E.+2.+Conceptual+Justification

 Here you are, guys. Ahlam  // Conceptual Justification //  // Of //  // Team A’s Change Guide //

** 1- **** Why heads of educational departments as audience? **  Team A’s choice of HODs as the audience of the proposed change guide is not arbitrary. HODs, who are considered as the middle management of an organization, prove to have a pivotal role in any change process.  Fullan (1991) describes the different roles and responsibilities which principals, or more accurately related to this specific guide “heads of organizations”, play and have. For example, HODs are the people “most likely to be in a position to shape the organizational conditions necessary for success, such as the development of shared goals, collaborative structures and climates, and procedures for monitoring results.” (Fullan ,1991, p. 76). Moreover, HODs, and unlike teachers, have access to information on ongoing innovations outside the scope of the classroom. This increases their chance of bringing in new ideas which could contribute to change in one way or another.  However, HODs as “middle managers” and leaders have very complex and ambiguous roles. “Leadership relates to mission, direction, [and] inspiration. Management involves designing and carrying out plans, getting things done, [and] working effectively with others.” (Fullan, 1991, p.157). HODs should do both “simultaneously and iteratively” and requires multiple skills that HODs often lack. Therefore, this guide attempts at clarifying the necessary and multiple //key// skills and strategies needed for HODs to carry out change in a smooth and effective manner. (nic Where do we do this??) ** 2- **** Why introduce SSM as a methodology of change? **  However, Fullan claims with support from various studies that few of them succeed in their involvement in the change process due to lack of knowledge of “what” change is and “how” it happens (content and process of change). Therefore, team A thought of introducing SSM a methodology of change which deals with both content and process to serve as a reliable tool to understanding and dealing with change.  SSM help in examining the context of change, e.g. different change agents and their perspectives of change, which is a necessary prerequisite to carrying out change successfully. ** 3- **** Leadership and strategic planning **  HODs could also play a big role in providing clear direction of change for those involved. Fullan argues that “clarity” about change goals and implementation strategies are very essential in having the different change agents, such as teachers, implement innovative change in the right way. However, it is noticed that many change processes suffer from “false clarity” which hinders its desired outcomes and demotivates people from implementing change. Equipping HODs with the necessary skills and knowledge to form well-articulated vision statement and conduct strategic planning could significantly assist in the provision of a clear plan for change. (nic - I agree that vision statement is NB and comes up in all the readings but we have not included one?) ** 4- **** Professional development for change **   The Professional Development program we are proposing is based on the theory of double-loop learning (Argyris and Schon 1996) expansive learning and Activity Systems (Engeström 2001). Single loop learning is instrumental learning that may lead to changes in action but does not affect the underlying conceptual beliefs that support the action. Double-loop and Expansive Learning is deeper learning that brings about a transformational change in the underlying beliefs and attitudes of the learner. The changes required in this University are not simply related to learning the new technology, the entire organization needs to change in order to embrace the new pedagogical methods, attitudes and instruments. Activity Systems Theory proposes establishing communities of practice which are collaborative groups that support conceptual change through social interactions. A number of these groups within the organisation result in learning that occurs beyond the individual person but incrementally for the organization as a whole. This method combines with other research on Professional Developement that highlights the need for the program to be carried  out //during// as well as before implementation, and that it should focus on how change agent practically contribute to change rather than educating them theoretically Change agents, especially teachers, should be able to //link, apply and integrate// what they learn to change aspects in the field (Fullan 1991).

** 5- **** ICT Infrastructure ** <span style="display: block; line-height: 150%; margin-bottom: 12pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Bates (2002) describes ICT infrastructure in an educational institution as the foundation of a house without which the rest of the house cannot be built. However, he argues the ICT infrastructure is not enough in itself. Appropriate administrative, technical and academic applications should accompany the infrastructure as well as ensuring student access to technology. <span style="display: block; line-height: 150%; margin-bottom: 12pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> It is necessary for HODs to be aware of the implications of the provision of ICT infrastructure in relation to teaching, learning, technical support and administration, not only in relation to expenditure. <span style="display: block; line-height: 150%; margin-bottom: 12pt; margin-left: 0.25in; margin-right: 0in; margin-top: 0in; text-indent: 0in;">** 6- **** Evaluation ** <span style="display: block; line-height: 150%; margin-bottom: 12pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Bates (2002) believes that evaluating technology-based teaching and learning is pivotal as this is a new, emerging field which is in need for continuous reformulation and improvement. However, many evaluators and researchers have been focusing on the “wrong” questions to answer. It has been a regular practice to evaluate technology-based teaching “in comparison” to traditional classroom teaching, which Bates argues is not an effective way of evaluation as these two situations are distinct in characteristics. Bates suggests focusing on unique elements of technology-based teaching and learning such as its impact on learners, the technology’s affordances for effective teaching and learning and its cost-benefit relationship. <span style="display: block; line-height: 150%; margin-bottom: 12pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Including a section on evaluation in our guide is important to ensure that the evaluation focus is appropriate and attempts at answering the “right” questions using the appropriate methods. <span style="display: block; line-height: 150%; margin-bottom: 12pt; margin-left: 0.25in; margin-right: 0in; margin-top: 0in; text-indent: 0in;">** 7- Change management tools **

The essence of our change scenario is an ICT project with phases across an ICT project lifecycle. The lifecycle sets the project in motion and directs the activities and products. Change management forms (a significant) part of the lifecycle and as such, developing plans, forming strategy, and designing tools is addressed within the ICT project plan. Moreover, the ICT project plan can be considered as the overarching scheme housing the change management plan.

In 2009 the Australian government introduced an initiative to increase IT infrastructure in schools nationally. Following, each State was required to carry out implementations. The QLD Department of Education and Training (DET) published an ICT Project Lifecycle (IPL) matrix showing the details making up each of the ICT project phases. A version of this matrix has been used to develop our ICT project plan.

Considering the ICT project plan to be the overarching scheme housing the different phases within which lies the activities and products draws a systemic view of this arrangement.

The primary premise the change management tools of the guide borrow from is Trowler’s ‘Change Thinking, Change Practices’ (2003) guide. As such, the change management tools to aid the transition from old to new systems were chosen with the following considerations in mind: the level of change, the foci of change, the sources of change, control and power, the processes of change, strategic change management, and the impact and evaluation of change. Following, each of the tools are designed to address individuals as well as individuals within the context of groups, show the pedagogical value and pedagogical connection to the change, to encourage contribution from individuals, allow for local adaptation, address different stages of the change management plan, and to lead to constructive learning.

<span style="font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">The secondary premise borrows from Agyris’ ‘What is an organization that it may learn?’ (1996) book. There is an understanding that organisational change comes from organisational learning, which ties in nicely with our change guide being directed at HOD. Agyris (1996) explores the idea of an individual understanding the changed concept then applying the understanding practically so that the change becomes embedded within the organization to be symbolic of organisational change. Knight and Trowler (2001) adds to this argument by applying change thinking theory to aid change practices. It is thought that a ‘learning department’ is in a position to grow therefore is ready and has the capacity to process change.

** To Scarlet/ From Ahlam: ** I think this is a nice discussion of the nature of the guide and the associated change tool. I think the first part of this section would serve as a good introduction to the CJ and maybe the guide. The second part would be a good overview and rationalization of change management tools. Good job! J