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Change
Management is at the core of teacher professional development.
Rarely are professional development programs aimed at
the solitary teacher, but rather departments, faculties,
or entire organizations. These efforts intend to change
the way that business is conducted (i.e., methodologies
used in the classroom).
To
prepare for a job in Change Management, I worked
in the Indiana University, School of Education, Business
Processes group. The goals of this unit are to help
departments/groups in the School of Education improve the ways in which they conduct business. This usually occurs
at the behest of someone within the department/group,
but occasionally as a mandate from administrators.
The following two examples demonstrate two approaches to reconceptualizing the business processes in the School of Education. The first is a highly fluid, user-driven, iterative approach to organizational change and the second is a more traditional, requirements-driven, linear approach to change.
These
are both technological innovations that can be customized
to fill business needs for departments/groups, but in
a larger sense they are proxies for change in areas
where business processes are deeply entrenched and change
is painful. Due to the ongoing nature of the work and sensitive issues addressed, I
will not address specific, identifiable projects. Instead
I will discuss the overall role of the change efforts
for each project and my role in those efforts.
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