1. Instructor: Dr. April Adams Organizations, Innovation, and Change (EDUC- 6105 -4) Date: Sunday December 15, 2013

2. History, structure, culture The Wills High School opened its doors on Monday September 5th 1988 to 96 students, as a Technical Vocational institution. On Thursday March, 21st 1991, the school was fully commissioned to a Secondary School (Dominica New Online, Duravision Inc., 2012). Wills High School is a co-educational organization, whose motto is Work today to build tomorrow. Its purpose is to produce a holistic student via the execution of core-curricular, technical/vocational, cocurricular modes of instruction (James, 2004). The organizations motto is manifested in both its stated and subtle goals. 3. This institutions vision statement is to add value to our students with the help of devoted teachers, so that by the end of their secondary career, each can become God-fearing, independent, synergized, flexible, functional and marketable adults in every strata of our every changing society (Dominica New Online, Duravision Inc., 2012). However, there are unstated goals of the institution. One of those is to establish growth in every student irrespective of gender, learning ability or economic status. Another is to offer continuous mentorship to students throughout their secondary career. 4. Wills High Students engaged in some extracurricular activities such as the National Youth Rally, pageantry, netball and football. 5. Students of the Environment Club in clean-up campaign 6. It is customary to hold a church service at the beginning of each term. 7. Every organization of a given type must perform certain jobs inorder to do its work (Distelzweig and Droege, 2006). Dr. Bligh in her presentation adds that the structure of an organization highlights how it attains consistency (Laureate Education , Inc., 2009). This organizationpossesses a hierarchal structure, and departmentalization is based on function. Wills High School is managed by the principal though he is supervised by superiors in the Ministry of Education. His assistants include three Vice Principles, who each has specified duties. One Vice Principals role is to mange statistical information. Another is responsible for curriculum and time-tabling . The third Vice Principals role is to control the schools finances. 8. Other members of staff share multiple roles. Primarily, all teachers are Subject Teachers, which means that they teach one or more subjects. Some of these are alsoForm Teachers, who are each responsible for managing a specific class. Secondly, Form Level Supervisors overseer the work of Form teachers, while Heads of Departments manage similar subject areas. For example, there is a Head of the Business Department and one for the Science Department. Finally, a Form Level supervisor never holds the position of Head of Department, or Form Teacher . 9. Wills High School Administrative Hierarchy 10. Deal and Kennedy (1982, p.4) concisely refer to culture as the way we do things around here (as cited in Bolman and Deal, 2008, p.269). With the exception of some aspects of administration, Wills High School has an overall collaborative culture. It values teamwork, as well as involvement and flexibility, in dealing with the varied challenges encountered on a daily basis. Being a member andconducting an interview, I can attest to this sort of culture. Primarily, in 1987 the Government introduced a technical/vocational program designed to accommodate the students who had failed the Common Entrance Exams (a high school entry examination). As a result, many of our students stem from the lowest academic, social and economic calibers on the island. Furthermore, we have to deal with the lack of resources to facilitate such students. There is a constant deprivation of furniture, dilapidated classrooms and insufficient teaching aids to facilitate learning. Consequently, this situation fuels us to be very flexible with the rules and standards, in having the students best interest at heart. 11. Some classrooms at Wills High 12. Secondly, the staff at Wills High School is cooperative because they believe that working together is less taxing and more productive. There are approximately 600 students at the school, and due to the nature of their backgrounds; the responsibilities can be very overwhelming. Schermerhorn and Osborn (2008) describes this as constructive culture in which members are encouraged to work together in ways that meet higher order human needs. Nonetheless, final decisions are ultimately made by those closely related to the matter. For example, the decisionto increase the number of Math extra classes, is based on the assessments done by the Mathematics Department. 13. In spite of limitations, there still exists a competitive atmosphere at Wills High School. Work is performed based on our commitment to the students, and the satisfaction gained when they are successful. We seek to prove that we can still excel irrespective to the challenges. Many of our students enter being unable to read. Hence, our aim is to make them literate by the end of their High School career, although some may not attain all their subjects at the Caribbean Secondary Education Certificate (CSEC) examinations. 14. In terms of artifacts, formality is relative to the circumstance. Beach (2006, p.31) claims that culture not only sets rules to be followed, it sometimes sets rules to be broken, and in breaking them, the members affirm an underlying shared belief. Firstly, employees are generally formally dressed, but may deviate to withstand the hot and poorly ventilated classrooms. Then, we normally address each other by the last name, sometimes in a shortened form. For example, I am sometimes referred to as Krish or Robs. Furthermore, irrespective to our differentiated opinions, we still maintain a good professional rapport. Also, although our leader is deemed as being very authoritative during meetings, conflict is ultimately resolved based on rules and standards, and by incorporating discussions and flexibility. Thirdly, the schools logo displays the schools motto, and is widely used with pride. It is visible on all letter heads, the students blazer, and the schools banner among other areas. Being on time is another imperative practice within the organization. Tardiness is generally unacceptable, but leaders are flexible due to the numerous commitments of somemembers. 