Kuliah 10Perkembangan Pengurusan, Organisasi dan Perubahan

HASIL PEMBELAJARAN EDU5822

Pelajar dapat:1. Mempelbagai kaedah untuk latihan dan

pembangunan staf (C6)2. Mereka bentuk program latihan dan

pembangunan staf (P6, CTPS) 3. Mempamer perlakuan profesional dalam

mengendali program latihan dan pembangunan staf (A5, EM).

Tajuk

• Peranan dan tanggungjawab pengurusan• Latihan kepemimpinan dan pengalaman

pengurusan• Pendidikan pengurusan• Rancangan proses perubahan dalam

organisasi

Why Staff Development Fails?

• Neglect of Implementation (Fullan, 1992)• Successful school reform begins ‘from the

inside out’ with teachers, administrators and school staff, not with external mandates and standards (Richard Elmore, 2004)

Innovation-Decision Process

1. Knowledge ~ Person becomes aware of an innovation and has some idea of how it functions.

2. Persuasion ~ Person forms a favorable or unfavorable attitude toward the innovation.

3. Decision ~ Person engages in activities that lead to a choice to adopt or reject the Innovation

4. Implementation ~ Person puts an innovation into use.5. Confirmation ~ person evaluates the results of an

innovation-decision already made.

Five Categories of Innovators (Rogers, 2003)

1. Innovators (2.5%);• Venturesome, educated, multiple information

sources.• Risk takers, Motivators and Communicators to the

subsequent decisions of potential adopters.

2. Early Adopters (13.5%);• Social leaders, popular, educated, respected,

visionary leaders, eager to give it a try, but with caution.

3. Early Majority (34%);• Deliberate, many informal social contacts.• Thinkers, caution, but willing to accept it quicker.

Five Categories of Innovators (Rogers, 2003)

4. Late Majority (34%);• Skeptical, traditional, lower socio-economic status.• Will accept new idea if the majority has successfully

implemented it.

5. Laggards (16%);• Traditional, love old ways, critical, and will only

accept it if the majority has practised it.

Measure of Success

- Success in life is not determined by how we are doing compared with others,

ButBy how we doing compared to what we are

capable of doing.

- Success is a matter of choice, not chance.Prof. Dato’ Sheikh Omar Abdul Rahman (31 Julai 2007)

Managing Change

• Resistance to Change; Nature and Effects Reasons for Resistance Types of Resistance Possible Benefits of ResistanceResponses to changeCosts and Benefits

Managing Change

• Implementing Change Successfully; Transformational Leadership and Change Stages in Change Manipulating the Forces Building Support for Change

Managing Change

• Change at Work; The nature of change Responses to changeCosts and Benefits

Changing School Culture

• To promote school culture as a learning culture; a culture that is able to respond to a learner’s internal and external needs

• Culture is defined as written or unwritten regulations which control our actions; stories, myths, standards or values

Levels of School Culture

1. Trans-rationale 2. Rationale3. Sub-rationale

1. Trans-rationale Level

• Values are developed and interpreted as metaphysical based on the beliefs, ethical codes and moral perceptions

• Schools are not clear of their values at trans-rationale level

2. Rationale Level

• Where values are perceived and developed in the context of social norms, customs, expectations and standards, and depend on the group’s collective justification

• At this level, schools clearly understood their values as stated in their norms, regulations, curriculum, daily practices, etc.

3. Sub-rationale Level

• Values are integral parts of personal needs and feelings, based on direct, basic, affective action

• Values are asocial and amoral• Personal preferences have a major influence on an

individual teacher• Individuals are highly influential and are a major

determinant of the school culture

Characteristics of School Culture

1. Pedagogical goals2. Learning process3. Standard practices4. Autonomous teachers5. Mechanistic organization6. No incentive for collegial work

Strategies for Changing School Culture• Schools should consider that they are units of change;

responsible to themselves• Sense of belonging and ownership; they must motivate

and be involved in the changing process• What is best for a school is what is best in the eyes of its

teachers; they are the ones who are responsible for the learning outcomes

• Consider that the changing process is a learning process; a learning culture must exist in the society

• Schools should have an open system; change in one aspect will affect others