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EDD 9951 Week 10 Assignment 4 Video Reflection

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EDD 9951 Week 10 Assignment 4 Video Reflection Video Reflection The experience of the applied improvement project (AIP) has been interesting and informative. Using the needs assessment as an exercise to link theory and practice was a good way to do that. Starting to develop an understanding of how to define a problem of practice, gather evidence, and create an organized format that connects evidence to organizational goals. This process has resulted in the realization of the necessity to base improvement projects on data and to be sensitive to the community and institutional needs. The experience has also given me increased confidence in my ability to deliver and participate in the process of change in practice, particularly in complex projects. The AIP is helping me to grow professionally in my leadership and research skills, as well as in thinking about the use of evidence to guide solutions. In terms of the problem of practice, at least, that’s one thing I’m seeing that’s really going well in my AIP journey is the clarity I’m able to have. I can use a structured approach and the Applied Improvement Project model to draw out a clear focus that is focused and evidence-based. I’ve also discovered that I’m good at finding the academic information that helps me meet the goals of my project and of my organization, so that my project is both academically sound and relevant to the goals of my organization. Overall, what is working best is that I have a structure of guided instruction, resources that are readily available, and I’m being consistent with the project timeline. I have been working on the AIP process, and there are some issues I have encountered there, but I have gotten some success. The greatest difficulty is having the ability to focus my problem of practice. Now and then I want to put too much into my project, and this can make my project a little bit of a mess. The other hurdle is to synthesize research in some manner other than just a summary; to make connections and contribute to my argument. It is also challenging to balance the academic rigors of the project with the practicalities of the project, including time and resources. The above challenges also allow opportunities to build up resilience, improve research skills, and practice adapting and keeping up the rigor of scholarly work. I will be taking a systematic and systematic approach to Index literature review signature assignment. To help make my review go back to the main goal of my project, I will first modify my problem statement. Next, I will use the databases of ProQuest, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and PubMed to expand my search for academic sources in order to find the most up-to-date research. I will also be adding the findings, themes, and methodologies of several studies to the synthesis matrix to help make meaningful connections. To do my work in the best possible way, I must also consult literature review guidelines so as to be able to incorporate sources and follow APA style. Lastly, I will have one week to write the review so that I can be able to write a comprehensive, well-organized review without having to rush. The quality of literature reviews will improve with the use of tools such as synthesis matrices, which will help promote depth of analysis and organization in literature reviews (Gulotta et al., 2023). Preparation and consistency will be key to achieving excellence. References Aeon, B., Faber, A., & Panaccio, A. (2021). Does time management work? A meta-analysis. Public Library of Science, 16(1), e0245066. https://doi.org/10.1371/journal.pone.0245066 Connor, L. (2023). Evidence‐based practice improves patient outcomes and healthcare system return on investment: Findings from a scoping review. Worldviews on Evidence-Based Nursing, 20(1), 6–15. https://doi.org/10.1111/wvn.12621 Gulotta, T. M., Salomone, R., Mondello, G., & Ricca, B. (2023). FLAVIA-LCT – Framework for systematic literature review to analyse vast information in life cycle thinking studies. Heliyon, 9(5), e15547. https://doi.org/10.1016/j.heliyon.2023.e15547 Naughton, E., Moran, R., Kharub, M., Sa, J. C., & McDermott, O. (2024). A structured model for continuous improvement methodology deployment and sustainment: A case study. Heliyon, 10(21), e40034. https://doi.org/10.1016/j.heliyon.2024.e40034 NursingAllied Health Literature

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EDD 9951 Week 5 Assignment Site Information, Role in/With Organization, Statement, Data Evidence

