, health care organizations must be highly innovative and respond to situations effectively. In this fast-paced industry, organizational change is inevitable. New policies and guidelines, disruptive technologies, and government regulations are typical change triggers. Considering that change outcomes depend on the intervention responses, organizations’ management should understand the change process and how to respond effectively. Currently, health care organizations apply different strategies to deal with the COVID-19 pandemic depending on regulatory guidelines. This paper discusses change response strategies at the Medical University of South Carolina (MUSC). Focus areas include the organization’s description, change analysis, response strategies, implications, and necessary modifications.
Organization Description and Change
MUSC is a public medical school in South Carolina whose primary purpose is to optimize human life through its vision of leading health innovation in the lives it touches. MUSC serves as the only comprehensive academic health center in South Carolina (Medical University of South Carolina, n.d.). Its mission is to provide excellence in three pivotal areas that guide its everyday operations- patient care, research, and teaching. By partnering with MUSC Children’s Health, MUSC Health provides advanced care in South Carolina via hospitals, technologies (telehealth) and an extensive network of doctors (Medical University of South Carolina, n.d.). It is a highly rated organization overall as far as public health is organization.
Like many other health care institutions, MUSC was not immune to the institutional changes associated with the COVID-19 pandemic. The organization is still responding to the government’s directive to practice social distancing and intensify COVID-19 screening and testing (Valenta et al., 2020). From an operation viewpoint, most health care organizations were used to physical patient visits pre-COVID. However, due to the need to keep social distance, management challenges, and unpredictability of the pandemic, health care organizations were forced to restructure and reinvent their approaches to care. In line with the Centers for Disease Control and Prevention (CDC), patients with suspected COVID-19 were advised to use virtual visits instead of presenting to an emergency room for testing (Weigel et al., 2020). The government also intervened through new guidelines, further compelling health care organizations to adjust systems and processes.
Degree of Change and Response Strategies
Besides technological disruptions, government guidelines force health care organizations to make significant process and system
changes. In terms of distraction, the change has been significant, affecting many practice areas in MUSC. Valenta et al. (2020) noted that MUSC experienced a dramatic decline in ambulatory operations following the government social distancing guidelines. It was also forced to make significant system changes to covert successfully to virtual care as the government directed. MUSC is still adapting as vaccination and other institutional and government-sponsored efforts to control the pandemic intensify.
MUSC has responded to the dynamics created by the change by integrating technology in care. Primarily through telehealth, MUSC has been able to provide care virtually to ensure that patient needs are met while reducing COVID-19 exposure (Valenta et al., 2020). Telehealth has been a valuable tool to enable medical care continuity during a crisis. Its facilitation has been further improved by regulatory agencies loosening some restrictions on telehealth and more payers agreeing to reimburse for COVID-19 (McGhee, 2020). As MUSC continues to make system changes and maximize virtual care outcomes, it also organizes COVID-19 reimbursement as it would for other medical services.
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Strategies Used in the Change Plan
MUSC combined several strategies to maximize telehealth outcomes in response to the government’s COVID-19 control guidelines. According to McGhee (2020), MUSC established virtual screening and mobile testing sites for patients with suspected COVID across South Carolina. The second strategy was a remote home-monitoring program primarily for patients with less severe COVID-19. The other important strategy was a telesitter program for patients hospitalized with COVID-19. Regarding success, each strategy impacted outcomes differently but positively. Virtual screening and mobile testing sites have been integral in determining the risk level and interventions required. Testing and testing promotes early intervention. A remote home monitoring program reduces contact as much as possible to control the spread of COVID-19. As Valenta et al. (2020) highlighted, a telessiter program enables health care providers to monitor and communicate with patients through an audiovisual monitor. Doing so minimizes health care providers to COVID-19 and helps them to preserve personal protective equipment.
