Deanna BuchananSouthern New Hampshire UniversityCommunicat

Deanna Buchanan
Southern New Hampshire University
Communication Strategy to Influence Change
Communication Strategy to Influence Change
A communication strategy sets the direction that guides an
intervention to achieve the desired change. It allows partners
and stakeholders to provide input and agree on the best way
forward alongside having a map that can be referred to at the
various stages of the intervention implementation. The
participation of all stakeholders involved in the change process
is essential to ensure a common understanding of the change's
contents, obtain feedback, and obtain a commitment to the
change process. Without an effective communication plan, the
change initiative may not go beyond the inception stage. This
paper will identify and recommend effective communication
strategies and illustrate how they support change across
institutions.
Communication Strategies Used to Influence and Manage
Change
An effective communication strategy keeps all stakeholders
motivated and on-board during the change process (Smith,
2017). The following are fundamental communication principles
that would positively impact change at St, Catherine College.
First of all, ensure everyone understands your message of
change by being honest, specific, and relatable in your
language. Only communicate the relevant information concisely
and with no ambiguity. Secondly, validate your instincts
regarding the desired change with data. For instance, if you feel

that your team isn't engaged in the change process, you can
walk around and talk to your colleagues to establish why they
are hesitant regarding the change. That way, you will be able to
go back to the drawing board and make amends as per the data
collected.
Thirdly, having a feedback mechanism helps while rolling out
the change initiative. This entails incorporating the input of
team members in decision-making. Ideally, change targets,
internal and external stakeholders, and they should be given a
chance to contribute to the desired change. It is crucial to make
sure the concerned department necessitating change within an
institution owns the stakeholders' feedback. The fourth strategy
to use to influence change is by taking a proactive approach.
Prepare to handle anything that comes up in the future, whether
positive and negative. Have a consultative discussion with team
members and discuss what everyone perceives may negatively
impact the change process. Afterward, move to a positive action
bearing in mind that the negative impact may be persistent.
Finally, technology can be leveraged to create a behavioral
adjustment that aligns with the desired change.
Using Communication Strategies to Build Collaborations
Effective partnering cannot take place without the support of a
good communication strategy. This means that collaborating
teams will have to set out roles and responsibilities to ensure
clarity of each one's contribution to the process. In the College
of St. Catherine's case, the health care department relies on
collaborations with local hospitals and community-based clinics
for graduate student internships. There will be a need to put a
communication system in place that ensures the college and
clinics adhere to their duties and manage disputes in case they
arise.
How Institutional Culture Influences Effectiveness of
Communication Strategy
Institutional culture and internal belief systems affect what
people chose to say and what to withhold. Psychologically safe

workplace cultures encourage communication, while institutions
with bureaucratic structures lead to withholding of information.
Moreover, leaders who are open-minded and interested in their
subordinates' ideas encourage opening up, but hostile bosses
discourage communication (Kelly & MacDonald, 2019). In this
regard, communication strategies such as encouraging feedback,
being honest and relatable can encourage institutional
employees to feel free in giving ideas that necessitate and
enforce change.
Implementing Communication Strategies for Student Retention
and Success
Effective communication helps create and promote a safe space
for learning where students can learn and succeed.
Communication has been proven to foster relationships that
positively impact students' class participation, engagement, and
ultimately academic success. Poor communicatio n is a key
contributor to lack of student motivation, poor performance, and
school dropout. Active listening and engaging students go a
long way to devising ways of creating a safe learning
environment.
References
Kelly, S., & MacDonald, P. (2019). A look at leadership styles
and workplace solidarity communication. International Journal
of Business Communication, 56(3), 432-448.
Smith, A. R. (2017). Communication Strategies Used During
Organizational Change in a Health Care Organization.
Deanna Buchanan
Data-Driven Decisions
Data-Driven Decisions
The institution aims to make decisions based on actual data

