Introduction and Overview of the Organization
The Jazan School is one of the most cherished establishments in southwest Saudi Arabia. The institution has a population of approximately 600 students whose learning needs are diverse. This institution has employed numerous teachers to facilitate the process of instruction to deliver the most precise information that students need to accomplish their educational goals. The Jazan School offers adequate support to competent professionals by equipping them with the necessary tools and materials to aid the pedagogical process. This project examines the use of various technological teaching and learning resources that aim to promote the overall educational process in the institution. Failure to offer proper guidance to students can render technological tools extraneous. Thus, these tools should be integrated into the learning process rather than replacing the role of instructors (Rice & Gregor, 2016).
The promotion of e-learning is paramount to the accomplishment of educational goals since it complements the existing student-teacher ratio and learning materials (Bristol & Zerwekh, 2011). Furthermore, the use of technological aids in the instructional process improves communication skills among students due to the availability of adequate educational content. Thus, it can be deduced that e-learning is an educational framework that promotes the quality of education by integrating diverse instructional aids into the existing system of learning in a particular learning center such as the Jazan School. Moeller and Reitzes (2011) attest that over 43% of learners are inadequately prepared to use technological resources. This fact underpins the purpose of this project to investigate ways in which these multipurpose tools can be integrated well into school curriculums to improve the instruction process.
Change Scenario
Presently, the Jazan School has not deployed any technological tools in the teaching and learning process. Consequently, there is a need to embrace educational change in a bid to promote e-learning in this institution. This kind of shift requires administrative support to install the appropriate infrastructure required for the implementation of e-learning platforms. In this perspective, the ability of students, teachers, and other school stakeholders to embrace change becomes paramount (Bolman & Deal, 2013). The upgrading of the learning process is a comprehensive endeavor that involves altering the educational viewpoints of a number of participants in an institution. Therefore, technological mechanisms should be adopted in a way that they are well understood by not only students and teachers but also other stakeholders such as parents, board members, and the subordinate staff (Fullan, 2015). In this case, the Jazan School will embark on a detailed upgrading plan since it has not been using technological resources in its delivery of instruction.
Incorporating e-learning into a school’s curriculum is important for students, tutors, and administrators. While learners gain from improved access to diverse educational contents, teachers deliver instructions easily by guiding scholars to find the appropriate information about a particular subject. Administrators are enabled to address issues regarding the deficiency of staff and learning materials (Isaias, Spector, Ifenthaler, & Sampson, 2015). Technological aids promote the delivery of tutorials to many students at the same time. Thus, the use of tech-savvy tools in pedagogical endeavors will be regarded as a positive change toward the accomplishment of educational needs in the Jazan School. Instructors will be at the advantage of delivering content to this institution’s large population of students within a short time (Olaniran, 2010; Moyle & Wijngaards, 2012). Students will be the greatest beneficiaries of the project since they will stand a better chance of improving their communication skills, knowledge, and teamwork expertise.
The Organizational Improvement Change Project (Obstacles, Impediments, and Supports for Change)
In today’s technologically dynamic world, organizational change is inevitable. The need for fulfilling particular goals calls for the execution of new ways of doing things. The school setup is not an exception. Institutions of learning require technology to promote the achievement of knowledge. However, despite numerous benefits that accompany change processes, the affected parties, including staff and school leaders, often resist new approaches to the accomplishment of typical activities. This challenge is common within organizations that require alternative methods to attain preordained goals and objectives. Change compels people to adapt to novel trends while disregarding ordinary practices. Dealing with resistance to technological advancements in schools requires the administration to understand various issues, including stakeholders’ motives and attitudes toward the undertaking. Group resistance, distrust, uncertainty, the fear of losing jobs, and the lack of awareness of possible limitations are regarded as the main causes of a hindrance to even the most beneficial change processes. As such, the execution of e-learning in this school is most likely to encounter opposition from participants due to the above-mentioned aspects. As a result, the institution will have to examine possible factors that may lead to change refusal with a view to coming up with feasible solutions beforehand.
