2. PROJECT ANALYSIS 2
Abstract
The purpose of this paper is to analyze and evaluate an existing change effort. A review
of published literature was conducted using the ABI/INFORM and CINAHL databases
with the keywords organizational change, nursing, curriculum, and change. Five full
time faculty members were interviewed and several key themes emerged.
3. PROJECT ANALYSIS 3
Project Analysis of Curriculum Change
The Institute of Medicine (IOM) in 2011 published a report addressing the need to
transform nursing education in the 21st century to accommodate the many changes facing
healthcare services. The report calls for an essential change in the preparation of future
nurses, being that nurses make up the largest number of healthcare professionals
providing healthcare services. There is a direct need for a changing focus on preparation
of nurses in the classroom and the clinical (Ironside, 2004).
Curriculum change is generally a slow, deliberate process involving many
stakeholders (Levin & Feldman, 2013). The organization I have chosen to perform my
diagnostic project on is the Nursing Program within Florida Southwestern State College
(FSW). FSW nursing program provides education for associate and bachelor degree-
seeking nursing students and has three campus locations. The competition for FSW is
local public and private colleges and universities, such as, Florida Gulf Coast University,
Nova Southeastern University, and Rasmussen. The work group interviewed provides
education to potential registered nurse graduates to pass the National Council Licensure
Examination for Registered Nurses (NCLEX-RN). Interviewees are all nursing professors
but each teach different classes within the nursing program. The major ongoing project is
the changing from traditional content-based curriculum to a concept-based curriculum.
Change is a dynamic process that brings about a constant evolution. It can be
gradual or abrupt, planned or unforeseen and brings about a difference. Organization
members generally do not support change unless legitimate reasons convince them to do
so, because the future is uncertain and change may adversely affect people’s
competencies, worth, and emotional stability (Cummings & Worley, p.181). Employee’s
4. PROJECT ANALYSIS 4
readiness for change depends on generating a sensed need for change (Cummings &
Worley, p.181). Lewin’s change model viewed this as the initial step in the process to
motivate the group to change as “unfreezing” (Cummings & Worley, p. 22). This can be
done by creating dissatisfaction with the status quo that leads people to be motivated to
try the new method, equipment, or way of performing. Disseminating sound positive
expectations for the change may generate sufficient dissatisfaction to produce change.
Expectations can serve as a motivating factor; leading members to devote energy in
change programs that they anticipate will succeed. When members envision success, they
are more likely to devote a greater commitment to the change process. This empowers
them to apply more energy into the beneficial behaviors needed to implement it. To
achieve these positive effects it is key to communicate realistic, optimistic expectations
about the organizational changes. Research indicates that the most helpful information to
facilitate change addresses why the change is occurring, how it will benefit the
organization, and how people will be involved in the process (Cummings & Worley, p.
182). As with any change there are going to be some who are very excited for the
transformation and others who are hesitant to change.
FSW being a highly regarded institution in the Southwest area and the desire to
maintain this reputation provided some motivation supporting this change. There was
also the need to be competitive with the other nursing schools in the area. Plus the
awareness that times are changing and the need to be relevant and current with 21st
century healthcare easily drove a willingness to accept the need to change. There were
several workshops and presentations provided to all members of the faculty regarding the
concept base curriculum. Concept based textbooks and printed materials were also
5. PROJECT ANALYSIS 5
provided. Product vendors came to faculty meetings and demonstrated some of the
teaching tools that may be useful teaching in a concept base curriculum.
Method
A letter requesting permission to interview nursing faculty at FSW regarding the
curriculum change experience was sent via email to the Associate Dean of Nursing,
Marsha Weiner. Permission was granted and a recommended date to interview faculty
was suggested. Data was collected through narrative interviewing at one point in time in
October 2016 during the first semester that Level I concept base curriculum was
implemented. The interview was designed to address six dimensions of organizational
change: a) Motivation; b) Communication; c) Decisions; d) Goals; e) Controls; f)
Leadership. The purpose of the interview was solely to gather data related to the
faculty’s feelings, thoughts, opinions, and perceptions about the organizational
curriculum change. The 5 participants were willing and conveniently a sample of full-
time nursing faculty at FSW. The faculty profile were all female (100%), range of age
36-63, all master’s degree, one pursuing a doctorate, length of faculty teaching years 1-
15.
