Organization Profile 1

Adapting in a Changing World

Debra-Dreana Marshall-Stuart Walden University Professor: Shirley Weaver

EDUC-6105-5 Organizations, Innovation, and Change

April, 2010

They would also speak of their resistances to change – an experience that was once beyond my comprehension. This proves my theory that the more thing change – the more they stay the same. if I was to ask my colleagues to think about the changes and innovations that have taken place during the school year at SJPP they would probably say at least two or three. The resistance I observed at my school was not so much about the change itself. As part of my action plan to share my new knowledge with the leadership at my school my advice to them will be to use future resistance as a source of feedback that can be used to improve their change effort. What I am now able to do is to understand and further explain to my work mates is that some people usually resist change because they are defending something of value. innovation. There are many changes that took place in my school that change from year to year . To the change agents. To illustrate a point. history.Reflections Can organisations learn or are individuals the only ones able to learn? This course answered this question for me as it delved into current issues surrounding change. Change and innovation are becoming common place occurrences in many schools. the students. values and capacity for change are potential obstacles for change. as the saying goes: the only thing constant is change. and resistance to change. the more they stay the same. I believe that by learning how to overcome future resistance to change they would be able to create an improvement plan which will increase . If the staff members are committed to the reform introduced. Therefore. School culture develops as staff members interact with each other. and humans are constantly changing. and the community at large. Two phrases come to mind when attempting to grasp a deeper understanding of change (1) the only thing constant in life is change and (2) the more things change. then the culture will be conducive to change.Organization Profile 2 Adapting in a Changing World . I need to say to them in implementing change into the institution in the future that resistance to change should not only be expected but it should not be feared as well. Schools inevitably change since they are human institutions. aspects of the curriculum changed was changed recently but overall the educational system remains the same. An organization's culture. but more so about the change strategy and the change agent as a person. Fullan (1996) reiterates this relational aspect of schools by contending that the focus of educational change should be on relationships within the school rather than on management structures and tasks. policies and procedures and students changed.for instance.

It also became apparent that change would not happen hurriedly. According to readings in the course. many reforms have failed because of lack of quality leadership. Completing my assignments on organizational changes made me take a more in-depth look at the effect of the changes. If this happens. then the results of my proposal will be questionable. acceptance and sustaining of change. I believe it would serve as a great pilot program as I believe more students would begin using the online environment if given a choice between that and faceto-face. I believe that I can at least encourage the ten instructors in my staff room to think about how they can adapt and help the school move towards a successful change. what can be done and how will this make a difference. I plan to use my formal and informal learning from this course to help my staffroom members to understand and embrace the need for changes – especially those relating to ICT. If I could get this done I am sure that they too would encourage other instructors who they are closed to. I know that this change will cause quite a stir but I believe that I am now better equipped to propose and implement such a change in my classroom. If I did not have this opportunity to learn about. I plan to use what I have learned in this course in my job as an instructional designer but more so as an ICT instructor. It became evident that many factors influenced the success or failure of the schoolwide change initiative. enabled me to demonstrate how a group of committed staff members can work together to encourage school-wide resistance to change. implement. and reflect on change. the change has a greater chance of being implemented and a further chance of it being successful if the staff who are being affected by this change are asked to participate in the implementation of it. when change is once again needed at the school. What needs to be done immediately is for leadership to begin creating a climate around the school that will accept and encourage change.Organization Profile 3 the likelihood better implementation. I . I am now going to look further at what instructional activities I can implement that will integrate technology and improve student achievement and look for ways in which I can manage the roadblocks and timelines in implementing this change. what was happening at my schools. I have already begun writing a proposal to introduce a Computer Course that I wrote and teach online. Completing the applications for this course. I believe that I am now in a better position to help explain the reasons the school must change and how the changes will impact them whether or not they embraced that change. into the face-to-face classroom as a way of getting the students to be more engaged in their learning. The importance of leaders in the change process cannot be overstated.

.Organization Profile 4 find that lack of communication is the major stumbling block when it comes to implementing changes in an organization.

Buckingham: Open University Press. In K. Leadership for change. 2010 from www. Fullan. London. . M. G. M. (rev. A. Chapman. (1996). Cassell. Successful school improvement. (1992).ca/Articles_00/11_00. The new meaning in educational change. (1993).pdf Goodlad. (eds). J. Corson. Leithwood.” Educational Leadership Hargreaves. (1991). J. (1992). Change Forces: Probing the Depths of Educational Reform. (1991). Fullan. 2010 from www. M. Boston: Kluwer Academics. International handbook of educational leadership and administration (pp.701-722). London: Falmer Press. P. Hallinger. Retrieved March 26.Organization Profile 5 References: Fullon. Samuel Jackman Prescod Polytechnic. & A.sjpp. The role of the principal in school reform.). New York: Teachers College Press.). M. M. (2005) Handbook for Students. Retrieved March 26. P. (2000b). M. Teacher development and educational change. Hart (Eds. & Fullon. Fullan. “Why We Need a Complete Redesign of Teacher Education.michaelfullan.

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