Effect of Change on Stakeholders
Stakeholders are key change drivers in health care organizations since they can support or resist change. Since organizational change affects stakeholders directly, chances of successful change vary according to stakeholder support and resistance (Valenta et al., 2020). The shift from primarily ambulatory to predominantly virtual care affected stakeholders significantly. According to Valenta et al. (2020), MUSC leaders had to work towards new goals and visions as their routine roles changed. For instance, instead of organizing how patients would be received and attended to when seeking medical help, MUSC leaders started planning how to facilitate care across populations via telehealth. Health care teams required restructuring and reorganization to ensure that they embraced change and accepted new roles.
Organizational preparedness reduced resistance to change considerably. According to McGhee (2020), major stakeholders, including leaders, medical directors, and departmental heads, worked collaboratively to build a unified response. Resistance was further reduced by adequate preparation for change since the state of South Carolina had invested in telehealth programs in MUSC for a long time. The investment had increased expertise in health care teams and readiness to pivot when COVID-19 arrived (Valenta et al., 2020). As a result, shifting to virtual care via telehealth was implementing change at the right time. “No one ever said no, even if they were required to work into later hours” (McGhee, 2020). Stakeholders knew the change had to happen hence maximum support.
Implications on Interdepartmental Collaboration
Organizational change affects departmental relationships, and collaboration is vital for successful change adoption. Shifting to virtual care compelled MUSC leaders and departments to work together since the change affected them equally. According to McGhee (2020), the MUSC telehealth team and bioinformatics experts worked together to accelerate the change process. The bioinformatics team reached the extent of shelving its research roles to enable MUSC to meet the urgent clinical need. The interdepartmental collaboration was excellent, and other organizations can learn from it. However, everything depends on the organization’s culture and how it prepares its members to react to change.
Leaders Planning and Preparation
From a personal viewpoint, MUSC leaders responded effectively and had prepared for the change. It is also right to deduce that preparation was instrumental in facilitating the effortless transition to virtual care. Valenta et al. (2020) noted that preparation to provide care virtually started before the first COVID-19 case was reported in South Carolina. The work on telehealth technologies was an institutional project that MUSC improved as time advanced. Anticipating change depicts an organization with a change-driven culture, instrumental in earning employees support and reducing resistance.
The response from leaders was effective too. James McElligott, the MUSC Health Center’s executive medical director for telehealth, reported how leaders had a battlefield-type mentality to form a new structure (McGhee, 2020). Furthermore, the hospital leadership gave telehealth leaders full support. With the colleagues in bioinformatics providing technical and logistical support, the entire team worked towards a new vision as they fashioned existing tools to be COVID-19 relevant. The other response strategy is staffing up health care providers to meet the anticipated demand. Generally, an understaffed health care workforce is unproductive. In response, MUSC leaders increased telehealth providers for facilitating virtual urgent care to more than 100 from less than ten (MUSC, 2020). The increased number enabled the new team to work effectively to build a unified response.
Necessary Modifications to Better Address the Change Dynamics
As MUSC continues to provide virtual care and adapt to situations, some modifications are necessary to address the change dynamics better. MUSC must establish a new department dedicated to virtual care in communities. Such a department will develop strategies to facilitate virtual care successfully even post-COVID. It will also establish the mechanisms necessary to reach all populations, such as health education and utilizing mobile health clinics. Additional strategies to assist the organization through this change include strategic planning, progressive project evaluation, and risk assessment. Artificial intelligence to track and interpret data to improve COVID-19 management is essential (Obeid et al., 2020). Other digital technologies should be harnessed to supplement telehealth. A suitable example is mobile apps for contact tracing (Owusu, 2020). In this case, MUSC must develop workable targets, assess the risk levels, and develop effective strategies to meet the desired goals.
Conclusion
In conclusion, change is inevitable in the current, fast-paced health practice. An effective response to change requires health care organizations to anticipate change and cultivate a change culture. MUSC demonstrates what anticipating, planning, and responding to change effectively involves. As discussed in this paper, MUSC shift to virtual care following government social distancing guidelines and increased demand for COVID-19 screening was smooth due to adequate planning and resource facilitation. Leaders also worked collaboratively as required during change implementation.
