I have a confession of sorts. The early morning sunlight streamed through the window as I sat down at my desk, ready to tackle the week’s tasks. This week’s unfinished homework remained inside my computer untouched, reminding me of the impending deadline. Determined to prioritize my final exam, I delved into researching and compiling data, my fingers tapping rhythmically on the keyboard. With each passing day, my anticipation grew for the much-needed break I would have, the first in months since mid-June. However, my final exam took an unexpected twist, requiring a shift in its completion and submission. Without hesitation, I dedicated all my efforts to it, neglecting to even glance at this week’s assignments until yesterday. As I finally took a moment to read the journal assignment, I was taken aback. It was an exact reflection of what my final project had morphed into, but from the perspective of interventions. Determined to cover all grounds, I will attempt to convey everything here.
From beginning to end, I have undergone a transition. This transition includes a shift in my perception of organizational psychology/development and, more importantly, a reevaluation of my intentions with this certificate. Organizational Development is both the professional field of social action and an area of scientific inquiry. The practice of OD covers a wide spectrum of activities with seemingly endless variations upon them. (Worley pg. 1) As a political creature, I firmly believe in actively participating and getting involved. However, I no longer aspire to seek office, as I once did in the past. Instead, my new goal was to utilize my education and leverage the power of the written word to uncover and promote true leadership, as I perceive it to be. Tragically, and at a time when political leadership is most needed, trust, and confidence in the people who either hold office or are running for public office is at a historic lows. (Worley pg. 703)
I can still do that, but when my summer endeavor unexpectedly came my way and as I progressed through the latter chapters, I began with a little prodding, to open up to the idea of using my education for education. Identified forces pushing for changes in the traditional models of schools... (Worley pg. 693) Writing is something I can always continue, but now that all of my experiences have accumulated, I have always believed that the education system is in dire need of reform. …And discusses the causes of failed reform efforts (Worley pg. 693). It’s not just a belief, but something I have actively embraced and strived to make a reality to the best of my abilities, despite my position on the totem pole.
Once I fully embraced a new approach to teaching as a former teacher, I became confident that I was on the right path. Despite being seen as a renegade and lacking trust from others, I gained a modicum of respect for the achievements I was making and was left to my own devices. With this newfound sense of power (which admittedly went to my head), I decided to paint my classroom in a vibrant peacock blue color. I hung lace curtains, removed the desks, including my own, and replaced them with round tables. I even personally crafted custom-made carrels for privacy during testing. The techno structural intervention (reengineering) redesigns the core work process to create tighter coordination among the different tasks (Worley pg. 159). I then proceeded to teach math and science through play, just as I had done when I was a young kindergarten teacher. Instruct, model, play, and assess. More importantly, let’s have fun learning became my motto. You don’t sell janitorial services the same way you sell mops (Osland pg. 49) Surprisingly, I didn’t face any opposition regarding the classroom aesthetics. I didn’t have to repaint or take down the curtains. All I had to do was continue doing what I was doing. Empowerment is defined as granting employees the autonomy to assume more responsibility within the organization and strengthening their sense of effectiveness. (Osland pg. 528)
But always nipping at my feet were the jackals, their growls echoing in my ears, as they relentlessly attacked my belief in a pragmatic, progressive approach to learning. Their doubts and skepticism weighed heavily on me, like a burden that I carried day after day. Some resistance is passive – people go through the motions to avoid trouble but don’t really support the change, or they quietly sabotage it. (Osland pg. 646). Some even managed to break through my defenses, their sharp teeth piercing my skin, leaving painful wounds. So, I made the decision to retire, never once glancing back at the past, until this very moment. Now, with this newfound knowledge, I ponder what lies ahead. Will I have the power to influence reform in the way we deliver education? It remains uncertain. The future holds its secrets, and I am not privy to them.
The outcome of empowered employees (teachers) is that they are more effective, innovative, and capable of exerting upward influence than disempowered employees (teachers) and who have higher levels of job satisfaction and lower levels of stress. According to Osland (pg. 529 and pg. 532), this approach resonates with students, immersing them in a vibrant learning experience. It conveys the notion that education holds value and can be an enjoyable pursuit. As teachers embrace the role as coaches, the atmosphere becomes alive with the sound of passionate guidance. The scent of enthusiasm fills the air, as dedication to continuous improvement and fostering positive connections becomes paramount. And ultimately, isn’t this precisely what we desire for our children? A future illuminated by superior performance, unwavering commitment, and boundless possibilities. The uncertainty remains: is this truly my desired outcome?
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