HARAMAYA UNIVERSITY

POSTGRADUATE PROGRAM DIRECTORATE

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

MA in Educational Leadership and Management

ASSIGNMENT OF EDUCATIONAL POLICY

Title: Change and Innovation

By GROUP------------------------------------------------IDno

1. ADEM MOHAMMED-----------------------------Pgp/664/14

2. MOHAMMED BAKER----------------------------pgp/673/14

3. AHMEDSHAM ALI---------------------------------pgp/665/14

4. JAMAL ABDALLA-----------------------------------pgp/670/14

Submitted to: Million K. (PhD)

Haramaya University, Haramaya

Contents
Introduction.................................................................................................................................................1
1.1 Innovation and change.......................................................................................................................2
1.2 Theory of Planned Change................................................................................................................2
1.3 Component of planned change...........................................................................................................3
1.4 Strategy for innovation and change...................................................................................................5
1.5 Institutionalization of change.............................................................................................................6
Conclusion...................................................................................................................................................7
Introduction
The educational system as a social institution is essential to the survival and well-being of the
needs of society in every nation. Education should not only be extensive, affordable, and
excellent but should also be continually developing to address the demands of a quickly shifting
and volatile globalized environment. (Serdyukov, 2017). By contrast, whether public
organizations stay in business or close is usually a political decision rather than a market
sanction. Public organizations are assessed on multiple objectives, such as increased quality,
equity, coverage and efficiency, which are less commensurable and can even conflict with each
other. The planned change process refers to preparing an organization, or at least a large portion
of it, for new objectives. It's a set of actions to improve the current way of doing things by
accomplishing a plan that ultimately leads to organizational changes. It is a planned change
implemented to attain a specific desired output or performance and make the organization more
reactive to internal and external pressures. This, however, leads to the question "what is change?"
Change is a transition or a movement towards another state. A change plan, once effected, needs
to be evaluated for its effectiveness.

1
1.1 Innovation and change

The definition of innovation sometimes mixed with the concept of the invention, change, and
reformation in education. Some scholars also define innovation in education as a process, and
some even explain it according to innovation theories in business development. These various
definitions of innovation in education are very confusing when we try to discuss innovation in
education. The most well-known definition of innovation in education nowadays came from the
Oslo Manual (OECD/Eurostat, 2005). Innovation defined as the realization of new or enhanced
products, services, products, marketing strategies, or new organisational strategies, external
relations, or workplace organisation. According to OECD (2016), this definition can be applied
in the educational sector with a small modification. Thus, OECD (2016) defined innovation in
education as the introduction of an improved or new process, products, services, new ways of
managing activities, or new marketing approaches. However, according to a few scholars in
education, this definition of innovation cannot adequately describe innovation in education.

The educational system as a social institution is essential to the survival and well-being of the
needs of society in every nation. Education should not only be extensive, affordable, and
excellent but should also be continually developing to address the demands of a quickly shifting
and volatile globalized environment. (Serdyukov, 2017). The educational system needs to be
designed to nurture creative and critical thinkers that focused on contributing knowledge to
society.

1.2 Theory of Planned Change

Frameworks describe the activities that must take place to initiate and carry out the successful
organizational change. Three theory of planned change: Lewin’s change model, Action research
model, Positive model.

Lewin’s Change Model

One of the earliest models of planned change was provided by Kurt Lewin. Lewin’s model
provides a general framework for understanding organizational change. Kurt Lewin suggests that

2
efforts to bring about planned change in an organisation should approach change as a multistage
process. This model of planned change is made up of three steps: Unfreezing, Change/Moving,
Refreezing.

Unfreezing: This step usually involves reducing those forces maintaining the organization’s
behavior at its present level. Unfreezing is sometimes accomplished through the process of
“psychological disconfirmation”

By introducing information that shows discrepancies between behaviors desired by organization

members and those behaviors currently exhibited, members can be motivated to engage in
change activities.

Moving: This step shifts the behavior of the organization, department, or individual to a new
level. It involves intervening in the system to develop new behaviors, values, and attitudes
through changes in organizational structures and processes.

Refreezing: This step stabilizes the organization at a new state of equilibrium. It is frequently
accomplished through the use of supporting mechanisms that reinforce the new organizational
state, such as organizational culture, rewards, and structures.

1.3 Component of planned change

Planned Change Process

The planned change process is the step-by-step process adopted by managers who have decided
to embrace change. The following are the steps that should be followed to achieve the change
process:

 Recognize the need for change

 Develop change goals
 Appoint a change agent
 Assess the current climate
 Develop a plan
 Implement the plan
 Evaluate change

3
Recognize Need for Change: This usually happens at the top of management. It involves
evaluating the current system's effectiveness and realizing it can be more efficient because it is
crucial for the company's long-term sustainability. Some factors that may spur change include a
recognized lack of coordination in the organization, a shift in technology, a change in
government regulations, and new opportunities in the industry a company operates. This is the
point at which the planned change process kicks off.

