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

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. I believe that by learning how to overcome future resistance to change they would be able to create an improvement plan which will increase . 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. Change and innovation are becoming common place occurrences in many schools. Schools inevitably change since they are human institutions.for instance. as the saying goes: the only thing constant is change. 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. then the culture will be conducive to change. aspects of the curriculum changed was changed recently but overall the educational system remains the same. 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. values and capacity for change are potential obstacles for change. but more so about the change strategy and the change agent as a person. innovation. The resistance I observed at my school was not so much about the change itself. policies and procedures and students changed.Organization Profile 2 Adapting in a Changing World . and the community at large. the students. School culture develops as staff members interact with each other. history. There are many changes that took place in my school that change from year to year .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. 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. An organization's culture. Therefore. If the staff members are committed to the reform introduced. and resistance to change. To the change agents. and humans are constantly changing. This proves my theory that the more thing change – the more they stay the same. 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. They would also speak of their resistances to change – an experience that was once beyond my comprehension. To illustrate a point.

what was happening at my schools. 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. The importance of leaders in the change process cannot be overstated. If this happens. into the face-to-face classroom as a way of getting the students to be more engaged in their learning. 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. According to readings in the course. What needs to be done immediately is for leadership to begin creating a climate around the school that will accept and encourage change. It became evident that many factors influenced the success or failure of the schoolwide change initiative. 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. It also became apparent that change would not happen hurriedly. when change is once again needed at the school. enabled me to demonstrate how a group of committed staff members can work together to encourage school-wide resistance to change. If I could get this done I am sure that they too would encourage other instructors who they are closed to. implement. what can be done and how will this make a difference. 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. Completing my assignments on organizational changes made me take a more in-depth look at the effect of the changes. then the results of my proposal will be questionable. acceptance and sustaining of change. many reforms have failed because of lack of quality leadership. If I did not have this opportunity to learn about. and reflect on change. 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 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. 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. 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.Organization Profile 3 the likelihood better implementation. 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.

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

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

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