Read Chapter 91: Try Taking A Different Route To Class ✓ Solved

Read Chapter 91 Try Taking A Different Route To Class The Next Time I

Read Chapter 91 Try Taking A Different Route To Class The Next Time I

Read Chapter 9 1. Try taking a different route to class the next time it meets. Before you do this, think about how many changes, large and small, you will have to make to do this. a-Will you have to leave earlier to be in class on time? b-Will you meet different people on your way to class? c-See different sights? d-Would you change your route to class on the day of the final exam? e-Why or why not? Summarize the positives and negatives of this small change. Relate your responses to this change to the way staff nurses feel when an administrator makes what he or she thinks is a “minor” change.

2. Think about a change that has occurred in your life. Some examples may be a change of role, a move, a marriage, a birth, a divorce, or a death. a-How did you react to the change? b-Would you have reacted differently if you had had more information? c-Using Lewin’s model, describe the basic elements in the situation and how you eventually achieved a comfortable outcome. APA style (in-text citations and references) Plagiarism FREE

Sample Paper For Above instruction

Introduction

The concept of initiating small, manageable changes as a means of understanding the broader impact of change is pivotal in many contexts, including both daily routines and significant life events. Transitioning to a different route to class or navigating substantial life changes exemplifies how individuals react to change, adapt, and ultimately find stability. This paper explores the implications of altering a daily routine—such as taking a different route to class—and reflects on personal reactions to life changes through the lens of Lewin’s change management model.

Part 1: Changing the Route to Class

Attempting to take a different route to class involves several logistical and social considerations. Firstly, leaving earlier might be necessary to arrive on time, which could impact sleep schedules and daily routines. Secondly, encountering new people or sights en route can either foster new social connections or cause discomfort due to unfamiliarity. Thirdly, on a final exam day, students might prefer sticking to familiar routes to minimize stress or avoid unforeseen delays.

The positives of this small change include gaining a fresh perspective, possibly discovering more scenic routes, and breaking the monotony of daily routines. It can foster adaptability and resilience—valuable skills for both academic and personal growth. Conversely, negatives may involve the inconvenience of adjusting time plans, potential for increased stress, or missing familiar landmarks and safety cues. Relating this to staff nurses’ responses to minor administrative changes, similar dynamics apply: some may view minor changes as opportunities for improvement, while others may perceive them as disruptions to established routines (Lewin, 1951).

Part 2: Personal Experience with Change

Reflecting on a significant life change, such as moving to a new city, reveals emotional and practical reactions. Initially, feelings of uncertainty, anxiety, or excitement surface. For instance, relocating might have involved packing, saying goodbye to familiar environments, and facing new cultural norms. With more information—such as learning about community resources or local customs—initial reactions could have been more composed and confident.

Using Lewin’s model—unfreezing, changing, and refreezing—helps explain the adaptation process. During the unfreezing stage, awareness of the need for change initiates the process. The changing phase involves actively learning and adjusting to the new environment. Finally, refreezing solidifies routines and a sense of stability. Over time, this process results in a comfortable integration into the new setting, demonstrating the importance of information and support during transitions (Lewin, 1951; Burnes, 2004).

Conclusion

Both routine alterations and profound life changes reveal the human capacity for adaptation. Small adjustments, such as taking a different route, serve as microcosms of larger transformation processes. Employing models like Lewin’s provides valuable frameworks for understanding the stages of change and facilitating smoother transitions. Recognizing these principles aids not only individuals but also organizations, such as healthcare institutions, in managing change effectively and humanely.

References

• Burnes, B. (2004). Kurt Lewin and the Planned Approach to Change: A Re-appraisal. Journal of Management Studies, 41(6), 977-1002.
• Lewin, K. (1951). Field Theory in Social Science. Harper & Brothers.
• French, W. L., & Bell, C. H. (1999). Organizational Development: Behavioral Science Interventions for Organization Improvement. Prentice Hall.
• Cummings, T. G., & Worley, C. G. (2014). Organization Development and Change. Cengage Learning.
• Vaidya, O. S., & Nair, R. (2020). Change Management in Healthcare Settings. Journal of Health Management, 22(3), 221-230.
• Appelbaum, S. H., Habashy, S., Malo, J., & Shafiq, H. (2012). Back to the Future: Revisiting Kotter's 8-Step Change Model. Journal of Change Management, 12(2), 21-37.
• Hussain, Z., & Hoque, M. (2017). Resistance to Change and Its Management Strategies in Healthcare Environment. International Journal of Health Care Quality Assurance, 30(5), 429-440.
• Kotter, J. P. (1996). Leading Change. Harvard Business School Press.
• Roberts, P. W. (2015). Managing Organizational Change Effectively. Routledge.
• Hiatt, J. (2006). ADKAR: A Model for Change in Business, Government, and Our Community. Prosci.