6. PROJECT ANALYSIS 6
Results
Motivation
The recent changes in the healthcare arena provided a strong incentive for the
leadership and faculty of FSW nursing program to initiate change in the curriculum. In
preparation for the change many faculty development activities were planned and
attended. This curriculum change would not be successful without the fundamental
initial process of change of “unfreezing” of values and interests of the group. The
numerous meetings generated an abundance of ideas in which all faculty members were
encouraged to participate.
All faculty members were given assignments to assist in the curriculum change by
being on one of the three curriculum change groups, didactic, clinical, or practicum.
Members were encouraged to participate in the organization of their assigned group. As
with most changes there were those that expressed enjoyment of the change and others
with much ambivalence and dread toward the change. The majority viewed the change
as an opportunity to learn from the experience, incorporate new teaching techniques and
build a fresh curriculum together. All faculty members claimed to be life long learners
and willing to adapt. Some felt threatened or burdened by having to construct new
material, while others saw this change as a means to be creative.
The process of change is influenced by values and the culture in the organization in
which it operates (Reissner, 2011). The FSW faculty believes the curriculum belongs to
them, and this ownership broadens their responsibility to be intensely involved in the
development and transition to a concept based curriculum. The curriculum is the
framework to achieve the end-of-program student learning outcomes and is
7. PROJECT ANALYSIS 7
operationalized by faculty. The faculty are also committed to ensuring the integrity, rigor
and currency of the curriculum.
The nursing program’s mission is to provide innovative education to inspire critical
thinking that prepares the student to work within a very complex and ever changing
global society. There was a high level of desirability to serve the next generation of
nurses. Professionalism and self-pride was also evident in the faculty’s motivation
remaining true to themselves. There was evidence of intense pride and achievements
exhibited in the hallways. Huge pictures of all past FSW nursing graduates line the
walls. Each office proudly displays the faculty’s diplomas, certificates, tokens of
appreciation and awards. Clearly there is pride in their work and no sign of
complacency.
As professors they viewed themselves as being self-motivated and eager to learn
more about the new concept based curriculum. You can hear the sounds of production
around the halls as copiers and printers are busy printing paper and scanning documents.
One faculty member assured me that; “the mood is always lighter on Fridays, but the
show must go on.” There was pleasant private and small group conversations easily
overheard from their offices. The only concern was finishing up the necessary tasks
required by the end of the day.
Communication
“Technology has improved so much over the past thirty years I can’t even imagine
what it will be like in 20-30 years”, said the interviewee with the most teaching
experience. Teachers are progressive learners naturally so most of their organization
8. PROJECT ANALYSIS 8
methods are pretty advanced. Emails are used day-to-day to get general ideas flowing and
to get consensus on non-pressing issues. With the advancement of technology the need
for face-to-face meetings between individuals working on a project decreases. Faculty
members are able to utilize Google docs to share ideas and input on a multiuser platform.
Old school workers and learners still value the face-to-face communication as it provides
a sense of accountability and team building seeing a team enter a meeting and leaving
with a plan.
There was a strong consensus that face-to-face meetings were instrumental in
generating ideas and increasing participation between group members. One concern
regarding face-to-face meetings was the issue of absenteeism being that the meetings
were mandatory. Depending on which step of the curriculum change process was top
priority influenced the faculties desire to have more face-to-face communication. One
interviewee shared, “It maybe be time consuming to meet face-to-face but when there
was an issue that required clarification in the long run it saved time.”
During the conversations it was obvious faculty wanted to share the process of
curriculum revision together. Sense making of the change through communication is
paramount for employees to help them to legitimize their views about change (Reissner,
2011). Doing so allows employees to deal with the contradiction between expectation and
experience caused by organizational change. This sense making is influenced by the
values and norms established in the organizations culture, and being nurses they want
validation.