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EDD 9951 Week 5 Assignment Site Information, Role in/With Organization, Statement, Data Evidence Acknowledgement I am retaking this course and have been granted permission to reuse my original assessments from my previous enrollment. This submission is my original work, created during my prior attempt, and is being resubmitted per the instructor’s guidance. I have made minor modifications to this assessment to reflect updated guidelines, course expectations, and feedback from my previous attempts.I understand the importance of academic integrity and transparency, and I am submitting this assignment with full acknowledgment that the content may reflect similarity to work previously submitted through Turnitin or other academic integrity systems. Thank you for your consideration. Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name Learner E-mail Learner ID Number 2517927 Instructor Name Dr Specialization Adult Education Specialization Program Director Name Specialization Program Director E-mail Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date Overview of the AIP Model The Applied Improvement Project (AIP) will establish problem solutions through recommended actions for organizational improvement. The AIP model contains three phases, which include a total of 10 steps. The three phases are as follows: planning, implementation, and evaluation (refer to Figure 1). In the phase 1 “planning”, the applied researcher will provide comprehensive details to diagnose the problem and also generate alternatives and an action plan. In the phase 2 “implementation”, the action plan will be executed to address the identified problem. In the phase 3 “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Further, the project findings will be conveyed to stakeholders to enable the project findings to be disseminated. Figure 1 Applied Improvement Project Model Note. This figure shows the three major phases of the Applied Improvement Project Model and how the ten steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the three major phases, the circular icons resemble the ten steps, and the line between the icons resembles the connection between each step within the appropriate phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. The organizational problem will be diagnosed and managed through a systematic approach that uses the AIP model. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 leads to the precise identification of the root cause and underlying problem. The goal is to develop a comprehensive understanding of the problem, the reasons for its occurrence, and the possible effects. The diagnostic findings will direct the next actions within the AIP model framework. Using the model in the Doctor of Education program helps in organizational problem management while creating a connection between the AIP model and Advanced Doctoral Courses. Preliminary Site Information The research project site is a worldwide non-profit organization headquartered in Oak Brook, Illinois, United States. The organization is committed to improving the youth’s access to quality education.Other domains on which the organization is working globally include health improvement, disaster management, and youth development programs. One of the biggest initiatives for youth is Social Emotional Learning (SEL) program administered in cooperation with thousands of schools around the world.There is a history of SEL at this site, but it comes from a very large initiative-grades wide, all concerned to deal with rising issues of bullying, chronic absenteeism, and student academic performance.Thus, the SEL is supposed to improve the students’ academic performance by enhancing their social skills and emotional intelligence. The expectations mandated by the school district and site principals for focusing on emotional regulation-making decision-building positive peer relationships. The stakeholders are not recruiting educators to implement the SEL program. Not implementing the SEL program increased the student absenteeism rate, which directly impacts academic performance directly. The organization supports schools in so many contexts. These schools typically serve between 300 and 1,500 students, but differ widely in the demographic makeup by region. Also, the student demographics often reflect the wider community. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. The organization has teaching staff to implement the SEL program for high school students. Teacher demographics vary, but most schools have between 25-75 educators trained in organization. Schools implementing SEL program are quietly distributed across urban, suburban, and rural areas. Many schools cite concerns about student behavior, bullying, and mental health, which makes SEL programs essential for creating a positive school climate environment for student academic success.These schools with organization partnerships implement SEL program to ensure an environment that is conducive, safe, inclusive, and academically supportive for students from all backgrounds. The site advocates for implementing the SEL programs to improve the achievement rate of the students through the establishment of a positive school culture that fosters diversity and inclusiveness among students. Role in or Relationship with the Organization The applied researcher’s specific role is participation in the program implemented by the organization to deliver SEL education to students. The applied researcher worked as volunteer who participates in the program to raise awareness of the SEL program for the students. The applied research is connected to the organization and is responsible for planning, implementing, and assessing SEL instruction for students at one of the school of organization. In addition, the researcher also plays a role in conducting student support services, including SEL programs. The applied researcher thinks the initiatives are a part of the mission-driven organization to improve the student achievement rate. The site has a hierarchical structure due to board members, allowing all employees to express the viewpoints regarding the management of the organization’s issues. The applied researcher has a critical role to play in the problem of staff shortages impacting the delivery of SEL by pointing out the gaps in the delivery of SEL programs

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EDD 9951 Week 4 Assignment Site Information, Role in/With Organization, Statement, Data Evidence

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EDD 9951 Week 4 Assignment Site Information, Role in/With Organization, Statement, Data Evidence Acknowledgement I am retaking this course and have been granted permission to reuse my original assessments from my previous enrollment. This submission is my original work, created during my prior attempt, and is being resubmitted per the instructor’s guidance. I have made minor modifications to this assessment to reflect updated guidelines, course expectations, and feedback from my previous attempts.I understand the importance of academic integrity and transparency, and I am submitting this assignment with full acknowledgment that the content may reflect similarity to work previously submitted through Turnitin or other academic integrity systems. Thank you for your consideration. Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name Learner E-mail Learner ID Number 2517927 Instructor Name Specialization Adult Education Specialization Program Director Name Specialization Program Director E-mail Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date Overview of the AIP Model The Applied Improvement Project (AIP) will establish problem solutions through recommended actions for organizational improvement. The AIP model contains three phases, which include a total of 10 steps. The three phases are as follows: planning, implementation, and evaluation (refer to Figure 1). In the phase 1 “planning”, the applied researcher will provide comprehensive details to diagnose the problem and also generate alternatives and an action plan. In the phase 2 “implementation”, the action plan will be executed to address the identified problem. In the phase 3 “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Further, the project findings will be conveyed to stakeholders to enable the project findings to be disseminated. Figure 1 Applied Improvement Project Model Note. This figure shows the three major phases of the Applied Improvement Project Model and how the ten steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the three major phases, the circular icons resemble the ten steps, and the line between the icons resembles the connection between each step within the appropriate phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. The organizational problem will be diagnosed and managed through a systematic approach that uses the AIP model. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 leads to the precise identification of the root cause and underlying problem. The goal is to develop a comprehensive understanding of the problem, the reasons for its occurrence, and the possible effects. The diagnostic findings will direct the next actions within the AIP model framework. Using the model in the Doctor of Education program helps in organizational problem management while creating a connection between the AIP model and Advanced Doctoral Courses. Preliminary Site Information The Lions Clubs International Foundation (LCIF) is a worldwide non-profit organization headquartered in Oak Brook, Illinois, United States. The LCIF is committed to improving the youth’s access to quality education (Lions International, 2025). Other domains on which the LCIF is working globally include health improvement, disaster management, and youth development programs. One of the biggest initiatives for youth is Lions Quest, which is a Social Emotional Learning (SEL) program administered in cooperation with thousands of schools around the world (Lions Quest, 2025). There is a history of SEL at this site, but it comes from a very large initiative-grades wide, all concerned to deal with rising issues of bullying, chronic absenteeism, and student academic performance (Lions International, 2025). Thus, the SEL is supposed to improve the students’ academic performance by enhancing their social skills and emotional intelligence. The expectations mandated by the school district and site principals for focusing on emotional regulation-making decision-building positive peer relationships. The stakeholders are not recruiting educators to implement the SEL program. Not implementing the SEL program increased the student absenteeism rate, which directly impacts academic performance directly. LCIF supports schools in so many contexts. These schools typically serve between 300 and 1,500 students, but differ widely in the demographic makeup by region. Also, the student demographics often reflect the wider community. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. The organization has teaching staff to implement the SEL program for high school students. Teacher demographics vary, but most schools have between 25-75 educators trained in Lions Quest. Schools using Lions Quest are quietly distributed across urban, suburban, and rural areas. Many schools cite concerns about student behavior, bullying, and mental health, which makes SEL programs such as Lions Quest essential for creating a positive school climate environment for student academic success (Lions International, 2025). These schools with LCIF partnerships implement Lions Quest to ensure an environment that is conducive, safe, inclusive, and academically supportive for students from all backgrounds. The site advocates for implementing the SEL programs to improve the achievement rate of the students through the establishment of a positive school culture that fosters diversity and inclusiveness among students. Role in or Relationship with the Organization The applied researcher’s specific role is participation in the Lion Quest program implemented by the organization to deliver SEL education to students. The title is the volunteer who participates in the Lion Quest Program to raise awareness of the SEL program for the students. The applied research is connected to the organization and is responsible for planning, implementing, and assessing SEL instruction for students at the school. In addition, the researcher also plays a role in conducting student support services, including SEL programs. The applied researcher thinks the initiatives are a part of the mission-driven organization to improve the student achievement rate. The site has a hierarchical structure due to board members, allowing all employees to express the viewpoints regarding the management of the organization’s issues. The applied researcher has a critical role to play in the

