{"id":933,"date":"2018-02-22T13:26:10","date_gmt":"2018-02-22T18:26:10","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/?p=933"},"modified":"2018-02-22T13:29:05","modified_gmt":"2018-02-22T18:29:05","slug":"assignment-2-external-scan","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/assignment-2-external-scan\/","title":{"rendered":"Assignment 2- External Scan."},"content":{"rendered":"<p><a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-content\/uploads\/sites\/62\/2018\/02\/f5c54681-8e64-4abe-9bb9-62e746ff143d.pdf\"><img decoding=\"async\" class=\"wp-image-939 aligncenter lazyload\" data-src=\"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-content\/uploads\/sites\/62\/2018\/02\/f5c54681-8e64-4abe-9bb9-62e746ff143d-300x232.png\" alt=\"\" width=\"352\" height=\"272\" data-srcset=\"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-content\/uploads\/sites\/62\/2018\/02\/f5c54681-8e64-4abe-9bb9-62e746ff143d-300x232.png 300w, https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-content\/uploads\/sites\/62\/2018\/02\/f5c54681-8e64-4abe-9bb9-62e746ff143d-768x593.png 768w, https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-content\/uploads\/sites\/62\/2018\/02\/f5c54681-8e64-4abe-9bb9-62e746ff143d-1024x791.png 1024w, https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-content\/uploads\/sites\/62\/2018\/02\/f5c54681-8e64-4abe-9bb9-62e746ff143d-1080x835.png 1080w\" data-sizes=\"(max-width: 352px) 100vw, 352px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 352px; --smush-placeholder-aspect-ratio: 352\/272;\" \/><\/a><\/p>\n<p style=\"text-align: center\"><span style=\"font-size: 10pt\">Click on the above infographic to enlarge.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Our college recently underwent a major organizational change, moving from traditional teaching methods to a mobile teaching and learning experience (that we called a mobile\/class+ experience) that focused on integrating technology into our classrooms. \u00a0I decided to interview three faculty that were part of the professional development training team charged with ensuring that faculty were prepared for this change. \u00a0The interviews are their retrospective opinions on the implementation of this change.<\/span><\/p>\n<p><b>Interview Approach<\/b><\/p>\n<p><span style=\"font-weight: 400\">I began by asking <\/span><i><span style=\"font-weight: 400\">\u2018In our transition to a mobile\/class + learning experience, what type of leadership style do you feel administration applied in implementing this initiative?\u2019<\/span><\/i><span style=\"font-weight: 400\"> as I felt it was important for the faculty to consciously identify how they perceived the administration&#8217;s approach to leading us into this change. \u00a0The faculty respondents selected three different approaches:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Laissez-faire- A hands off approach with little exchange with team members to help them grow (Northouse, 2016, p. 172).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Autocratic- An approach in which the leaders have great power over their team and don\u2019t allow room for suggestions (Senior, n.d.).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Task-oriented- Leaders delegate roles and focus on getting the job done (Senior, n.d.).<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">While these are separate leadership styles, they all share the same characteristic that the leaders word is the law and little or no consultation is allowed for other team members.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The next question was \u2018<\/span><i><span style=\"font-weight: 400\">Do you think that this leadership style was effective in this transition, why or why not?\u2019.<\/span><\/i><span style=\"font-weight: 400\"> This question was intended to determine if the leadership effectively enabled organizational change by sharing their vision properly and defining roles of both faculty and administration (<\/span><span style=\"font-weight: 400\">Al-Haddad &amp; Kotnour, 2015). \u00a0The general feeling from the faculty respondents was that although this leadership style was somewhat effective, it could have implemented better. \u00a0All three respondents mentioned that the leadership effectiveness was limited to the teachers who were already keen on going mobile. \u00a0This indicates that the leadership did not attempt to investigate the entire faculty\u2019s willingness for change and they limited their leadership to those who had similar shared resolve and shared beliefs (Weiner, 2009).<\/span><\/p>\n<p><span style=\"font-weight: 400\">They were then asked<\/span><i><span style=\"font-weight: 400\"> \u2018<\/span><\/i><i><span style=\"font-weight: 400\">What challenges did the administration need to overcome?\u2019, <\/span><\/i><span style=\"font-weight: 400\">and while there were several answers to this, all of the respondents mentioned that getting the faculty on board was a key challenge for administration. \u00a0They hinted that administration did not have a finger on the pulse of the culture of teaching and learning at our college. \u00a0I asked if they thought that going mobile was too big of a change from the current culture and they agreed. \u00a0The faculty did not believe the administration and expected the initiative to fail (Biech, 2007). \u00a0I followed this question up asking <\/span><i><span style=\"font-weight: 400\">\u2018Do you think they were successful in overcoming these challenges?