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Change in Educational Organization


Organizations must regularly shift their organizational structure to remain successful in the fast-paced business climate. When an organization attempts to change, resistance often arises; as a result, they must implement plans and tactics utilizing the concepts available for the organizational change approach to deal with the issues. Strategic strategies and techniques are often required to make significant and complicated management changes inside an organization successfully. Plans for change should be founded on an organization’s requirements and provide workers with a clear road map and resources to help them adjust to the new way of working. An organizational change plan aims to detect any opposition to the changes and help the organization’s stakeholders and members adapt to the new objectives and vision.

The Need for Change in Educational Institutions

Schools, like other organizations, are constantly being pressured by their internal and external contexts. Globalization, new job trends, technological advancements, social and demographic changes, and new work patterns are a few factors that pressure schools to start change initiatives (Beycioglu & Kondakci, 2020). For schools to survive as an institution and effect positive social change in society, they must grow and adapt healthily, notwithstanding the many names given to the change projects, such as development, creativity, transformation, or strategy implementation. Depending on the situation, organizational change processes and educational change approaches, in particular, may alter. According to the varied dynamics of the environment where change is being implemented, there may be significant cultural variations and contradictions in the interpretations ascribed to the term.

New learners are entering, students are graduating and departing, and everyone moving up switches their professors and classrooms. But in addition to the staff and student changes, other forms of change need change management in both schools and higher learning (Gonen, 2019). Without improvements in curriculum, technologies, and other areas of operation, schools lose effectiveness, and educational results may suffer. It is crucial to implement change in schools so that students and faculty may take advantage of new teaching techniques and technological advancements while also ensuring that learners continue developing the skills necessary to compete in a constantly changing world.

Performance Gaps

Organizational change in organizations such as schools is essential because of disparities in performance. At this point, other organizational needs or the organization’s aims and objectives are not being addressed (Beycioglu & Kondakci, 2020). For instance, attaining high academic achievement is one of the objectives shared by all educational institutions. However, some educational settings, such as seminaries, usually encourage a high degree of discipline. If any of these are absent, gaps are said to exist.

Maintenance of Organizational Culture

Maintaining corporate culture requires careful consideration of organizational transformation. This culture occurs whenever there are problems inside the institutions that endanger the culture of the institutions. When such problems develop, the best method to maintain institutional culture is to make a few modifications that might positively impact maintaining the culture. At that point, organizational reform becomes crucial (Ngoc et al., 2020). Understanding and assessing the factors that cause educational organizations like universities to become organized, grow, and perform are made more accessible by the organizational culture idea. Organizational culture study yields some models that may be recognized. When moral decay occurs in a setting like a school where the institution may already be well-known for its high degree of discipline, it will be compelled to examine where it went wrong and make the required corrections. This compulsion is where organizational transformation becomes crucial. The post-industrial information economy has put modern educational institutions at the forefront of a new model of knowledge creation that would mean a marketization of research and education in the world economy

Response to Pressure from Within and Without

Change in schools is necessary due to responses to internal and external pressure. Organizational reform is crucial to meet or handle the demand from inside or outside the organization. Pressure for change is often applied by management and workers, especially those who are members of established unions (Bezena & Volokitina, 2020). Customers, rival businesses, shifting legal requirements, shareholders, the financial markets, and other elements of the organization’s environment are only a few sources of external pressure. Organizational change in schools refers to any modification, advancement, enhancement, reorganization, or adjustment of the procedures or subjects covered by the educational system. The goal of educational transformation procedures and initiatives is to modify how our schools approach teaching and learning. However, changing how schools are organized does not mean trying to solve every problem they face; instead, it means making plans for innovation while considering internal and external change forces.


Technology is evolving quickly. Thus, it’s critical for institutions to keep up with this pace to keep up with the changing innovation. According to Gonen (2019), discovering new technologies and more effective and affordable work practices may lead to organizational transformation (Ngoc et al., 2020). The institution would be prudent to adopt these techniques if there were ever a period when they were effective and affordable. However, other technologies may emerge that might enhance the outcomes. Organizational change is crucial at this point because it allows for adaptation to new technology. Therefore, adapting to new technological breakthroughs in society requires adaptation. By improving productivity and efficiency, the school can outperform its rivals by adapting its working methods to new technology.