Capella University, EDD 9951, EDD FPX Assessments

EDD 9951 Week 3 Assignment Problem of Practice Needs Assessment

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EDD 9951 Week 3 Assignment Problem of Practice Needs Assessment Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name Learner E-mail Learner ID Number 2517927 Instructor Name Dr Specialization Adult Education Specialization Program Director Name Specialization Program Director E-mail phyllis.misite@capella.edu Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date Overview of the AIP Model The Applied Improvement Project (AIP) will establish problem solutions through recommended actions for organizational improvement. The AIP model contains three phases, which include a total of 10 steps. The three phases are as follows: planning, implementation, and evaluation (refer to Figure 1). In the phase 1 “planning”, the applied researcher will provide comprehensive details to diagnose the problem and also generate alternatives and an action plan. In the phase 2 “implementation”, the action plan will be executed to address the identified problem. In the phase 3 “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Further, the project findings will be conveyed to stakeholders to enable the project findings to be disseminated. Figure 1 Applied Improvement Project Model Note. This figure shows the three major phases of the Applied Improvement Project Model and how the ten steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the three major phases, the circular icons resemble the ten steps, and the line between the icons resembles the connection between each step within the appropriate phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. The organizational problem will be diagnosed and managed through a systematic approach that uses the AIP model. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 leads to the precise identification of the root cause and underlying problem. The goal is to develop a comprehensive understanding of the problem, the reasons for its occurrence, and the possible effects. The diagnostic findings will direct the next actions within the AIP model framework. Using the model in the Doctor of Education program helps in organizational problem management while creating a connection between the AIP model and Advanced Doctoral Courses. Preliminary Site Information The site is an organization that aims to support school students with social-emotional learning (SEL) education programs. The organization works together with schools and community organizations, along with educators, to support SEL programs and character development as well as positive school climate initiatives. The organization has teaching staff to implement the SEL program for high school students. In the SEL program, the staff prepares students for academic success and improves student achievement scores. The SEL program’s emphasis is on enhancing the success rate of the students through the establishment of a positive school culture that fosters diversity and inclusiveness among students. The program’s emphasis is on closing educational achievement gaps as well as enhancing extended academic success rates. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. Early exposure to SEL skills such as self-regulation and cooperation enables the development of social skills and enhances the capability to sustain in the school environment. The program educates students to be successful in life, both personally and academically. Students from various economic backgrounds are engaged, while the program emphasizes assistance to disadvantaged population groups in particular. The site has a large workforce of teachers who are tasked with delivering the SEL education programs. However, the staff shortages hinder the teachers from fulfilling the students’ needs, which deteriorates the academic performance. The site has established various issues that impede the delivery of a SEL program to the students, impacting the success rate. The practice issue is staff shortages that impact the delivery of SEL to students, which impacts the students’ academic outcomes. The student achievement rate is currently at 5%, and the site’s benchmark is 11%, which indicates the need for effective measures to enhance the academic performance of the students. The problem urges the site to provide quality SEL education programs to mitigate the low student achievement rate in educational settings. Role in or Relationship with the Organization The applied researcher is a member of the educational team at the organization and takes leadership roles to help plan and execute projects and raise awareness of the SEL program for the students. The applied research is connected to the organization and is responsible for planning, implementing, and assessing SEL instruction for students at the school. In addition, the researcher also plays a role in conducting student support services, including SEL programs. The applied researcher thinks the initiatives are a part of the mission-driven organization to improve the student achievement rate. The site has a hierarchical structure due to board members, allowing all employees to express the viewpoints regarding the management of the organization’s issues. The applied researcher has a critical role to play in the problem of staff shortages impacting the delivery of SEL by pointing out the gaps in the delivery of SEL programs due to a lack of staff. Developing strategies to integrate SEL practice into curricula with less staff is challenging. Assessing the effectiveness of SEL delivery models and advocating for additional staffing for implementing SEL programs is necessary. The applied researcher role has a direct relationship to enhancing student academic performance and well-being by ensuring SEL programs remain accessible and effective despite staff shortages. Financial challenges and personal difficulties, together with academic challenges, can cause potential conflicts of interest. Such situations appear when researchers have monetary interests in research outcomes. For instance, the funding request for SEL services might result in reduced resources for educational programs. The applied researcher’s ownership of shares in the benefiting organization may affect the ability to remain objective when conducting research. Research decisions made by the applied researcher could become

