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  • [Solved] Diagnosis

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  • [Solved] WK5 DISCUSSION2 HP-214

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    COMPLKETE WITH 250 WORDS – ## WK5DISCUSSION2HP-214.docx **## WK5DISCUSSION2HP-214.docx** WK5 DISCUSSION2 HP-214 Medicare We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for ot…

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    COMPLKETE WITH 250 WORDS

    – ## WK5DISCUSSION2HP-214.docx

    **## WK5DISCUSSION2HP-214.docx**

    WK5 DISCUSSION2 HP-214

    Medicare

    We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for other insurance groups. Using this video, review some of the features of Medicare and how Medicare has influenced health care in general.

    Articulate the main features of the Medicare plan.

    Include the following aspects in the discussion:

    · Name and describe the four parts of Medicare

    · Indicate the characteristics of people who qualify for Medicare

    · Discuss what you think are the most influential processes that Medicare

    ·
    has established

    250 WORDS

    **## WK5DISCUSSION2HP-214.docx**

    WK5 DISCUSSION2 HP-214

    Medicare

    We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for other insurance groups. Using this video, review some of the features of Medicare and how Medicare has influenced health care in general.

    Articulate the main features of the Medicare plan.

    Include the following aspects in the discussion:

    · Name and describe the four parts of Medicare

    · Indicate the characteristics of people who qualify for Medicare

    · Discuss what you think are the most influential processes that Medicare

    ·
    has established

    250 WORDS

  • [Solved] WK5 ASSIGNMENT HP-214

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    Executive Solution Overview

    COMPLETE WITH ALL INFO PROVIDED – ## WK5LECTURE2HP-214.docx – ## WK5ASSIGNMENTHP-214.docx – ## WK5LECTUREHP-214.docx – NUCCManualWK5INFOHP-214.pdf **## WK5LECTURE2HP-214.docx** Reimbursement Methodologies – Week 5 Lecture 2 Clean vs. Dirty CMS1500/UB04 Claims A clean claim is a submitted claim witho…

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    Assignment Prompt & Instructions

    COMPLETE WITH ALL INFO PROVIDED

    – ## WK5LECTURE2HP-214.docx

    – ## WK5ASSIGNMENTHP-214.docx

    – ## WK5LECTUREHP-214.docx

    – NUCCManualWK5INFOHP-214.pdf

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    – 1
    – 2
    – 3
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  • [Solved] Mod 4 DiscussionCL

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    _**Weekly Clinical Experience 4**_ Describe the Electronical Medical Record system (Practice fusion and Athena) that is used on your clinical practice site. 1. What are the Pros and cons you have found. 2. Is E-prescription incorporated on the EMH? 3. Does it have adaptive learning? 4. Does it have …

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    Assignment Prompt & Instructions

    _**Weekly Clinical Experience 4**_
    Describe the Electronical Medical Record system (Practice fusion and Athena) that is used on your clinical practice site.
    1. What are the Pros and cons you have found.
    2. Is E-prescription incorporated on the EMH?
    3. Does it have adaptive learning?
    4. Does it have Incorporated patient doorway?
    5. Is there Flexibility with the absence of internet connectivity?
    6. Does it have effective documentation and Image management capability.
    Support and share your personal experience so all of us can learn.
    Post should be 500 words, in current APA style with at least 2 current academic sources.
    Textbook(s) • Schuiling, K. D., & Likis, F. E. (2022). Gynecologic Health Care: with an Introduction to Prenatal and Postpartum Care (4th ed.). Jones & Bartlett Learning. ISBN: 9781284182347 • Fitzgerald, M. A. (2017). Nurse Practitioner Certification Examination and Practice Preparation. Philadelphia, PA: F.A. Davis Company. ISBN: 978-0803660427

  • [Solved] Module 2 – Josie King

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    Read Josie King's story: https://www.healthleadersmedia.com/clinical-care/josies-story-teaches-hospitals-how-become-safer Read the following safety techniques for patients: https://josieking.org/resource-center/#for-caregivers https://josieking.org/from-the-experts/#patient-safety 1. Write your feel…

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    Assignment Prompt & Instructions

    Read Josie King's story:
    https://www.healthleadersmedia.com/clinical-care/josies-story-teaches-hospitals-how-become-safer
    Read the following safety techniques for patients:
    https://josieking.org/resource-center/#for-caregivers
    https://josieking.org/from-the-experts/#patient-safety
    1. Write your feelings about Josie and the culture of hiding mistakes and the approximately 98,000 persons that die each year in America because of medical errors.
    2. Answer the questions as thoroughly and concisely as possible.
    – Be sure to reference any works that you utilize in answering the questions (Be sure that references are in APA format).

  • [Solved] Wk 2 part 1 ass evp

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    After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following: – The full citation of each peer-reviewed article in APA format. – A brie…

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    Assignment Prompt & Instructions

    After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
    – The full citation of each peer-reviewed article in APA format.
    – A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
    – A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
    – A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
    – A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

  • [Solved] Chapter 8 – Change in Organization

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    **Change in an Organization** This chapter involves change and the response to change in an organization. If you feel uncomfortable already you probably are in the majority. Let's read the scenario below and try to understand why change is so difficult. **Scenario:** Imagine the days before COVID wh…

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    Assignment Prompt & Instructions

    **Change in an Organization**
    This chapter involves change and the response to change in an organization. If you feel uncomfortable already you probably are in the majority. Let's read the scenario below and try to understand why change is so difficult.
    **Scenario:** Imagine the days before COVID when we were all in a classroom. Do you remember back then? Well, think about where you decided to sit in a classroom. Did you find that you usually chose the same seat in most of the classrooms that you were in? If not, then what usually made you choose the seat that you decided to sit in? Now if you were to sit in a seat in the first class, how likely were you to sit in the same seat after that? Have I made a point? So change is hard, and we all have gone through some kind of change, small or large, in our lives at school, at our workplace, and at home.
    **Instructions:**
    1. Read the information above and then answer the following questions:
    1. Describe what the circumstances were at your workplace when you had to change something
    2. How did you adjust to the change?
    3. Were there colleagues that could not adjust to the change?
    4. Why do you think, in terms of change theory, that there were colleagues that could not adjust?

