Management issues

a managing change

a institutional commitment

a identifying the level of implementation a allocating funding

a resourcing the environment

a managing the use of limited resources

a acknowledging and managing time requirements a providing support in terms of implementation

b providing an adequate technical infrastructure with support a acknowledging the social context

a active involvement of teachers a changing the attitude of staff a teacher confidence

a competence of the teacher a competence of the manager.

Managing change

Although the responsibility for managing change permeates institutional structures, effective institutional implementation should start with the senior management and be transferred through appropriate structures to managers with identified areas of responsibility. The findings of the case studies, as discussed in Chapter 4.1.3, suggest that a critical success factor is the commitment and influence of the senior members of staff responsible for managing the

implementation process. The conclusion drawn from the case studies and the literature review suggest that an implementation programme should be led with clear direction. Different management styles may be adopted. For example, some managers may lead implementation through a structured process. Others may take a more collaborative developmental approach. Whichever approach is adopted management should still, essentially, be pro-active.

Institutional commitment

In order to assess the level of institutional commitment senior managers should be fully aware of the implications of an implementation programme. The main areas of concern for senior managers are related to funding issues and cultural change. Adequate funding and institutional support is crucial to the success of a technology-based educational innovation. Managers should therefore be

confident of the benefit of allocating funding and be aware of the impact that the programme will have on teaching and learning.

Managing the use of limited resources

Introducing and implementing technology-based resources at an institutional level requires a high level of funding. The experience of most institutions that have been involved in government funded initiatives is that the staff are

expected to manage an implementation programme with limited resources. The management of limited resources requires careful consideration, a clearly defined process and continual monitoring. To gain optimum impact resources should be widely accessible. Limiting the use of resources to small groups may promote development in specific areas but on the whole inhibits wider

institutional involvement. Resources should be managed to ensure optimum use and immediate access and be as widely available as possible.

Acknowledging and managing time requirements

Introducing new resources that affect the learning environment and the learning process requires careful consideration. In a report by NCET (1994) issues identified for consideration were time for careful planning, time for familiarisation, the preparation of customised worksheets and the need for appropriate supervision. Evidence drawn from the case studies, referred to in Chapter 4.1.2, indicates that a major concern of the staff involved in the implementation process was the increased demand on time. The results of the

questionnaire, in Chapter 4.2.6, reinforced the concern when 82% of the schools indicated that a lack of development and training time would restrict future development.

The amount of time a teacher needs in order to introduce a new resource is influenced by a number of variables which are often related to the complexity of the resource. Introducing and implementing multimedia resources may require the teacher to create time-to become familiar with the technology and the content of the material, to develop new skills, to change the teaching process, to manage the learning environment in a different way and to produce extra support

material. These demands place pressures on the teacher in excess of what may already be a full workload. Teachers require time and support to address these issues. In order to encourage and motivate staff, managers should identify ways of creating the time and support that is necessary.

Providing support in terms of implementation

If managing implementation is pro-active, the creation of essential support structures is more likely to be a re-active measure. A support structure is necessary to ensure that the implementation and future development and delivery is successful on a day to day basis and is able to respond to a range of issues from a crisis to a concern. Support should be easily accessible to staff and students, provide a stable environment and increase confidence.

Providing an adequate technical infrastructure with support

If technology is involved it is crucial that the technical infrastructure is stable, that there is immediate support to address problems and that this is adequate for the level of the resourcing and the amount of use.

Acknowledging the social context

If the introduction of a particular innovation requires change, senior managers should take into account the culture of the institution and the social context that has been established. It is important to recognise that although an institution may have adopted a particular educational style, individual departments within it may have established different work related frameworks. The approach adopted to managing a programme of implementation should assess the implications of cultural and social change, acknowledge that change takes place over a period of time and that managers may need to adopt different approaches for different departments.

Fullan relates the disappointing outcomes of many large scale educational initiatives to the innovation having been led by ‘decision makers’, seen to be on the outside, and not the educators working from the inside. He suggests that apparently ‘rational’ solutions have backfired when they have ignored the culture of the institution.

As we have seen, decision-makers can make organisational and curriculum change, but still not make any progress.

(1991, p. 353)

Active involvement of teachers

The process of implementation is most successful if teachers are actively involved in the changes that are taking place and in the decision-making process. The imposition of educational change is more likely to meet with resistance. Resistance may be created through a lack of understanding or a lack of confidence that may have developed. Teachers need to be given time to recognise the potential benefits of the resource, allowed to voice opinions, make decisions in relation to their individual needs and be acknowledged for their contribution.

Changing the attitude of staff

Teachers need to be convinced that students will benefit from the

implementation of a new resource, that it will advance the learning process, bring added value to the curriculum and contribute in a positive way to their role as a teacher. Fullan’s (1991) approach to effective planning is to emphasise the need to understand the process of change. It is, therefore, important to actively involve teachers in developments and the decision-making process and to introduce material that is relevant, demonstrates added value, is easy to use and reflects accepted models of learning. Bolam (1989) suggests that the

implementation of an innovation is more likely to succeed if teaching staff see the innovation as centrally relevant, are aware of the benefits and can quickly understand what is expected.