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EDD 9951 Week 2 Assignment 1 Site Information, Role in/With Organization, Statement, Data Evidence

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EDD 9951 Week 2 Assignment 1 Site Information, Role in/With Organization, Statement, Data Evidence Acknowledgement I will be taking this course again and have been granted the opportunity to use my completed assessments from the previous year. This is my work from my previous submission and is thus being resubmitted according to the instructor’s instructions. This assessment has been slightly edited based on feedback from the previous attempts and changes to the course’s expectations/guidelines. I recognize the principles of academic honesty and integrity and fully understand that this assignment may contain passages that are similar to or excerpted from academic integrity systems, such as Turnitin. Thank you for your consideration. Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name Logan Fields, Sr. Learner E-mail loganfields1911@yahoo.com Learner ID Number 2517927 Instructor Name Dr. Toni Bailey Specialization Adult Education Specialization Program Director Name Phillis Misite Specialization Program Director E-mail phyllis.misite@capella.edu Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date Overview of the AIP Model The Applied Improvement Project (AIP) presents solutions to the problem as recommended actions to improve the organization. The AIP model has three phases consisting of 10 steps in total. The three stages are: planning, implementation, and evaluation (see Figure 1). The applied researcher will provide extensive information in phase 1, “planning”, which will help to diagnose the problem and will also create alternatives and an action plan. The action plan will be implemented in phase 2 “implementation” to solve the problem identified. In phase 3, “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Moreover, outcomes of the project will be communicated to the stakeholders to disseminate the project outcomes. Figure 1 Applied Improvement Project Model Note. This graphic provides an overview of the main stages of the Applied Improvement Project Model, and the steps in the model were taken during the Advanced doctoral courses. The shaded areas are like the three phases indicated, the circles are like the 10 steps indicated, and the line between the icons is like the linking between steps in the corresponding phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not publicly available. https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. Using the AIP model, a systematic approach to diagnosing and managing the organizational problem will be used. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 is used to define the root cause and underlying problem. To build a complete overview of the problem, its causes, and likely impacts. The diagnostic results will inform the next steps in the AIP model. The application of the model in the Doctor of Education program facilitates the use of organizational problem management and the linking of the AIP model with Advanced Doctoral Courses. Preliminary Site Information The Lions Clubs International Foundation (LCIF), based in Oak Brook, Illinois, USA, is an international, non-profit organisation. The LCIF is dedicated to increasing youth’s access to quality education (Lions International, 2025). The LCIF is also active in other areas internationally, such as health improvement, disaster management, and youth development programs. Lions Quest is one of the larger programs for youth, and a Social Emotional Learning (SEL) program that is administered in partnership with thousands of schools globally (Lions Quest, 2025). There is a history of SEL at this site, but it comes from a very large initiative- grades-wide- all concerned with dealing with rising issues of bullying, chronic absenteeism, and student academic performance (Lions International, 2025). SEL is intended to boost students’ social skills and their emotional intelligence, therefore improving their academic performance. School district and site principals’ expectations are to prioritize emotional regulation, decision-making, and building positive peer relationships. Stakeholders are not hiring teachers to teach the SEL program. In the absence of the SEL program, the student absenteeism rate was also linked to academic performance and was higher. The LCIF is a support for schools in so many contexts. Schools usually have between 300 students and 1,500 students and vary significantly in composition from area to area. In addition, students are typically from the same racial, ethnic, cultural, and linguistic backgrounds as their surrounding community. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. The organization has teaching staff to implement the SEL program for high school students. The majority of schools have 25-75 teachers trained in Lions Quest. Lions Quest schools are strategically placed across urban, suburban, and rural settings, discreetly. The potential for student academic success is strengthened by SEL programs like Lions Quest because many schools report concerns about behavior, bullying, and mental health, creating a positive school climate (Lions International, 2025). Through the implementation of Lions Quest, these schools with LCIF partnerships create an environment that is conducive, safe, inclusive, and academically supportive to students from all backgrounds. The website promotes the idea of supporting SEL programs to enhance student achievement by establishing a positive school culture that promotes diversity and inclusiveness among students. The program’s emphasis is on closing educational achievement gaps as well as enhancing long-term academic success rates. SEL skills like self-regulation and cooperation can be taught early, leading to the development of social skills and a better ability to sustain success in school. The program educates students to be successful in life, both personally and academically. The programme is an inclusive one, with students from different economic backgrounds involved, and particularly assisting disadvantaged population groups. The site has a significant number of teachers who are required to provide teaching in the SEL education programs. But the teachers’ inability to meet the needs of the students due to the teacher shortage affects their academic achievement. The site has identified multiple problem areas that hinder the ability to provide students with

