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Process Tools Application and Analysis Essay

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Updated: Jan 15th, 2022

Introduction

Process tools are valuable strategies that can be used to address existing challenges in learning or organizational processes. This essay provides a report on how three of such tools, including building, brainstorming, and force-field analysis, were used to address problems in GWA. The paper reflects on stakeholders’ impact, the role of the facilitator, and personal leadership skills. It concludes that selected tools were effective for eliminating existing problems.

Implementing Process Tools

Process interventions are valuable for enhancing educators’ capacities and improving students’ learning outcomes. They can be implemented for facilitating group sessions to address existing problems and advance the decision-making process (Tomal, Schilling, & Trybus, 2013). It is vital to mention that shared leadership is a crucial component of student learning (Online Learning, 2015). All schools staff members should share responsibility and authority for teaching, have access to important information, and be involved in decision making. In addition, they should show commitment to enhancing students’ knowledge (Feuerstahler, 2014). These points illustrate that it is vital to develop a culture of collaboration among educators to implement changes, evaluate teaching programs, and improve schools’ performance.

The tools that were used to improve the educational program at GWA include team building, brainstorming, and force-field analysis. These particular measures were selected because they were the most appropriate for the aims of the intervention. For instance, the purpose of the team-building tool is to allow teachers to exchange ideas and discuss actions that can be taken for improvement (Tomal et al., 2013). Brainstorming is designed to help educators to generate ideas and find solutions to existing problems. The force-field analysis is an effective tool for identifying the causes of problematic issues and implementing necessary changes. Thus, these tools were considered the most effective for building collaboration among teachers.

The implementation of team building was the first step used in the setting. The teams were composed of teachers who had complementary skills and had common performance goals and approaches. Such a strategy can be considered effective as it helps educators to use their collective knowledge in suggesting necessary improvements and changes (Gabriel & Farmer, 2009). The educators met once a month to discuss potential areas for improvement and the methods that could be used to enhance students’ performance in class. Some sessions were dedicated to identifying the backgrounds of existing problems within the department. For instance, during the team-building meeting, teachers concluded that there was a lack of congruence and adequate management, which had led to a misunderstanding between educators, leadership, and the school’s authorities. Involved stakeholders had a significant impact on improving the issues because the used tool allowed them to discuss their perspectives on the problems and identify whether they had to be addressed urgently.

The brainstorming tool was also utilized to analyze existing problems; the educators were invited to suggest practical solutions. During brainstorming sessions, teachers discussed the ways that could be used to enhance curricula and improve approaches to teaching. All stakeholders were engaged in the process, and it was evident that they strived to find solutions to existing challenges. Several teachers noted that the current curriculum did not provide them with enough freedom as it was based on the state’s learning standards solely. For example, students were encouraged to memorize facts and follow educators’ directions, which are the signs of an inappropriate learning environment (Bellanca, 2016). The process of brainstorming was designed to implement more innovations in the teaching process while also helping students to achieve their learning goals. All participants of the meetings contributed to suggesting future changes and making the learning process more engaging and entertaining for students.

The force-field analysis was used as a tool for in-depth analysis of the backgrounds of existing problems in the educational system. This strategy was significant for initiating necessary changes. Educators were asked to analyze students’ performance in class and the teaching methods that had been implemented. School personnel was encouraged to identify the driving forces, which as the factors promoting change, and the restraining forces, presented by the issues that hinder change (Tomal et al., 2013). One of the teachers wanted to work on her students’ writing skills. She noted that a lack of parental support, a low level of motivation, and inadequate learning sources were restraining forces. The selected technique allowed her to use more effective materials and encourage students’ parents to provide support, which, in its turn, resulted in individuals’ higher dedication and enhanced performance. Thus, teachers’ impact on resolving existing problematic issues was immense as the force-field analysis helped them to perform a thorough investigation of the reasons for poor learning outcomes.

My role as a facilitator was to help teachers in analyzing ineffective techniques used in the teaching process and implementing change. By selecting appropriate process tools, I ensured that educators had an opportunity to use collaborative effort in addressing existing challenges. It is necessary to say that teachers were fully responsible for identifying and solving potential problems; my role was to provide them with effective strategies to do it. The leadership style assessment tool revealed that I implemented a shared leadership style associated with high morale and productivity (Pfeiffer & Jones, 1974). It is possible to say that my strongest leadership capacities include commitment and passion, good communication skills, and creativity. I always try to address people’s concerns and resolve possible conflicts. In addition, I strive to use an innovative approach to solving existing problems and advocate for change in unreliable and unprogressive strategies. Thus, my leadership skills can be evaluated as effective.

It is possible to conclude that the use of process tools was effective. The educators used suggested strategies to enhance their performance and students’ learning outcomes. Learners started to show a higher level of engagement and dedication to study as well as improved academic knowledge. In addition, selected tools helped in developing a culture of collaboration among the school’s personnel, which was significant for implementing change. The potential improvement that can be suggested is the use of additional strategies for problem-solving, such as storyboarding. When using process tools in the future, I will improve my leadership skills by supporting educators with more well-developed approaches. I will provide more direct guidance and ensure that teachers do not encounter challenges while implementing selected techniques.

Conclusion

Selected process tools showed a high level of effectiveness, advancing educators’ approaches to teaching and improving students’ learning outcomes. All stakeholders had a significant impact on eliminating existing problems and enhancing the school’s overall performance. The possible improvement that can be suggested for the future utilization of process tools can be establishing more well-developed approaches to evaluation and analysis, as well as providing more direct guidance to the educators.

References

  1. Bellanca, J. (2016). Bringing joy to Mudville: How healthy learning environments transform schools. LASCD Journal, 62(3), 8-17.
  2. Feuerstahler, M. (2014). [Video file]. Web.
  3. Gabriel, J. G., & Farmer, P. C. (2009). How to help your school thrive without breaking the bank. Alexandria, VA: Association for Supervision and Curriculum Development.
  4. Online Learning. (2015). [Video file]. Web.
  5. Pfeiffer, J. W. & Jones, J. E. (Eds.). (1974). Handbook of structured experiences for human relations training. Hoboken, NJ: Pfeiffer.
  6. Tomal, D. R., Schilling, C. A., & Trybus, M. A. (2013). Leading school change: Maximizing resources for school improvement. Plymouth, UK: Rowman & Littlefield Education.
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