rather than intuitions alone. In the absence of data, bias and
false assumptions, among other issues, cloud judgment, leading
to poor decision making. In higher education, governments and
regulating agencies encourage institutions to support their
decisions with factual data. Often, decisions are based on
change initiatives that must b informed by data. Several
assessment tools and approaches are used to collect qualitative
and quantitative data to generate change ideas, support systems
and strategies used to communicate and initiate change, and the
change management process. Assessment tools provide data that
supports decisions made in institutions of higher learning. This
paper investigates the use of data in making decisions and the
approach used to communicate change.
Data-Based Strategies to Communicate Change
Data-driven change management approaches to ensure an
initiative delivers what it was intended to do. Ne of the most
common strategies of driving change is by motivating
employees to want change. Ultimately, this approach involves
inspiring employees to propel change by themselves. To drive
change using data, a quick survey can be done to establish to
what extent employees are motivated and determine how
engaged they are with the new initiative. In my case study, the
College of St. Catherine, there was a change in leadership and
management restructuring in various departments. An
incentivized strategy would have been appropriate to
communicate the rationale of these changes to all stakeholders.
The new president could have sent an email to introduce herself
and provide a brief description of how she intends to make the
College a market leader in the region. Besides, an anonymous
survey would have informed how the students and other key
personnel perceived the departmental changes. The survey
would have also provided a good opportunity for soliciting
feedback, perhaps by asking respondents to give their opinions
and feelings.

Regarding the re-design of the curriculum and revision of the
college programs, stakeholders need to feel involved in the
process. When people think they have a choice and their input is
desired, then change becomes easy. The College's management
can provide access to curriculum training to relevant employees
or even allow them to take up roles in the change process.
Creating a culture of continuous improvement and professional
development inspires employees to keep an open mind (Winkler
& Fyffe, 2016), making the introduction of a suitable change
initiative acceptable. In addition to surveys, behavioral
observation can help evaluate the level of acceptance to change.
For instance, tutors' level of engagement can measure the
acceptability levels of the new academic deans.
Gathering data can inform on what strategies work best for a
particular type of change. Data is used to influence and
accelerate institutional transformation in several ways. First,
data is used as a baseline for defining the change roadmap.
Baseline data eliminates the implementation of any change
initiative that comes up. Instead, it helps select and prioritize
change strategies that are likely to succeed with the existing
resources. Secondly, the use of data creates a culture of learning
and dependence. Information can be used to enhance the
integrity and attract internal backing for change campaigns.
Thirdly, data is used to measure progress and quickly make
necessary changes to the transformation plan ("How can data
accelerate change management? — Visual workforce," 2019),
making institutions swifter in the change management process.
The fourth reason why data is considered crucial for change is
that it helps establish and build on change skills. Finally, it is
important to note that information is not only used to reduce
resistance to change, but it is also used to deliberate on an
approach that can proactively build resilience among
employees.
Internal Challenges to Change

Colleges are increasingly using data to improve student success
through effective leadership, decision making, and sufficient
resources. In the case study, finding a balance between
classroom work and clinical practice was expensive, and payers
were unwilling to pay extra costs. The faculty-managed health
clinics that were proposed to provide the deficit amount were
not a success. Also, the health department in St. Catherine had
twenty programs and relied on partnerships with community-
based clinics and local area hospitals. However, after some
time, the College faced difficulties securing placement positions
for their students due to the reduced number of healthcare
workers available to teach on-site. Lastly, the curriculum
designers felt market-driven, but it was later put to the test by
the kind of credentials graduates were expected to have in the
marketplace. All these decisions were assumed to be informed
by data to ensure students were trained to be problem-solving
professionals, but they were ineffective.
Data can be an effective tool for colleges to improve student
outcomes. Students' persistence and success are a reflection of
the overall institutional performance. The primary principle for
an effective student retention program is an institutional
commitment to ensuring student success. The College of St.
Catherine needs to apply data-driven approaches to ensure that
it produces competent healthcare graduates who can effectively
compete with their peers and quickly respond to care trends.
References
How can data accelerate change management? — Visual
workforce. (2019, December 31). Visual Workforce.
https://www.visualworkforce.com/blog/how-can-data-
accelerate-change-management
Winkler, M. K., & Fyffe, S. D. (2016). Strategies for cultivating
an organizational learning culture. Washington, DC: Urban
Institute, 9.