A crisis is another element that highlights the significance of organizational transformation. When a company is facing a crisis, change becomes essential. It aids in the correction of any procedures or operations that may have turned out to be unsuccessful. The company can make better weather the challenging times by starting adjustments to eliminate these procedures. A crisis is a sudden, unexpected shift that has a detrimental impact on security, management, administration, the economy, politics, society, or the environment. A change in these areas may be brought about by a crisis, in which case organizational transformation would be crucial. An organizational crisis may seem comparable to other crises, but when viewed critically, there are components of distinction. The organization may experience a crisis here as an unforeseen phenomenon. However, this does not exclude predicted ones.

Organization Culture and Identification of Opportunities

Maintaining corporate culture requires careful consideration of organizational transformation. This opportunity occurs whenever there are problems inside the institutions that endanger the culture of the institutions. When such problems develop, the best method to maintain institutional culture is to make a few modifications that might positively impact maintaining the culture. At that point, organizational reform becomes crucial. Opportunities are identified in organizations and businesses that generate goods for sale to serve the outside market. Market opportunities are discovered that the company must seize to improve its competitiveness. However, it may still be addressed in a learning environment. A school may find an opportunity in such circumstances depending on the altering surroundings and demands of the moment.

Needs for Educational Change in Political and Economic Contexts

It is crucial to remember that other social issues might result in the need for system reform. These may have a social, political, or economic foundation. Still, they are interconnected, making it possible for changing aspects of one component to become a part of change brought on by another (Wedell, 2009). The experience of people moving from rural to urban settings might be an example. Such movement creates demands for the preservation of political stability, the organization and supply of health and sanitation services, the provision of jobs, and the retraining of adults, as well as the necessity to develop a sustainable social structure in packed slums. One thing is for sure: it is essential to adapt, alter, and restructure current educational facilities to deal with new conditions, which are not only novel but fundamentally dynamic and cannot be characterized other than as being in constant flux and change.

From an economic perspective, the operation of various circumstances provides momentum for educational system transformation. Excessive particular labor output or production that the national economy cannot absorb. This output refers to the so-called “educated jobless,” well-educated and prepared for employment but have no place in industrial or other businesses (Gershberg, 2021). The production of unemployed people may be due to various factors, significantly higher education. Additionally, the schools may need to look for approaches to connect current practices with the reality of financial needs. Jobless men and women who lack literacy might benefit from rigorous reading and writing classes to be ready for more desired jobs that may become ready earlier than those that are only open to illiterates.

Application Models of Planned Change in Education

In education, “managing change” refers to successfully preparing an organization for an upcoming change, developing an implementation to drive change in schools, and implementing the change. Change management in schools requires comprehending the basic principles of organizational change, including change models that could serve as a foundation for strategic development in elementary and higher education. Change implementation in schools has a high potential for failure or failure to provide the anticipated outcomes (Wedell, 2009). The use of change management guiding principles by those in charge of leadership and management change simplifies organizational transformation in the educational sector. This principle describes how to drive educational transformation while considering the interests of all parties—students, teachers, staff, and parents—. Kurt Lewin’s model, McKinsey’s model, and the change by design approach model are examples of change tools and methods that are used successfully in educational institutions to execute and maintain a change.

Kurt Lewin’s Model

Kurt Lewin’s three-step approach to planned transformation is helpful for educational institution leaders. Lewin’s change model focuses on planned change connected to group decisions, administration, and societal change. It involves three steps: unfreezing, altering, and refreezing (Esa et al., 2017). Unfreezing involves releasing the present system or method to address an urgent issue. Change is switching from one system to another, calling for transitional actions. Implementing or incorporating the adjustment into the organization’s purpose is known as “refreezing.”

A model of Kurt Lewin explains how individuals evolve. He said that for individuals to change, they need to transition from their present condition into one in which they recognize that change is both possible and necessary. He contends that knowledge stays frozen as long as nothing happens to “unfreeze” a person. Even if they are fresh insights or experiences, nothing will change until those things happen. In education, educators often attempt to transform students’ knowledge, skills, mindsets, and relationships; as a result, they must endeavor to break individuals free from their present states. Change may come in many ways, but stories and experiences connected to them are often adequate tools for encouraging learners to reevaluate their preexisting views and attitudes.

