In a scenario of deep and continuous changes, educational organizations must be adaptable and open to the possibility of change. The changes occur very rapidly and the changes occur simultaneously (Escudero, 2002: 28). In education, this brings many challenges and expectations, which shows changes in various levels, among which may include:
a) student-centered approach: the important thing is learning, thus moving from frontal approach to a class where the student is the protagonist, with strong components constructivists.
b) Students curious: students today have other ways of learning, are multimodal, so that the materials and methods of teaching and learning must respond to these new challenges.
c) curriculum redesign: there is a need to train people with self-knowledge and self-learning capabilities, with values \u200b\u200bsuch as creativity and innovation.
d) Learning for life: it requires students to master various skills that enable them to acquire knowledge for themselves throughout their lives.
e) Approach Facilitator: teachers must leave their role become mere transmitters and facilitators of the learning process.
f) Introduction of information technologies (ICTs): today the information is public domain in the internet and various software applications used for learning.
g) Participative leadership: Schools have to base its leadership in corporate governance that allows participation and involvement of all stakeholders in the educational community.
Given the above context, educational organizations must be able to respond both internally and externally, adapting to the needs of intorno and responding to environmental requirements. Bernal (2001) argues that:
a) student-centered approach: the important thing is learning, thus moving from frontal approach to a class where the student is the protagonist, with strong components constructivists.
b) Students curious: students today have other ways of learning, are multimodal, so that the materials and methods of teaching and learning must respond to these new challenges.
c) curriculum redesign: there is a need to train people with self-knowledge and self-learning capabilities, with values \u200b\u200bsuch as creativity and innovation.
d) Learning for life: it requires students to master various skills that enable them to acquire knowledge for themselves throughout their lives.
e) Approach Facilitator: teachers must leave their role become mere transmitters and facilitators of the learning process.
f) Introduction of information technologies (ICTs): today the information is public domain in the internet and various software applications used for learning.
g) Participative leadership: Schools have to base its leadership in corporate governance that allows participation and involvement of all stakeholders in the educational community.
Given the above context, educational organizations must be able to respond both internally and externally, adapting to the needs of intorno and responding to environmental requirements. Bernal (2001) argues that:
We are in the educational sphere in a very important time of change, adaptation, contextualization of new educational purposes in the field of school management, as well as full development of new properties that arise from the implementation of educational reform. Society increasingly demand effective centers, schools that meet the demands and needs of our society that have nothing to do with having a few years ago (p. 1).
However, because these organizations are complex and specific are the most cling to the traditions, making change a slow process and often resisted, as in most educational organizations remains a patriarchal order system - through which to establish a hierarchical structure, where the control of individuals and groups is exercised by a few more experts (Naranjo, 2007: 118) - which does not allow the natural evolution of the organization in contrast to what occurs with other social organizations.
Given this, it is necessary to reverse this reality - that might be affecting some schools - through what might be called "lead change", which allow people to actually engage in it, take it personally, and to transmit the entire organization (Fernández, 2001: 186). Therefore, it is possible to discern factors that hinder the change restrictors in schools, and thus, openness to learning. Gairín (2000: 5) distinguishes among others the following:
Given this, it is necessary to reverse this reality - that might be affecting some schools - through what might be called "lead change", which allow people to actually engage in it, take it personally, and to transmit the entire organization (Fernández, 2001: 186). Therefore, it is possible to discern factors that hinder the change restrictors in schools, and thus, openness to learning. Gairín (2000: 5) distinguishes among others the following:
Undefined goals
·
· technology Ambiguity
• Difficulty in establishing performance standards
· Weakness structural
· Vulnerability to external influence
· Limited institutional autonomy
·
· technology Ambiguity
• Difficulty in establishing performance standards
· Weakness structural
· Vulnerability to external influence
· Limited institutional autonomy
The adage that says "all changes are good "is to conceive the change as an opportunity to improve, and this, in the context of organizational development, involves creating spaces for members of the organization to renew and, therefore, renew the organization. "Change is a phenomenon capable of generating enough positive expectations and fears, promises and frustrations" (Escudero, 2002: 37). Consequently, and in order to adapt to the changing conditions of modern society at the level of the educational organization, processes must be installed permanently reflection and systematic, which, in turn, to generate learning.
