Organizational Change within an Educational Institution - Case Study Example

Summary Programme name: Programme location: Programme vision: Programme partners: Programme timeframe: Total budget: 1. Introduction and Background of problem: 1.1 Introduction Organizational change within an educational institution is one that requires various levels of management and integration into new concepts. The educational program that will specifically undergo a process of change is through the math department, specifically for an all boys private school. The focus will be for 1st through 5th graders in the elementary school having an alternative curriculum available to ensure that learning is not limited to basic knowledge, but instead helps with a variety of learning methods that can be applied within the classroom. The basic concept to be approached will be to provide interactive learning for students as well as facilitators that are available to assist smaller groups of students with their knowledge of math. This will help to provide newer options for learning material while assisting students with newer structures for learning. The main focus that will be provided throughout this organizational change management will require integration at various levels. This will have to begin with the overall structure that is currently a part of the school. This will further be evaluated by the available facilitators to help children with math through different grade levels. Having a complete integration of this system will also require technical changes for interactive approaches to the math learning that is available, such as through the use of the Internet and various software programs. Having teachers apply new applications and programs within their curriculum and for the various levels of learning will also need to be mainstreamed for this to work effectively. Doing this will lead to an alteration in a child’s learning and will provide enhancement throughout the school. 1.2 Background of the Problem: The basis for change that will be provided throughout the school for the math program is based on current research that many have found to integrate into this new approach to learning. This includes a hands-on learning approach that helps children who think in different ways to have more potential for learning. The research noted that there are several cognitive differences that are not being met within schools. For this to work effectively there needs to be an integration of new materials as well as alternatives to reach a diversity of children in the classroom (Hoover City Schools, 2009). Not only is this program designed to integrate new cognitive options for children, but will also help to change the process of learning for students. In other research, it was noted that there was very little integration between grades for learning research. Many children were unable to make the necessary changes for mathematics, which led gaps in learning. It is also found that most of the math curriculum is not based on student mastery and skills for the topic, but is instead based on matching the needs for test formats and other pressures that are currently a part of the curriculum. This is widening the gap of learning for students and is not providing instruction that is able to offer the best alternatives for students (Porter, Andrew, 1989). These two gaps that are currently in the math curriculum will then need to undergo a change to help change the curriculum and flow of learning and to broaden the child’s experience for enhanced learning. By altering both the overall curriculum and supplementing the learning materials with guides and interactive tools, there will be more opportunities for children and teachers to have a well developed option for students and to provide more options for students to advance within mathematics. For the transformation purpose and the implementation of the various steps involved in this exercise, there will first need to be a main approach to the management that is currently being used. This will apply to the teachers that are currently within the system and will also apply to staff, parents and students. When management is applied, it is necessary to do so at every level for an integrated approach to the change. Since the development will be an integration of the various types of management, it is essential to develop the plan through social and economic arenas, as well as through the internal structure of the educational program. 2. Purpose: The purpose that will be a part of the change outcome will be used to enhance a child’s learning and to alter the options that teachers have for providing materials. Specifically, the purpose of change will include the following objectives: 1. Change the materials that are available for the math curriculum 2. Provide interactive tools, such as through the Internet, for math learning 3. Offer a complete curriculum to teacher’s at each grade level 4. Integrate the curriculum used at each grade for mastery of subjects 5. Use facilitators for math to guide students that are struggling and to work with them on an individualized basis The above mentioned points will help in the cognitive understanding of math at every level and will carry the main function of assisting students to reach higher levels of mastery within the field of mathematics. 3. Objectives: 1. The first aim and objective will be to offer teachers the options for change while finding the necessary tools for change. Having the curriculum developed with a different basis so there is a mastery of mathematics skills from one grade to the next will have to be completed first. For this to be achieved, the main aim will be to integrate the teachers of math into one sector while providing them with the changes in curriculum necessary. 2. Next, There will need to be an agreement of how students should advance from one level to the next, instead of having separate and fragmented curriculums that don’t provide the best in learning. Having a team that is able to consolidate the grade levels into an integrated approach to learning mathematics can then help to broaden the available tools for learning. 3. Once a new curriculum has been built for students, there will be the need to provide teachers with new tools and integrated methods for teaching. With this aim and objective, there will need to be an understanding of technological options that are available as well as a built in understanding of social and economic life that is currently within the school. 