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EDD 9951 Week 1 Assignment 1

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EDD 9951 Week 1 Assignment 1 Ishikawa Root Cause Analysis

Capella University, EDD FPX Assessments, EDD-FPX8020

EDD FPX 8020 Assessment 4 Teaching Case Study

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EDD FPX 8020 Assessment 4 Teaching Case Study Student Name Capella University EDD FPX 8020 Professor Name Submission Date Teaching Case Study Change in organizations in higher education is a very complex yet necessary process in institutions that want to increase academic opportunities and address changing needs of the community. Some of these changes, including the implementation of baccalaureate programs in the community college, are indicators of the move towards greater access, workforce, and institutional development (Ghasemi et al., 2023). The dynamics, the challenges, and the leadership methods of such transitions are crucial to sustainable success (Khalil, 2024). The paper below concentrates on a scenario of two community colleges that are facing a transition into four-year degree programs by examining how the transition can be viewed in terms of learning organization disciplines, disabilities, and systems archetypes. Moreover, change management strategies, models to inquire about continuous improvement, and realistic suggestions to lead the organization development in the future will be the center of the debate. Case Synopsis In the case study, organizational transformation in two community colleges in Florida (Transition College and Conversion College) is explored, where both colleges sought authorization to deliver baccalaureate degree programs due to the changing workforce and educational needs. Florida Community colleges were initially established as a way of delivering inexpensive associate-level education and vocational education to the local communities. But changing economic times, labor market demands, and state policies led to the implementation of the community college baccalaureate (CCB) program that allowed some colleges to expand their institutional purpose by providing limited bachelor’s degrees. The research problem is how the two institutions successfully dealt with such a large-scale change when dealing with accreditation, governance, and cultural issues that arose during the change from two-year to four-year degree provider institutions. At Transition College, change was sought by the leadership to solve the workforce problem in areas like nursing and teacher training. The president was the change champion who organized a holistic process, which included the board of trustees, executive cabinet, faculty members, and partners in the local community. Market analysis and surveys of employers were performed by institutional leaders to find out the skills gaps and to prove the necessity of introducing new programs. Basing their actions on the conceptual framework of the Kotter eight-step model, the leadership focused on urgency creation and coalition building, and clear department-wide communication (McKinney and Morris, 2010). Significant impediments were the lengthy state approval process, accreditation compliance with the Southern Association of Colleges and Schools (SACS), and faculty concerns related to increased workload and mission redirection. Conversion college took a similar route, but faced even more opposition from regional universities and financial setbacks with accreditation requirements. Professors expressed their concern that a shift to baccalaureate-level education was going to water down the original intent of accessibility and affordability (McKinney and Morris, 2010). The two colleges had to engage in a great deal of organizational rearrangement, modernization of libraries and facilities, as well as faculty members possessing a terminal academic degree in order to meet the expectations of accreditors. Through mutual planning and active and consistent involvement, the two colleges attempted to integrate institutional innovation with the established values of community services and provide important input in understanding adaptive change processes in the community higher education sector. A Systems Lens – The Four Core Disciplines Personal Mastery Personal mastery is the field of study that focuses on individual development, self-understanding, and the dedication to self-improvement. In the institutions of Transition College and Conversion College, senior leaders and especially the presidents demonstrated the discipline by a strong commitment to the progress of their institutions and professional ethics. There was self-direction and strong resilience in leadership, which encouraged others to achieve excellence in an uncertain transition. There was, however, a disconnect between certain faculty and staff who did not have adequate levels of professional development or knowledge of the overall vision, and this contributed to disparities in the level of commitment. Inadequate support to facilitate the development of personal mastery in different departments may be due to limited time to practice and insufficient support to assist the faculty to develop their own mastery (Ghasemi et al., 2023). Leadership-based learning is used to demonstrate the progress of colleges, though it needs more institutional investment in faculty empowerment, training, and mentoring. The personal mastery of each and every level of the organization would help in developing a more adaptive culture, help eliminate change resistance, and help maintain momentum towards long-term change even within the new baccalaureate model. Mental Models Mental models are distinct assumptions and perceptions that are ingrained to influence comprehension and action. In both these colleges, a clash between innovation and tradition was created by the divergent mental models about the mission of the community colleges. The introduction of four-year programs into an open-access, two-year educational mission was perceived as mission drift by the faculty members who felt that their college could be put at risk of no longer being who they were. Administrative leaders, on the other hand, regarded the expansion as a requisite progression that was in tandem with workforce and economic advancement requirements. The lack of open forums at an early stage of the process deprived a chance to question an old assumption or to harmonize views among stakeholder groups. The study by Weatherton et al. (2024) corroborated the argument that unresolved mental models and strongly ingrained institutional beliefs tend to act as change inhibitors in the context of higher education, as stakeholders find it difficult to balance old values with new organizational missions. With time, the leadership communication initiatives (meetings, newsletters, presidential updates) started to alter the group attitudes to the new course. The success of such transformation of mental models would be enhanced through the use of structured dialogue, reflection, and inter-departmental work that would foster inquiry and the reevaluation of long-established assumptions about institutional purpose and educational equity. Team Learning Team learning entails coordinating group activities to increase group capabilities of solving problems and mutual