  • [Solved] reading note 2

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    Instructions and reading are attached. – ## Readingnote2.pdf – ## StaffingModels.pdf **## Readingnote2.pdf** The purpose of Reading Notes is to help you read actively, think critically, and connect the material to the real world. These assignments are not summaries. Instead, they are your chance to …

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    Assignment Prompt & Instructions

    Instructions and reading are attached.

    – ## Readingnote2.pdf

    – ## StaffingModels.pdf

    **## Readingnote2.pdf**

    The purpose of Reading Notes is to help you read actively, think critically, and
    connect the material to the real world. These assignments are not summaries.
    Instead, they are your chance to demonstrate that you have engaged with the assigned
    material closely and are thinking deeply about what it means.

    Each Reading Note should be 300–350 words and include the following three required
    sections:

    1. Key Quote (6 points):
    ○ Choose one specific sentence, idea, or data point from the

    assigned materials. Copy it exactly (with page number or minute of
    the video).

    ○ In 2–3 sentences, explain why you chose it. For example: Was it
    surprising? Confusing? Powerful? Did it challenge something you
    previously believed?

    ○ Tip: This forces you to actually open the reading and engage with
    specific details.

    2. Comparative Insight (7 points):
    ○ Compare this week’s reading to either (a) a previous week’s

    readings, or (b) another concept from class. For module 1, skip this
    step.

    ○ How does this week's material complement or contradict previous
    materials in the class?

    ○ Example: “Last week’s reading emphasized internal recruitment as
    a way to boost retention, but this week’s author warns that
    over-reliance on internal pipelines can stifle innovation.”

    3. Prediction or Action Step (7 points):
    ○ Put yourself in the shoes of an HR manager. Based on what you

    read, what one action step would you recommend to a company?
    OR, what prediction would you make about how staffing practices
    might evolve?

    ○ Be specific — “improve communication” is too vague. Instead:
    “Implement a structured onboarding program that includes stay
    interviews within the first 6 months to reduce turnover.”

    Formatting Requirements:

    ● 300–350 words, Times New Roman 12pt.
    ● Generic summaries or responses without page-specific references will

    receive reduced credit.

    **## StaffingModels.pdf**

    Module title: Staffing Models and Strategy

    This reading introduces three basic models of staffing that shape how organizations think about

    hiring and managing people. It outlines how staffing decisions are connected to business

    strategy, quality, and efficiency. You’ll see how these big-picture frameworks influence specific

    recruitment and selection practices you'll learn later in the course.

    Learning Outcomes

    After completing this reading, you should be able to:

    • Identify and describe the three major staffing models.

    • Understand how staffing models connect to organizational goals like performance and

    flexibility.

    • Explain how staffing decisions can influence the effectiveness of recruitment and

    selection processes.

    Key Questions to Consider While Reading

    • What are the key the staffing models?

    • How do these models reflect different business strategies and goals?

    • Why is it important to understand staffing models before making recruitment decisions?

    – add.pdf
    – Staffing Models4.pdf

    **## StaffingModels.pdf**

    Module title: Staffing Models and Strategy

    This reading introduces three basic models of staffing that shape how organizations think about

    hiring and managing people. It outlines how staffing decisions are connected to business

    strategy, quality, and efficiency. You’ll see how these big-picture frameworks influence specific

    recruitment and selection practices you'll learn later in the course.

    Learning Outcomes

    After completing this reading, you should be able to:

    • Identify and describe the three major staffing models.

    • Understand how staffing models connect to organizational goals like performance and

    flexibility.

    • Explain how staffing decisions can influence the effectiveness of recruitment and

    selection processes.

    Key Questions to Consider While Reading

    • What are the key the staffing models?

    • How do these models reflect different business strategies and goals?

    • Why is it important to understand staffing models before making recruitment decisions?

    – add.pdf
    – Staffing Models4.pdf

    **## Readingnote2.pdf**

    The purpose of Reading Notes is to help you read actively, think critically, and
    connect the material to the real world. These assignments are not summaries.
    Instead, they are your chance to demonstrate that you have engaged with the assigned
    material closely and are thinking deeply about what it means.

    Each Reading Note should be 300–350 words and include the following three required
    sections:

    1. Key Quote (6 points):
    ○ Choose one specific sentence, idea, or data point from the

    assigned materials. Copy it exactly (with page number or minute of
    the video).

    ○ In 2–3 sentences, explain why you chose it. For example: Was it
    surprising? Confusing? Powerful? Did it challenge something you
    previously believed?

    ○ Tip: This forces you to actually open the reading and engage with
    specific details.

    2. Comparative Insight (7 points):
    ○ Compare this week’s reading to either (a) a previous week’s

    readings, or (b) another concept from class. For module 1, skip this
    step.

    ○ How does this week's material complement or contradict previous
    materials in the class?

    ○ Example: “Last week’s reading emphasized internal recruitment as
    a way to boost retention, but this week’s author warns that
    over-reliance on internal pipelines can stifle innovation.”

    3. Prediction or Action Step (7 points):
    ○ Put yourself in the shoes of an HR manager. Based on what you

    read, what one action step would you recommend to a company?
    OR, what prediction would you make about how staffing practices
    might evolve?

    ○ Be specific — “improve communication” is too vague. Instead:
    “Implement a structured onboarding program that includes stay
    interviews within the first 6 months to reduce turnover.”

    Formatting Requirements:

    ● 300–350 words, Times New Roman 12pt.
    ● Generic summaries or responses without page-specific references will

    receive reduced credit.

    **## StaffingModels.pdf**

    Module title: Staffing Models and Strategy

    This reading introduces three basic models of staffing that shape how organizations think about

    hiring and managing people. It outlines how staffing decisions are connected to business

    strategy, quality, and efficiency. You’ll see how these big-picture frameworks influence specific

    recruitment and selection practices you'll learn later in the course.

    Learning Outcomes

    After completing this reading, you should be able to:

    • Identify and describe the three major staffing models.

    • Understand how staffing models connect to organizational goals like performance and

    flexibility.

    • Explain how staffing decisions can influence the effectiveness of recruitment and

    selection processes.

    Key Questions to Consider While Reading

    • What are the key the staffing models?

    • How do these models reflect different business strategies and goals?