Develop Change Goals: Change goals are milestones that show the progression of the planned
change process. They are essential because they help the change agents to work in an organized
and coordinated manner. They also help formulate change process strategies that can be used for
the seamless achievement of a fruitful change process.

Appoint a Change Agent: The change agent is the individual in charge of putting the change
strategy into action. They must be aware of areas that require improvement, receptive to new
ideas, and enthusiastic about putting those ideas into action. The change agent is the person who
ensures that the desired milestones areAssess the Current Climate

In this step, the change agent begins gathering information on the organization's climate to assist
employees in preparing for the planned change process. People must be given direct and firm
feedback regarding the drawbacks of the current condition compared to the desired future state
and sensitization to the forces of change that exist in their environment.

Develop a Plan: This step entails putting the plan together, or the information about what is
going to be done. This phase also establishes the plan's when, where, and how. The strategy is
similar to a road map. It identifies specific events and activities that must be scheduled and
coordinated to achieve the desired transformation. It also assigns responsibilities for each of the
objectives and goals.

Implement the Plan: After all of the questions have been addressed, the strategy is
implemented. Managers can keep the momentum for change going by giving resources,
developing new competencies and abilities, encouraging new behaviors, and creating a support
system for people who are initiating it. Each step of the plan is carried out systematically to
ensure a low delay rate and deal with obstacles as soon as they present themselves during the
planned change process.

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Evaluate Change: This is when managers must compare the actual results to the goals set. It is
critical to assess whether the objectives were reached; a thorough follow-up and evaluation of the
results can help. The planned change process should result in positive outcomes rather than being
pursued for its own sake. Managers should take the appropriate steps to make corrections to
achieve the best result possible.

1.4 Strategy for innovation and change

Educational organizations such as schools, universities, training centers, or education publishers

could introduce

1) new products and services, such as a new syllabus, textbooks or educational resources;

2) new processes for delivering their services, such as the use of ICT in e-learning services;

3) new ways of organizing their activities, such as ICT to communicate with students and
parents; or
4) new marketing techniques, e.g. differential pricing of postgraduate courses. These new
practices are intended to improve the provision of education in one way or another, and
therefore should be regarded as improvements.

However, the notion of “improvement” in many public services, including education, can be
made, according to different stakeholders’ perspectives be elusive and the use of this definition
has been challenged. The perception of improvement depends on the perspective of the
stakeholders, who may wear several hats: consumer, citizen and taxpayer. Assessing the success
of companies in the private sector by profit, sales or growth is widely accepted: ultimately, they
have a single bottom line which prevails over any other objectives. By contrast, whether public
organizations stay in business or close is usually a political decision rather than a market
sanction. Public organizations are assessed on multiple objectives, such as increased quality,
equity, coverage and efficiency, which are less commensurable and can even conflict with each
other.

5
1.5 Institutionalization of change

The planned change process refers to preparing an organization, or at least a large portion of it,
for new objectives. It's a set of actions to improve the current way of doing things by
accomplishing a plan that ultimately leads to organizational changes. It is a planned change
implemented to attain a specific desired output or performance and make the organization more
reactive to internal and external pressures. This, however, leads to the question "what is change?"
Change is a transition or a movement towards another state. A change plan, once effected, needs
to be evaluated for its effectiveness. The following two steps provide the measures that can be
used for this evaluation:

Quantitative measures: This involves using data that can be expressed as a unit of measure. An
example is the number of employees that record an increase in productivity due to the use of a
new system or the effect of the new system on revenues. Another important measure would be
the percentage reduction in cost resulting from using a new system. All these are measurable
factors.

Qualitative measures: These are metrics that show the overall satisfaction of the impact on
service provision. Examples would include the delight expressed by clients as a direct result of a
new system. This would also be shown by an increase in the ease of production by employees. It
can also be seen by the improvement in communication within the organization brought about by
a new system.

6
Conclusion

Generally, the innovation sometimes mixed with the concept of the invention, change, and
reformation in education. Some scholars also define innovation in education as a process, and
some even explain it according to innovation theories in business development. These various
definitions of innovation in education are very confusing when we try to discuss innovation in
education. The most well-known definition of innovation in education nowadays came from the
Oslo Manual (OECD/Eurostat, 2005). The planned change process refers to preparing an
organization, or at least a large portion of it, for new objectives. It's a set of actions to improve
the current way of doing things by accomplishing a plan that ultimately leads to organizational
changes. It is a planned change implemented to attain a specific desired output or performance
and make the organization more reactive to internal and external pressures. The educational
system as a social institution is essential to the survival and well-being of the needs of society in
every nation. Education should not only be extensive, affordable, and excellent but should also
be continually developing to address the demands of a quickly shifting and volatile globalized
environment. (Serdyukov, 2017). The educational system needs to be designed to nurture
creative and critical thinkers that focused on contributing knowledge to society.

7
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