McKinsey’s model

According to the McKinsey model, the soft and hard areas are two of the seven shifts. The challenging organized approach of the system, plans, and objectives contrast with the soft system areas, which include common values, employees, and abilities that are often difficult to manage but are considered the foundation of the company and a source of long-term competitive advantage. A strategy is a plan created to provide long-term competitive advantages connected to the other six strategies. A vital purpose, culture, and mission support a strategy’s long-term effectiveness (Cox et al., 2019). Structure examines the corporate organizational structure, illustrating the departments or units with the related responsibilities and duties of the workforce and the hierarchies. The systems relate to the corporate rules and processes that reflect everyday operations, how choices are made, and how the company is practically carried out.

The ability to do tasks is referred to as having skills. It will address the question of what skills are required to support a new approach or structure during times of deliberate change. The workforce needs a certain amount of staff, which may be obtained via hiring, training, incentives, and rewards (Gonen, 2019). Style refers to the procedures and suggests how senior management operates the educational environment and their methodological approaches, which impact the whole firm’s success. Shared values are considered the foundation of every business since they are the core of the model that relates to the rules and guidelines that guide how employees behave and act.

Plan for Change in Education

The inspiration behind an organization’s need for change is usually the problem at hand and requires a search for solutions. In our case, the inspiration is management change in a new foreign environment. The director should use the desire to be settled in their new environment as inspiration and seek solutions to enable an effective management change (Gunson et al., 2016). After identifying the source of inspiration, the director should initiate the process of generating, developing, and applying those ideas to solve the problem. Implementing those ideas will lead the institution to achieve its goals and become a leader in the market. One thing that the director should be aware of is constraints in this design thinking approach. Some of the constraints that directly affect the utilization of this approach include feasibility, viability, and desirability. The director should ensure that the organizational goals are achievable and functional in the future. They should also be goals that are sustainable once they are achieved. The goals’ desirability is suitable for the people and makes sense to them.

By using the design thinking approach, the director should also be on the lookout for people who have interests can collaborate with others across all disciplines in the institution. He should be able to convert the need to change into a demand (Waters, 2010). The problem with adapting is that people are usually ignorant of situations and become unaware that they are changing. The director should be able to learn from the experience of others through insight, observation, and empathy. By closely observing the problems and situation, he can come up with a range of the extent and urgency of a given situation. This approach aims to help managers implement change through strategic thinking to balance the educational goals and the problems that hinder their viability and achievements.

Peter Senge’s Fifth discipline approach also provides a range of challenges and risks that one is likely to face during the change process in a learning organization. These are powerful tools, and if utilized well by the management, they can promote and facilitate organizational change. Some of the disciplines include personal mastery, system thinking, building a shared vision, and team learning (Esa et al., 2017). The educational administrators can use this idea to shape the staff members into competent people by learning among themselves. Personal mastery affects all the other disciplines since it improves one’s self-awareness and helps individuals recognize the effects of their behaviors and attitudes towards their colleagues during the change process. Since the environment in an Education organization is dynamic, the employees can see changes at hand using personal mastery and arm themselves accordingly for it. The director following this approach can truthfully share crucial and fundamental information regarding change in their organization.

The potential impact of change on resources and service delivery

Change must be implemented in schools if students and staff benefit from new technology and teaching strategies and can continue to develop the skills necessary to compete in a constantly changing environment (Waters, 2010). In a constantly changing world, successfully managing change offers advantages that aid educational institutions in maintaining their competitive edge. As educational needs change, planned diversity helps schools adapt rapidly. It also helps them understand the significance of change and the advantages that may be anticipated when it is appropriately handled. More flexibility is possible anytime there are demands for change. Adapting helps schools advance in procedures, decision-making skills, financial gains, and other areas when change happens. Implementing change in educational institutions also makes it simple to identify issues that call for change initiatives and makes it possible for schools to get acquainted with such issues. It gives managers the knowledge needed to evaluate the full effects of change.

Communicate the Plan for Change to Stakeholders

In addition to facilitating the process, communication also creates a synergy that fosters a deeper grasp of the goals the school team is pursuing. Additionally, it encourages collaboration and aids in creating a feeling of community, ensuring everyone is on the same page and capable of completing the work. The following are some of the school administrators will use to convey change.

