While reading Chapter 21 in the Trends and Issues In Instructional Design Second Edition By Robert A. Reiser and John V. Dempsey first section, Piecemeal vs. Systemic Change, really stuck out at me…mostly because I had no idea what either of these were until I read this part of the chapter. I understand why we have both types of change. Sometimes we only need to change a few things about a current system and all will be well. Other times no amount of tinkering will fix a broken system. I have dealt with both types and both can be difficult. When looking at the two types it would seem like Piecemeal would be the easier one to deal with but that is not always the case. Sometimes people do not want to make concessions and would rather die than have their system changed, even in the slightest.
After reading the first section, I found myself reading and then rereading the section Guidance System for Transforming Education. I found this section intriguing because it stated when a district engages in systemic change they should focus on the process. I would think that you would focus on the problem. After further thought it became clear that focusing on the problem may actually hurt the goal of creating change. That is likely do to the emotions that generally are brought in when teachers, students, administrators are asked to change. Think about any meeting you have ever been in. When ever change is proposed or mandated someone in the room will likely complain about it. Not just a snide comment but usually there is an eruption of emotions. If we can focus on the process to create the change or the process that the change will occur we may be able to avoid the emotional tirades that in all actuality do not help the situation, they only add to the discomfort.
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2 comments:
I never thought of it that way. Focusing on the process to avoid, hopefully, the emotional reactions related to change. It took a while for me to really get my mind around this statement. I see the logic in your analysis. I can't count the number of staff meeting I have been in where someone, usually the same people, has to spend large amounts of time arguing about why we shouldn't do this or that, but not offering any good resolutions themselves. however when I think about the meeting we have had on our school improvement goals (we are talking about the process), we have almost no resistance. You are a very wise soul.
Rick
Maybe if indiviudal teachers focused on what needed to change respective to them, school districts could work their way up from there. Less complaining? Change is difficult.
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