Deanna Buchanan
Leadership Approaches
Leadership Approaches
Leadership is the most important facilitator of change. These
aspects of leadership that are significant in organizational
transformation entail both philosophies and styles. How well
change is initiated, implemented, and managed depends on the
leadership styles and philosophies used (Nging & Yazdanifard,
2015). It is important to note that good leadership skills have to
be back up by a functional organizational structure to
implement change effectively. Furthermore, change is more
successful when implemented by leadership teams, as opposed
to a single individual. This paper will discuss how individual
and institutional leadership influences change as per the
selected case study.
Based on the two leadership approaches, philosophy consists of
the values and ideals of how leaders should and their power
sources. In a layman’s understanding, it is the set of values and
beliefs that guide a leader’s thinking and behavior. The common
saying states that leaders are not born but made. A person only
needs to adjust their mindset to be able to take up leadership
roles. On the other hand, the leadership style is planning,
providing direction, and motivating people. Common styles
include transformational, autocratic, democratic, and
transactional leadership, among others.
As a leader, understanding your leadership styles helps identify
strengths and weaknesses. Through a proactive approach, a
leader can strategically use their strengths and counter

weaknesses. Since knowledge is power, being aware of your
values and perspectives can be used for self-empowerment and
improving relationships with those around you. Creating a
leadership philosophy enables leaders to b more intentional
about their leadership. Furthermore, upon reflecting on real -life
experiences, leaders clarify who they are and what their
followers expect of them, hence tending to have more
transparent and consistent decision-making capabilities.
Leadership has a direct correlation with organizational success.
Leaders determine many aspects of the aspect, such as culture,
employee motivation, and tolerance to change. They shape how
institutional strategies are executed and influence those around
them for maximum productivity and success. In fact, the
influence leaders have on their followers determines the level of
commitment and loyalty to achieving strategic objectives. It is
not different when it comes to initiating and implementing
change. Those in positions of power are assumed to create
change. If they had initially governed their institutions well,
then the process of change finds an already established structure
that makes the transition smooth.
When looking for a person to take up leadership roles,
organizations should seek a leader capable of vision creation
and excellent in using an innovative approach to ensure
organizational success. Leaders with these skills better manage
organizational change since they motivate others to bring new
ideas to the table and mobilize resources to actualize these
ideas. However, besides these two main competencies, other
characteristics are essential in ensuring a leader effectively
initiates change and sees it through to generate results.
Organizations should ensure operational and structural
proficiency before exerting pressure on change agents. To
achieve the change outcomes, organizations should keep the
process of change ongoing and assist the leadership team, whose

primary role is directing and managing the stages of change.
According to Mansaray 2019, the entire change process needs
the organization, leadership, and stakeholders’ cooperation. It is
worth noting that how leaders use their skills to navigate the
organization towards achieving strategic goals is the same way
they will steer change. Leaders are expected to have traits such
as being visionary, passionate, and with the ability to win
employees’ trust.
In the case study, there is a need for change in several sectors at
St. Catherine College. First, the management restructuring will
see a change in leadership in the heads of department. Secondly,
the college’s vision needs a revision to adjust to current trends
in the healthcare industry. Thirdly, the college requires a
revision of its curriculum to produce graduates capable of using
critical thinking in solving real-life problems. The fourth area
of change is establishing centers where learners can acquire out
of the class experience through internships. Finally, the
pressure and changes in the marketplace have forced the college
to review its enrollment qualifications to train professionals
who can compete globally.
St. Catherine’s change agents include Sister Andrea Lee, who
was expected to boost reputation and strengthen its programs.
McLaughlin, the academic dean for health professions, had an
excellent vision for the department if only the college could
figure out the industry’s needs and figure out how to prepare its
students to become exceptional healthcare leaders in the future.
Smith was on the front line to outline the challenges that the
healthcare department faced. All these change agents have the
college’s best interests at heart, which is why we acknowledge
their diverse perspectives.
Transformational leadership style is evident in change agent
McLaughlin, dean of the health department. Her desire to figure
out the department’s needs and develop ways to address them is