\u2019. <\/span><\/i><span style=\"font-weight: 400\">\u00a0Two out of the three faculty respondents believed that the challenges were overcome with a limited degree of success that depended on eventually getting faculty engagement. \u00a0The other respondent did not believe that the challenges were successfully overcome as the rate of approval for going mobile within the faculty was less than 50%, this is a statistic I could not independently verify however.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The final question posed to them was <\/span><i><span style=\"font-weight: 400\">\u2018What period of time do you think that this change should have been phased over?\u2019<\/span><\/i><span style=\"font-weight: 400\">. \u00a0The timeline that was used for our college to implement the mobile learning change was three years, however, all of the faculty respondents suggested that a time period of three to five years would have been a more appropriate timeline. \u00a0There was a sense that as this was a new initiative in an post-secondary environment, the administration estimated a fair timeline given the information that they had.<\/span><\/p>\n<p><b>Conclusion<\/b><\/p>\n<p><span style=\"font-weight: 400\">The faculty respondents generally agreed that the implementation of the change to a mobile teaching and learning college was successful, however, they also all concur that it was not lead properly and that more front-end planning would have made for a much smoother transition. \u00a0While their opinions of the leadership styles varied it was clear that they all felt dictated too, rather than consulted with, by the administration leading this change.<\/span><\/p>\n<p><span style=\"font-weight: 400\">I believe that the underlying foundational principles for education were upheld in this transition and that technology was , and is, being utilized in a successful manner in the classroom (Weller, 2009).<\/span><\/p>\n<p><b>References<\/b><\/p>\n<p><span style=\"font-weight: 400\">Al-Haddad, S., &amp; Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. <\/span><i><span style=\"font-weight: 400\">Journal of Organizational Change Management,<\/span><\/i><span style=\"font-weight: 400\"> 28(2), 234-262.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Biech, E. (2007). Models for change. In <\/span><i><span style=\"font-weight: 400\">Thriving through change: A leader\u2019s practical guide to change mastery.<\/span><\/i><span style=\"font-weight: 400\"> Alexandria, VA: ASTD.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Northouse, P. G. (2016). <\/span><i><span style=\"font-weight: 400\">Leadership: theory and practice (7th ed.).<\/span><\/i><span style=\"font-weight: 400\"> Thousand Oaks, CA. Sage Publications.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Senior, T. \u00a0(n.d.). \u00a0<\/span><i><span style=\"font-weight: 400\">Ten x leadership styles.<\/span><\/i><span style=\"font-weight: 400\"> \u00a0Leadership Foundation for Higher Education. \u00a0Retrieved from <\/span><span style=\"font-weight: 400\">https:\/\/www.lfhe.ac.uk\/en\/general\/lf10\/ten-times-tables\/10-leadership-styles.cfm<\/span><\/p>\n<p><span style=\"font-weight: 400\">Weiner, B. J. (2009). A theory of organizational readiness for change. Implementation Science, 4(67).<\/span><\/p>\n<p><span style=\"font-weight: 400\">Weller, M., &amp; Anderson, T. (2013). Digital resilience in higher education. <\/span><i><span style=\"font-weight: 400\">European Journal of Open, Distance and E-Learning.<\/span><\/i><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Click on the above infographic to enlarge. Our college recently underwent a major organizational change, moving from traditional teaching methods to a mobile teaching and learning experience (that we called a mobile\/class+ experience) that focused on integrating technology into our classrooms. \u00a0I decided to interview three faculty that were part of the professional development training &hellip; <a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0016\/assignment-2-external-scan\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Assignment 2- External Scan.<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":57,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[8],"tags":[59,56],"class_list":["post-933","post","type-post","status-publish","format-standard","hentry","category-lrnt525","tag-assignment-2","tag-lrnt-525"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/posts\/933","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/users\/57"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/comments?post=933"}],"version-history":[{"count":9,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/posts\/933\/revisions"}],"predecessor-version":[{"id":945,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/posts\/933\/revisions\/945"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/media?parent=933"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/categories?post=933"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/tags?post=933"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}