4. Finally, Evaluating and researching what is available and finding a practical solution to integrate into the system is essential to changing the curriculum available. Finding reforms in other schools that have been integrated and finding a complete solution to offer alternative types of training for students will be required for this change in teaching math (Black, Atkin, 1996). 3.1 Implementation of Objectives: The implementation is through a continuous flow with the least resistance, it will be necessary to carry forward with specific methods for change. The change will need to occur progressively and over time, while developing goals for change can help with the changing structure. Starting with communication and establishing a management system for step – by – step moves for the change, such as taking a specific amount of time to change the curriculum, will assist teachers and students with the desired alterations. By slowly adding in interactive technology, there will be further progress and changes among students. Having smaller, cyclical steps that are within this can help individuals to reach desired goals at different stages and will help with the overall development of the new system while creating the least resistance within the organization (Thaw, Davine, 1969). 3.2 The implementation process 1. The first concept that will need to be kept in mind with the development of new curriculum and an integrated approach to learning is based on the concept of learning new management. Many have stated that there is a necessity to have specific resources that are available for learning and integration into continuous change that is within any organization. 2. At this point, it is necessary to have management integrated into various levels of change and learning. “Learning is an integrative concept that can unify various levels of analysis: individual, group, corporate, which is particularly helpful in reviewing the cooperative and community nature of organizations” (Dodgson, Mark, 1993). Evaluating and managing each of these levels is essential to the success of the change in curriculum and what is needed within the school. 3. Once this is defined, there will need to be an examination of the best approach for management, specifically so there can be a change with the teachers that are within the infrastructure. This will also include staff changes and development with technology that is accepted by students and parents. 4. The infrastructure that is used will need to implement a combination of actions, tools and a build into the current environment with the necessary changes. The attitude and behavior of each of the defined groups will need to be taken into consideration when implementing these specific policies and procedures so there are considerable changes with the least resistance (Star, Susan, 1999). The implementation of interactive tools and new materials will also require mediators that have knowledge of the math curriculum and the latest available options for students. At this level, there will need to not only be a mediator for the initiation of different tools at different levels, but also a management team that will help with the implementation and training of the materials. The teachers will be required to move through this process so they understand the interactive design that is being used. The management team will have to understand the vision for the curriculum and will need to know how the program is being built and implemented. This will stop any hesitation with the changes that are being made. This will also provide teachers with an individual relation to the new interactive tools that will be used for the math program that is being implemented. 4. Outcomes For the correct implementation to occur with the new curriculum, leadership tactics will need to be enforced. This will include not only a basis for the changes, but will make it easier for the teachers, staff and parents to make the needed changes within the educational program. There will need to be leadership tactics for the changes desired to the overall curriculum as well as guidance with the changes that will be made with the technology programs made. This will help with each of the stages of the program so a complete alteration can be made with the math curriculum that will be implemented. 1. The first set of concepts that will need to be understood for the leadership desired will be based on communication for the program. This will enforce the right outcome within the school while helping the teachers and students to be open to the changes that occur. Those managing the project will need to initiate a broad understanding of the vision of the curriculum as well as have an understanding of the changes in the curriculum. 2. When this occurs, there will need to be objectives that are defined. This should include what children should learn throughout the year as well as how far they should progress throughout elementary school, with the curriculum and objectives holding the standards on a nationwide level. Having management and leadership who is able to define this will then provide a diverse understanding of what is needed for better management. 3. After this stage, there will need to be an understanding of the steps needed to take to implement the program. At this point, the managers that will be working to change the curriculum will need to have an understanding of how to take action with the needed changes in the curriculum. Not only will this be available for the alterations, but there will also be a need to set a framework where there is a control that is able to initiate the levels of change. 