At the outset, teachers are likely to reject the implantation of technology in the Jazan School because of uncertainty issues. If proper awareness is not created among instructors, they can easily develop tension due to the fear of being laid off (Martinez & Stager, 2013). Teachers have to be trained to use technological aids for delivering instructions to learners. In this perspective, unqualified teachers may find it difficult to put up with new ways of training using computer assistance (Pershing, Stolovitch, & Keeps, 2006). This uncertainty is a hindrance to the execution of e-learning in this institution.
Group resistance also becomes a major impediment in scenarios where the process of change is unwanted by a large number of participants. Organizations tend to set some performance trends and behaviors, which are transferred to new members over time. This arrangement creates an organizational culture that is adopted by every member of an institution. The implementation of new tactics in such environments is often met with amplified resistance due to the existence of a more unified group. Students can also become adamant about adapting to new learning environments, possibly because of peer influence (Lytras, 2008). Groups tend to weigh the consequences of change based on the existing organizational structure. Thus, depending on the perceived effect of introducing e-learning to a school’s curriculum, they can accept or reject the change proposal.
Furthermore, distrust among members of an academic center can result in the rejection of new programs (Murphy, 2002). Personal interests or bias in the implementation of e-learning can bring about a lack of confidence. This situation increases the chances of resistance (Jackson, 2006). To avoid this scenario, the administration should create awareness regarding e-learning among stakeholders with a view to making them understand the importance of embracing technological assistance in learning.
Nonetheless, this institution’s leaders should play a significant role in ensuring that the change process is acceptable by creating an environment whereby the chances of resistance are negligible resistance. It can achieve this goal by educating stakeholders on the importance of the project, including how it will improve the overall performance of the school and that of individual students (Johnson, 2000). To reduce resistance further, there is the need for maintaining proper communication among the affected members (Horton, 2011). Inclusivity is also central to the change process. The school community should be engaged in the execution process to bring about a feeling of belongingness.
Analysis of the Four Frames Model in the Change Management – Change Topic Analysis
According to Bolman and Deal (2013), organizations can be understood using human resources, political, structural, and symbolic frameworks. These models are based on different interpretations of institutions using individual or group perceptions of behaviors that are more effective in the accomplishment of goals. Consequently, it is important to examine the pros and cons of each framework when using this model. This approach will avoid possible drawbacks that can result from choosing inappropriate outlines for the execution of change. The application of the Four Frames Model will play a pivotal role in the accomplishment of a change in the Jazan School.
Overview of the Four Frames Model
The structural frame helps in understanding the organizational framework that is to be subjected to the change process. It entails an analysis of policies, norms, the environment, and the technology present in an institution. The architecture of the Jazan School depicts the association between its goals and the proposed alteration. A critical examination of the structural objectives reveals that the school needs to implement robust instructional methods (Bolman & Deal, 2013). The institution under investigation has established state-of-the-art buildings, which provide a suitable infrastructure for installing e-learning devices. Its contemporary framework will play a pivotal role in the commencement of the e-learning program. This setup shows its readiness for change.
On the other hand, the human resource frame addresses various skills, needs, and relationships that support the impending e-learning process. It focuses on sensitizing different stakeholders regarding the planned change. For instance, it addresses the need for creating awareness of the new technology among students, teachers, and other members of the school community. In this context, teachers are expected to demonstrate the importance of using the Internet to seek information and/or submit assignments online. The overall support and involvement of the Jazan School’s administration in the change process will determine its success. Teachers’ satisfaction and appreciation of this institution is a clear indication that it exhibits a good culture that can easily embrace new technologies. In addition, there is a powerful relationship between this school and its stakeholders. This underpinning depicts a willing community that is ready to welcome any aid that is aimed at improving the learning conditions. Staff members also exhibit professionalism as a clear signal that they possess significant talents and skills to promote change through sensitization and proper management.
The symbolic frame is concerned with central concepts such as vision, mission, culture, norms, and organizational values. The vision of the Jazan School, which is in line with its mission, focuses on providing a comprehensive education plan that will result in the achievement of its informative goals (Rosenberg, 2001). This institution’s mission draws attention to the use of e-learning tools with a view to promoting the instructional process. Its culture encourages esteemed leadership, which has created an environment of mutual understanding among various departmental heads. As a result, there is little or no likelihood of resistance from the school’s community. However, it is crucial to embrace both participative and transformational leadership while ensuring a controlled sense of authority to allow every member of this institution to take part in the planning, execution, and monitoring of the anticipated change (Bolman & Deal, 2013). Collective formulation of decisions by individuals in this learning facility should be encouraged to avoid situations where some members feel as if they have been left out. This approach will significantly reduce the likelihood of resisting the change.
