Assignment Task:
Early childhood organisations experience ongoing change and transformation.Although change can be a difficult experience for most individuals, understanding the process and reasoning behind the change can make the transition a constructiveand a potentially positive experience. As practitioners critically reflect on policies, procedures and practices,and regulations are periodically updated, implementing change can often be a daunting experience for all those involved. According to Bloom (2015), organisational change can affect thepeople, structures and processes of the setting. Circumstances involving change, often require even greater support for those affectedas these can have a significant impact on the culture and dynamic of the organisation. Managerial staff are in the position to create smooth transitions by providing adequate support and consideration for their employees rather than experiences that are met with staunch resistance or defiance. This essay will explore organisational changeand change management in early childhood settingsas well as the role of the leader in themanagement,strategies and processes involved in implementing positive experiences of change.
Change is observed in many ways. Whether large and dramatic or seamlessly integrated, change, corresponding with uncertainty,is an undesirable experience for most people. Jones (2010, p. 31) in Hughes (2010) defines organisational change as “the process by which organisations move from their present state to some desired future state to increase their effectiveness”(p. 13).In relation to early childhood services, Bloom (2015) definesorganisational change as a process of improvement. Beginning with the identification of a problem,followed by an analysis and development of solutions before creating and implementing an action plan for change. The process is displayed as a cycle by which reflection and evaluation are also implemented asthe cycle of change continues. Hayes (2014), also identifies organisational change in this processbut in a more linear way, seeing the sustainability of the change as the end goal. Quality Improvement Plans (QIPs) are the most common form of change process implemented in early childhood settings. They are active documents leading the change process of quality improvement, meeting the standards set in the National Quality Framework (NQF) (Department of Education, Employment and Workplace Relations (DEEWR), 2018). In most settings, educators, along with families contribute to the quality improvement plan, suggesting short-and long-term goals to achieve areas needing improvement in the seven quality areas of the NQF. Other definitions of organisational change are described by Arthur, Beecher, Death, Dockett and Farmer (2015). The authors, referencing Rodd (2013),describe change in early childhood organisations as having‘many faces’. In this definition,six types of changethat organisations may experience are identified. They are classified as,incremental-small and slow;induced–a conscious decision;routine–daily problem solving;crisis–response to an incident;innovative–creative problem solving;or transformational change–major shift. These assorted levels of change may incite differing reactions from stakeholders as they are introduced in the setting.
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