Clearly stating why and how the change will be implemented can help change leaders to convince others of the importance of the change. All parties involved, including instructors, students, and parents, want to comprehend the overall situation and the future course of action (Butt et al., 2016). Mention the administration’s primary goal and demonstrate how the adjustment will help to uphold and further that goal. Maintain Honest and Regular Communication. It is essential that you consistently and in a variety of places announce the change. Give your staff the chance to express their concerns and ask questions about the strategy.

Communicate via engagement with the stakeholders who will be implementing change. Recognize those who exhibit the desired change-related behaviors. Others will be inspired to participate and display the same habits as a result (Butt et al., 2016). Leaders may successfully set an example for followers by modeling the behaviors required by the change and their belief in its benefits to the company. Leaders will be better equipped to set the tone if they understand the processes and difficulties of change. Managers gradually embrace the change, which then filters down to the staff. Change has a five times greater chance of being effective when this occurs.

Implementation Plan for Change

Planners are concerned with formulating appropriate and detailed plans, and the thoughtful planning of measures to be done before significant expenses and commitments are formed, even if execution is not seen as their primary responsibility. As a result, planners may use the proper simulation techniques to prepare for implementing changes to the structure, curriculum, and teaching methods (Viennet & Pont, 2017). As long as accurate and sufficient data are available, anticipatory gaming to try to foresee results can be a cost-effective and valuable activity. Another restriction is that the simulations must acknowledge and accept that the rules, which are restrictions and limits, cannot be changed. Creating models for the same aim may go hand in hand with or come after using simulation to anticipate planning outcomes. The same warnings that are listed for simulation apply to model creation and testing.

When it comes to change management in education, the “people” component of the shift is perhaps the most significant task. People are inherently reluctant to change, so it’s crucial to control how they feel and react to it (Waters, 2010). When you implement change in schools, people undergo their unique processes, so you must deal with their reluctance, worries, and other change-related emotions. When adopting change management in schools, stakeholders must be guided via one of the models that helps them picture the path. Each letter outlines a stage that individuals must be led through to bring about administrative change in the field of education. These stages include understanding the change, a willingness to change and embrace a new procedure, and reinforcement and support to keep the change going.

The creation of evaluating processes is something that educational planners must be prepared for to compare and assess the advantages of projected results. Since planners are not the only ones interested in evaluating methods, they must work to create collaborative teams that will suggest evaluation (Henriksen et al., 2017). The particular concerns of this study do not include an evaluation. As a result, and with the additional criterion, continuous feedback and information from the operational echelons are required to prepare for educational transformation to ensure that subsequent planning will be even more successful.

Monitoring the Implementation of a Plan for Change in Education

Monitoring is based on and impacts educational policy, goals, and educational strategies. It affects decision-making timeliness, accountability, assessment grounds, and efficient educational process monitoring (Komar et al., 2019). It also aggregates information at all levels and functions as management and, ultimately, the governing body. With insight into the consequences of a given educational institution’s educational activity, it encourages administrative and other decision-making by stakeholders in the learning system.

The monitoring system is being introduced in the educational system generally and the school system particularly as a tool to measure the efficiency of educational programs and owing to the necessity to educate all significant stakeholders about the efficacy and quality of educational programs (Komar et al., 2019). A monitoring system enables the “closed loop” of poor quality and dependability, which goes beyond simple data collecting. Since feedback from coworkers and education administrators who are engaged in monitoring determines the quality of instruction, a lack of constructive honesty and conviction on the part of the teaching staff has a detrimental impact on school achievement. Additionally, the best option is to implement a monitoring system at schools and colleges based on forming independent monitoring teams per educational level, giving instructors the chance to constantly get feedback on their instructional activity and enhance it.

Ways of Overcoming Resistance to Planned Change

Education and Good Communication: One of the most well-liked methods for lowering resistance to change is to tell people about the benefits of a proposed change and to increase awareness of these benefits via effective communication (Barak, 2018). Before implementation, members of the school organization be informed about the nature and need of change and its justification. This strategy works best when resistance is founded on inaccurate and incomplete information. Management may garner the team members’ vital support for the change and encourage a smoother execution by clearly describing the change’s necessity and objectives.