References
Ford, D., Harvey, J. B., McElligott, J., King, K., Simpson, K. N., Valenta, S., … & Lenert, L. A. (2020). Leveraging health system telehealth and informatics infrastructure to create a continuum of services for COVID-19 screening, testing, and treatment. Journal of the American Medical Informatics Association, 27(12), 1871-1877. https://doi.org/10.1093/jamia/ocaa157
McGhee, K. (2020). Telehealth rapidly scales up during the pandemic to provide care to patients in the safety of their homes. MUSC. https://web.musc.edu/about/news-center/2020/09/10/telehealth-covid19-response
Medical University of South Carolina. (n.d.). We’re changing what’s possible. https://web.musc.edu/
MUSC. (2020). Patients who use MUSC Health virtual urgent care offered access to drive-through respiratory specimen collection site. https://web.musc.edu/about/leadership/institutional-offices/communications/pamr/news-releases/2020/patients-who-use-virtual-urgent-care-have-access-to-drive-through-respiratory-specimen-site
Obeid, J. S., Davis, M., Turner, M., Meystre, S. M., Heider, P. M., O’Bryan, E. C., & Lenert, L. A. (2020). An artificial intelligence approach to COVID-19 infection risk assessment in virtual visits: A case report. Journal of the American Medical Informatics Association, 27(8), 1321-1325. doi: 10.1093/jamia/ocaa105
Owusu, P. N. (2020). Digital technology applications for contact tracing: the new promise for COVID-19 and beyond?. Global Health Research and Policy, 5(1), 1-3. https://doi.org/10.1186/s41256-020-00164-1
Weigel, G., Ramaswamy, A., Sobel, L., Salganicoff, A., Cubanski, J., & Freed, M. (2020). Opportunities and barriers for telemedicine in the U.S. during the covid-19 emergency and beyond. KFF. https://www.kff.org/womens-health-policy/issue-brief/opportunities-and-barriers-for-telemedicine-in-the-u-s-during-the-covid-19-emergency-and-beyond/
Sample Answer 2 for LDR-615 Contemporary Organization Evaluation
Leaders often face a myriad of obstacles and objections from stakeholders when implementing change within an organization. The most critical factors for success in change initiatives is the extent to which leadership is willing to commit fully, from the beginning, to honest, open, truthful, reciprocal, and empathetic conversations with stakeholders (Hubbart, 2022).
Common Obstacles/Objections:
1. Fear of the Unknown: Stakeholders might resist change because they are uncertain about the outcomes.
2. Perceived Negative Impact on Job Roles: Concerns about job security, changes in job roles, or potential job losses can lead to resistance.
3. Loss of Power or Control: Some stakeholders might feel that the change will diminish their influence or control within the organization.
4. Doubts about the Competence of Leadership: Stakeholders might question the ability of leaders to effectively manage the change.
5. Cultural and Behavioral Resistance: Organizational culture and individual behaviors can be significant barriers to change.
Strategies to Address Objections:
1. Effective Communication: Leaders should communicate the reasons for the change, its benefits, and how it will be implemented. This can alleviate fears and uncertainties.
2. Stakeholder Engagement: Involving stakeholders in the change process can foster a sense of ownership and reduce resistance.
3. Training and Support: Providing training and resources can help stakeholders adapt to the new changes.
4. Address Concerns Directly: Leaders should be open to feedback and address stakeholders’ concerns directly.
5. Build Trust: Establishing trust through transparency and consistent actions can make stakeholders more receptive to change.
Leaders must make communication a priority, setting and reinforcing those frameworks for behavior, goals, and timelines. These clear expectations and feedback also help to engage the team and get everyone moving together in the right direction.
