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Essay on organizational change management
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Change is an inevitable part of life involving individuals and organizations. The purpose of this paper is to analyze a significant organizational change. The analysis will explore the change, the reason behind the change, key players, the timeframe, the outcomes, leadership strategies, mistakes made by key players and suggestions to alleviate the mistakes.
Identification of Organizational Change
The significant change being analyzed is the revamping of the academic portfolio within the University of Northern Colorado’s American Sign Language-English Interpretation (ASLEI) program. The ASLEI program uses a competency based curriculum to teach skills, knowledge and attitudes need by interpreters to enter the field successfully and be certification-ready (Witter-Merithew & Johnson, 2005, and DO IT Center, 2014). The portfolio is a capstone project showcasing self-awareness and reflection of the student’s learning across 34 competencies.
While the 34 competencies are foundational to the program’s coursework, the creation of the portfolio is on top of the regular coursework requirements. The program offers four courses designed solely to teach their unique approach to the portfolio. During the first portfolio course, the portfolio is described as the “biggest, hairiest, ugliest project” encompassing 34 essays, 100-125 evidence items and requiring 350-400 hours to create (Kroll, 2013-a, p. 85 and 2013-b). The ASLEI’s portfolio covers a breadth and depth unlike any other within interpreter education.
The program evaluated its first portfolios in 2008. Since the beginning, students have complained about the breadth and depth of the portfolio especially in light of regular program standards and coursework requirements (T. Hetman, pers...
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...TR 115: Portfolio Assessment I. Greeley, CO: University of Northern Colorado ASL-English Interpretation Program.
Kroll, A. (2013-b). Assignment Description [Blackboard ecourse]. In INTR 115: Portfolio Assessment I. Greeley, CO: University of Northern Colorado ASL-English Interpretation Program.
Malik, S.H. (2013). Relationship between leader behaviors and employees’ job satisfaction: A Path-Goal Approach. Pakistan Journal of Commerce & Social Sciences, 7(1), 209-222.
Northouse, P.G. (2013). Leadership: Theory and practice. (6th ed.). Thousand Oaks, CA: Sage Publications.
Pritchett, P., & Pound, R. (2008). A survival guide to the stress of organizational change. Dallas, TX: Pritchett Publishing Company
Witter-Merithew, A. & Johnson, L.J. (2005). Toward competent practice: Conversations with stakeholders. Alexandria, VA: Registry of Interpreters for the Deaf, Inc.
Although a handful of individuals were born knowing what they want to do in life, the vast majority spends a considerable segment of their life searching for that one perfect career they’re passionate about. Luckily, I am part of the latter group, and thus dedicated most of my adolescence and adulthood experimenting, engaging, and attempting different avenues toward discovering my labor of love. Indeed, every course I participated in provided me with a distinct skill-set or talent, while my journey helped shape me into a more consummate and multi-dimensional individual. However, the first avenue I explored was American Sign Language Interpreting, an expressive visual language that forced me to think innovatively and shape a multicultural perspective. Although the language as a whole fascinates...
I had never looked further into the requirements of being an educational interpreter. Before now, I had never realized the importance of the primary school years. Since so many deaf children are born to hearing parents, it would be vital for me, as the interpreter, to introduce the child to ASL until they are exposed to the deaf community. It is also important that I understand the tactics of the teachers so I can impact the deaf student, and allow them to be as successful as their hearing counterparts. I now realize that being an interpreter in the primary years will really influence the child’s success in later
Portfolios have long been used in some professions to showcase professional work and skill. In education, portfolios have also been used for assessment, including self-assessment (Lankes 1995; Pond et al. 1998). Both career portfolios and career passports reflect this dual focus—students assess themselves in the process of developing a product, and the resulting product showcases and documents their experiences and skills. A distinction is sometimes drawn between a portfolio as developmental and a passport as summative (Bridging the Gap 1993). With portfolios, more emphasis is put on the developmental process of self-assessment, planning, and goal-setting; with passports, more emphasis is put on the final product that sums up the results of the process and communicates them to others.
My career objective is to become an interpreter for the deaf and HOH particularity in the performing arts districts in the Metropolitan Area of Washington, DC. In 10 years, I imagine myself interpreting for aspiring deaf performers and encouraging my community to become deaf friendly.
