1. Instructor: Dr. April Adams
Organizations, Innovation, and Change (EDUC- 6105 -4)
Date: Sunday December 15, 2013
2. History, structure, culture
The Will‟s High School opened its doors on Monday September
5th 1988 to 96 students, as a Technical Vocational institution. On
Thursday March, 21st 1991, the school was fully commissioned to a
Secondary School (Dominica New Online, Duravision Inc., 2012).
“Will‟s High School is a co-educational organization, whose motto
is “Work today to build tomorrow”. Its purpose is to produce a holistic
student via the execution of core-curricular, technical/vocational, cocurricular modes of instruction” (James, 2004). The organization‟s motto
is manifested in both its stated and subtle goals.
3. This institution‟s vision statement is “ to add value to our
students with the help of devoted teachers, so that by the end of
their secondary career, each can become God-fearing,
independent, synergized, flexible, functional and marketable
adults in every strata of our every changing society” (Dominica
New Online, Duravision Inc., 2012). However, there are unstated
goals of the institution. One of those is to establish growth in
every student irrespective of gender, learning ability or economic
status. Another is to offer continuous mentorship to students
throughout their secondary career.
4. Will’s High
Students engaged in some extracurricular activities such as the National
Youth Rally, pageantry, netball and
football.
6. It is customary to hold a
church service at the
beginning of each term.
7. Every organization of a given type must perform certain jobs in
order to do its work (Distelzweig and Droege, 2006). Dr. Bligh in her
presentation adds that the structure of an organization highlights how it
attains consistency (Laureate Education , Inc., 2009). This organization
possesses a hierarchal structure, and departmentalization is based on
function.
Will‟s High School is managed by the principal though he is
supervised by superiors in the Ministry of Education. His assistants
include three Vice Principles, who each has specified duties. One Vice
Principal‟s role is to mange statistical information. Another is responsible
for curriculum and time-tabling . The third Vice Principal‟s role is to
control the school‟s finances.
8. Other members of staff share multiple roles.
Primarily, all teachers are Subject Teachers, which means
that they teach one or more subjects. Some of these are also
Form Teachers, who are each responsible for managing a
specific class. Secondly, Form Level Supervisors overseer
the work of Form teachers, while Heads of Departments
manage similar subject areas. For example, there is a Head
of the Business Department and one for the Science
Department. Finally, a Form Level supervisor never holds
the position of Head of Department, or Form Teacher .
10. Deal and Kennedy (1982, p.4) concisely refer to culture as “the way we do things
around here” (as cited in Bolman and Deal, 2008, p.269).
With the exception of some aspects of administration, Will‟s High School has an
overall collaborative culture. It values teamwork, as well as involvement and flexibility, in
dealing with the varied challenges encountered on a daily basis. Being a member and
conducting an interview, I can attest to this sort of culture. Primarily, in 1987 the Government
introduced a technical/vocational program designed to accommodate the students who had
failed the Common Entrance Exams (a high school entry examination). As a result, many of
our students stem from the lowest academic, social and economic calibers on the island.
Furthermore, we have to deal with the lack of resources to facilitate such students. There is a
constant deprivation of furniture, dilapidated classrooms and insufficient teaching aids to
facilitate learning. Consequently, this situation fuels us to be very flexible with the rules and
standards, in having the students‟ best interest at heart.
12. Secondly, the staff at Will‟s High School is cooperative
because they believe that working together is less taxing and more
productive. There are approximately 600 students at the school,
and due to the nature of their backgrounds; the responsibilities can
be very overwhelming. Schermerhorn and Osborn (2008)
describes this as “constructive culture in which members are
encouraged to work together in ways that meet higher order
human needs”. Nonetheless, final decisions are ultimately made
by those closely related to the matter. For example, the decision
to increase the number of Math extra classes, is based on the
assessments done by the Mathematics Department.
13. In spite of limitations, there still exists a competitive atmosphere at
Will‟s High School. Work is performed based on our commitment to the
students, and the satisfaction gained when they are successful. We seek
to prove that we can still excel irrespective to the challenges. Many of
our students enter being unable to read. Hence, our aim is to make them
literate by the end of their High School career, although some may not
attain all their subjects at the Caribbean Secondary Education Certificate
(CSEC) examinations.
14. In terms of artifacts, formality is relative to the circumstance. Beach (2006, p.31)
claims that “culture not only sets rules to be followed, it sometimes sets rules to be broken, and
in breaking them, the members affirm an underlying shared belief”. Firstly, employees are
generally formally dressed, but may deviate to withstand the hot and poorly ventilated
classrooms. Then, we normally address each other by the last name, sometimes in a shortened
form. For example, I am sometimes referred to as “Krish” or “Robs”. Furthermore,
irrespective to our differentiated opinions, we still maintain a good professional rapport. Also,
although our leader is deemed as being very authoritative during meetings, conflict is
ultimately resolved based on rules and standards, and by incorporating discussions and
flexibility. Thirdly, the school‟s logo displays the school‟s motto, and is widely used with
pride. It is visible on all letter heads, the students‟ blazer, and the school‟s banner among other
areas. Being on time is another imperative practice within the organization. Tardiness is
generally unacceptable, but leaders are flexible due to the numerous commitments of some
members.
