My Report PowerpoiORGANIZING FOR AND EVALUATING CHANGE - Nursing Curriculum Development

8/13/2019 My Report PowerpoiORGANIZING FOR AND EVALUATING CHANGE - Nursing Curriculum Development

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Prepared by: J O E V E N B . A B AYO N , R N

M A N S t u d e n t

D r. A n a b e l l e B . A b a o

P r o f e s s o r


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ORGANIZING FOR AND EVALUATING CHANGE

Organizational Impediments

Basic Organizational Patterns

Strategies For Curriculum Change


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We will know what impedes orwhats causing a slow processof change in an organization.

We will know the BasicOrganizational Patterns usedin Nursing Schools.

We will have an insight of thedifferent strategies that helpsto facilitate change in the

curriculum.


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Longevity vs. Skill,knowledge andadministrative capability

Longevity is the primary

element to gain power,authority, rank, salary, andtenure.

Therefore these people areoften opposed to changesthat they perceive asthreatening to familiarpattern of existence.


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Policy or ProcedureManuals

manuals dictate theconstraints arounddecisions and therefore

reduce the alternativesand limit the range offreedom of decisionmaking.

Procedure manuals slowthe process of change andprovide stabilization to

the bureaucracy.


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Committee structureitself is a problem, sincetraditionally committees

use their time in activitiessuch as following:1. Housekeeping chores, for

example:

a) Establishing meeting.b) Reading, correcting, and approving

minutes.c) Selecting a secretary.


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2. Power struggles, for example:a) Building a power base for the committee and

maintaining it.

b) Dividing into factions in the committee and buildingand maintaining a power structure useful fordelaying, fighting and struggling with the issues thathave become power issues within the committee.

c) Seducing new committee members to their point ofview or their side of the power struggle.


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3. Doing the work assigned to

them.

In reality, a tinypercentage of time is spent in

the actual work of the

committee- the largest

portions by far are spent in

housekeeping and power

struggles.


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These and otherprocedures that workso well for the smooth

operation ofbureaucracies and areeffective in stabilizingorganizations and are

very ones thatmitigate against rapidchange and socialresponsiveness.


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One obvious answerto this problem is theestablishment of aPARALLEL

ORGANIZATIONALSTRUCTURE.


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Faculties in the process of changing canmaintain the usual bureaucratic structurefor the ongoing work of the school and

create a parallel organization for changethat would plan and develop the newcurriculum and then send the selectedchanges back through the legitimate

organization for acceptance and validation.


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The same people workin both organizations, butthey change modes forthe curriculum work.Ordinary routines,procedures, policies,committees, minutes,voting and parliamentary

law are suspended duringcurriculum change workbut are utilized forongoing operations.


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The organizational problem is twofold:

1. How to get maximum participation bythe total group involved withcurriculum change, and

2. How to make the curriculum flexibleand responsive to societys (studentsand clients)needs.


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The answer:

basic organizational patterns,

basic planning strategies


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Organizations can take a variety oforganizational patterns or structures.The focus described here will be

1. Traditional nursing school, 2. Modified traditional, or linkingpin,

3. Collegiaand

4. Functional team organization.


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1. Traditional

Traditional orbureaucratic systemsare typical of nursingschool organization.And nursing schoolsare characterized byall six characteristics:


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1. They have a division of work that is based on

functional specialization (not onlyteaching/administration but clinicalspecialization).

2. They have clear-cut channels of communicationand hierarchy of authority and responsibility.

3. They are characterized by rules, laws, and jobdescriptions that cover the rights, duties,responsibilities, and relationships of members.

4. They have predetermined proceduralspecifications 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.


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2. Linking Pin

The modified traditional or linking pin; one personfrom each group links with other units to providechannels of communication, membership is fairly longterm.

The linking pin model is an idea developed by RensisLikert. It presents an organization as a number ofoverlapping work unitsin which a member of a unit isthe leader of another unit. In this scheme, thesupervisor/manager has the dual task of maintaining

unity and creating a sense of belonging within thegroup he or she supervises and of representing thatgroup in meetings with superior and parallelmanagement staff. These individuals are the linking

pinswithin the organisation and so they become thefocus of leadership development activities.


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3. Collegia- objectives are clear cut;participants collaborate with whom theyneed to at the time in order to achieve

the goal; lines are temporal.


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The job or task to beaccomplished can be envisioned asbeing like a basketball that is backand forth among the playersaccording to their place on thecourt, the pattern or play or theirparticular talents. The group movesthe ball down the court, throwing itfrom one person or small group toanother until at last someone puts itin the basket and the job is finished.

If the ball hits the backboardbounces back into play (feedback)reworking occurs until the ball isfinally put through the basket andgoal is made.


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4. Functional team organization

Grouping people by similar function means thatyou put developers with developers, testerswith testers, and project managers withproject managers. Such groups are calledfunctional units, and the driving motivationbehind this kind of structure is efficiency andfunctional learning.

- [Larman, Vodde 2009:243].


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1. Continuous faculty development (realize andvisualize the magnitude of the change)

2. Have a clear but dynamic vision of the what,why, and how of the change(s). use anenvironmental scan to document assumptions aboutthe future.

3. Involve the community.4. Function as a learningorganization.

5. Use a Total Quality Management process withstudent/community/faculty/administration teams.6. Communicate with attention to individual

differences; we think and reason in differentstyles.


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7. Document what you did and why, as wellas 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 andcollectively.

12.Be lavish with rewards.


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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)


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My Report PowerpoiORGANIZING FOR AND EVALUATING CHANGE - Nursing Curriculum Development

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