Lastly, the political framework helps in the analysis of power, conflicts, operational policies, and competitive forces. The organization of power in the Jazan School follows a top-bottom approach. Due to the sound leadership tactics embraced by various heads, cases of conflict within this educational center are negligible. Indeed, it is evident that respect is upheld by almost all workers in this school. Every staff member seems to understand the need for cooperation to create a favorable environment for learners. This situation has promoted the achievement of educational goals at both student and organizational levels (Scott, 2014; Clark & Mayer, 2011). Since most decisions are made fairly after consultations with key members of the institution, the likelihood of refuting change is not feasible.
The analysis of the Jazan School using the Four Frames Model clearly shows that the institution has an environment that is friendly for the execution of the e-learning plan. The acceptance of change is achievable since participants in this transformational process are willing to embrace new learning technologies that can help to promote the realization of students’ needs and educational goals in the fast-paced twenty-first century (Bolman & Deal, 2013). Although abandoning the authoritative leadership style adopted in this learning center can create problems in the issuance of instructions by the school head, it is important to realize that participative and transformational approaches are best suited for the implementation of change in any institution.
Reflection
The implementation of successful change requires intelligent leadership tactics that promote navigation through even the most intricate organizational situations. My utmost lifelong goal is to become a powerful agent of change in whatever institution that will offer me a leadership position. However, attaining such potential calls for exhaustive research to establish key aspects that characterize the most influential management approaches adopted by successful leaders. One of my most important qualities is the ability to understand different personalities in a workforce cohort. Human nature depends on individual strengths, particularly where new strategies are being implemented. Primarily, the role of an agent of change is to influence other people to pursue the new initiative by inspiring confidence and motivating them to achieve goals. Based on these traits, I can play a great role in implementing change.
Emotional intelligence is a skill that I have learned to demonstrate over time. Most leaders do not understand and/or master this concept. It is an aspect of leadership that is hinged on numerous non-intellectual elements that affect people’s behavior. Demonstrating this skill as a change agent is critical for successful transformation. Although it is a relatively new idea in leadership, the ability to detect, assess, and manage individual emotions and/or those of others creates a better understanding of intricate relationships in the workplace. This standing improves collegiality among employees.
However, I need to improve on communication skills. A self-assessment shows that the way I interact with other people lacks inclusivity. Failure to seek the opinion of other people can result in the rejection of change. Therefore, as a change agent, there is a need to take time to listen to the views of others since they can contribute positively to the new initiative. Improved communication will also help in the identification, assessment, and collaborative formulation of practical solutions. Good judgment can be rendered extraneous when clarity is undermined.
The development of oneself into a better leader is a continual process that calls for dynamic practices. Great leaders try to make those who work under them better. Specifically, I plan to improve my connections and communication in a bid to create a sense of trust and understanding among members of my organization. The development of personal connections with individual team members brings about shared trust, which is necessary for the establishment of a powerful culture of responsibility and remarkable performance. Recognizing the value of self-awareness, personal development, and individual acceptance is also paramount to the realization of change.
In summary, my change initiative will involve both transformative and participatory leadership skills. The execution of change should be a shared process rather than an individualized plan. Colleagues at my workplace should be positively influenced to embrace tactics and new technologies that bring about the greatest benefit to the organization. Thus, an agent of change should focus on those traits that promote employees’ ambitions and passions. Choosing the best direction to guide the organization toward the accomplishment of both short-term and long-term goals is an essential component of leadership (Watkins & Leigh, 2009). My plan is to strive to develop a strong and compelling vision that can be collectively achieved. Nonetheless, the professional development of my transformative and participatory leadership styles will allow maximum effectiveness in the execution of change. The approach chosen has a direct effect on the expected results. Hence, redefining what is best for any organization is important.
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