References:
Hubbart. J.A. (2022). Organizational Change: Considering Truth and Buy-In. Administrative Sciences, 13(3), 3. https://doi-org.lopes.idm.oclc.org/10.3390/admsci13010003
Sample Answer 3 for LDR-615 Contemporary Organization Evaluation
Organizations have become immensely influenced by the advent of certain technological advancements. As such, their operations have been modernized while transformation in almost all sectors of life have occurred as a consequence of these advancements. One of the most significantly affected areas is the education sector. These changes manifest significantly in areas associated with curriculum development and change. As a consequence, the present essay will explore the ways in which technology has been adopted and led to the disruption of the educational section. Specifically, the paper will analyze the Texas Southern University as the base for the assignment based on the technological disruptions that it has undergone.
Description of the Organization and Change to Which it is Responding
The introduction of modern technologies in various operational procedures has massively impacted the operations of organizations. The introduction of web-based learning in educational institutions acts as a perfect example of one of these interruptions. The American educational system has increasingly adopted the usage of online learning at both the undergraduate and postgraduate levels. A large percentage of American universities are adopting the usage of online learning not only to increase their enrollment numbers but also to ensure efficiently. A quintessential example of these universities is the Texas Southern University. Formerly known as Houston Colored Junior College, the university began its operations in the year 1972. In the year 1934, its name was altered to Houston College for Negros. The current name became operational in the year 1951 in line with societal pressures of the time. The institution has been impacted by the increased demand for online learning by its student populace. According to John and Blankenship (2017), the Texas Southern University presently offers undergraduate and graduate classes using the online platform in varied courses such as general studies, healthcare administration, emergency management, and master of public administration, amongst others. Nevertheless, the introduction of the mode of learning has faced myriad issues as well as provided opportunities as manifested in studies carried out amongst students using the program at the Texas Southern University.
How the Change had been Disruptive and How the Organization Responded
The adoption of web-based learning has had a disruptive influence not only in Texas but across all universities in the United States of America. The traditionally used nature of learning entailing physical interaction between the students and instructors in a brick and mortar set-up has been replaced by web-based learning that prefers virtual classes. The change in the learning modality affected the institutions of higher learning in the country in a number of ways. One of the most important impact of the introduction of web-based learning is the elimination of face-to-face learning (Mkrttchian et al., 2019). Moreover, students have stated that the web-based learning is convenient especially for nurses who work in busy healthcare facilities. Moreover, operational efficiency has increased in institutions of higher learning since resources such as physical spaces have been minimized and replaced with virtual spaces. It is the realization of the above-mentioned changes that the Texas Southern University decided to introduce the web-based learning programs at its undergraduate and graduate levels. As already mentioned, the programs majorly entail healthcare administration, master of public administration, general studies, as well as emergency management amongst other courses.
Strategies the Organization Used and their Level of Success
The foregoing undertaking demonstrates that the increased popularity of web-based learning influenced the Texas Southern University to embrace it in its undergraduate and graduate classes. The research of Jones and Blankenship (2017) has explored the manner in which the web-based learning has been successful for the TSU. The fundamental question of the study entailed exploring the perceptions that the students from the institution had regarding the web-based learning. The 46 students used as the sample of the study provided a positive outlook concerning the success of the online programs. Further, the study revealed that a majority of the respondents were committed to using the virtual learning programs. Also, their attitude towards the introduction and usage of web-based learning was largely positive. The results of the study supported the above assertion since 70% of the respondents stated that they perceived the program as effective in learner engagement and content delivery requisite for learning.
The strategy’s success is also revealed from the preferences that the learners had towards the same. A larger percentage of the learners (40%) posited that they preferred the online mode of learning compared to 30% of the same population who stated that they preferred the face to face learning as led by instructors in physical setting. The results of the Jones and Blankenship (2017) study are supported by parallel studies that have been conducted at the institution.