    • Why is it important to understand staffing models before making recruitment decisions?

    – add.pdf
    – Staffing Models4.pdf

    **## Readingnote2.pdf**

    The purpose of Reading Notes is to help you read actively, think critically, and
    connect the material to the real world. These assignments are not summaries.
    Instead, they are your chance to demonstrate that you have engaged with the assigned
    material closely and are thinking deeply about what it means.

    Each Reading Note should be 300–350 words and include the following three required
    sections:

    1. Key Quote (6 points):
    ○ Choose one specific sentence, idea, or data point from the

    assigned materials. Copy it exactly (with page number or minute of
    the video).

    ○ In 2–3 sentences, explain why you chose it. For example: Was it
    surprising? Confusing? Powerful? Did it challenge something you
    previously believed?

    ○ Tip: This forces you to actually open the reading and engage with
    specific details.

    2. Comparative Insight (7 points):
    ○ Compare this week’s reading to either (a) a previous week’s

    readings, or (b) another concept from class. For module 1, skip this
    step.

    ○ How does this week's material complement or contradict previous
    materials in the class?

    ○ Example: “Last week’s reading emphasized internal recruitment as
    a way to boost retention, but this week’s author warns that
    over-reliance on internal pipelines can stifle innovation.”

    3. Prediction or Action Step (7 points):
    ○ Put yourself in the shoes of an HR manager. Based on what you

    read, what one action step would you recommend to a company?
    OR, what prediction would you make about how staffing practices
    might evolve?

    ○ Be specific — “improve communication” is too vague. Instead:
    “Implement a structured onboarding program that includes stay
    interviews within the first 6 months to reduce turnover.”

    Formatting Requirements:

    ● 300–350 words, Times New Roman 12pt.
    ● Generic summaries or responses without page-specific references will

    receive reduced credit.

    **## StaffingModels.pdf**

    Module title: Staffing Models and Strategy

    This reading introduces three basic models of staffing that shape how organizations think about

    hiring and managing people. It outlines how staffing decisions are connected to business

    strategy, quality, and efficiency. You’ll see how these big-picture frameworks influence specific

    recruitment and selection practices you'll learn later in the course.

    Learning Outcomes

    After completing this reading, you should be able to:

    • Identify and describe the three major staffing models.

    • Understand how staffing models connect to organizational goals like performance and

    flexibility.

    • Explain how staffing decisions can influence the effectiveness of recruitment and

    selection processes.

    Key Questions to Consider While Reading

    • What are the key the staffing models?

    • How do these models reflect different business strategies and goals?

    • Why is it important to understand staffing models before making recruitment decisions?

    – add.pdf
    – Staffing Models4.pdf

    – 1
    – 2

  • [Solved] How can I make a digital genogram without using complicated software?

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    I need to create a digital genogram for a class project in psychology, but most of the software I’ve found so far seems too complicated or requires a paid subscription. Is there a simple and user-friendly way to make a genogram online without having to download bulky or expensive software? Ideally, …

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    Assignment Prompt & Instructions

    I need to create a digital genogram for a class project in psychology, but most of the software I’ve found so far seems too complicated or requires a paid subscription. Is there a simple and user-friendly way to make a genogram online without having to download bulky or expensive software? Ideally, I’d like something straightforward that lets me quickly map family relationships and patterns without a steep learning curve.

  • [Solved] Human Resource

    ✓ Verified Academic Solution Available

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    I need your help – ## TheFitOrganization.pdf – ## JWI556Week10LectureNotes.pdf – Week10Discussion556.jpeg **## TheFitOrganization.pdf** Copyright of Rotman Management is the property of Joseph L. Rotman School of Management and its content may not be copied or emailed to multiple sites or posted to …

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    Assignment Prompt & Instructions

    I need your help

    – ## TheFitOrganization.pdf

    – ## JWI556Week10LectureNotes.pdf

    – Week10Discussion556.jpeg

    **## TheFitOrganization.pdf**

    Copyright of Rotman Management is the property of Joseph L. Rotman School of
    Management and its content may not be copied or emailed to multiple sites or posted to a
    listserv without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## JWI556Week10LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Ten Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    SUSTAINING THE CHANGE AND KEEPING PEOPLE FIRST

    What It Means

    Change is about innovation and growth, and if you’re going to keep on winning, it’s never done.
    Successful change leaders are those who can build a culture that embraces change as a way of
    life rather than viewing it as an ordeal that has to be survived. If you truly believe that people are
    the most important part of any organization, then you should welcome your role as a leader who
    helps to build an organization committed to putting people first.

    Why It Matters

    • If you lose sight of the forces that undermine a people first approach to change, you
    undermine your organization’s ability to attract, develop, and retain the best and
    brightest.

    • Committing to finding a better way every day is the only path to building a sustainable
    competitive advantage.

    • Continuing your own professional growth is the best move you can make to help others
    and to build the HR leadership role you and your employer deserve.

    “If you’re going to win, and keep on winning, you have to recognize that
    change is continuous and is never done.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    FORCES THAT UNDERMINE A “PEOPLE FIRST” APPROACH
    TO LEADING CHANGE

    As noted in a previous course, “building a powerful workforce of smart, talented, and engaged people is a
    never-ending journey. You don’t get to sit back (at least not for long) and bask in the glory of what you
    have done” (JWI 522).

    To keep up with the transformations that organizations need to undergo, we must develop leaders who
    embrace change AND understand that the only way to lead meaningful change is through putting people
    first. This is a point that draws us back to Kotter’s distinction between management and leadership:

    “Because management deals mostly with the status quo and leadership deals mostly with
    change, in the next century we will have to become much more skilled at creating
    leaders. Without enough leaders, the vision, communication, and empowerment that are
    at the heart of transformation will simply not happen well enough or fast enough to satisfy
    our needs and expectations.”

    Leading Change, p. 173

    These new change leaders must have a vision and the ability to predict the future; they must have a
    special capacity to anticipate the radically unexpected. They must be driven to empower their people to
    do more and be their best.

    “Many of the same kinds of organizational attributes required to develop leadership are
    also needed to empower employees. Those facilitating factors would include flatter
    hierarchies, less bureaucracy, and a greater willingness to take risks. In addition,
    constant empowerment for a constantly changing world works best in organizations in
    which senior managers focus on leadership and in which they delegate most managerial
    responsibilities to lower levels.”