4.1Outcomes Overview: According to Parson’s, this leads to a theory of action, this shows that there is the need to initiate different levels of power to take the necessary actions. This will lead to a relational theory of power, which will combine individual interests with the curriculum being built through the school. Combining this together will help to focus on change while allowing each stage of implementation to have the necessary actions enforced (Angus, Lawrence, Fazal Rizvi, 1986). For the correct implementation of the program, mediators will first need to be assigned to helping with the development of the curriculum. This will ensure that there is an outside source that is assisting with the implementation and changes within the program and that can provide a different level of knowledge toward the needed materials for students. The teachers that are a part of this will be led by the mediator to define what should move through the curriculum. This will then be approved by the staff and administration, as well as by the teachers. Having this leadership as a first level will help to eliminate any individual preferences that are required for the change. However, this will also leave room for teachers to express the needs that are a part of the curriculum to enforce better learning for children. 5. Intervention Focus Even with this in focus, there will need to be an intervention focus. This is required because change management can often become a problem. Because there are students, teachers and staff that will need to move through the change, there will also need to be a change management program that is available. This will provide a new understanding to the required changes being made. At the same time, this will reduce stress and inactivity from the teachers so the curriculum can easily be changed and the materials used practically within the classroom. More than this, it will stop resistance that would stop the program from moving forward in the correct way. Following is a graph that ensures this is done correctly and with the right focus toward those that are working within this system. Graph 1: Intervention for Change Not only is the intervention required for the change resistance, but also because of the basis of the institution. Because the program is going to be implemented in an educational program, it is expected that teachers, staff and students will have preconceived ideas related to the institution. Having these change with the overall environment can lead to more resistance and can cause difficulties with teachers implementing what is needed. Most specifically, there will be a psychological resistance to changing specific curriculums and with adding in tools that teachers may not want to use within the classroom. Making sure that the correct transformation occurs and adding in training and the correct implementation through managers and staff to stop the change resistance will ensure that the curriculum is effectively put into place in each individual classroom (Stredwick, 2005). Because of these resistances, an intervention focus will need to be available to those that are working within this program. 1. The first step to take will be based on gaining support by teachers, staff and parents. This can be done by sharing the vision and focus with those that are within the institution and school system. This will start by showing that the change in curriculum will assist teachers with a more defined approach to teaching and showing staff that this can work as an innovative measure for the school will stop some of the psychological resistance to the change. It is also required to show the steps that will take place several times before the initial program and mediation starts. By Doing this, there will be the ability to give more focus to those that are working within the school so they know what is occurring within the classroom. 2. The second level of intervention that will be available will come through the managers that are a part of the program. The mediators and those that are implementing the system will need to show the teachers and staff, as well as the parents, what is occurring with the changes. The mediators will need to do this while building the new curriculum at each level, while allowing teachers to show what they are doing at each grade level. Making smaller changes within the curriculum on a yearly basis, then adding in a complete change over a period of five years will help to decrease the resistance within the program. The interactive technology that is a part of this program will need to be added in at the same time while providing teachers with training sessions that will allow them to see the full development and use of the technology available. Following these steps will help with the correct outcomes for the project. For instance, if the mediators and managers are pro-active and are able to provide the correct responses for the project, then it will lead to the new technology and the teachers to easily transfer to the right curriculum. Creating a process that is smooth will provide a positive outcome and will lower the resistance to change that may be caused within the school through the alteration in the math program. 5.1 Activities For this particular program to work effectively, it is required that goals will be set with the new program that is going to be created. 5.1.1Short term goal: The short term goal is to add in an initial agreement among teachers and staff to change the program. This should be combined with investigation and research of the available curriculum that is designed to set higher standards among grade levels and within schools. The research that is done can also include the interactive technology that is available, including a variety of options that is available. Defining the mission, objectives and the different resources that will work most effectively as a part of the short term goals will provide a solid foundation for what the school needs. 5.1.2 Medium term goal: The medium term goals that will follow this will include a change with the curriculum. It will be required to change the initial curriculum by setting smaller changes that can be implemented into the math program, as well as a five year plan to alter the curriculum to work effectively with teachers. Being able to map out the best way to change this and working with the teachers and staff to have a better curriculum will help to diversify and unify the efforts that are available. During this second stage, a mediator will be brought in to define what changes need to be made while allowing teachers to work to define what is currently in the curriculum. Doing this with on – on – one interaction, as well as in group meetings throughout the school year can help to slowly change the curriculum. 