A conceptual model for planned change in educational systems



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Statement of the Problem: The purpose of this study was to develop a conceptual model for improving planning and decision making in educational systems. Four questions were addressed: 1. What general factors and forces facilitated or impeded change? 2. How did specific change variables influence the change process? 3. What types of data did a change agent need in order to assess a system's predisposition toward change and to provide assistance in successfully implementing change? 4. Did theoretical or operational relationships exist between organizational change models and generic change strategies? Summary: Change agents needed to become more adept at managing and directing change so that anticipated outcomes could be obtained. In order to facilitate this goal, the following were achieved by the study: 1. Research data on planned change were synthesized into a more workable format for change agents. 2. This framework categorized and identified major indicators a change agent should consider when planning and implementing change in organizations. 3. Theoretical and operational relationships between generic change strategies and organizational behavior models were identified and explained. Recommendations for Further Study Based on the findings of this study, the following recommendations are made for future research efforts: 1. Expand the model to include other relevant variables, categories, and indicators. 2. Explore the relationships between categories and indicators in the three organizational behavior charts. 3. Convert the indicators developed for the three areas of organizational change into an observation instrument for data collection. 4. Incorporate the findings concerning the relationships between organizational change models and change strategies into a course-of-action model. 5. Develop an instrument with appropriate evaluative criteria for determining whether the model could predict change behaviors. 6. Develop a more detailed operational model which would translate the findings of this study into action and policy decisions. 7. Conduct an analysis between this and other models to determine which more accurately predicts the predisposition of the system toward change. 8. Develop research techniques to determine whether change agents perceive this model to be effective in the following areas: a. Assessing a system"s predisposition toward change and innovations b. Identifying problems and obstacles related to the change process c. Selecting strategies and interventions which accomplish goal through anticipated outcomes.



Educational innovations--United States, Educational planning--United States, School management and organization--United States