For centuries, deaf people across the globe have used sign language to communicate, mostly using it privately in their own homes as a part of everyday life. Just recently, in the early ‘60s, professional linguists had discovered new truths concerning sign language and its native users. The news of these truths spread like wildfire and, thus, many turned their attention to sign language and the deaf community. With a horde of hearing people and deaf people needing to interact and exchange information with each other, how would they do so with a large-scale communication barrier? Because of this issue, the art of sign language interpreting was born. Although at first glance it seems effortless, sign language interpreting is quite a complex process
Graetz, F., & Smith, A. C. T. (June 2010). Managing organizational change: A philosophies of change approach. Journal of Change Management 10(2), 135–154.
Changing situations throughout the world affect all organizations in business today. Therefore, most organizations acknowledge the need to experience change and transformation in order to survive. The key challenges companies face are due to the advancements in technology, the social environment caused by globalization, the pace of competition, and the demands regarding customer expectations. It is difficult to overcome the obstacles involved with change despite all the articles, books, and publications devoted to the topic. People are naturally resistant to fundamental changes and often intimidated by the process; the old traditional patterns and methods are no longer effective.
Organisational change has been defined as ‘the process of continually renewing an organization’s direction, structure, and capabilities to serve the ever-changing needs of external and internal customers’ (Moran and Brightman, 2001: 111). In order to survive in the era of rapid economic, companies will need to change. Instead of being simple and explicit, organisational change is complex, conceptual and continuous. As Pettigrew mentioned, “Empirically and theoretically, change and continuity need one another” (Pettigrew, 1987). Furthermore, based on Pettigrew’s research, change is best viewed as an emergent process (Pettigrew, 1985). There are many evidences throughout the years in which organizations implement changes as an ongoing process, rather than a one-time transformation.
A student portfolio is a purposeful collection of the work that tells the story of a student's personal self and achievements. The student’s portfolio is there to demonstrate the learning experiences of the student. It is available to parents and teachers who are able to evaluate and share the student’s experience and performance, not just see the gra...
Change categorised by scale has four main characteristics: fine-tuning, incremental adjustment, modular transformation, and corporate transformation (Dunphy and Stace, 1993). If organisational changes described as an ongoing process to match its structure, people, strategy, and processes, it is called fine-tuning (senior, 2002). Generally, fine-tuning shows up at a departmental or divisional level of the organisation. According to Dunphy and Stace (1993), the purpose of fine-tuning is to develop personnel fit for the present organisational strategy, link mechanism, create specialist units, and refine policies and procedures (Todnem, 2005).
It may be difficult to pinpoint any experts advocating for a change in professional expectations for interpreters; however, there are a few experts that through observation, interviews and data gathering, are shedding a light on how interpreters conduct themselves, and their
Upon pursuing a check list assessment, adapted by David Kolb, Experiential learning, to find which category I fit in, I realized I was failing the exam. The assessment is separated by two list, list A focusing on audio learners and list B focusing on visual learners. The idea here is the one with the most checks win. But I had very little of each checked, and the ones that were checked, when not upsetting me, were really components that fall under Deaf culture. For example one question focuses on being overly accused of “talking with your hands,” or another having trouble “understanding people if you are not looking at them.” (1984) Well growing up with deaf people, I can tell you these are cultural elements of my being, talking with my hands, being a lip reader, they may in fact take shape in to how I learn, but they are not a definitive, or worthy of a ...
Organizational change management consists of several types of changes. This article is tried to reveal the parameters of changes within organization. Appeal and Likelihood are the two dimensions of change. Change managers, agents and change interpreters play the most important during the change implementation. Hence, this article I think is similar to the case study article and tries to help further research.
There are a number of definitions in the literature to describe the strategy of portfolio assessment. Brady and Kennedy (2009) describe portfolio assessment as a collection of work samples or products collected over time to demonstrate student progress in learning and achievement of outcomes. This is the most succinct and ideal definition as the idea of assessment is to not only assess the final products of learning but to also assess the process a student takes to achieve that final product. Portfolios in general provide evidence of a how a student thinks, questions, analyses, synthesises, produces and creates (Borich & Tombari, 2004). Grace (2002) emphasises that they keep track of a student’s success rather than their failures. This naturally allows you to determine what their learning n...
Portfolios serve the purpose of an extensive record of a student’s best work and skills. As the student progresses through life, record keeping and reflection becomes an expectation. A résumé cannot possibly describe the entire list of qualities each individual possesses. As a result, portfolios thrive in high schools and offices alike to demonstrate a person’s capabilities in the greatest detail. Any person with a future-oriented mindset should have a portfolio to create opportunities for a successful life.