15. Generally, the culture of the school contributes to its
effectiveness. The organization seeks to make allocations for the
needs of every student. In spite of our challenges and failures, we
are still able to function and graduate some good products.
16. A recent change within the
organization
The Will‟s High School within the past year has been undergoing a
technological change within the organization. It involves the introduction of
standardized software for recording grades and attendance. Prior to this change, this
information was recorded manually, or using individualized software.
The change was initiated by the Ministry of Education, mainly to standardize
record keeping on the island. It was also aimed at facilitating, modernizing and
monitoring record keeping.
19. Planning, implementing, resisting and sustaining change
Although the communication of the change process emanated
inefficiently, the plan gradually progressed to a state of practice. Besides, the
change was much anticipated since some other High Schools had already
adapted to the new standard software. Initially, commands flowed from the
top of the hierarchy to the bottom, with opportunity for some feedback.
However, in my opinion, the timing of the introduction to the change plan was
inappropriate for its requirements. This was due to the fact that it was
introduced towards the end of the school year in July, 2013. The process was
also complicated by the exclusion of a pre-conference with the staff.
Furthermore, the situation was compounded, when administration requested
that members use the new software to recreate records.
20. From inception, this change generated a feeling of pressure
and exploitation because of the hurried introduction. Being both a
Form and Subject Teacher, I was directly impacted during this
hectic time. Dr. Bligh in her presentation discussed resentment
brought about by interference, causing resistance during change
(Laureate Education, Inc., 2009). The introduction of the new
software created several complications. Many staff members
expressed that it was untimely, since it interfered with the
preparation of End of Year Examinations, and other final
responsibilities.
21. Another indication of resistance was skepticism towards change.
Concerns of trust, efficiency, sustainability, consistency and profitability, existed
among staff members. Moreover, some of these concerns were anticipated
because inefficiency and inconsistency are typical to technological resources at the
school. Many of the computers are defective, and the wireless internet is fairly
reliable. For this reason, teachers were forced to use their personal computers, or
seek alternate computer access. As a result, there was a ubiquitous “blame game”
atmosphere for such discrepancies in the change process. This situation also
became vehement, since some members are cyber phobic, and or lack some
computer skills. Consequently, their circumstance challenged their ability to
perform effectively. Hitt, Miller & Colella (2009) explains that such conditions
lead to a lower tolerance for change known as self-efficacy (p. 499).
22. Resistance ultimately created a negative effect on members‟
attitude towards work. Dr. Bligh in her presentation claimed that
resistance can sabotage change and influence others (Laureate Education,
Inc., 2009). For instance, staff members who are normally on task,
appeared to be tardy during the change process. On top of that, some
dismissed the use the new software, which they described as inefficient,
not being user-friendly, and should be revised. Considering the chaos and
inefficiency of the change process, it was ignored for the remainder of the
term and resumed the following school year.
24. As the change process continued in September 2013,
administration explored avenues to overcome resistance, with the hope of
sustaining change. Leaders and other change agents focused on the
„monitoring‟ strategy to curb and prevent further resistance. “To be right,
you must have accurate and timely updates about what is going on”
(Beach, 2006, p.95). In revising the initiation, teachers were asked to
group themselves into small groups for two afternoon sessions of training
in the new software. This was conducted by a team of experts from the
Ministry of Education. Following these sessions, this team scheduled
regular follow-up meetings to monitor the staff‟s progress. In addition,
the staff was now able communicate suggestions, queries and comments
to the team, via email.
25. This collaborative energy stimulated the strategy of
„cheerleading‟ among staff members, in utilizing the new
software. Teachers started to assist each other in entering
information promptly. Similarly, others tried to make the task
less tedious, by scheduling informal group meetings to input
information. Shaminey Walsh (Form and Subject Teacher) in
an interview by Krishna Robin, November 19, 2013, Will‟s
High School, concurred that teachers working together is
satisfying, less taxing and more productive, and has thus far
been effective in this change.
26. Armenakis, Harris and Feild (1999) proposed that change agents
can use persuasive communication for repetition of rationale, purpose,
motivation to continue, and reinforcement of the change message (as
cited in Anderson, 2010, p. 308). Since the revision of the change
process, overall communication has improved in a more cohesive manner.