Effect of Change on Stakeholders
The stakeholders at the Texas Southern University have become affected by the adoption of the virtual learning program. The role that online education has played in the lives of educational stakeholders has been extensively studied. One of the fundamental influences of the online learning is the elimination of the physical interaction between the instructors and students. The above impact possesses certain negative impacts regarding the outcomes of learning processes such as low comprehension of technical areas of learning amongst the students (Virtanen et al., 2017). Moreover, the technology does not comprehensively address the entire learning styles and needs of the students, which is detrimental to the process. The approach will only meet the needs of motivated as well as self-directed learners, who have the capacity to leverage the opportunities presented by the technology.
However, the proliferation of self-directed learning is a positive impact of the strategy. Web-based learning also ensures the presence of teaching stratagem that are interactive hence ensuring that learning is not cumbersome for both the instructors and the learners. Nevertheless, certain levels of resistance from learners and instructors have been noted. The absence of support from the institutions in the areas of training and offering of educational platforms that are user-friendly (Zavyalova, 2020). The institution adopted the usage of training on the utilization of web-based platforms for both the learners and the lecturers. Furthermore, the provision of incentives including expanded access to the requisite resources for learning to the stakeholders thawed some of the resistance.
Implications on Interdepartmental Collaboration
The interdepartmental collaboration at the Texas Southern University has greatly been affected by the adoption of virtual learning. Educational stakeholders including the instructors rarely meet physically. The instructors now have the chance to leverage online platforms to share their experiences. Further, the instructors can now largely utilize the online platform to uptake information. Varied aspects of education can be discussed by the instructors through the online platforms minus the need for physical meetings. Moreover, the interactions between instructors and learners has remarkably increased. The knowledge of the minimized changes of ridicule or victimization has offered learners the confidence to interact with instructors. As such, the usage of virtual learning has affected the collaborations between various departments at the facility.
Opinion and Recommendation
It is safe to argue that the adoption of the virtual learning platform at the Texas Southern University has produced the desired results. The increased courses being introduced at the facility is a testament to this. The registered student satisfaction as well as the preference for courses offered online in comparison to physical classes is another testament. As such, the university leadership’s response to the technological disruption was perfect. However, the university leadership can still improve its adoption process by ensuring continuous improvement of the online learning mode (May, 2019). Also, increasing the number of classes offered via online platforms will significantly improve the institution’s vision. Lastly, regular training as regards the new system is necessary for both learners and instructors to make certain of effective utilization of advancing online learning methods.
Conclusion
Therefore, online learning has significantly impacted the educational landscape. Institutions of higher learning such as the Texas Southern University have been compelled to introduce technology to their learning methodologies due to changes in the industry. The virtual learning has impacted various stakeholders and the leadership of the university is encouraged to explore ways of increasing its uptake.
References
Jones, I. S., & Blankenship, D. (2017). Student perceptions of online courses. Research in Higher Education Journal. https://eric.ed.gov/?id=EJ1148916
May, S. C. (2019). A Comparative Analysis of Student Success and Perceptions of Engagement between Face-to-Face and Online College Courses (Doctoral dissertation, Lindenwood University).
Mkrttchian, V., Krevskiy, I., Bershadsky, A., Glotova, T., Gamidullaeva, L., & Vasin, S. (2019). Web-Based Learning and Development of University’s Electronic Informational Educational Environment. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 14(1), 32-53. DOI: 10.4018/IJWLTT.2019010103
Virtanen, M. A., Kääriäinen, M., Liikanen, E., & Haavisto, E. (2017). The comparison of students’ satisfaction between ubiquitous and web-basedlearning environments. Education and Information Technologies, 22(5), 2565-2581. https://doi.org/10.1007/s10639-016-9561-2
Zavyalova, K. (2020). Unlocking students’ motivation in the blended higher education classroom: Lecturers’ perspectives. E-Learning and Digital Media, 2042753020931774. https://journals.sagepub.com/doi/10.1177/2042753020931774