Abstract/Details

The relationship between school leaders' perceptions of High Involvement Model characteristics in their organizations and their attitudes towards the use of the Change Toolkit to facilitate organizational change


2009 2009

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Abstract (summary)

The purpose of this study was to investigate whether there was a relationship between school leaders' perceptions regarding High Involvement Model variables as components of their organizations, including power, knowledge, information, leadership, instructional guidance, rewards, and resources, and the leaders' ability to successfully use the IBM Change Toolkit, designed specifically for school organizations, to facilitate organizational change.

This study suggests that organizations need to focus on the development of High Involvement Model characteristics in their organizations to ensure that they have the necessary prerequisites to utilize the Change Toolkit to implement change. This study also suggests that school leaders must first evaluate the health of their organizations in terms of the existence of High Involvement Model variables and, if necessary, begin cultivating and developing these characteristics before they attempt to embark upon a change implementation.

This study demonstrated that there was a positive relationship between participants' perceptions regarding the existence of High Involvement Model characteristics in their organizations and the Actual Use of the Change Toolkit. In addition, there was a positive relationship between participants' perceptions regarding the existence of the High Involvement Model variables within their organizations and their attitudes towards the Capacity of the Change Toolkit to facilitate organizational change. The High Involvement Model variable that demonstrated the strongest relationship to both the Actual Use and the Desired Use of the Change Toolkit was Empowerment.

However, participants in this study had a weak perception of the existence of High Involvement Model characteristics in their organizations. This finding is important because it may offer an explanation regarding the low participant response for the Actual Use of the Change Toolkit, despite the fact that participants indicated a greater desire to use it than their actual use would indicate, and despite the fact that the research literature demonstrates a critical need for assistance in the area of organizational change.

This study also indicates that, in order for school organizations to realize the capacity of the Change Toolkit to facilitate organizational change, individuals within the organization need to utilize it and must know how to do so; they also must want to use it, and they must be empowered to use it.

The lack of actual use of the Change Toolkit, as reported by the participants in this study, may impact the ability to assess the extent to which relationships exist between High Involvement Model factors and the effective use of the Change Toolkit to facilitate change. The participants' low usage of the Change Toolkit may also raise concerns regarding the extent to which the participants were trained to use it. However, despite the lack of use of the Change Toolkit, this study does suggest that school leaders need to focus on their organizations' readiness for change. This study also indicates that the existence of High Involvement Model characteristics may be prerequisites to utilizing the Change Toolkit to implement change.

Indexing (details)


Subject
School administration;
Educational leadership;
Perceptions;
Models;
Attitudes;
Organizational behavior
Classification
0514: School administration
Identifier / keyword
Education, Change Toolkit, High Involvement Model, Leaders, Organizational change
Title
The relationship between school leaders' perceptions of High Involvement Model characteristics in their organizations and their attitudes towards the use of the Change Toolkit to facilitate organizational change
Author
Kelly, Mary T.
Number of pages
163
Publication year
2009
Degree date
2009
School code
1395
Source
DAI-A 70/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109284195
Advisor
Morote, Elsa-Sofia
University/institution
Dowling College
University location
United States -- New York
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3367946
ProQuest document ID
305170132
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305170132
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