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EDD FPX 8020 Assessment 3 Reflection in Practice: Change Management and Action Research

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EDD FPX 8020 Assessment 3 Reflection in Practice: Change Management and Action Research Student Name Capella University EDD-FPX8020 The Dynamics of Organizational Improvement Professor Name Submission Date Reflection in Practice: Change Management and Action Research Slide 1: Hi! I am____, and I am here to discuss how critical thinking, change process organisation and collaborative inquiry can serve as solutions to organisational problems and promote change. Slide 2: A problem of practice is a long-standing problem in an organization that doesn’t allow it to move forward, to improve its effectiveness, or to produce quality results. The problem of nurse burnout and turnover in high-intensity units like emergency and inpatient care is one of the most pressing problems in the healthcare setting. The intended audience of the presentation below is nurse managers, frontline nurses, and healthcare administrators (Lim & Ooi, 2023). In the next presentation, the tool of critical thinking as proposed by Paul and Elder, the four-stage change and process as described by Stroh, and the Look-Think-Act action research model as developed by Stringer and Aragon should be used to analyze the problem, offer solutions, and promote organizational learning. The Application of Critical Thinking Tools Slide 3: The critical thinking model developed by Paul and Elder focuses on clarification of complex organizational problems by applying intellectual norms, aspects of reason, and intellectual qualities. Using these types of tools on the problem of nurse burnout sheds some light on the severity of the problem and reveals the possibilities of effective solutions. It is especially useful regarding the intellectual norms of clarity, precision, and depth since assumptions about burnout tend to be unclear or simplistic (Lim & Ooi, 2023). Indicatively, perceiving burnout as an unavoidable aspect of the nursing profession is not precise, and it does not allow one to delve into the underlying factors. The requirement to clearly define the problem prompts the leaders to state the factors predisposing the issue, including workload disequilibrium, understaffing, and lack of wellness programs (Carthon et al., 2020). Being accurate involves gathering credible information about turnover rates, absenteeism, and patient outcomes, so that the strategies put forward are in line with the realities in the organization. The depth demands considering the interaction of emotional exhaustion, team dynamics, and organizational culture, which justifies the benefits of a systems perspective (Dochy & Laurijssen, 2021). The identified standards help to bring leaders closer to an accurate and holistic concept of burnout, establishing the foundation of effective and sustainable interventions. Slide 4: The elements of thinking also contribute to the accumulation of our knowledge since the variables that exist make burnout a purposeful, assumptive, and perspective problem. The reason is not only to support the well-being of nurses but also to guarantee safe patient care, but unchallenged assumptions may include assumptions that stress is an unavoidable part of working in a unit with a high workload or that leadership is not directly related to the experiences on the front line (Santos et al., 2021). The stakeholders would be able to reformulate by identifying the assumptions to encourage positive communication. Implication-focused thinking also leads one to highlight the repercussions of not taking action, such as high turnover, decreased morale, and lowered levels of patient safety (Kelly et al., 2021). The realization of solutions that would take into account both administrative priorities and the experiences of frontline staff can be found in several lines of thought, which is in line with the emphasis of Senge on shared vision and team learning (Burt, 2022). Finally, such intellectual traits as empathy, humility, and perseverance would also be significant in determining burnout. Empathy assists in creating awareness of how the nurses get emotionally exhausted, humility in the system leads to re-examination of the dogmatic thinking method, and perseverance causes the systemic issues to be resolved in the long term. The specified traits are directly associated with building strong teams able to learn throughout their existence (Hussein et al., 2024). The synergistic approach of critical thinking tools provides a systematic process of describing the classical factors of burnout and emerging false assumptions, and guiding the organization towards evidence-based and open-minded approaches. The Application of the Four-Stage Change Process Slide 5: The four-stage change process method and the establishment of shared vision, understanding of existing reality, creative tension, and commitment to structural change, introduced by Stroh, is a promising solution to the problem of nurse burnout and turnover in the emergency and inpatient units. The first, the shared vision, is when organizational leaders collaborate with nurses and administrators to develop an organizational purpose that would concentrate on the well-being of the staff and patient safety. When implemented in a vision, inclusiveness and respect for divergent points of view empower staff to be more willing to strive towards long-term betterment (Dochy & Laurijssen, 2021). As an example, hospital CEOs can arrange visioning sessions during which nurses are allowed to write down their personal goals (e.g., the necessity to possess balance in their jobs) that can be integrated with organization-specific goals in terms of retention and quality of provided care (Hussein et al., 2024). This kind of congruency between individual and organizational interests forms a good basis for shared dedication to sustainable change. Slide 6: Knowing reality on the ground and it entails a detailed analysis of the organizational climate, i.e., staffing ratio, workload per individual, and turnover rates. It is essential to collect data properly, as vague assumptions about the reasons why staff leave might lead to ineffective interventions. One can include staff surveys, exit interviews, and patient outcome measures that might assist leaders in getting the big picture of the workplace environment (Kelly et al., 2021). With the comparison of the present realities to the shared vision, the gaps are revealed, and the point is clear where the change is needed the most. In this case, an example is a survey that reveals that the major stressors among nurses working in a high-intensity unit were short staffing and the lack of access to wellness programs

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EDD FPX 8020 Assessment 2 Case Study: Riverbend