5.1.3 Long term goal: The long term goal that will be defined through this will include the set up of the interactive technology platforms and designs. It is essential to define the specific technology that will be used as well as provide an understanding of the methods to be used. After the curriculum is defined and set, programs will be added into the program to compliment the curriculum. The teachers will move through several training sessions so they can gain an understanding of the technology that is available. Before this is implemented, there will need to be an agreement on what programs will work most effectively from the initial research done as well as several discussions to ensure that the change is able to take place effectively. Doing this with the correct steps by working with the technology centers as well as with the teachers can help to completely alter the system. After this is completed, parents will be informed and will move through a training session to see the completed product and changes that have happened within the school. 6. Monitoring and Evaluation of the Project For the program to be implemented correctly, sets of data will need to be defined, all which can measure the success that is a part of the program. This will help with the overall change that is necessary for the educational system and will help to improve the initial system that is within the school. Being able to gather data at each of the phases will also help to make small changes as this process moves forward so there are completed phases within each of the goals that are set. Understanding how to do this can help to measure the success of the project through the changes that are made. The data that will be gathered will include the following: 1. Research of other programs that have created this initiative. This will be done to see what types of goals will need to be set as well as how the process can work effectively. 2. Initial responses from teachers. Sending a survey to teachers to define where the resistance is in the program, as well as what will work for new implementation can help to decrease the resistance levels in the institution. 3. Working with mediators. The mediators and managers for the system will need to be consulted about the vision of the new curriculum, as well as the resistance that is available. 4. Initial responses from parents. To gather full support, parents will need to be notified. A survey will be sent to parents to define whether they want the change with an understanding of what will be implemented and altered for higher standards within the math program. 5. First level completion. After the curriculum has been redefined, teachers will be given another survey and feedback to define what is missing as well as how this will work in the classroom. This will help to define the needs for the interactive programs and will further define the change resistance that may be occurring. 6. Completion after training. Teachers, parents, students and staff will be given an initial survey after training of the different interactive technology for the program. The survey will define what teachers think will work and what doesn’t work with the interactive programs. Changes will be made if required. 7. Completion after 1 semester. After the interactive software and changes in the curriculum have occurred for one semester, teachers will be given another survey to define whether the interactive training works and what changes need to be made. 8. Completion after 1 year and after 5 years. Surveys will be given periodically to teachers for the interactive software and for the changes in curriculum. At each of these phases, it will show whether the teachers are able to make the change and will show what is occurring within the classroom. 9. Reactions from students. To completely evaluate the effectiveness of the changes, student scores will be measured. The tests that are given will be evaluated to define the understanding that children have as well as whether this changes with the new curriculum and the interactive programs. The test scores will be measured with various averages, all which will show a student’s mastery level. By evaluating teachers throughout the various stages and comparing test scores with children, there will be two main goals reached. The first will be the ability to eliminate change resistance by approaching potential problems. The second will be to measure the success of the students as well as the teachers, which will show whether the interactive programs have worked, as well as the change in curriculum for a more refined set of learning skills for students. 7. Reporting After each of these segments has been analyzed, data will be measured to define the reactions. Each of the responses through the surveys will lead to a defined percentage from the responses. For instance, if the majority of the teachers respond in a positive way with the interactive system, then it will continue to be enhanced. At the same time, any negative responses by teachers, whether in the minority or majority, will be looked into. This will further enhance the program and ensure that the specific program is monitored in the correct way over time. Doing this will help to evaluate what is needed for change and will ensure that each stage of the new interactive tools and curriculum are designed to enhance those that are in the school. 8.Resources For the implementation of the project to work successfully, there will need to be a set of resources that are defined. 1. The first of these will be based on the initial implementation of the project. Success will be reached more easily by looking at other schools that have gone through interactive changes and which have refined what is needed within their school. This will provide a different approach that can be used, as well as a learning curve while moving through the initial process. 2. The second set of resources will be defined throughout the development of the curriculum. The first part to this will be defining the standards that are currently a part of the mathematics program on a national level. Adding in a sense of mastery of these skills to the program will help to refine what is needed for the educational program in the school. Working with teachers, parents and mediators at this stage to thoroughly define what is needed can help to set a curriculum that will work at a different level without having the complications or gaps that would occur without the correct implementation. 