15. Generally, the culture of the school contributes to its effectiveness. The organization seeks to make allocations for the needs of every student. In spite of our challenges and failures, we are still able to function and graduate some good products. 16. A recent change within the organization The Wills High School within the past year has been undergoing a technological change within the organization. It involves the introduction of standardized software for recording grades and attendance. Prior to this change, this information was recorded manually, or using individualized software. The change was initiated by the Ministry of Education, mainly to standardize record keeping on the island. It was also aimed at facilitating, modernizing and monitoring record keeping. 17. Sample Excel individualized program used to record grades before change process 18. Homepage of new software 19. Planning, implementing, resisting and sustaining change Although the communication of the change process emanated inefficiently, the plan gradually progressed to a state of practice. Besides, the change was much anticipated since some other High Schools had already adapted to the new standard software. Initially, commands flowed from the top of the hierarchy to the bottom, with opportunity for some feedback. However, in my opinion, the timing of the introduction to the change plan was inappropriate for its requirements. This was due to the fact that it was introduced towards the end of the school year in July, 2013. The process was also complicated by the exclusion of a pre-conference with the staff. Furthermore, the situation was compounded, when administration requested that members use the new software to recreate records. 20. From inception, this change generated a feeling of pressureand exploitation because of the hurried introduction. Being both a Form and Subject Teacher, I was directly impacted during this hectic time. Dr. Bligh in her presentation discussed resentment brought about by interference, causing resistance during change (Laureate Education, Inc., 2009). The introduction of the new software created several complications. Many staff members expressed that it was untimely, since it interfered with the preparation of End of Year Examinations, and other finalresponsibilities. 21. Another indication of resistance was skepticism towards change. Concerns of trust, efficiency, sustainability, consistency and profitability, existed among staff members. Moreover, some of these concerns were anticipated because inefficiency and inconsistency are typical to technological resources at the school. Many of the computers are defective, and the wireless internet is fairly reliable. For this reason, teachers were forced to use their personal computers, or seek alternate computer access. As a result, there was a ubiquitous blame game atmosphere for such discrepancies in the change process. This situation also became vehement, since some members are cyber phobic, and or lack some computer skills. Consequently, their circumstance challenged their ability to perform effectively. Hitt, Miller & Colella (2009) explains that such conditions lead to a lower tolerance for change known as self-efficacy (p. 499). 22. Resistance ultimately created a negative effect on members attitude towards work. Dr. Bligh in her presentation claimed that resistance can sabotage change and influence others (Laureate Education, Inc., 2009). For instance, staff members who are normally on task, appeared to be tardy during the change process. On top of that, some dismissed the use the new software, which they described as inefficient, not being user-friendly, and should be revised. Considering the chaos and inefficiency of the change process, it was ignored for the remainder of the term and resumed the following school year. 23. Teachers debating the change process 24. As the change process continued in September 2013,administration explored avenues to overcome resistance, with the hope of sustaining change. Leaders and other change agents focused on the monitoring strategy to curb and prevent further resistance. To be right, you must have accurate and timely updates about what is going on (Beach, 2006, p.95). In revising the initiation, teachers were asked to group themselves into small groups for two afternoon sessions of training in the new software. This was conducted by a team of experts from the Ministry of Education. Following these sessions, this team scheduled regular follow-up meetings to monitor the staffs progress. In addition, the staff was now able communicate suggestions, queries and comments to the team, via email. 25. This collaborative energy stimulated the strategy of cheerleading among staff members, in utilizing the new software. Teachers started to assist each other in entering information promptly. Similarly, others tried to make the task less tedious, by scheduling informal group meetings to input information. Shaminey Walsh (Form and Subject Teacher) in an interview by Krishna Robin, November 19, 2013, Wills High School, concurred that teachers working together is satisfying, less taxing and more productive, and has thus far been effective in this change. 