    Leading Change, p. 175

    While doing this, however, change leaders can’t be blind to the forces that undermine a “people first”
    approach. These forces include, but are not limited to:

    • Greed – not paying people what they are worth or giving them opportunities to grow
    • Being more comfortable in the role of a manager barking orders than in leadership inviting others

    to forge the future with you
    • Lack of vision – inability to see what’s coming and to inspire others to meet the future head on
    • Failure to elevate HR to a position of prominence in the C-Suite
    • Not understanding that people are the most important part of any organization and not getting

    every brain in the game
    • Hiding behind complex org charts and bureaucracies that impede communication and the free

    flow of ideas
    • Being too busy managing the day-to-day grind to engage others in the joy of building a winning

    organization

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    BUILDING A CULTURE THAT EMBRACES FINDING A BETTER WAY EVERY DAY

    “Truly adaptive firms with adaptive cultures are awesome competitive machines. They
    produce superb products and services faster and better. They run circles around bloated
    bureaucracies. Even when they have far fewer resources and patents or less market
    share, they compete and win again and again.”

    Leading Change, p. 180

    As an HR leader, you and your team have a critical role to play in developing this culture. You can work
    with business-unit leaders to help them set up Work-Out sessions to find better ways to get business
    done. You can work with finance departments to find better ways to reward people who deliver cost
    saving and revenue increasing wins. You can help all managers and leaders deliver more effective
    performance feedback and talent development to their teams. You can help those leaders define the
    winning behaviors that can be observed, communicated, taught, measured, and rewarded.

    While an organization can learn and accomplish a lot over the course of a single major change effort,
    one-off events are rarely enough for new behaviors to take hold in a sustainable way. It’s just not enough
    for people throughout the organization to deeply learn the skills and mindsets needed to drive change.
    And it is certainly not enough to keep up in today’s rapidly shifting business environment.

    The work of change leaders is not just to navigate their organizations through a major change. It is also to
    identify, lead, and embed change after change after change to create an organization that is innovative,
    flexible, and forward-looking – one that never stops learning.

    Kotter says that if the rate of external change continues to climb, then the urgency rate of the winning
    twenty-first-century organization will have to be medium to high all the time. The twentieth-century model
    of lengthy periods of calm or complacency being punctuated by shorter periods of hectic activity will not
    work. A higher rate of urgency does not imply ever-present panic, anxiety, or fear. It means a state in
    which complacency is virtually absent, in which people are always looking for both problems and
    opportunities, and in which the norm is “do it now.”

    “Typical employees in typical firms today still receive little data on their performance, the
    performance of their group or department, and the performance of the firm.

    To both create these systems and use their output productively, corporate cultures in the
    twenty-first century will have to value candid discussions far more than they do today.
    Norms associated with political politeness, with nonconformational diplomaticese, and
    with killing-the-messenger-of bad-news will have to change. The volume knob on the
    dishonest dialog channel will have to be turned way down.”

    “The combination of valid data from a number of external sources, broad communication
    of that information inside an organization, and a willingness to deal honestly with the
    feedback will go a long way toward squashing complacency.”

    Leading Change, pp. 170-171

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    LEVERAGING WHAT YOU HAVE LEARNED ABOUT LEADING CHANGE
    TO CONTINUE GROWING IN YOUR CAREER

    Kotter asserts that lifelong learning, a trait once seen in relatively few people, is the hallmark of the most
    successful leaders. “Instead of slowing down and peaking at age thirty-five or forty-five, they keep
    learning at a rate we normally associate only with children and young adults,” he writes (p. 185). It used
    to be that most people learned all they needed to know by the time they were fifteen. Today, not only
    does it take longer, but the realities are changing so quickly that many of our old behaviors and
    assumptions become outdated.

    “As the rate of change increases, the willingness and ability to keep developing become
    central to career success for individuals and to economic success for organizations.
    [People] win…because they outgrow their rivals. They develop the capacity to handle a
    complex and changing business environment. They grow to become unusually
    competent in advancing organizational transformation. They learn to be leaders.”

    Leading Change, p. 186

    The world’s increasing complexity calls for multifaceted change leaders with a variety of experiences and a
    depth of judgment. This richness takes time to develop. People who prioritize learning and growth have
    more to bring to the table at age 50 or 70 than they had at 30. Kotter encourages us to understand that the
    power of compounded growth applies just as surely to people as it does to money. Looking at two people –
    one who grows by 1% every year and the other who grows by 6% – he concluded that “[p]eers at age
    thirty…will be in totally different leagues at age fifty” (p. 190). One will be gathering strength, experience,
    power, and depth. The other risks becoming increasingly irrelevant, at least as a change leader.

    One of the keys to such continuous learning that he doesn’t mention is following your interests and
    passions to find, in Jack’s terms, your Area of Destiny. Even passions that seem unrelated to your job are
    valuable to the lifelong learner. They offer new avenues for development and mastery, and they often
    provide a lens for seeing business challenges and opportunities in new and creative ways.

    “People who learn to master more volatile career paths also usually become more
    comfortable with change generally and thus better able to play more useful roles in
    organizational transformations. They more easily develop whatever leadership potential
    they have. With more leadership, they are in a better position to help their employers
    advance the transformation process so as to significantly improve meaningful results
    while minimizing the painful effects of change.”

    Leading Change, p. 193

    THE PERSONAL QUALITIES OF CHANGE LEADERS

    Strong HR leaders can step up when required and help bring an organization through a big change event
    like a restructuring or an acquisition integration. It will take all their best efforts, perhaps over a period of
    years, but they can do it. Fewer, however, are comfortable in the world of continuous transformation
    where one major change initiative succeeds another.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    These rare change agents are restless and curious, always looking for ways to get better. They love a
    good challenge. They are at home with high levels of uncertainty. Their passion, enthusiasm, and
    conviction are infectious. They are true lifelong learners who possess the following characteristics:

    1. Risk Taking: a willingness to push oneself out of comfort zones
    2. Humble Self-Reflection: honest assessment of successes and failures, especially the latter
    3. Solicitation of Opinions: aggressive collection of information and ideas from others
    4. Careful Listening: propensity to listen to others
    5. Openness to New Ideas: willingness to view life with an open mind

    Leading Change, p. 191

    When organizations improve, many people win. Employees enjoy the intrinsic satisfactions of success,
    productivity, and creativity, as well as a better reputation and greater compensation. Consumers get more
    innovative products and services at better prices. Communities prosper. Many of these benefits come
    thanks to change agents – those people with the vision and courage to improve business and the skills to
    see their vision through.

