NICANOR MIAN-DOMINGO III

PhD in Development Education

Sociology of Education

Imagine yourself in any position in the school system: student, teacher, or administrator.
Now imagine a major change in the school, let us say a change in an open classroom from a
formal, closed classroom structure. In your imagined position, what feelings are you
experiencing? Are there any conflicts in your role because of this change? Why?

As a teacher in this situation, it would be a total spin of alienation. Being enclosed in a

formal or closed classroom for a period of time, transitioning to a more open and creative form
of school/learning system would be hard to accept at first. But certainly, in my own philosophy,
this approach is more effective and conducive for young learners at school. The feeling of
disbelief and removal of authority may come initially as feelings of a mediocre teacher but as it
flows like water, the advantages of open school system can overshadow it. Additionally, there
may be a resistance for a while, but then again, I promote change for the betterment of
learning. Hence, my role as a teacher is a facilitator of learning; and not only for the sake of
teaching them theories that only encompass in the four walls of universities, but for their adult
life as well. Embracing change like this is fundamental for teachers and educators. This type of
classroom involves many open-ended activities, and invites new people, materials, ideas, and
values flow into the environment. A climate of openness is necessary for the development of
student independence. It is characterized by exploration, risk-taking and tolerance. Students
need to feel free to change their beliefs as they expand their understandings and perspective.

Regarding conflicts of roles, definitely as a teacher I would experience this. Teacher in a

closed and formal type of school/education is limited to what the book says and administrator
believes. The teacher has the full right and responsibility to instill learning to students. If
transition ensues, my role as an authoritarian will slowly melt to a facilitator who helps
students to learn aspects of change, truthfulness, experience and exploration of true
knowledge outside the world where they will belong in the future after school. Teachers like me
must remember that although we have the capacity and responsibility to inject information to
learners, it is of utmost importance to mentor them of the real ideas through a flexible and
open scheme of learning.

Investigate a history of the program which has been implemented at a public school or
college. Find about the stages up to implementation.

I will take our Tree Planting Program for Teachers in my old school where I have worked
for 3 years (2011-2013). This program started because of The Human Facto. The previous
university president had introduced this program which mandates all teachers, full time or part
time to plant trees in one of the universitys campuses. This was launched when the president
came in term. The first stage was the initiation of the project as discussed with the heads of
each college. This was followed by creating rules and guidelines on how to implement the
program itself. However, some teachers believe that this is completely unnecessary because
the maintenance of trees was not really at an optimal level but the administrators insisted that
this initiative was vital to preserve and exercise one of the universitys mission statements.
Because of this, the change was hard to accept by some people although the executives pushed
it as one of the requirements of its staff.

The implementation was rough at first but it continued to be implemented for several
years. Now, because there was a new president of the school, it is currently under scrutiny if
this program shall continue or not.

Trace the history of a program or project which failed or was not implemented.

This program of Nursing Affairs in 2015 that was launched in front of all the staff nurses and
managers was entitled Continuing Nurses Education. This program entails all nurses to engage
in post graduate education and specialties that relate to their area of specialization.

This change was not embraced wholeheartedly by the staff. Even so, the program still
continued and policy was written regarding continuing education and performance evaluation.
It means that when a nurse was not successful in enrolling to a formal, distance or continuing
education within a year, he or she may fail to get a high evaluation score that corresponds
directly to their next year salary increment.

At first, the staff were resistant to this change, but some agreed to follow what the
management told them to do. Although the nursing executives have a good intention for the
professional development of staff, the majority saw this as unnecessary and futile despite
budgetary and time issues. In fact, other staff, most of them are South Africans, verbalized
defiance of this new order.
 Fig 1. King Abdullah bin Abdulaziz University Hospital

In mid-2015, the project still continued to be implemented however, individuals who hold
position in the organization have crossed the line. They too, had resisted change because of the
constraints it has on their staff.

By the end of the year, the program was abolished even it was stated in the departments
policy up to now. The important part here is that even the highest executive has no control of
the situation because her other co-executives can influence changes as well. Today (2017), I
was the one who initated to revise the policy and make necessary modifications to fit the
continuing education of the staff to other relevant policies aside from performance evaluation.

Interview administrator or teacher about their techniques for introducing new ideas. What
effect, if any, does their status have on success of the idea.

I was lucky that I was assigned in the nurse administration department of Nursing Affairs.
Hence, I work with the bosses of our department, specifically the Nursing Executive Director.
She is different from all the executives/boss/deans who I have encountered. She is the most
proactive educator, executive and nurses that I have seen. With her power and responsibility,
she can command staff and managers in one order. However, she has an empathetic attitude to
an organization. She does not use her direct authority to mobilise her directors and other
executives. Her name is Dr. Anne Blunden.
 Fig 2. Dr. Anne Blunden

She has been an associate professor in South Africa for more than 20 years. Her specialty is
Nursing Leadership. She is a coach, mentor, EQ trainer, program developer and a NICU nurse.
She exemplifies a new method of leading a team which change is a core component. She likes
changes to be implemented according to research and best evidence-based practice. This is
why other managers are against her because they want status quo.

As I interviewed her on my on-one-one meeting last September 20, 2017, introducing new
ideas for her is fundamental. New ideas are sources of best practices; without it, we can never
tell if we are improving or not.

As an executive director of nursing affairs, she said that change can never be expected even we
plan it or other people dislike it. New ideas are introduced first in a small number of people,
especially the directors as guinea pigs. She often has an idea of improvement.

The first thing she does when she wants new ideas or change to happen is to chat with her
directors individually in their offices and have some personal small talks. Thereafter, she slowly
expresses her ideas onto them and why it is important. She then will gather her directors in an
executive meeting and lay its plans.

After the directors agree with her idea, a managers meeting will be arranged where 16 of them
may disagree with some parts of the plan or even the whole idea itself. But, as a technique it
will never fail because she had her directors beside her who previously agreed with her.

The famous part is when she shows a short inspirational video before the meeting starts. It is
when after the presentation that she expresses her ideas and the rationale behind it. She then
will have a one-on-one talk with people who may have some forms of resistance even in the
corridor or in some offices. She shows respect and even talks to them gently with our secret
term selling ideas.