Please Respond To This Peer Discussion Post Below A Successf

Please Respond To This Peer Discussion Post Belowa Successful Change R

PLEASE RESPOND TO THIS PEER DISCUSSION POST BELOW A successful change requires a person who is well developed in leadership and planning as well a functioning as a change agent (Angel-Sveda, 2012). A change agent is skilled in theory and implementing change. I witnessed this with an educational leader. This educational leader is in charge of most of the department’s education but mostly involved with the orientation portion of education, when candidates are first hired and during their probation period. I was part of a change process, including going into the field (patient home) during orientation observing patient care, documenting, time spent in home, and then coming back to report and review the charting.

The change model was implemented to help familiarize ne employees to the work environment as well as reinforce policies for existing employees. Using one of the change theories in the book or one that you have researched, analyze the change effort that you presented. The Lewin’s Change Theory: This model describes the change process in three steps; described as “Unfreeze-Change-Refreezeâ€. The Unfreeze stage is when the change is anticipated to happen or initialing began; involves supporting staff, feedback, empowerment, and freedom for independent thinking (Coghlan & Brannick, 2003). In the case for me the unfreeze stage was when the new employees shadowed the existing employees on their home visits.

The existing employees were very apprehensive about this training but reluctantly participated. The Change stage is when all the employees are expected to adapt the change and adhere to rules (Coghlan & Brannick, 2003). During this stage many employees reverted back to their old ways, not charting in the home or tracking their miles at the time of the visit; leaving room for error in documentation. The Refreeze stage is when the change is expected to be followed and evaluation of adherence is need to ensure change is effective (Coghlan & Brannick, 2003). After a few weeks the employees did comply with the change the educator presented but some employees did not and were retrained by having to attend a class reiterating the company policies.

What went well? The new employees got hands on experience during orientation, which included, real-time charting, on point questions, and engaging with clients. They also had the opportunity to navigate through the portable computer system before diving into the field alone. Another good outcome was the employees were able to get to know one another during this time and a mentor relationship is usually developed. What didn’t go well? Some existing employees thought the change model was a way to ‘spy’ on them or track their amount of time spent in the home. There was a lot of resistance from employees or many of them declined to participate in the new orientation/training process. What would you have done differently if you had been in a leadership position? I would have explained the need for the change model in the first place. The educator introduced the change model but did not explain its need or rationale thoroughly. I also would have included high positional workers into the conversation and implementation so other employees knew this was important and required for compliance.

Paper For Above instruction

Understanding the dynamics of change in healthcare settings is crucial for effective leadership and organizational development. The implementation of change models such as Lewin’s Change Theory provides a structured approach to managing transition processes, ensuring that change is sustainable and successful. In analyzing the change effort described in the peer’s discussion, application of Lewin’s three-stage model—Unfreeze, Change, and Refreeze—offers valuable insights into both the successes and challenges faced during the process.

Introduction

Change within healthcare organizations is often driven by the need to improve patient outcomes, enhance staff efficiency, and comply with regulatory requirements. Effective change management requires not only a clear vision but also strategic planning and communication. Lewin’s Change Theory, developed by Kurt Lewin in the 1940s, remains one of the most widely used change management models in healthcare because of its simplicity and practicality (Burnes, 2004). This essay analyzes the application of Lewin’s model to a nurse orientation change process and explores strategies to optimize change initiatives in healthcare environments.

Analysis of the Change Effort

The change effort involved integrating new employees into the healthcare setting through a structured orientation program that combined shadowing, documentation, and patient interaction. According to the peer’s description, the initial phase—Unfreeze—was characterized by shadowing existing employees. This phase aimed to prepare staff psychologically for change by familiarizing them with new procedures and expectations. However, resistance was evident, particularly from existing employees who viewed the change as intrusive or as a surveillance tool, leading to reluctance and some rejection of the new protocols.

This resistance aligns with Lewin’s assertion that in the Unfreeze stage, stakeholders’ attitudes and beliefs must be addressed to prepare them for change (Cummings et al., 2015). The reluctance among staff indicates a need for more effective communication about the rationale for change, emphasizing benefits such as improved patient care and compliance with organizational policies. This highlights a key step often overlooked: engaging staff early in the process and clarifying the purpose behind changes to reduce resistance.