concerned with formulating long-term goals to see the college
grow to a leading producer of the best graduates in health
professions. This style requires a leader to rise above their daily
roles and get engrossed with a purpose that considers increased
productivity as the basis for growth. Transforma tional leaders
involve their teams to identify needed change, guide them by
creating a vision, and motivate their followers through
executing change.
Transformational leadership boosts morale and enhances the
motivation of followers through a variety of tactics. For
instance, when a leader leads by example, they inspire their
followers into having an interest in whatever they are doing
(Metwally et al., 2014). Leading the change process while
incorporating excellent interpersonal skills will yield an
outstanding commitment from followers interested in seeing the
project a success. It is expected that followers emulate their
leader and offer support in a way that identifies with their
leader’s interests as a show of obedience.
McLaughlin s said to have been hired because she represented a
different kind of experience in healthcare. She can achieve
results, not just for recognition by the college but to create an
opportunity for students. Upon recognizing this philosophy, we
establish that this is a starting point for compiling a
comprehensive vision for the college to guide each department
to develop objectives directed towards achieving the overall
goal. McLaughlin is expected to guide and supervise the change
process. Right from making stakeholders in the college
understand and appreciate that there is a need for a
transformation to keep with current market trends. However, the
change process does not solely do not have to be limited only to
those in positions of authority. Support for leaders by their
followers minimizes chances of resistance to change both
internally and externally.

While inducing change, change agents should inspire and
motivate relevant stakeholders with confidence and integrity.
References
Mansaray, H. E. (2019). The Role of Leadership Style in
Organisational Change Management: A Literature
Review. Journal of Human Resource Management, 7(1), 18-31.
Metwally, A. H., El-Bishbishy, N., & Nawar, Y. S. (2014). The
impact of transformational leadership style on employee
satisfaction. The Business & Management Review, 5(3), 32.
Nging, T. K., & Yazdanifard, R. (2015). The general review of
how different leadership styles cause the transformational
change efforts to be successful. International Journal of
Management, Accounting and Economics, 2(9), 1130-1140.
Deanna Buchanan
Internal and External Influences of Change
Internal and External Influences of Change
Navigating through the never-ending cycle of change is vital to
the success of any organization. Identifying potential forces that
influence change allows institutions to adjust their strategies,
improve existing systems, and mobilize resources to plan for the
future. These forces may either be internal or external and
prevent an organization from achieving its short and long-term
goals. In higher learning institutions, factors that influence
change can be within or outside control, forcing them to react in
either a reactive or proactive approach. It is worth noting that
some of the factors impacting change in an institution can be
capitalized on to create opportunities. This paper will examine
internal and external factors and predict how they influence
change strategies in the College of St. Catherine.

The College's Curriculum
Initially, the College's health professions department educated
many health professionals in the State, attributed to the over
twenty health programs taught. The program training involved
classroom training for the theoretical section and on-site
internships for real-life experience under a physician or a
practitioner's supervision. However, despite the many health
courses, it wasn't easy to pick out a program that was termed as
a strength for the College, thus necessitating change. The
College recognized the pressure and rapid changes in the
marketplace that demanded the curriculum's re-design to
produce graduates who could use critical thinking in solving
practical situations of practice.
Challenges in Curriculum Delivery
The College's health department encountered several challenges
in delivering a problem-centered curriculum. Primarily,
accessing internship opportunities for students was a challenge.
The available community-based clinics had a shortage of
healthcare workers to teach trainees on-site, causing learners to
gain practical clinical experience. According to Lúanaigh 2015,
clinical experience exposes learners to knowledge that cannot
be achieved anywhere. Also, the department offered more
general courses as opposed to specialty programs. The available
training had made certification difficult, compelling nurses to
take bridging courses. Lastly, the curriculum was not adaptive
to emerging trends in the healthcare profession. The
marketplace required innovative and competent graduates who
are open-minded to provide patient-centered solutions,
something the existing curriculum could not offer, hence
causing student dissatisfaction.
External Challenges Impacting Change
Even though external factors take place outside an organization,
they significantly impact its operations, growth, and long-term

sustainability. It is vital that management continuously monitor
external forces for early signs that may deter the change process
and make necessary adjustments to accommodate potential
threats and opportunities (Van der Voet et al., 206). In the case
of the College oF St. Catherine, factors such as competition
from other colleges, technological changes, and rapid changes
in the market environment could impact anticipated change
strategies.
As the College plans to deliver market-suitable programs,
technology such as telemedicine and nursing informatics will
impact learners' curriculum and training. Regarding
competition, the College's efforts to produce the most qualifies
graduates in the State; the expectation is that peer institutions
offering better value for money will challenge student
enrollment and retention. Lastly, market dynamics pressure the
College to continuously revise learners' credentials to produce
professionals who can engage in both local and international
dialogues about care.
Reference
Lúanaigh, P. Ó. (2015). Becoming a professional: What is the
influence of registered nurses on nursing students' learning in
the clinical environment?. Nurse Education in Practice, 15(6),
450-456.
Van der Voet, J., Kuipers, B. S., & Groeneveld, S. (2016).
Implementing change in public organizations: The relationship
between leadership and affective commitment to change in a
public sector context. Public Management Review, 18(6), 842-
865.
Deanna Buchanan