    “A strategy of embracing the past will probably become increasingly ineffective over the
    next few decades. Better for most of us to start learning now how to cope with change, to
    develop whatever leadership potential we have, and to help our organizations in the
    transformation process. Better for most of us, despite the risks, to leap into the future.
    And to do so sooner rather than later.”

    Leading Change, p. 194

    It is our hope that through taking this course, you have strengthened your understanding of what it takes
    to lead meaningful change, and that you have come away with a new set of tools you can put to work as
    you lead your next change initiative. We wish you all the best in continuing your career growth to become
    a truly great agent of change who puts people first.

    “Good people never think they’ve reached the top of their game…
    but they’re dying to get there.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Review the forces that undermine a "people first" approach to leading change

    Based on everything we have covered in this course, take time to reflect on the extent to which
    your organization demonstrates a commitment to putting people first. If they do, that’s great. If
    not, then you have opportunities to guide the steps that can lead to change. That change is not
    going to happen overnight, and without the support of senior leadership, it may never happen
    across the entire organization. But that shouldn’t stop you from making things better in the areas
    where you can. This may be only in your team at first, but if you can create the kind of culture
    within that team that empowers people to be their best, others will see what you’re doing and will
    want to emulate it. Pretty soon, you just may find yourself starting a movement.

    • Examine ways to build a culture that embraces finding a better way every day

    Look for tensions that exist between the desire to drive innovation and change, and the desire for
    stability and predictability in the operation of the business. Address these through the regular
    sharing of economic, technical, and market information. Engage your teams(s) in keeping their
    eyes and ears open for threats and opportunities that could impact the business. Build a level of
    heathy anxiety that encourages everyone to ask, “What’s next?” Done in the right way, this will
    foster a culture where people are more engaged in the business and welcome the challenge to do
    bigger and better things that keep the company winning.

    • Leverage what you have learned about leading change to continue growing in your career

    Find your Area of Destiny, and never stop learning and growing. Turn your job into something that
    energizes you and fulfills your passions, and you’ll never “work” another day in your life!

    **Week10Discussion556.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week10discussion556-jpeg)

    **Week10Discussion556.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week10discussion556-jpeg)

    **## TheFitOrganization.pdf**

    Copyright of Rotman Management is the property of Joseph L. Rotman School of
    Management and its content may not be copied or emailed to multiple sites or posted to a
    listserv without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## JWI556Week10LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Ten Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    SUSTAINING THE CHANGE AND KEEPING PEOPLE FIRST

    What It Means

    Change is about innovation and growth, and if you’re going to keep on winning, it’s never done.
    Successful change leaders are those who can build a culture that embraces change as a way of
    life rather than viewing it as an ordeal that has to be survived. If you truly believe that people are
    the most important part of any organization, then you should welcome your role as a leader who
    helps to build an organization committed to putting people first.

    Why It Matters

    • If you lose sight of the forces that undermine a people first approach to change, you
    undermine your organization’s ability to attract, develop, and retain the best and
    brightest.

    • Committing to finding a better way every day is the only path to building a sustainable
    competitive advantage.

    • Continuing your own professional growth is the best move you can make to help others
    and to build the HR leadership role you and your employer deserve.

    “If you’re going to win, and keep on winning, you have to recognize that
    change is continuous and is never done.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    FORCES THAT UNDERMINE A “PEOPLE FIRST” APPROACH
    TO LEADING CHANGE

    As noted in a previous course, “building a powerful workforce of smart, talented, and engaged people is a
    never-ending journey. You don’t get to sit back (at least not for long) and bask in the glory of what you
    have done” (JWI 522).

    To keep up with the transformations that organizations need to undergo, we must develop leaders who
    embrace change AND understand that the only way to lead meaningful change is through putting people
    first. This is a point that draws us back to Kotter’s distinction between management and leadership:

    “Because management deals mostly with the status quo and leadership deals mostly with
    change, in the next century we will have to become much more skilled at creating
    leaders. Without enough leaders, the vision, communication, and empowerment that are
    at the heart of transformation will simply not happen well enough or fast enough to satisfy
    our needs and expectations.”

    Leading Change, p. 173

    These new change leaders must have a vision and the ability to predict the future; they must have a
    special capacity to anticipate the radically unexpected. They must be driven to empower their people to
    do more and be their best.

    “Many of the same kinds of organizational attributes required to develop leadership are
    also needed to empower employees. Those facilitating factors would include flatter
    hierarchies, less bureaucracy, and a greater willingness to take risks. In addition,
    constant empowerment for a constantly changing world works best in organizations in
    which senior managers focus on leadership and in which they delegate most managerial
    responsibilities to lower levels.”

    Leading Change, p. 175

    While doing this, however, change leaders can’t be blind to the forces that undermine a “people first”
    approach. These forces include, but are not limited to:

    • Greed – not paying people what they are worth or giving them opportunities to grow
    • Being more comfortable in the role of a manager barking orders than in leadership inviting others

    to forge the future with you
    • Lack of vision – inability to see what’s coming and to inspire others to meet the future head on
    • Failure to elevate HR to a position of prominence in the C-Suite
    • Not understanding that people are the most important part of any organization and not getting

    every brain in the game
    • Hiding behind complex org charts and bureaucracies that impede communication and the free

    flow of ideas
    • Being too busy managing the day-to-day grind to engage others in the joy of building a winning

    organization

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    BUILDING A CULTURE THAT EMBRACES FINDING A BETTER WAY EVERY DAY

    “Truly adaptive firms with adaptive cultures are awesome competitive machines. They
    produce superb products and services faster and better. They run circles around bloated
    bureaucracies. Even when they have far fewer resources and patents or less market
    share, they compete and win again and again.”

