As described in Part I of this series, the changing environment of higher education requires that colleges and universities adapt. One time adaptations will not suffice as technology, diverse student bodies, and societal needs continue to evolve more rapidly than before. Therefore, what colleges and universities need is a systematic approach to organizational learning that facilitates ongoing change. Grounding organizational change in theory is a good place to start, but beyond theory, change must be rooted in practical needs of those most impacted. The PROPEL model for organizational learning and change is supported by a web of existing theoretical perspectives including experiential learning theory, theories of organizational learning, reflective practice, change theory, and design thinking. Each of these perspectives builds on the others and each one offers a unique component to guide the development, implementation, and evaluation of PROPEL. In addition to a strong theoretical base, PROPEL is rooted in research conducted in two phases to ensure the initiative meets practical needs and is anchored in the college culture.
The first phase of research included one-on-one interviews with four employees. This small sample allowed me to dip my toes in the water to get a sense for how receptive college leadership and employees would be to my conducting further research. It also enabled me to begin evaluating the best approach for a targeted, systematic change initiative. This round of research focused on the perception of support for reflective practice within the college at the individual, group, and organizational levels. Semi-structured interview questions were based on Hilden and Tikkamaki’s (2013) four constructs for fostering organizational learning through reflective practices. Results revealed that employees feel supported in reflective practice at the individual and group levels, but support was not consistent across departments and improved support could be provided at the organizational level. Employee comments highlighted the desire to collaborate across departments and support each other in continuous improvement efforts. Think about that for a minute. In a fast-paced environment with high competition and slim resources, employees wanted to spend more time working across department to help each other. (I truly feel lucky to work with these people!)
We needed to develop a systematic approach for collaboration across departments that would facilitate change and enable the college to proactively address evolving needs of society. My personal mission was clear. I set out to develop a change initiative grounded in best practice, theory, and the wants and needs of faculty, staff, and students. In Part III of this series, I elaborate on the path to obtaining executive level approval and conducting expanded research used to gather broad employee input.
Before wrapping up this post, I must highlight the leadership and culture within the college that made these initial findings possible. My context is unique. American College of Education is entirely online and 99% of faculty and staff work remotely at least one day/week. We have a distributed leadership model within a relatively young college (est. 2005). Thriving within a culture that supports inquiry for improvement is only possible because of the authentic leaders dedicated to achieving the college mission. While this initiative and my research focuses on employees and organizations, I agree with my HR dept that happy faculty and staff = happy students. Supporting innovation means valuing, respecting, and including all employees in creating opportunities to enhance student learning and support.
Reference
Hilden,S., & Tikkamaki, K. (2013). Reflective practice as a fuel for organizational learning. Administrative Sciences, 3, 76-95. DOI:10.3390/admsci3030076