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EDD FPX 8020 Assessment 2 Case Study: Riverbend Student Name Capella University EDD-FPX8020 The Dynamics of Organizational Improvement Professor Name Submission Date Case Study: Riverbend When healthcare delivery is combined with cultural differences and barriers to communication, organizations are often subjected to complex issues. Overcoming these obstacles is important since unresolved misunderstandings not only harm trust but also lead to poor patient outcomes and poor organizational performance. The framework of systems thinking, developed by Peter Senge, offers an approach toward the interpretation of the said dynamics in terms of core disciplines, organizational disabilities, and archetypes (Taylan and Weber, 2022). The case study of Riverbend will be analyzed in the following paper in terms of the concepts of Senge, the creation of a systems map, formulating critical questions to stakeholders, and practical recommendations to the Chief Executive Officer (CEO) to help the organization enhance cultural awareness and learning. Case Synopsis The Riverbend City Medical Center (RCMC) was struggling with a significant organizational conflict after a train derailment that put pressure on the hospital. In the crisis, the relationship between staff and the Vang family (who are part of the local Hmong community) became strained. The conflict was based on the lack of understanding of cultural practices, the barrier to communication, and distrust between hospital employees and patients. Things went wrong when the Free Press carried a humiliating story on the altercation that attracted negative publicity on how the hospital handled cross-cultural care. As CEO Eugene Pittman reacted, he started to consider options, such as a model in Merced, California, where medical practitioners wound up working with Hmong shamans to combine traditional practice with Western medicine. The case indicates a more profound systemic problem at RCMC: staff cultural incompetence, inadequate communication plans, and an unproactive attitude to establishing trust between minorities and the organization that eventually contributed to organizational conflict. Cultural Misunderstandings and Communication Problems Cultural misinterpretations and a lack of communication between the staff and the Hmong population led to organizational conflict at RCMC. Research reveals that a lack of cross-cultural communication in healthcare commonly results in mistrust in the patient, reduced compliance, and conflict escalation (Taylan & Weber, 2022). The above dynamism was reflected in the scenario whereby the staff was not able to identify the Hmong dependency on shamans and spiritual healing, as these practices were not categorized within Western medicine. Language barriers were another issue that favored the issue at hand because, without professional interpreters, there was a risk of misinterpretation of various situations to the families, which in this case included life-threatening issues. Research has shown that when healthcare providers embrace culturally competent practices and professional interpreter services, patient satisfaction, trust, and adherence to treatment are greatly increased, which reduces the chances of conflict and negative outcomes (Cipta et al., 2024). The gaps identified made Hmong patients seem to be noncompliant, and this contributed to the perception of the hospital as being dismissive and authoritarian. The derailment crisis combined tensions that were perceived, and a cycle of distrust was formed, which resulted in the establishment of perennial distrust on each side. Unless some cultural competence education and systematic communication strategies are established, RCMC will run the risk of reinforcing the failures, harming the care delivered to the patient, and further harming communication with the rest of the community. A Systems Lens – The Four Core Disciplines Personal Mastery Staff at RCMC lacked personal mastery, which played a role in the poor management of cultural conflicts. Fateh et al. (2021) highlighted that personal mastery makes people constantly build self-awareness and align the growth of people with the purposes of the organization. At RCMC, employees exhibited minimal reflective and adaptive abilities in their engagement with Hmong patients. As an illustration, when there was conflict with the Vang family, the providers strictly imposed biomedical models without taking into consideration other healing practices or scrutinizing the weaknesses. The inability to be self-aware did not allow flexibility and empathy to emerge, aggravating the misunderstanding. Personal mastery might be encouraged by training on cultural competency, reflection, and ongoing education to assist staff to further align personal development with the hospital mission of delivering inclusive and patient-centered care. Mental Models The embedded mental models were also involved in the organizational conflict at RCMC by supporting stereotypical mental models as well as restricting teamwork. According to Petrie et al. (2023), mental models were defined as internal assumptions that process behaviors and make decisions, which may lead to blind spots. In RCMC, providers thought that Hmong practices were old-fashioned or even obsolete, and the community members believed that the hospital was arrogant and domineering. The assumptions identified were the source of mistrust and tension, especially during the derailment crisis, when staff did not blend traditional and Western medicine. By reforming the mental models using systems thinking, the providers would be able to recast cultural practices as assets instead of barriers and promote integrative care and decrease long-term conflict. Team Learning Team learning was also a problem in the hospital, and this hindered collective responsibility in responding to cultural issues. Petrie et al. (2023) assert that team learning is paramount to the ability of organizations to develop collective understanding and adjust to complex problems. In RCMC, staff did not have the opportunity to share worldviews and learn together due to siloed operations and lack of dialogue. The uncoordinated strategy led to responsive and inconsistent reactions to the crisis, which deteriorated the relationship with the Hmong community. It may further promote the greater capacity to tackle the cultural complexity by encouraging team learning through interdisciplinary dialogue sessions, staff workshops, and joint community forums that would make the hospital more unified and resilient. Shared Vision Lastly, lack of collective vision for cultural inclusiveness undermined organizational unity at RCMC. Kaiser et al. (2021) were of the opinion that a shared vision brings about clarity of purpose and harmonizes the stakeholders in regard to shared objectives. The vision of the hospital was extremely limited to Western standards of medicine and

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EDD FPX 8020 Assessment 1 Reflection in Practice: Senge’s Four Core Disciplines