    Leading Change, p. 180

    As an HR leader, you and your team have a critical role to play in developing this culture. You can work
    with business-unit leaders to help them set up Work-Out sessions to find better ways to get business
    done. You can work with finance departments to find better ways to reward people who deliver cost
    saving and revenue increasing wins. You can help all managers and leaders deliver more effective
    performance feedback and talent development to their teams. You can help those leaders define the
    winning behaviors that can be observed, communicated, taught, measured, and rewarded.

    While an organization can learn and accomplish a lot over the course of a single major change effort,
    one-off events are rarely enough for new behaviors to take hold in a sustainable way. It’s just not enough
    for people throughout the organization to deeply learn the skills and mindsets needed to drive change.
    And it is certainly not enough to keep up in today’s rapidly shifting business environment.

    The work of change leaders is not just to navigate their organizations through a major change. It is also to
    identify, lead, and embed change after change after change to create an organization that is innovative,
    flexible, and forward-looking – one that never stops learning.

    Kotter says that if the rate of external change continues to climb, then the urgency rate of the winning
    twenty-first-century organization will have to be medium to high all the time. The twentieth-century model
    of lengthy periods of calm or complacency being punctuated by shorter periods of hectic activity will not
    work. A higher rate of urgency does not imply ever-present panic, anxiety, or fear. It means a state in
    which complacency is virtually absent, in which people are always looking for both problems and
    opportunities, and in which the norm is “do it now.”

    “Typical employees in typical firms today still receive little data on their performance, the
    performance of their group or department, and the performance of the firm.

    To both create these systems and use their output productively, corporate cultures in the
    twenty-first century will have to value candid discussions far more than they do today.
    Norms associated with political politeness, with nonconformational diplomaticese, and
    with killing-the-messenger-of bad-news will have to change. The volume knob on the
    dishonest dialog channel will have to be turned way down.”

    “The combination of valid data from a number of external sources, broad communication
    of that information inside an organization, and a willingness to deal honestly with the
    feedback will go a long way toward squashing complacency.”

    Leading Change, pp. 170-171

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    LEVERAGING WHAT YOU HAVE LEARNED ABOUT LEADING CHANGE
    TO CONTINUE GROWING IN YOUR CAREER

    Kotter asserts that lifelong learning, a trait once seen in relatively few people, is the hallmark of the most
    successful leaders. “Instead of slowing down and peaking at age thirty-five or forty-five, they keep
    learning at a rate we normally associate only with children and young adults,” he writes (p. 185). It used
    to be that most people learned all they needed to know by the time they were fifteen. Today, not only
    does it take longer, but the realities are changing so quickly that many of our old behaviors and
    assumptions become outdated.

    “As the rate of change increases, the willingness and ability to keep developing become
    central to career success for individuals and to economic success for organizations.
    [People] win…because they outgrow their rivals. They develop the capacity to handle a
    complex and changing business environment. They grow to become unusually
    competent in advancing organizational transformation. They learn to be leaders.”

    Leading Change, p. 186

    The world’s increasing complexity calls for multifaceted change leaders with a variety of experiences and a
    depth of judgment. This richness takes time to develop. People who prioritize learning and growth have
    more to bring to the table at age 50 or 70 than they had at 30. Kotter encourages us to understand that the
    power of compounded growth applies just as surely to people as it does to money. Looking at two people –
    one who grows by 1% every year and the other who grows by 6% – he concluded that “[p]eers at age
    thirty…will be in totally different leagues at age fifty” (p. 190). One will be gathering strength, experience,
    power, and depth. The other risks becoming increasingly irrelevant, at least as a change leader.

    One of the keys to such continuous learning that he doesn’t mention is following your interests and
    passions to find, in Jack’s terms, your Area of Destiny. Even passions that seem unrelated to your job are
    valuable to the lifelong learner. They offer new avenues for development and mastery, and they often
    provide a lens for seeing business challenges and opportunities in new and creative ways.

    “People who learn to master more volatile career paths also usually become more
    comfortable with change generally and thus better able to play more useful roles in
    organizational transformations. They more easily develop whatever leadership potential
    they have. With more leadership, they are in a better position to help their employers
    advance the transformation process so as to significantly improve meaningful results
    while minimizing the painful effects of change.”

    Leading Change, p. 193

    THE PERSONAL QUALITIES OF CHANGE LEADERS

    Strong HR leaders can step up when required and help bring an organization through a big change event
    like a restructuring or an acquisition integration. It will take all their best efforts, perhaps over a period of
    years, but they can do it. Fewer, however, are comfortable in the world of continuous transformation
    where one major change initiative succeeds another.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    These rare change agents are restless and curious, always looking for ways to get better. They love a
    good challenge. They are at home with high levels of uncertainty. Their passion, enthusiasm, and
    conviction are infectious. They are true lifelong learners who possess the following characteristics:

    1. Risk Taking: a willingness to push oneself out of comfort zones
    2. Humble Self-Reflection: honest assessment of successes and failures, especially the latter
    3. Solicitation of Opinions: aggressive collection of information and ideas from others
    4. Careful Listening: propensity to listen to others
    5. Openness to New Ideas: willingness to view life with an open mind

    Leading Change, p. 191

    When organizations improve, many people win. Employees enjoy the intrinsic satisfactions of success,
    productivity, and creativity, as well as a better reputation and greater compensation. Consumers get more
    innovative products and services at better prices. Communities prosper. Many of these benefits come
    thanks to change agents – those people with the vision and courage to improve business and the skills to
    see their vision through.

    “A strategy of embracing the past will probably become increasingly ineffective over the
    next few decades. Better for most of us to start learning now how to cope with change, to
    develop whatever leadership potential we have, and to help our organizations in the
    transformation process. Better for most of us, despite the risks, to leap into the future.
    And to do so sooner rather than later.”

    Leading Change, p. 194

    It is our hope that through taking this course, you have strengthened your understanding of what it takes
    to lead meaningful change, and that you have come away with a new set of tools you can put to work as
    you lead your next change initiative. We wish you all the best in continuing your career growth to become
    a truly great agent of change who puts people first.