The Change stage involved actual adoption of new behaviors, including real-time charting and navigating new computer systems. The peer indicates that many employees reverted to old habits during this phase—such as incomplete documentation or failure to track mileage—which is typical as individuals test boundaries or seek comfort in familiar routines. Lewin notes that during the Change phase, reinforcement and supportive supervision are crucial to facilitate learning and adaptation (Lunenburg, 2010). The success in retraining some employees and their eventual compliance demonstrates that consistent reinforcement can shift behaviors over time, reinforcing new practices.

The Refreeze stage aimed to embed the new behaviors into routine practice. Some employees adhered to the new system, while others needed ongoing retraining, highlighting an inconsistency in the stability of the change. Lewin points out that for change to be durable, it must be integrated into the organizational culture with proper reinforcement mechanisms (Burnes, 2004). Regular evaluation and reinforcement, such as retraining sessions, are necessary to consolidate new habits and prevent regression to old behaviors.

Successes and Challenges

Key successes of this change effort included providing new employees with hands-on experience, promoting engagement with clients, and fostering peer mentorships. These elements support the establishment of new routines and reinforce the desired behaviors. Additionally, early exposure to real-time documentation in a live environment built confidence among new hires.

On the other hand, resistance from existing employees emerged as a significant challenge. Fear of being monitored or evaluated led to skepticism and refusal to participate actively. These reactions are common in change processes, especially if staff perceive that their autonomy or privacy is threatened (Armenakis & Harris, 2009). Addressing such concerns through transparent communication and involving staff in planning could mitigate resistance and foster ownership of change initiatives.

Lessons Learned and Recommendations

If placed in a leadership role, there are several strategies that could improve the success of similar change efforts. Foremost is comprehensive communication—explaining the reasons for change, its benefits, and addressing concerns proactively. The peer mentions that the educator did not thoroughly communicate the rationale behind the change model, which likely contributed to distrust and resistance. Implementing informational sessions, open forums, and feedback mechanisms would allow staff to voice concerns and feel involved in the process (Kirkman & Rosen, 1999).

Including high-ranking personnel early in the change process would also help demonstrate organizational commitment and provide peer modeling, which can influence staff acceptance. Leadership should leverage transformational leadership principles to inspire and motivate staff—showing how change aligns with organizational values and goals (Bass & Riggio, 2006). Furthermore, recognizing early adopters and champions can facilitate peer influence and accelerate adoption.

Finally, continuous training and reinforcement are key. Regular follow-up sessions, audits, and feedback loops ensure consistent adherence to new protocols and facilitate ongoing improvement. Embedding the changes into organizational policies, procedures, and performance evaluations further solidifies sustainability.

Conclusion

Applying Lewin’s Change Theory to the nurse orientation process highlights both effective strategies and common pitfalls in healthcare change management. Engaging staff early, transparent communication, leadership involvement, and reinforcement are vital to fostering sustainable change. Resistance must be addressed empathetically and proactively, emphasizing the shared goal of improved patient outcomes and organizational excellence. Future change efforts benefit from a structured approach, careful planning, and inclusive leadership, ensuring that staff feel valued and committed to organizational growth.

References

• Armenakis, A. A., & Harris, S. G. (2009). Reflections: Our Journey in Organizational Change Research and Practice. Journal of Change Management, 9(2), 127-142.
• Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. Psychology Press.
• Burnes, B. (2004). Kurt Lewin and the planned approach to change: A re-appraisal. Journal of Management Studies, 41(6), 977-1002.
• Coghlan, D., & Brannick, T. (2003). Doing Action Research in Your Own Organization. Sage Publications.
• Cummings, T. G., et al. (2015). Organization Development and Change. Cengage Learning.
• Kirkman, B. L., & Rosen, B. (1999). Beyond Self-Other Ratings. Journal of Applied Psychology, 84(4), 432-445.
• Lunenburg, F. C. (2010). The Act of Leadership. National Forum of Educational Administration and Supervision Journal, 27(4), 1-9.
• Angel-Sveda, M. (2012). Leadership and Change Management. Journal of Organizational Change Management, 25(6), 806-826.