An organization becomes the initiator of change if it is able to adapt quickly to the needs of the environment, and only if it manages organizational learning through teamwork. "Team learning is vital because the fundamental learning unit in modern organizations is not the individual but the team" (Senge, 2004: 20). This, in context to the educational environment, means that organizations must be open to the possibility of learning from both their own experiences as those with which they identify or similar and therefore more flexible performance.
However, educational organizations have expressed somewhat later than teamwork (Grande and Pemoff, 2002: 108). This naturally leads to a low organizational learning in such organizations. Moreover, "if we consider the learning organization as one that facilitates the learning of all its members and continually transforms itself, we are highlighting the value of learning as the foundation of the organization" (Gairín, 1998: 6) .
Furthermore, "educational change only becomes significant if you activate the processes of action-reflection-action in the subjects who carried out a participatory, cooperative, negotiated and deliberative" (Miranda, s / f). This means raising the change so that principals and teachers - as key agents of transformation - to cover it, I mean and what made collaboratively and institutionalized. Today the change is not leaving certain areas of the organization, for what real agents of change are all the Members of the organization (Zepeda, 1999: 29). This entails promoting organizational change through a participatory and transformational leadership.
other hand, one could also argue that the change at the organizational level may be intentional or planned and, as such, requires management tools to diagnose exactly what you want to modify (Zepeda, 1999: 26). That is why the organizational assessment is essential to embrace change with scientific and technical basis. However, there is the unplanned change that just comes in as it develops the strategy and practice in the organization (Hodge, Anthony and Wales, 2003: 373). This type of initiative is a rapidly changing environment and to which the organization must be prepared to respond effectively.
Moreover, given the complexity and specificity of educational organizations, the change should focus on institutional management because, from this perspective, it is possible to perform a reconstruction of the organizational culture: strategies institutionalization continuous improvement of educational innovation, creating opportunities for organizational learning, and installation and auto-regulatory mechanisms.
In this sense, educational organizations can manage change by considering the following aspects (Fernandez de la Mata, 1998: 11, cited in Fernández, 2001: 187):
- Need to change
- Preparing for Change
- Definition of the support structure for change
- Objectives
- Action Plan
This requires an adaptation process, which must be planned so that the change is generated as soon as possible. "The institutions successfully adapt easily to evolutionary change and are themselves prepared to meet the revolutionary changes "(Fernández, 2001: 188). References
- Bernal, JL (2001). Leading Change: Transformational leadership. Retrieved December 23, 2007 from http://didac.unizar is / jlbernal / Lid.trnasf.html
- Escudero, JM (2002). The reform of the reform: What quality?, For whom? Barcelona: Editorial Ariel, SA
- Fernandez, M. (2001). Intelligent management of educational institutions. Madrid: McGraw-Hill in Spain SAU
- Gairín, J. (1998). Stages of organizational development: the organization and structure to the organization that learns. Paper presented at the Third Conference on Organization and Management Andalusian Educational Institutions, December, Granada.
- Gairín, J. (2003). Improving society, improving organizations. Journal of Education, No. 429.
- Grande, B. and Pemoff, J. (2002). Institutional educational innovation. Buenos Aires: Editorial Teaching Rio de la Plata.
- Hodge, B., Anthony, W. and Wales, L. (2003). Organization theory: a strategic approach. Madrid: Pearson Education Limited
- Miranda, E. (S / f). School supervision and educational change. A supervision model for the transformation, development and improvement of schools. Retrieved December 20, 2007 from http://www.ugr.es/ ~ recfpro/rev61ART5.pdf
An organization becomes the initiator of change if it is able to adapt quickly to the needs of the environment, and only if it manages organizational learning through teamwork. "Team learning is vital because the fundamental learning unit in modern organizations is not the individual but the team" (Senge, 2004: 20). This, in context to the educational environment, means that organizations must be open to the possibility of learning from both their own experiences as those with which they identify or similar and therefore more flexible performance.