Need for Change
Need for Change
With the US healthcare system having an increasing demand for
primary healthcare, this called for changes in healthcare service
providers, the skills required, and the learning institutions that
prepared care workers. The nursing practitioner was one of the
health practitioners greatly impacted by this change. The
Challenge of costs saw the traditional family physician work in
specialized areas rather than in primary healthcare resulting in
high demand for nursing practitioners who emphasized primary
care. However, nurses represented the largest healthcare
professionals underutilized to meet the growing need for
primary healthcare in the United States.
There was a need for higher learning institutions to restructure
themselves to accommodate the changes that nursing
practitioners were experiencing in their work and the higher
decision-making authority bestowed on them. Experts in the
healthcare education system recommended increasing the
number of clinical hours required to educate nursing
practitioners. Nevertheless, shifting more towards clinical
education came with high costs that saw some institutions set up
faculty-run clinics to generate money for purchasing services at
teacher facilities. This method of meeting the rising cost by
faculties demanded them alter their mandates to include revenue
generation.
Institution Description
The college of St. Catherine offered bachelor's degrees in
healthcare and human service under the guiding principles of
the Catholic faith. They aimed at preparing students to be
ethical leaders and effective in the communities they served.
These principles informed a curriculum that experienced city-
wide recognition. The college's curriculum incorporated a
framework that ensured that learners received training in real-

life situations alongside fieldwork assignments, clinical
laboratory settings, and internships. Over the years, students'
demographics changed, and many students relied on financial
aid. The college community appreciated the diversity in its
student composition since it benefited from various abilities and
backgrounds.
In 1998, Sister Andrea Lee was brought in as the new president
to strengthen the community's college programs and reputation.
There had been a rising perception that the college was famous
for offering liberal arts despite the variety of programs. Under
the new leadership, the school set new goals, restructured the
management, and also went ahead to launch a campaign to raise
$100 million.
Need for Change in St. Catherine College
Management restructuring saw the election of three academic
deans to supervise the school's programs. According to Gamze
2014, bringing new leadership in an organization encourages
positive change and improvement. McLaughlin headed the
health professions programs. Smith cited the need to strengthen
the health profession programs. It was unfortunate that despite
having 20 heath programs and training a significant portion of
health professionals in the state, no one could cite any
department's strength.
McLaughlin saw an opportunity in the healthcare sector.
However, to achieve her vision, there was a necessity to
question what the industry needed regarding their sector
professionals—according to Javed & Ilyas 2018, understanding
a sector's state guides stakeholders on identifying improvement
areas. Moreover, the discussion n how to prepare students to
become healthcare leaders in the future was critical since
women were the majority in the profession and were often
placed at the lower end of the hierarchy in decision-making
matters.

Health professions programs relied on collaborations with local
area hospitals and community clinics to teach real-life
experiences. However, there was a need to prepare professionals
who can take on the systems view while being good team
players. The school needed to design a curriculum that provokes
critical thinking, which invokes healthcare competency
(Rubenfeld & Scheffer 2014). Noting that a nurse practitioner
cannot say that they were not trained on a certain matter when a
problem arises with patients, they needed training that boosted
their confidence and the ability to seek and master new skills
when necessary.
Community-based clinics served as internship centers for
students of St.Catherine. Other clinics at established healthcare
systems would offer funding and placement for the college's
graduates over the years. The new programs would
accommodate health professionals on a full-time basis and see
clinics used as a classroom and marketing grounds for the
program.
Changes in the marketplace and pressure on higher learning
institutions to raise their graduates' qualifications compelled
educators to reconsider the preceptorship approach. The current
operating environment prefers professionals with the capacity to
debate in local and national conversations about healthcare.
Simultaneously, the market trend to hire professionals who cost
less yet are required to deliver more services raised the need to
develop countermeasures to ensure an equal playing ground.
Having looked at the need for change in St.Catherine college, it
is evident that the college should come up with a vision broad
enough to differentiate it from other colleges in the rest of the
world.
References