For instance, teachers were updated regularly during staff meetings. The
team of experts also scheduled periodic sessions to assist the teachers.
Additionally, tasks were assigned based on mutual agreements among
Form Teachers. Moreover, the teachers became intrinsically motivated to
institutionalize the change process. To date, the change is still being
institutionalized, but the flow of information has improved in an effort to
sustain it.
27. Sustaining change creates a sense of urgency (Laureate Education, Inc.,
2009). Having undergone some resistance from the change process, the
organization attempted to resolve the situation by identifying its likely resistors,
and tailoring its communication efforts. Resistors such as insufficient computers,
cyber phobia and lack of computer skills, fueled the improvement in
communication. Beckhard and Harris (1977) recommended periodic inter-group
meetings and visits from outside consultants as mechanisms for sustaining change
(as cited in Anderson, 2010, p. 307). It was evident that these two strategies were
employed in sustaining the change process at Will‟s High School. Firstly, the idea
of grouping teachers into afternoon sessions minimized the stress of insufficient
computers. Also, it allowed the groups to objectively evaluate the system, in
identifying its strengths and weaknesses. It also provided individual attention for
those requiring additional help.
28. Secondly, the periodic meetings from the team helped to keep staff
on task. At present, the change process has been institutionalized to the
point where most teachers are able to generate the current end of term
report using the new software. This status implies that the change can be
considered to be somewhat a success. However, in an interview with
Shaminey Walsh (Form Teacher) by Krishna Robin, November 19, 2013,
Will‟s High School, she stressed that there still exists a feeling that the
change process should be revised. On the other hand, I believe that this
sentiment stems from the fact that the change has not totally replaced the
former system of manually recording the information. Teachers have
generally been complaining about the repetition of work for such a
demanding task.
29. Evaluation of change process
“Understanding the need for change is the first step in creating new behaviors within
your organization; behaviors that will represent business values in the future state (Wikoff,
2010). With this belief, I applaud the administration of Will‟s High School for regarding the
need for this change. In addition, the organization must be commended for transitions within
the communication phase of the plan. Conversely, pre-conferencing would have been
instrumental in exposing possible resistors to change. Moreover, this strategy would have
stimulated the more transparent members, thus creating an internal coalition in advancing the
change process. Communication could have also been more effective, if the leaders and the
change agents scrutinized the media. For example, messages could have been more receptive
in departmental meetings, since each department could channel the change process, and
prioritize tasks according to their needs.
30. Reflection
In the end, the change process taught the organization that
communication is critical in initiating change, identifying
resistance and ultimately sustaining change. The shift from
disintegration to cohesion in communication has led to significant
improvements during the change process. Nevertheless, this
achievement serves to be a lesson for future changes.
31. References
Anderson, D.L. (2010). The process of leading organizational change: sustaining change,
evaluating and ending an engagement, sustaining change after the intervention (pp.
304-309). Thousand Oaks, CA: Sage Publication.
Beach, L. R. (2006). Leadership and the art of change: A practical guide to organizational
transformation. Thousand Oaks, CA: Sage Publication.
Bolman, L. G., & Deal, T. E. (2008). Reframing organizations (4th Ed): Artistry, choice, and
leadership,(pp. 251-278). San Francisco: Jossey-Bass.
Distelzweig, H & Droege, S. B (2006). Organizational structure. Retrieved December 13,
2013 from http://www.referenceforbusiness.com/management/Ob-Or/OrganizationalStructure.html
Dominica News Online, Duravision , Inc., (Producer). (20012). Goodwill Secondary School
to celebrate 20th anniversary. [Press Release]. Retrieved December 10, 2103 from
http://dominicanewsonline.com/news/homepage/news/educationyouth/goodwillsecondary-school-celebrates-20-years/
32. References continued
Hitt, M. A., Miller, C. C., & Colella, A. (2009) Organizational behavior: A
strategic approach (2nd ed.), Organizational change and development : Resistance
to change and the DADA syndrome, (pp 498-502) New York, NY: John Wiley &
Sons Inc
Laureate Education, Inc. (Producer). (2009). Examining organizations
[Video]. Retrieved December 13, 2013 from http://www.class.walden.edu
Laureate Education, Inc. (Producer). (2009). Resistance to
change [Video]. Retrieved November 25, 2013 from http://www.class.walden.edu
Laureate Education, Inc. (Producer). (2009). Sustaining Change [Video]. Retrieved
from, http://www.class.walden.edu
Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N (2008). Organizational behavior
(10th Ed.) Strategic capabilities and organizational design: How to compete in the
21st Century (pp.414-439). New York, NY: John Wiley & Sons Inc
33. References continued
Wikoff, D. (2010). How to effectively communicate within the change process. Retrieved
December 4, 2013 from http://www.reliableplant.com/Read/23535/communicate-effectivelychange-process
