Every change process undergoes unfreezing, transition and refreezing. The effective execution of these three stages will influence an instructor to reconsider the grading on a particular assignment. In the unfreezing stage, it is crucial to convince the instructor on the need to consider complains regarding the assigned grade.
Consultation with the instructor will create a situation in which the issue concerning the assignment grade has focus. In addition, consultations will motivate the instructor to want to participate in the change process. Upon the willful participation of the instructor in the revaluation of the assigned grade, the next step is to ensure that the instructor remains interested in the process (Dessler & Phillips, 2008).
In this stage, there is the need to present substantial evidence that will enlighten the instructor on the required change. Furthermore, it is vital to give the instructor ample time to evaluate the complain legitimacy and undertake the requested change. This transition phase is a lengthy process, and thus the complainant will require patience in order to allow the instructor to comprehend the necessity to change the assignment grade.
Another crucial aspect during this phase is support in terms of accommodation of disagreements that may arise between the two parties. Once the instructor acknowledges the need to reconsider the allocated grade, the two parties have reached a consensus. The instructor will take the most appropriate corrective measure regarding the assigned grade.
The consensus concerning the change of the assigned grade should be clear in such a manner that no issues arise in the future concerning the same subject. The new changes should be acceptable to both parties with a significant level of contentment (Drucker & Maciariello, 2008).
The adoption of the three-stage model of change will facilitate the rebuilding of a relationship. The first step is to inform the other person that you are interested in reestablishing the previous relationship. After conveying the objective of the process to the other party, one should embark on actions that demonstrate the resolve to rebuild the relationship.
This is vital concerning the motivation of the other party to engage in the relationship-rebuilding process. Once the other party has accepted the need to participate in the process of concern, the next step is the adoption of appropriate strategies that will facilitate the success of the process. These include patience by the other party, as they may still be unsure of whether they want to participate in the process.
This phase may be lengthy as due to attempts to get over the proceedings leading to the breakup of the previous relationship. Thus, the other party may be extremely cautious about rebuilding a relationship. Another crucial approach is being supportive of the other party and expecting certain levels of mistrust to influence the process. Being patient allows the other party to determine their own approach in the process.
Effective communication during the relationship-rebuilding process will maintain a clear picture concerning the goals and objectives of the process, and the benefits associate with the attainment of such goals (Russell & Russell, 2006). This will ensure that both parties remain focused on the attainment of a fruitful exercise.
Once both parties have reestablished the relationship, there is the need to ensure that new relationship does not face the predicaments of the previous relationship. This calls for efforts by both parties to ensure that the relationship remains stable and fruitful. Although rebuilding trust between the two parties may take long, it is central towards the sustenance of the relationship.
References
Dessler, G., & Phillips, J. (2008). Managing now!. Boston: Houghton Mifflin Co.
Drucker, P. F., & Maciariello, J. A. (2008). Management (Rev. ed.). New York, NY: Collins.
Russell, J., & Russell, L. (2006). Change basics. Alexandria, VA: ASTD Press.