However, educational organizations have expressed somewhat later than teamwork (Grande and Pemoff, 2002: 108). This naturally leads to a low organizational learning in such organizations. Moreover, "if we consider the learning organization as one that facilitates the learning of all its members and continually transforms itself, we are highlighting the value of learning as the foundation of the organization" (Gairín, 1998: 6) .
Furthermore, "educational change only becomes significant if you activate the processes of action-reflection-action in the subjects who carried out a participatory, cooperative, negotiated and deliberative" (Miranda, s / f). This means raising the change so that principals and teachers - as key agents of transformation - to cover it, I mean and what made collaboratively and institutionalized. Today the change is not leaving certain areas of the organization, for what real agents of change are all the Members of the organization (Zepeda, 1999: 29). This entails promoting organizational change through a participatory and transformational leadership.
other hand, one could also argue that the change at the organizational level may be intentional or planned and, as such, requires management tools to diagnose exactly what you want to modify (Zepeda, 1999: 26). That is why the organizational assessment is essential to embrace change with scientific and technical basis. However, there is the unplanned change that just comes in as it develops the strategy and practice in the organization (Hodge, Anthony and Wales, 2003: 373). This type of initiative is a rapidly changing environment and to which the organization must be prepared to respond effectively.
Moreover, given the complexity and specificity of educational organizations, the change should focus on institutional management because, from this perspective, it is possible to perform a reconstruction of the organizational culture: strategies institutionalization continuous improvement of educational innovation, creating opportunities for organizational learning, and installation and auto-regulatory mechanisms.
In this sense, educational organizations can manage change by considering the following aspects (Fernandez de la Mata, 1998: 11, cited in Fernández, 2001: 187):
- Need to change
- Preparing for Change
- Definition of the support structure for change
- Objectives
- Action Plan
This requires an adaptation process, which must be planned so that the change is generated as soon as possible. "The institutions successfully adapt easily to evolutionary change and are themselves prepared to meet the revolutionary changes "(Fernández, 2001: 188). References
- Bernal, JL (2001). Leading Change: Transformational leadership. Retrieved December 23, 2007 from http://didac.unizar is / jlbernal / Lid.trnasf.html
- Escudero, JM (2002). The reform of the reform: What quality?, For whom? Barcelona: Editorial Ariel, SA
- Fernandez, M. (2001). Intelligent management of educational institutions. Madrid: McGraw-Hill in Spain SAU
- Gairín, J. (1998). Stages of organizational development: the organization and structure to the organization that learns. Paper presented at the Third Conference on Organization and Management Andalusian Educational Institutions, December, Granada.
- Gairín, J. (2003). Improving society, improving organizations. Journal of Education, No. 429.
- Grande, B. and Pemoff, J. (2002). Institutional educational innovation. Buenos Aires: Editorial Teaching Rio de la Plata.
- Hodge, B., Anthony, W. and Wales, L. (2003). Organization theory: a strategic approach. Madrid: Pearson Education Limited
- Miranda, E. (S / f). School supervision and educational change. A supervision model for the transformation, development and improvement of schools. Retrieved December 20, 2007 from http://www.ugr.es/ ~ recfpro/rev61ART5.pdf
- Naranjo. C. (2007). Changing education to change the world. Santiago, Chile: Editorial Cuarto Propio.
- Senge, P. (2004). The fifth discipline. The Art of Learning Organization. Buenos Aires: Ediciones SA Granica
- Zepeda, F. (1999). Organizational psychology. Mexico: Addison Wesley Longman de Mexico SA
- Senge, P. (2004). The fifth discipline. The Art of Learning Organization. Buenos Aires: Ediciones SA Granica
- Zepeda, F. (1999). Organizational psychology. Mexico: Addison Wesley Longman de Mexico SA
0 comments:
Post a Comment