Organizational Change & Gifted Teachers The purpose of this paper is to rev

The purpose of this paper is to review and summarize the basic notions regarding organizational change presented in Hy Resnick's article, "A Leadership Challenge." Also, the implications of these notions for gifted and talented teachers working in public schools are formulated and discussed.

Organizational Change Principles And Their Implications For

Gifted and Talented Public School Teachers

Resnick's article addresses how managers can facilitate desirable organizational changes, e.g. changes in the physical environment, or in a company's information systems, or in ongoing programs, and so forth. According to Resnick, effective management of change rests upon: (1) recognizing and correcting for erroneous assumptions about change; (2) understanding those preconditions needed to effect successful change; (3) knowing the dimensions of the proposed changes; (4) operating upon established principles of change; and (5) understanding the nature of organizational resistance to change.

Erroneous assumptions about change include the assumptions that people will necessarily resist any change, that the planning of change is somehow independent from its implementation (i.e. the assumption that one organizational collective can plan the change while another can implement it), and that any change can be managed regardless of the organizational context (i.e., a context in which the history of change has been negative).

Managers facilitating change need to operate from truthful as

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ional benefit. Teachers desiring to effect changes would therefore, in their discussions with administration especially, want to emphasize the benefits of the change. What will the change do for the administrative staff, and how will it help them in a personal way? How will the change benefit the school itself? Answers to both of these questions need to be developed. Additional preconditions for organizational change require that supervisory and subordinate personnel feel a sense of trust in their interactions with one another, that there be sufficient funds to implement any proposed changes, and that the organizational history of change be such that it engenders positive perceptions of the change process. This means that teachers desiring changes must work to build trust and have a developed plan regarding precisely how proposed changes can be funded. Any discussion of the change with faculty or administration should also include remarks about past changes in the school and ways to overcome any negatives that might have arisen in prior efforts to change routines, programs, curricula, etc. Resnick states that after meeting the preconditions for change, planning and implementation concerns must address five dimensions. The

Category: Psychology - O