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Impact of change in an organization
Effects of change in an organization
Effects of change in an organization
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Change is a process, not a destination (Williams-Hecksel, 2018). During my time as a Co-Director of the non-profit, the Indigenous Youth Empowerment Program (IYEP) I have seen this in the way our organization has constantly changed and evolved. IYEP provides cultural and academic mentoring for K-12 Native American and Indigenous youth. Additionally, IYEP has been providing a free summer camp in the Lansing area for nearly ten years. But, in the last year our organization has undergone a lot of change. Due to school construction and a change in the population, we were only able to provide academic tutoring and mentoring on a needs basis in 2018. Overtime, the lack of programs year round caused the three Co-Directors including myself to re-evaluate
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
The Effectiveness of the Law in Achieving Justice for Indigenous People In relation to Australia, the term ‘Indigenous peoples’ refers to two distinct cultures of people who inhabited the land prior to European settlement – The Aboriginals and the Torres Strait Islanders. This population declined dramatically over the 19th and early 20th century due to the introduction of new diseases from European settlement, Government policies of dispersal and dispossession, the era of protection, assimilation and integration causing a cultural disruption and disintegration of the Indigenous peoples. In the 20th century the recognition and protection of Indigenous peoples land rights and human rights have been at the forefront of Global Issues where the International community has sought to address the issues and ratify Human Rights and Land Rights for Indigenous People as a legitimate subject to be implemented into international law and the domestic law of member states such as Australia. To evaluate the effectiveness of the law in achieving justice for Indigenous Australians we must look at the Australian Legal System, and the extent to which it addresses it’s obligations to International Law in relation to Australia’s
The United States educational system faces a major challenge in addressing the disenfranchisement of youth due to poverty and racism in the schools. The U.S. Census Bureau, 2006 found that “currently about one-quarter of Blacks, Hispanics, and Native Americans are living in poverty in the U.S. compared to less than 10% of Asian Americans or Whites.” (Hughes et al. 2010, p. 2) Hughes, Newkirk & Stenhjem (2010) identified the stressors children living in poverty faced caused young adolescents to suffer mental and physical health issues which resulted in anxiety, hypertension, fear and depression. Lack of health care, neighborhood crime levels, joblessness, prejudice, and inadequate housing are among the many reasons multi-cultural youth from high poverty backgrounds become disenfranchised from the American school system. Race, racism, and poverty combine to create a triple jeopardy which severely impacts the fulfillment of the need of young adolescents to experience a sense of belonging and cultural competence. Lack of supportive environments both in school, society, work, and family life often prevent students from developing the cultural competence minority students must develop in order to become fully successful. For the purposes of this essay key issues were identified regarding the disenfranchisement of Native American youth, such as systemic prejudice and cultural bias within the school system which resulted in loss of connectedness of Navajo youth to school, teachers, and family. Galliher, Jones, & Dahl (2010) identified cultural connectedness as being the key component necessary in order to reengage the Native American student within the educational environment.
Spector, B. (2013). Implementing organizational change: theory into practice. (3rd ed.). Upper Saddle River, NJ
...g that are common throughout all discussions of Indigenous leadership. Cultural grounding was identified as being paramount to all other considerations in Indigenous leadership. This form of leadership, therefore, cannot be fit neatly into a theory that already exists. Simply put, “We need our own leadership theory and programs” (Mike Mearns, (NCFNG and PECD, 2007, p. 11). It is my conclusion that transforming leadership can provide a useful forum with which to address the concerns of Indigenous leadership, until such time as a fully responsive theory can be developed. Discussions of modern leadership theory in Canada cannot be considered inclusive until a distinct Indigenous theory is developed and recognized as a key aspect of the literature.
...al departments actually reaches first nations” (Assembly of First Nations 2007:1), with 11 percent of funding being spent on INAC departmental overhead (Assembly of First Nations 2007). In order to improve the conditions of Aboriginal life, and subsequently improve the parenting abilities of Aboriginals, we must first address and repair the underlying psychological, emotional, and social problems within Native communities. This process of repair should be facilitated through the development of a long-term strategy, designed to increase government spending towards beneficial social and medical programs, with a primary focus on addressing the traumas inflicted by the residential school system. In the words of Lloyd Robertson (2006: 21), “Concomitantly, community development work needs to be done to mitigate the disastrous effects of the residential school experiment.”
Change is a double-edged sword (Fullan, 2001). Change is a word that might inspire or put fear into people. Leadership is challenging when it comes to dealing with change and how individuals react within the organization to the change. Marzano, McNulty, and Waters (2005) discuss two orders of change in their book School Leadership that Works: First and Second. Fullan (2001) also adds to the discussion in his book Leading in a Culture of Change, with regard to understanding change.
Each year, the same basic obstacles are overcome. A budget of roughly $150,000 is raised and spent each year. For every Pow Wow, the Native Community is faced with the problem of not only raising that money, but finding enough people to head the 15 committees. The students from the Native Community who step up to the challenge of putting on this event are all full-time students, carrying full academic loads, while still trying to lead a balanced life with friends, family and other extracurricular interests. The responsibility, long hours and the magnitude of the Pow Wow tends to be daunting, so that not many people are willing to head up the committees. But each year, we motivate each other to get the job done. One might ask, why do we continue to tackle the Pow Wo...
Successful reorganization is about more than getting proposals through Congress. The implementation stage is equally challenging—and the transition team needs to think about that phase as proposals are being
A school’s lifeblood is its students however, a school’s lifeline stems from the community partnerships that it forms and retains over the years of its existence in the community. Just as times change, so does the list of potential partners within the community. One of the most valuable resources a school can use in its quest to form community partnerships is the faces, voices, and support of its leadership staff. Schools typically have an internal chain of command; however, the quest for partnerships requires that the chain of command, littered with bureaucratic red tape, be abandoned in exchange for one where those in decision-making positions are more easily accessible to members of the community. The following is a
What is Identity? Is it what you think of yourself? Is it how others see you? Or maybe it is the way you present yourself. Stories like “Ain’t I a Woman?” by Sojourner Truth , “The Lottery” by Shirley Jackson, “The Story of an Hour” by Kate Chopin, and “Indigenous Identity: What is it, and Who Really has it?” by Hilary N. Weaver give us a few examples of identity based on each one of the authors viewpoints. Both “Ain’t I a Woman?” and “The Story of an Hour”, focus on how women were viewed and placed in society before and during the suffrage movement. “The Lottery” opens our eyes to the identity issue of blindly following tradition. The author of the story “Indigenous Identity: What is it, and Who Really has it?” tells us that identity is based on; race, gender, social status, and the knowledge of one’s heritage.
extremes of a manager having no desire to give up his control over his employees and
The Marginalization and Oppression of Indigenous People Continues Education has been often cited as a critical factor in the development of many people and has become recognized as a pivotal point for getting informed about the inequalities suffered by people that are at a disadvantaged. Indigenous people in Mexico have been at the forefront of many inequalities and disadvantages that seem to have continued to the present time. This community’s disadvantages date back to the Spanish Conquest. Even today, the effects of the Spanish colonialization are seen through the marginalization and oppression of many indigenous people in society. In the article, “Parents reeling over the closure of indigenous charter high school”, in which an indigenous
Cummings, T., & Worley, C. (2009). Organizational development & change (9th ed.). Mason, OH: South-Western Cengage Learning.
Spector. B. (2010). Implementing Organizational Change: Theory Into Practice (2nd ed.) Upper Saddle River, NJ: Pearson Prentice Hall