Gamze, S. A. R. T. (2014). The new leadership model of
university management for innovation and
entrepreneurship. Eurasian Journal of Educational Research,
(57), 73-90.
Javed, S. A., & Ilyas, F. (2018). Service quality and satisfaction
in healthcare sector of Pakistan—the patients’
expectations. International journal of health care quality
assurance.
Rubenfeld, M. G., & Scheffer, B. (2014). Critical thinking
tactics for nurses. Jones & Bartlett Publishers.
Running head: ORGANIZATIONAL CHANGE
ORGANIZATIONAL CHANGE 4
Organizational Change
Deanna Buchanan
The mission and vision are critical for the success of any
organization. For the College of St. Catherine, change is
imperative for better healthcare outcomes. McLaughlin wishes
to start a successful graduate nursing program. There is a need
for the graduate nursing department to create a program for
their trainees. Essentially. McLaughlin believes that The
College of St. Catherine would deliver quality healthcare with
trained physicians. However, he anticipated the institution's
mission and vision would inform health care reforms. The
organization's mission gives the purpose of The College of St.
Catherine. The mission is to "educate women to lead and

influence (THORP, 2000)." The mission is supported by a
vision to train a competent and morally upright citizen. As such,
the vision and mission focus on building the integrity and
leadership of students. However, the current reforms insist on
training more nurse practitioners. The College of St. Catherine's
current strategy is towards the vision and mission. Therefore,
their goals and objectives are in line with their mission. There
is a high likelihood that the organization will invest fewer
resources and time in ideas against their core mission.
Irrespective of the idea's (a clinic of their own) positive results,
The College of St. Catherine will only focus on educating
women to lead and influence.
The College of St. Catherine is founded on strong Catholic
Heritage. For years, the institution has produced graduates who
have had a huge impact on society. The institution's purpose of
produce and prepare students who are morally upright and
effective leaders. As such, they value the impact their students
have on their society and the entire world. Evidence shows that
the student's body has transformed over the past few years. The
institution has adjusted its diversity of students and source of
fee payment. In this case, the Nursing Department, under the
guidance of Alice Swan, wishes to establish a nurse-
practitioner-run clinic at the institution. The clinic will be
operated by a dedicated nurse practitioner and improve student's
development. Nurse practitioners have run a community-based
clinic for years (National Organization of Nurse Practitioner
Faculties, 2018). The results are better health outcomes. As
such, a healthcare clinic at The College of St. Catherine will
serve the students, faculty, and community. The institution
needs to overcome the economic disadvantage. Thus, a clinic
will increase its financial resources. Just like its leadership in
Liberal Arts College, The College of St. Catherine can be a
leader in training nurses. The institution has strong
interdisciplinary learning and teaching backed by innovative
technology that can be employed to foster change. Through its
new leadership, the nursing department can foster and maintain

the necessary change.
Currently, The College of St. Catherine's context is to have a
better outlook in the view of its surrounding community. Their
nursing department has initiated 20 programs, but they lack
health profession programs. Their students engage with more
than 400 clinics annually for internships. Therefore, they are
facing strong pressure to innovate and improve the credentials
of their graduates. After close examination, the Nursing
Department has concluded that they can achieve their goals
through their own clinic. This is the current situation at the
institution. Therefore, the context will not act as an obstacle but
rather as a motivation (Bernerth, 2017). The institution's own
clinic will improve its credibility to the community, strengthen
its student's credentials, and offer an alternative source of
finances. As such, the current situation will motivate the
nursing faculty and entire institution to invest in change.
References
Bernerth, J. (2017). Control Variables in Leadership Research:
A Qualitative and Quantitative Review. Journal of Management,
117-119.
National Organization of Nurse Practitioner Faculties. (2018,
May 10). Membership types and Benefits. Retrieved from
National Organization of Nurse Practitioner Faculties:
https://www.nonpf.org/default.aspx
THORP, S. (2000). Developing Nurse Practitioners at the
College of St.Catherine. Harvard Business School , 1-23.

Deanna BuchananSouthern New Hampshire UniversityCommunicat

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