26. Armenakis, Harris and Feild (1999) proposed that change agentscan use persuasive communication for repetition of rationale, purpose, motivation to continue, and reinforcement of the change message (as cited in Anderson, 2010, p. 308). Since the revision of the changeprocess, overall communication has improved in a more cohesive manner. For instance, teachers were updated regularly during staff meetings. The team of experts also scheduled periodic sessions to assist the teachers. Additionally, tasks were assigned based on mutual agreements among Form Teachers. Moreover, the teachers became intrinsically motivated to institutionalize the change process. To date, the change is still being institutionalized, but the flow of information has improved in an effort to sustain it. 27. Sustaining change creates a sense of urgency (Laureate Education, Inc., 2009). Having undergone some resistance from the change process, the organization attempted to resolve the situation by identifying its likely resistors, and tailoring its communication efforts. Resistors such as insufficient computers, cyber phobia and lack of computer skills, fueled the improvement in communication. Beckhard and Harris (1977) recommended periodic inter-group meetings and visits from outside consultants as mechanisms for sustaining change (as cited in Anderson, 2010, p. 307). It was evident that these two strategies were employed in sustaining the change process at Wills High School. Firstly, the idea of grouping teachers into afternoon sessions minimized the stress of insufficient computers. Also, it allowed the groups to objectively evaluate the system, in identifying its strengths and weaknesses. It also provided individual attention for those requiring additional help. 28. Secondly, the periodic meetings from the team helped to keep staffon task. At present, the change process has been institutionalized to the point where most teachers are able to generate the current end of term report using the new software. This status implies that the change can beconsidered to be somewhat a success. However, in an interview with Shaminey Walsh (Form Teacher) by Krishna Robin, November 19, 2013, Wills High School, she stressed that there still exists a feeling that thechange process should be revised. On the other hand, I believe that this sentiment stems from the fact that the change has not totally replaced the former system of manually recording the information. Teachers havegenerally been complaining about the repetition of work for such a demanding task. 29. Evaluation of change process Understanding the need for change is the first step in creating new behaviors withinyour organization; behaviors that will represent business values in the future state (Wikoff, 2010). With this belief, I applaud the administration of Wills High School for regarding the need for this change. In addition, the organization must be commended for transitions within the communication phase of the plan. Conversely, pre-conferencing would have been instrumental in exposing possible resistors to change. Moreover, this strategy would have stimulated the more transparent members, thus creating an internal coalition in advancing the change process. Communication could have also been more effective, if the leaders and the change agents scrutinized the media. For example, messages could have been more receptive in departmental meetings, since each department could channel the change process, and prioritize tasks according to their needs. 30. Reflection In the end, the change process taught the organization that communication is critical in initiating change, identifyingresistance and ultimately sustaining change. The shift from disintegration to cohesion in communication has led to significant improvements during the change process. Nevertheless, this achievement serves to be a lesson for future changes. 31. References Anderson, D.L. (2010). The process of leading organizational change: sustaining change, evaluating and ending an engagement, sustaining change after the intervention (pp. 304-309). Thousand Oaks, CA: Sage Publication. Beach, L. R. (2006). Leadership and the art of change: A practical guide to organizational transformation. Thousand Oaks, CA: Sage Publication. Bolman, L. G., & Deal, T. E. (2008). Reframing organizations (4th Ed): Artistry, choice, and leadership,(pp. 251-278). San Francisco: Jossey-Bass. Distelzweig, H & Droege, S. B (2006). Organizational structure. Retrieved December 13, 2013 from http://www.referenceforbusiness.com/management/Ob-Or/OrganizationalStructure.html Dominica News Online, Duravision , Inc., (Producer). (20012). Goodwill Secondary School to celebrate 20th anniversary. [Press Release]. Retrieved December 10, 2103 from http://dominicanewsonline.com/news/homepage/news/educationyouth/goodwillsecondary-school-celebrates-20-years/ 32. References continuedHitt, M. A., Miller, C. C., & Colella, A. (2009) Organizational behavior: A strategic approach (2nd ed.), Organizational change and development : Resistance to change and the DADA syndrome, (pp 498-502) New York, NY: John Wiley & Sons IncLaureate Education, Inc. (Producer). (2009). Examining organizations [Video]. Retrieved December 13, 2013 from http://www.class.walden.edu Laureate Education, Inc. (Producer). (2009). Resistance to change [Video]. Retrieved November 25, 2013 from http://www.class.walden.edu Laureate Education, Inc. (Producer). (2009). Sustaining Change [Video]. Retrieved from, http://www.class.walden.edu Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N (2008). Organizational behavior (10th Ed.) Strategic capabilities and organizational design: How to compete in the 21st Century (pp.414-439). New York, NY: John Wiley & Sons Inc 33. References continuedWikoff, D. (2010). How to effectively communicate within the change process. Retrieved December 4, 2013 from http://www.reliableplant.com/Read/23535/communicate-effectivelychange-process