Prepared by: J O E V E N B .

A B AYO N , R N
MAN Student

D r. A n a b e l l e B . A b a o P r o fe s s o r

 ORGANIZING FOR AND EVALUATING CHANGE

Organizational Impediments Basic Organizational Patterns Strategies For Curriculum Change

 We will know what impedes or whats causing a slow process of change in an organization.

We will know the Basic Organizational Patterns used in Nursing Schools.

We will have an insight of the different strategies that helps to facilitate change in the curriculum.

 Longevity vs. Skill, knowledge and administrative capability Longevity is the primary element to gain power, authority, rank, salary, and tenure. Therefore these people are often opposed to changes that they perceive as threatening to familiar pattern of existence.

 Policy or Procedure Manuals manuals dictate the constraints around decisions and therefore reduce the alternatives and limit the range of freedom of decision making.

Procedure manuals slow the process of change and provide stabilization to the bureaucracy.

Committee structure itself is a problem, since traditionally committees use their time in activities such as following: 1. Housekeeping chores, for example:
a) Establishing meeting. b) Reading, correcting, and approving minutes. c) Selecting a secretary.

2. Power struggles, for example:

a) Building a power base for the committee and maintaining it. b) Dividing into factions in the committee and building and maintaining a power structure useful for delaying, fighting and struggling with the issues that have become power issues within the committee. c) Seducing new committee members to their point of view or their side of the power struggle.

 3. Doing the work assigned to them. In reality, a tiny percentage of time is spent in the actual work of the committeethe largest portions by far are spent in housekeeping and power struggles.

These and other procedures that work so well for the smooth operation of bureaucracies and are effective in stabilizing organizations and are very ones that mitigate against rapid change and social responsiveness.

One obvious answer to this problem is the establishment of a PARALLEL ORGANIZATIONAL STRUCTURE.

Faculties in the process of changing can maintain the usual bureaucratic structure for the ongoing work of the school and create a parallel organization for change that would plan and develop the new curriculum and then send the selected changes back through the legitimate organization for acceptance and validation.

The same people work in both organizations, but they change modes for the curriculum work. Ordinary routines, procedures, policies, committees, minutes, voting and parliamentary law are suspended during curriculum change work but are utilized for ongoing operations.

 The organizational problem is twofold: 1. How to get maximum participation by the total group involved with curriculum change, and 2. How to make the curriculum flexible and responsive to societys (students and clients) needs.

 The answer: basic organizational patterns, basic planning strategies

 Organizations can take a variety of organizational patterns or structures. The focus described here will be 1. Traditional nursing school, 2. Modified traditional, or linking pin, 3. Collegia and 4. Functional team organization.

 1. Traditional
Traditional or bureaucratic systems are typical of nursing school organization. And nursing schools are characterized by all six characteristics:

1. They have a division of work that is based on functional specialization (not only teaching/administration but clinical specialization). 2. They have clear-cut channels of communication and hierarchy of authority and responsibility. 3. They are characterized by rules, laws, and job descriptions that cover the rights, duties, responsibilities, and relationships of members. 4. They have predetermined procedural specifications and directions for handling work situations. 5. There is certain amount of impersonality in the relationships between levels of the hierarchy. 6. Tenure and promotion are based on longevity, ability, or technical competence.

 2. Linking Pin
The modified traditional or linking pin; one person from each group links with other units to provide channels of communication, membership is fairly long term. The linking pin model is an idea developed by Rensis Likert. It presents an organization as a number of overlapping work units in which a member of a unit is the leader of another unit. In this scheme, the supervisor/manager has the dual task of maintaining unity and creating a sense of belonging within the group he or she supervises and of representing that group in meetings with superior and parallel management staff. These individuals are the linking pins within the organisation and so they become the focus of leadership development activities.

 3. Collegia- objectives are clear cut; participants collaborate with whom they need to at the time in order to achieve the goal; lines are temporal.

The job or task to be accomplished can be envisioned as being like a basketball that is back and forth among the players according to their place on the court, the pattern or play or their particular talents. The group moves the ball down the court, throwing it from one person or small group to another until at last someone puts it in the basket and the job is finished. If the ball hits the backboard bounces back into play (feedback) reworking occurs until the ball is finally put through the basket and goal is made.

 4. Functional team organization Grouping people by similar function means that you put developers with developers, testers with testers, and project managers with project managers. Such groups are called functional units, and the driving motivation behind this kind of structure is efficiency and functional learning.
- [Larman, Vodde 2009:243].

1. Continuous faculty development (realize and visualize the magnitude of the change) 2. Have a clear but dynamic vision of the what, why, and how of the change(s). use an environmental scan to document assumptions about the future. 3. Involve the community. 4. Function as a learning organization. 5. Use a Total Quality Management process with student/community/faculty/administration teams. 6. Communicate with attention to individual differences; we think and reason in different styles.

7. Document what you did and why, as well as what you did not do and why. 8. Allow time for grieving and other emotional responses. 9. Take small but goal-directed steps. 10.Build in time for fun and celebration. 11. Be a community-knowing, doing and collectively. 12.Be lavish with rewards.

 1. Bevis, Olivia Em, Curriculum Building in Nursing: A Process Jones and Bartlett Publisher: Boston, Massachusetts, 1989 2. Carol A. Lindeman PhD, RN, FAAN, The Future of Nursing Education. (internet)