    “Good people never think they’ve reached the top of their game…
    but they’re dying to get there.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Review the forces that undermine a "people first" approach to leading change

    Based on everything we have covered in this course, take time to reflect on the extent to which
    your organization demonstrates a commitment to putting people first. If they do, that’s great. If
    not, then you have opportunities to guide the steps that can lead to change. That change is not
    going to happen overnight, and without the support of senior leadership, it may never happen
    across the entire organization. But that shouldn’t stop you from making things better in the areas
    where you can. This may be only in your team at first, but if you can create the kind of culture
    within that team that empowers people to be their best, others will see what you’re doing and will
    want to emulate it. Pretty soon, you just may find yourself starting a movement.

    • Examine ways to build a culture that embraces finding a better way every day

    Look for tensions that exist between the desire to drive innovation and change, and the desire for
    stability and predictability in the operation of the business. Address these through the regular
    sharing of economic, technical, and market information. Engage your teams(s) in keeping their
    eyes and ears open for threats and opportunities that could impact the business. Build a level of
    heathy anxiety that encourages everyone to ask, “What’s next?” Done in the right way, this will
    foster a culture where people are more engaged in the business and welcome the challenge to do
    bigger and better things that keep the company winning.

    • Leverage what you have learned about leading change to continue growing in your career

    Find your Area of Destiny, and never stop learning and growing. Turn your job into something that
    energizes you and fulfills your passions, and you’ll never “work” another day in your life!

    **Week10Discussion556.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week10discussion556-jpeg)

    **## TheFitOrganization.pdf**

    Copyright of Rotman Management is the property of Joseph L. Rotman School of
    Management and its content may not be copied or emailed to multiple sites or posted to a
    listserv without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## JWI556Week10LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Ten Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    SUSTAINING THE CHANGE AND KEEPING PEOPLE FIRST

    What It Means

    Change is about innovation and growth, and if you’re going to keep on winning, it’s never done.
    Successful change leaders are those who can build a culture that embraces change as a way of
    life rather than viewing it as an ordeal that has to be survived. If you truly believe that people are
    the most important part of any organization, then you should welcome your role as a leader who
    helps to build an organization committed to putting people first.

    Why It Matters

    • If you lose sight of the forces that undermine a people first approach to change, you
    undermine your organization’s ability to attract, develop, and retain the best and
    brightest.

    • Committing to finding a better way every day is the only path to building a sustainable
    competitive advantage.

    • Continuing your own professional growth is the best move you can make to help others
    and to build the HR leadership role you and your employer deserve.

    “If you’re going to win, and keep on winning, you have to recognize that
    change is continuous and is never done.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    FORCES THAT UNDERMINE A “PEOPLE FIRST” APPROACH
    TO LEADING CHANGE

    As noted in a previous course, “building a powerful workforce of smart, talented, and engaged people is a
    never-ending journey. You don’t get to sit back (at least not for long) and bask in the glory of what you
    have done” (JWI 522).

    To keep up with the transformations that organizations need to undergo, we must develop leaders who
    embrace change AND understand that the only way to lead meaningful change is through putting people
    first. This is a point that draws us back to Kotter’s distinction between management and leadership:

    “Because management deals mostly with the status quo and leadership deals mostly with
    change, in the next century we will have to become much more skilled at creating
    leaders. Without enough leaders, the vision, communication, and empowerment that are
    at the heart of transformation will simply not happen well enough or fast enough to satisfy
    our needs and expectations.”

    Leading Change, p. 173

    These new change leaders must have a vision and the ability to predict the future; they must have a
    special capacity to anticipate the radically unexpected. They must be driven to empower their people to
    do more and be their best.

    “Many of the same kinds of organizational attributes required to develop leadership are
    also needed to empower employees. Those facilitating factors would include flatter
    hierarchies, less bureaucracy, and a greater willingness to take risks. In addition,
    constant empowerment for a constantly changing world works best in organizations in
    which senior managers focus on leadership and in which they delegate most managerial
    responsibilities to lower levels.”

    Leading Change, p. 175

    While doing this, however, change leaders can’t be blind to the forces that undermine a “people first”
    approach. These forces include, but are not limited to:

    • Greed – not paying people what they are worth or giving them opportunities to grow
    • Being more comfortable in the role of a manager barking orders than in leadership inviting others

    to forge the future with you
    • Lack of vision – inability to see what’s coming and to inspire others to meet the future head on
    • Failure to elevate HR to a position of prominence in the C-Suite
    • Not understanding that people are the most important part of any organization and not getting

    every brain in the game
    • Hiding behind complex org charts and bureaucracies that impede communication and the free

    flow of ideas
    • Being too busy managing the day-to-day grind to engage others in the joy of building a winning

    organization

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    BUILDING A CULTURE THAT EMBRACES FINDING A BETTER WAY EVERY DAY

    “Truly adaptive firms with adaptive cultures are awesome competitive machines. They
    produce superb products and services faster and better. They run circles around bloated
    bureaucracies. Even when they have far fewer resources and patents or less market
    share, they compete and win again and again.”

    Leading Change, p. 180

    As an HR leader, you and your team have a critical role to play in developing this culture. You can work
    with business-unit leaders to help them set up Work-Out sessions to find better ways to get business
    done. You can work with finance departments to find better ways to reward people who deliver cost
    saving and revenue increasing wins. You can help all managers and leaders deliver more effective
    performance feedback and talent development to their teams. You can help those leaders define the
    winning behaviors that can be observed, communicated, taught, measured, and rewarded.

    While an organization can learn and accomplish a lot over the course of a single major change effort,
    one-off events are rarely enough for new behaviors to take hold in a sustainable way. It’s just not enough
    for people throughout the organization to deeply learn the skills and mindsets needed to drive change.
    And it is certainly not enough to keep up in today’s rapidly shifting business environment.

    The work of change leaders is not just to navigate their organizations through a major change. It is also to
    identify, lead, and embed change after change after change to create an organization that is innovative,
    flexible, and forward-looking – one that never stops learning.

    Kotter says that if the rate of external change continues to climb, then the urgency rate of the winning
    twenty-first-century organization will have to be medium to high all the time. The twentieth-century model
    of lengthy periods of calm or complacency being punctuated by shorter periods of hectic activity will not
    work. A higher rate of urgency does not imply ever-present panic, anxiety, or fear. It means a state in
    which complacency is virtually absent, in which people are always looking for both problems and
    opportunities, and in which the norm is “do it now.”