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EDD FPX 8020 Assessment 1 Reflection in Practice: Senge’s Four Core Disciplines Student Name Capella University EDD-FPX8020 The Dynamics of Organizational Improvement Professor Name Submission Date Reflection in Practice: Senge’s Four Core Disciplines Slide 1: Hi! My name is_____, and I came to show how the four major disciplines with systems thinking by Peter Senge could be used to solve the problem of nurse burnout and turnover in the emergency and inpatient units. Slide 2: A problem of practice is an enduring organizational problem that stifles improvement, performance, or quality results. Nurse burnout and turnover in emergency and inpatient units also pose some major obstacles to safe care provision and staff health in most healthcare settings (Kelly et al., 2021). In the present organization, workloads, emotional burnout, and turnover, among the staff have adversely impacted patient results and staff morale. The intended audience is comprised of nurse managers, frontline nurses, and healthcare administrators who are to push the change. The aim is to show that the four main disciplines of Senge coupled with systems thinking can be used to create collaboration, resilience, and sustainable strategies to counter burnout. Senge’s Core Disciplines of Personal Mastery, Mental Models, Shared Vision, and Team Learning Slide 3: The four disciplines of learning by Peter Senge are some of the solutions to building learning organisations that are adaptive, growing and continually improving. The four major disciplines developed by Peter Senge include basic practices (personal mastery, mental models, shared vision and team learning), which create organizational learning and create sustainable change by adopting a systems thinking approach. (Dochy & Laurijssen, 2021) The individual mastery of oneself, mental models, shared vision, team learning just to mention a few all have a role to play in organizational learning. Proficiency in individual disciplines is crucial to understand them clearly in application, whereas systems thinking is integral to transforming them into a long-term solution and sustainability. Burnout and turnover among emergency and inpatient unit nurses in numerous health facilities has posed a hindrance to the well-being of employees, patient safety, and quality of care (Kelly et al., 2021). The implementation of disciplines introduced by Senge can provide an opportunity to transform the work culture, encourage teamwork, and eliminate stressors that cause burnout. Personal Mastery Personal mastery is the dedication of individuals to lifelong learning and improvement. When applied in the context of nurse burnout, personal mastery enables staff to develop resilience, enhance stress coping capabilities, and stay consistent in relating their professional responsibilities to personal values. Once nurses get clarity of purpose, they will be better placed to stay motivated and engaged even with the demanding workloads. Mentorship, professional development programs and wellness initiatives are encouraged to foster personal mastery and increase retention (Santos et al., 2021). Leaders that are interested in personal mastery enable nurses to connect personal development to organizational objectives, which results in a workforce that can maintain high-quality care and personal well-being. Mental Models Mental models are the assumptions, beliefs, and generalizations that are ingrained in the way people perceive realities in the workplace. Beliefs based on the imminence of burnout, inability to avoid turnover or the idea that staff voices are not important in organizational decision-making are common mental models in many nursing units. These views continue to promote a lack of engagement and reduce the ability to solve problems (Santos et al., 2021). The leaders are able to bring unproductive assumptions into the light and reform them into productive opinions through reflection, dialogue, and feedback (Santos et al., 2021). Restructuring mental models to focus on empowering nurses, collaborating with nurses, and a condition of shared responsibility helps establish an atmosphere in which personnel feel appreciated and driven to aid in change. Shared Vision Shared vision is the practice of developing mutual devotion to a shared purpose than to the individual goals. In nursing, the development of a common vision of decreasing burnout and promoting staff welfare encourages teamwork, along with a feeling of belonging (Dochy & Laurijssen, 2021). When nurses feel personal ownership in a shared purpose, they will be more inclined to get involved in organizational programs and help to make a difference over time. The process of creating a shared vision demands open communication, incorporation of the frontline views, and reinforcement at the leadership level (Burt, 2022). Once the staff appreciates that individual objectives are in line with those of the organization (safe staffing and quality care), then cooperation grows more effective and meaningful. Team Learning Team learning focuses on team work, communication, and collective thinking so as to solve complicated problems. When applied to the topic of burnout, team learning offers nurses the opportunity to discuss the experience, share coping mechanisms, and come up with creative solutions to workplace problems (Burt, 2022). Staff can enhance trust and communication by participating in structured debriefings, interdisciplinary huddles and reflective practice groups (Dochy & Laurijssen, 2021). Team learning helps not only boost morale but also create solutions to minimize turnover and improve patient outcomes. Slide 4: Systems Thinking and Integration The four disciplines are interdependent when analyzed in a systems thinking approach to solving the problem of burnout. Personal mastery provides nurses with stamina to enable them to engage in collaborative efforts (Burt, 2022). Restructuring mental models also helps minimize obstacles to communication and creates possibilities of exploring new approaches. Shared vision balances individual welfare with that of the organization; it encourages employees to stick around. Collective insights in the form of team learning translate into practical improvements (Burt, 2022). Isolating the disciplines would be relevant to deal with symptoms of burnout, and a systems perspective would provide holistic solutions to the problems, focusing on the root causes and inclusion of lasting change. Importance of Systems Thinking The importance of the systems thinking is to identify the interrelationships, feedback loop and patterns that affect the challenges facing the organization. Emergency and inpatient nurses are unlikely to burn out due to one factor but rather as a result of the combination of these factors: