The CCPO model, which talks about content, contextual competency, process, and outcome of change and which talks about the complexity and dynamics of educational change, has changed my perspective on this. Synthesis of these significant parameters manifested in the model shows the overlapping roles of the layers of education organizational change approaches and management, thereby emphasizing systems thinking.
The CCPO model, in this case, emphasizes the content of change, which involves deciding the areas that change will focus on, which could be the educational policy, curriculum modification, instructional methods or just the organization’s culture. The model reveals the necessity to reevaluate what conforms to the institution’s mission, strategic goals, and vision by defining these shifts (Armenakis & Bedeian, 1999). In addition, the model relies on context more than anything else – context from the outside and inside, which also impacts the change process. External factors, i.e., government regulations, technological advancements, societal trends, and shareholder demands, can impact universities, colleges, and other educational institutions, pushing for change (Potter & Devecchi, 2020). Within the organization, variables such as the formation of structures, culture, leadership, resources, and the atmosphere brought about by previously unsuccessful change attempts either facilitate or obstruct the endeavour.
Having experienced the process part of the CCPO model, my perspective on change management was broadened, and the complexity involved in effectively coordinating actions was revealed. It insists that a consistent and multiphase model should be advanced by the appropriate planning of all the different goals, which could be mentioned as creating readiness and saying the value of change, acting with the stakeholders, overriding the resistance, and maintaining the process (Slack et al., 2020). The model shows that the engagement of and power provided to the group members can make a critical difference in the success or failure of the initiative, as the ways and the behaviours of the affected are also important. Moreover, the CCPO model’s outcome component has emphasized the importance of considering stakeholders’ affective and behavioural outcomes in addition to more conventional success indicators like student achievement or institutional performance (Borkowski & Meese, 2020). Receptivity, resistance, dedication, cynicism, and stress are helpful predictors of a change initiative’s likelihood of success or failure. By recognizing these results, the approach promotes a more thorough assessment of change initiatives, empowering education leaders to make well-informed decisions and modify implementation plans as necessary.
My perspective has been shaped by the CCPO model, which emphasizes the interdependence of many elements and the necessity of a comprehensive strategy for transforming education. It has reaffirmed that change is a dynamic, iterative process that calls for constant adaptation and adjustment rather than a linear process (Phillips & Klein, 2022). Educational establishments must handle content, context, and procedure intricacies while monitoring and attending to stakeholders’ affective and behavioural results.
Educational leaders and practitioners can get a deeper grasp of the complex nature of change and take a more all-encompassing approach to organizing, carrying out, and maintaining transformative projects by embracing the CCPO paradigm. By promoting critical thinking, teamwork, and ongoing learning, this model helps educational institutions better manage the challenges of change and improve student outcomes and educational quality.
References
Armenakis, A. A., & Bedeian, A. G. (1999). Organizational Change: A Review of Theory and Research in the 1990s. Journal of Management, 25(3), 293–315. https://doi.org/10.1177/014920639902500303
Borkowski, N., & Meese, K. A. (2020). Organizational Behavior in Health Care. In Google Books. Jones & Bartlett Learning. https://books.google.co.uk/books?hl=en&lr=&id=Z-LuDwAAQBAJ&oi=fnd&pg=PP1&dq=The+Role+of+Organisational+Change+Management&ots=-TBYZ34Qhg&sig=eZes8nZ0dlfgl-I4Ekysxp6MZjI&redir_esc=y#v=onepage&q=The%20Role%20of%20Organisational%20Change%20Management&f=false
Islam, M. N. (2023). Managing organizational change in responding to global crises. Global Business and Organizational Excellence, 42(3), 42–57. https://doi.org/10.1002/joe.22189
Phillips, J., & Klein, J. D. (2022). Change Management: from Theory to Practice. TechTrends, 67(1), 189–197. Springer. https://doi.org/10.1007/s11528-022-00775-0
Potter, J., & Devecchi, C. (2020). Delivering Educational Change in Higher Education: A Transformative Approach for Leaders and Practitioners. In Google Books. Routledge. https://www.google.co.uk/books/edition/Delivering_Educational_Change_in_Higher/O1PODwAAQBAJ?hl=en&gbpv=1&dq=Influence+of+Change+Management+Models+on+Educational+Change&printsec=frontcover
Slack, T., Byers, T., & Thurston, A. (2020). Understanding Sport Organizations: Applications for Sport Managers. In Google Books. Human Kinetics. https://www.google.co.uk/books/edition/Understanding_Sport_Organizations/pG3GDwAAQBAJ?hl=en&gbpv=1&dq=The+Influence+of+the+Content
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