    “Typical employees in typical firms today still receive little data on their performance, the
    performance of their group or department, and the performance of the firm.

    To both create these systems and use their output productively, corporate cultures in the
    twenty-first century will have to value candid discussions far more than they do today.
    Norms associated with political politeness, with nonconformational diplomaticese, and
    with killing-the-messenger-of bad-news will have to change. The volume knob on the
    dishonest dialog channel will have to be turned way down.”

    “The combination of valid data from a number of external sources, broad communication
    of that information inside an organization, and a willingness to deal honestly with the
    feedback will go a long way toward squashing complacency.”

    Leading Change, pp. 170-171

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    LEVERAGING WHAT YOU HAVE LEARNED ABOUT LEADING CHANGE
    TO CONTINUE GROWING IN YOUR CAREER

    Kotter asserts that lifelong learning, a trait once seen in relatively few people, is the hallmark of the most
    successful leaders. “Instead of slowing down and peaking at age thirty-five or forty-five, they keep
    learning at a rate we normally associate only with children and young adults,” he writes (p. 185). It used
    to be that most people learned all they needed to know by the time they were fifteen. Today, not only
    does it take longer, but the realities are changing so quickly that many of our old behaviors and
    assumptions become outdated.

    “As the rate of change increases, the willingness and ability to keep developing become
    central to career success for individuals and to economic success for organizations.
    [People] win…because they outgrow their rivals. They develop the capacity to handle a
    complex and changing business environment. They grow to become unusually
    competent in advancing organizational transformation. They learn to be leaders.”

    Leading Change, p. 186

    The world’s increasing complexity calls for multifaceted change leaders with a variety of experiences and a
    depth of judgment. This richness takes time to develop. People who prioritize learning and growth have
    more to bring to the table at age 50 or 70 than they had at 30. Kotter encourages us to understand that the
    power of compounded growth applies just as surely to people as it does to money. Looking at two people –
    one who grows by 1% every year and the other who grows by 6% – he concluded that “[p]eers at age
    thirty…will be in totally different leagues at age fifty” (p. 190). One will be gathering strength, experience,
    power, and depth. The other risks becoming increasingly irrelevant, at least as a change leader.

    One of the keys to such continuous learning that he doesn’t mention is following your interests and
    passions to find, in Jack’s terms, your Area of Destiny. Even passions that seem unrelated to your job are
    valuable to the lifelong learner. They offer new avenues for development and mastery, and they often
    provide a lens for seeing business challenges and opportunities in new and creative ways.

    “People who learn to master more volatile career paths also usually become more
    comfortable with change generally and thus better able to play more useful roles in
    organizational transformations. They more easily develop whatever leadership potential
    they have. With more leadership, they are in a better position to help their employers
    advance the transformation process so as to significantly improve meaningful results
    while minimizing the painful effects of change.”

    Leading Change, p. 193

    THE PERSONAL QUALITIES OF CHANGE LEADERS

    Strong HR leaders can step up when required and help bring an organization through a big change event
    like a restructuring or an acquisition integration. It will take all their best efforts, perhaps over a period of
    years, but they can do it. Fewer, however, are comfortable in the world of continuous transformation
    where one major change initiative succeeds another.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    These rare change agents are restless and curious, always looking for ways to get better. They love a
    good challenge. They are at home with high levels of uncertainty. Their passion, enthusiasm, and
    conviction are infectious. They are true lifelong learners who possess the following characteristics:

    1. Risk Taking: a willingness to push oneself out of comfort zones
    2. Humble Self-Reflection: honest assessment of successes and failures, especially the latter
    3. Solicitation of Opinions: aggressive collection of information and ideas from others
    4. Careful Listening: propensity to listen to others
    5. Openness to New Ideas: willingness to view life with an open mind

    Leading Change, p. 191

    When organizations improve, many people win. Employees enjoy the intrinsic satisfactions of success,
    productivity, and creativity, as well as a better reputation and greater compensation. Consumers get more
    innovative products and services at better prices. Communities prosper. Many of these benefits come
    thanks to change agents – those people with the vision and courage to improve business and the skills to
    see their vision through.

    “A strategy of embracing the past will probably become increasingly ineffective over the
    next few decades. Better for most of us to start learning now how to cope with change, to
    develop whatever leadership potential we have, and to help our organizations in the
    transformation process. Better for most of us, despite the risks, to leap into the future.
    And to do so sooner rather than later.”

    Leading Change, p. 194

    It is our hope that through taking this course, you have strengthened your understanding of what it takes
    to lead meaningful change, and that you have come away with a new set of tools you can put to work as
    you lead your next change initiative. We wish you all the best in continuing your career growth to become
    a truly great agent of change who puts people first.

    “Good people never think they’ve reached the top of their game…
    but they’re dying to get there.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Review the forces that undermine a "people first" approach to leading change

    Based on everything we have covered in this course, take time to reflect on the extent to which
    your organization demonstrates a commitment to putting people first. If they do, that’s great. If
    not, then you have opportunities to guide the steps that can lead to change. That change is not
    going to happen overnight, and without the support of senior leadership, it may never happen
    across the entire organization. But that shouldn’t stop you from making things better in the areas
    where you can. This may be only in your team at first, but if you can create the kind of culture
    within that team that empowers people to be their best, others will see what you’re doing and will
    want to emulate it. Pretty soon, you just may find yourself starting a movement.

    • Examine ways to build a culture that embraces finding a better way every day

    Look for tensions that exist between the desire to drive innovation and change, and the desire for
    stability and predictability in the operation of the business. Address these through the regular
    sharing of economic, technical, and market information. Engage your teams(s) in keeping their
    eyes and ears open for threats and opportunities that could impact the business. Build a level of
    heathy anxiety that encourages everyone to ask, “What’s next?” Done in the right way, this will
    foster a culture where people are more engaged in the business and welcome the challenge to do
    bigger and better things that keep the company winning.

    • Leverage what you have learned about leading change to continue growing in your career

    Find your Area of Destiny, and never stop learning and growing. Turn your job into something that
    energizes you and fulfills your passions, and you’ll never “work” another day in your life!

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