Facilitating Commitment and Inclusion: By creating a collaborative atmosphere and executing the change after consulting with the employees, this strategy places a lot of emphasis on incorporating the change resistance in the process (Barak, 2018). Giving people the chance to engage in the improvement’s conception, development, and implementation allows school staff to provide comments and ideas that spark change. This tactic is appropriate when other members have significant knowledge and remarkable ability to oppose the changes, and the change activators do not have all the knowledge they need to create the modifications. It is a good strategy that might assist in lowering change resistance since it involves including the employees and asking for their participation throughout the process.

Support and Facilitation: For various reasons, employees either fear or are resistant to change, and as a consequence, they disapprove of any modification to the established processes or ways of working (Ngoc et al., 2020). Teachers and administrators listen closely to people struggling with change about their ideas, issues, and grievances by leveraging their well-founded theories to overcome opposition by offering sympathetic emotional, and practical support. In other words, supporting ideas improve the workplace and make working shifts more enjoyable. To get the full help and support, and facilitation, they need to deal with the issues brought on by the change; staff is required to express their fear, resentment, or anger regarding the shift and the obstacles of change.

Co-optation and Manipulation: The technique involves secretive efforts from the managers to persuade the staff to embrace the change by threatening to withhold heartbreaking generating false tales inside the company, manipulating facts to make it more appealing to the workers, or twisting or misrepresenting the information (Barak, 2018). Influencing others within the organization is tried unsuccessfully, the required information is available, and the necessary occurrences for change are constructed to achieve the intended outcome. Deception and co-optation are commonly used when the abovementioned tactics fall short or are considered costly. The management may “co-opt” a person and give them essential tasks in implementing change.

Both implicitly and explicitly, coercion uses force or violence to get others to accept and execute a change. Change initiators deploy the power of their influence for acceptability of the change by individuals in the organization (Hon et al., 2011). Resistors in the schools are confronted with bad conditions if they do not go with the suggested reforms. This strategy focuses more on instilling fear via indirect or direct threats, including harassment and bullying, or mandates that employees perform following the expected methods or face termination. This approach is illegal, ineffective, and will ultimately lead to a high worker turnover rate, widespread hostility, discontent, high absenteeism, and low productivity.

Progress of a Smart Implementation Plan against SMART Objectives

Plan goals must be SMART to concentrate on essential development priorities in the education sector. They should be established in the context of the plan of action being prepared and also consider the socio-economic environment in which the plan is to be performed. It is vital to highlight that the speed of improvement in education is often modest. Therefore, the school system’s ability should not be exaggerated, which may lead to unrealistic aims with little possibility of achievement.

Target setting should consider many connected aspects that may impact the plan’s outcomes, including anticipated stakeholder contributions. Use of data and information relevant to geographic region and target demographic; expert appraisal of the issues and issues addressed. Staff experience and ability in determining what is reasonable to accomplish within a specific period based on research and prior performance of similar programs and activities. Consideration of available knowledge, institutional frameworks, and resources for monitoring and assessment. Parallel and collaborative efforts of various public and private sectors affect results; and, after all, the environment for plan execution.

The methodology of plan creation frameworks will engage with the diagnosis approaches, including estimating and evaluating performances and other indicators in the school-age population, enrollment, and teachers (Ngoc et al., 2020). The other will entail establishing alternate situations and goal setting in developing development measures and programs. Also estimate of new infrastructure, staff, learning materials in the planning for execution, and budget of strategic planning and activities would be essential. This plan execution will significantly impact the form of action in the succeeding phases of plan formation—for example, the long-term development target and the diagnostic outcomes. The prediction activities in the education sector constitute the foundation for defining enrollment objectives. Once defined primarily, enrolment targets will impact the calculation of needs in terms of facilities, instructors, and teaching-learning materials. An improper enrollment goal may lead to under or exaggeration of education needs.


Educational institutions must change in structural and functional aspects due to the changing nature of technology and the economy. Some significant Governmental laws and regulations, sociocultural norms and values, changing technology, demographic trends, technological development, administrative procedures, and student needs are a few external triggers that originated outside school organizations. The culture must consider the strategic plan for change management in education. Educational administrators can quickly rise to the top of the global education sector by educating their staff to adapt to the constantly changing environment. Developing clearly defined organizational goals and visions and approaching a management change with a strategic plan will help ensure the solution’s sustainability over time. When the answer to their problems has been tested and proven to work, it should be frozen to ensure it holds. Schools must be able to quickly adjust to the demands put on them from outside sources to survive and succeed in the future.


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