3. The last set of resources needed for the development will be the interactive programs available. This will need to be defined first through research of what will work best for the curriculum being developed. This will need to be defined further by knowing what the latest trends are, as well as finding reviews of the specific applications available. The more knowledge that is gained with this specific set of material, the more likely the program will have interactive programs that can be implemented in the correct manner. The research at this stage can also include surveys and reviews that will help to refine the curriculum and work with the right efficiency for the school. 8.Budget Each of the goal oriented areas will also include a budget to ensure that the correct responses are made in the school. Different budgetary needs include: Use of mediator for the curriculum development Research time for the different needs Survey times and development of surveys at a professional level Interactive tools added into the school, including installation, training and development of the program Each of these stages will require a minimum budget of $5,000 and a maximum budget of $20,000. However, this will be dependent on the research available for the correct mediator, as well as the different interactive tools that are used within the school. This will help to further develop the correct system while having the right budgetary needs met with the school. 9.Risks and Assumptions Even though there will be several levels to help with the resistance to change, it will also be essential to work with teachers, parents and staff to correctly implement the change. Dealing with the expected resistance that comes through culture, psychology and working within the institution will be the first step that will be a part of the change needed. However, the planned programs may lead to other outcomes that are not anticipated with the initial movement toward the changes needed. Ensuring that there is a sense of strategy to work with teachers and parents for the outcomes that are unexpected is essential for the correct changes. More than this, it is essential to have a unification of thought among the mangers, mediators and staff. This will ensure that the teachers and parents will be able to understand the vision and change, while ensuring that the correct program is put into place. In this system, it can be seen that the goals and interventions are set first, which is then brought to the organization. The concept of counteracting outcomes is one that requires preventative measures, such as working with management and teachers through the change. By doing this, a natural change with the systems, structure and attitude occurs. This is combined with reinforcing outcomes, which will help with the interventions needed for unexpected resistance. Working with these various levels for change can help with the desired outcome. Ensuring that managers, staff and teachers are able to work with this through implementing mediation and specific communication will ensure that the correct responses will be made (Balogun, Julia, 2006). Not only will there be risks with the different levels of resistance to change but will also be risk with the plan designated for the school. For instance, if the curriculum is developed and doesn’t include the correct type of training and implementation, then it may have a negative effect on the students and the teachers. At the same time, if there is difficulty with the mediation and development of the curriculum than it will lead to more problems with change and resistance. This can be prevented by enforcing the correct program during the change while creating an open platform for teachers and students through the use of communication. There are also considerations to be made with implementing the correct interactive software. If this is not done correctly, then it may lead to frustration among teachers. It may also stop teachers from making the necessary changes while moving back to the different aspects of teaching that were found before the introduction of the new technology. Ensuring that the training is done at a level that provides teachers with easy to implement options while providing technology that is not difficult can help to give teachers better responses to the system and will stop resistance from occurring within the school while the necessary changes are made. For this to work; however, there will be some assumptions made that teachers will have a positive response to the program while having flexibility during the learning phases of this program. 10.Conclusion Being able to work with change resistance while implementing a change in curriculum and interactive technology within a school system is one that requires planning and focus on overall goals. Defining the specific goals that are going to be implemented through this program first, then adding in the programs to implement change can help the curriculum to become successful within the school. The several problems that are associated with the current math program is leading to fragments in education, as well as problems with mastery of math. Being able to change the program by altering the curriculum and adding in new programs can assist teachers in a defined learning objective for students. Being able to do this with the correct change management within the school will then lead to a successful series of changes within the overall program. References 1. Angus, Lawrence, Fazal Rizvi. (1986). Power and the Politics of Participation. Journal of Educational Administration and Foundations (6), (2). 2. Balogan, Julia. (2006). Managing Change: Steering a Course Between Intended Strategies and Unanticipated Outcomes. Long Range Planning (39), pgs 29-49. 3. Black, P.J., Myron Atkin. (1996). “Changing the Subject: Innovations in Science, Mathematics and Technology.” Routledge: New York. 4. Dodgson, Mark. (1993). Organizational Learning: A Review of Some Literatures. Organization Studies (14), (3). 5. Hoover City Schools. (2009). Elementary Math Curriculum Taking on New Changes. Retrieved from: http://www2.hoover.k12.al.us/newssite/Pages/NewElementaryMathCurriculum.aspx. 6. Porter, Andrew. (1989). A Curriculum Out of Balance. Educational Researcher: (18), (5), pgs. 9-15. 7. Star, Susan. (1999). The Ethnography of Infrastructure. American Behavioral Scientist (43). 8. Stredwick, John. (2005). “Introduction to Change Management.” Monash University Library: Australia. 9. Thaw, Davine. (1969). Stepping Into the River of Change. Monash University: Australia. Read More