One faculty who is a “lead” for the didactic group stated, “Each group’s level of
communication is dependent on the individuals that are in the group. The didactic group
9. PROJECT ANALYSIS 9
communicates on a very regular basis through email and face to face, due to personalities
in the group. The other two groups (clinical and practicum) communicate less frequently
due to the personalities and thoughts regarding the curriculum change.” I noted during the
interview one individual felt isolated because they did not know what the other groups
accomplished. The groups met individually but it appeared there was interdependence.
One described communication as, “limited, being tasked to change curriculum in one area
without knowing what the other groups had accomplished.”
A majority agreed that face-to-face communication is preferred to decrease
misinterpretation of information and more interaction stimulates greater critical thinking.
Yet, noted one interviewee preferred to post work independently on the web site or in
Google docs and then review as a group occasionally. Sometimes there is the inevitable
“wasting of time during face-to-face meetings”. There was utilization of phone
conferencing with individuals or an entire group, which provided an efficient and
effective way to communicate and avoid travel time.
Decisions
Changing a nursing curriculum is a very multifaceted process. Due to the
bureaucratic nature of the college system most decisions are made in-group settings and
through a consensus or majority vote. This process can be time consuming and arduous.
Decisions made for changes that affect multiple groups are not entered into lightly, “there
is much deliberation.” It was felt that planning and decision-making must take place on a
daily basis in order to have the most successful outcomes. It is expected that the
curriculum be subject to thorough review and numerous adjustments (Faison, 2013).
10. PROJECT ANALYSIS 10
“Decisions were made in two different ways. First, larger decisions such as general
structure of the curriculum were made by having all faculty vote on preference. Then an
appointed group of faculty divided concepts into appropriate levels, build syllabus shells,
and curriculum outcomes to present to the rest of the faculty for a vote. After the initial
groundwork was completed, decisions were left to each group, didactic, practicum or
clinical, to work out independently.” This interviewee is a lead for one of the three
groups and was able to explain the decision-making process on this project with clarity
and enthusiasm.
There was a range among the group regarding their perceived level of authority.
One individual felt they had no authority while another felt like they just gave their ideas
to the group and the leads will make the final decision. Another replied, “I am fairly
independent in being able to accomplish my job.” Obviously the interviewees with the
most responsibility felt they had absolute authority for decision-making. Even though one
faculty stated, “Faculty are given complete authority for decision-making but then
ultimately the final decision lies with administration.”
Comments reflected a range in satisfaction level, either being very satisfied,
somewhat satisfied or content with the choices being made. Newer faculty members were
content to defer authority to faculty with more experience. She stated, “Because I am
somewhat new to this field, I have been satisfied to allow those with more experience
make the final decisions.” This topic also seemed to evoke some ambivalence. One was
hesitant to discuss their feelings towards their power and authority. The reasons for the
satisfaction levels varied. There was also limited satisfaction due to the lack of
leadership and lack of group participation.
11. PROJECT ANALYSIS 11
Goals
Management by objectives is very common in the public school system. This
system allows employees and supervisors to set common goals and work together to
achieve them (Benton, 1998). Keeping goals realistic and on a timeline is especially
important for implementing a successful curriculum change. The faculty members are
committed to doing their best work to create a better learning environment for students.
Countless extra hours have been put in to meet these deadlines, with minimal criticism.
Faculty members are eager to meet the expectations put on them by senior
management and are striving to show just how hard they can work on short timetables. In
the discussion some readily shared the immediate short-term goals. Feeling pressure to
prepare week by week to keep up with the fast pace of planning and implementing a new
curriculum. One member, embracing the challenge has been able to “flip” the classroom
to accommodate concept-based program with a certain amount of success. Similarly,
others indicate there are specific timeline goals to take the project live each semester.
There was another perspective of the long-term goal of improving students’ results on the
NCLEX-RN exam. The different views on goals seemed to be affected by whether the
faculty was facing more urgency in going “live”.
By spring 2018 all levels of the nursing program will be concept based. In order to
do this the Level 1 curriculum was completed and started in fall 2016. Spring 2017 will
see the completion and implementation of Level 2 curriculum. Summer 2017 will see the
completion and implementation of Level 1 curriculum online for an e-class. Fall 2017
will see completion and implementation of Level 3 curriculum and the level 2 curriculum
12. PROJECT ANALYSIS 12
online. Spring 2018 will see the completion and implementation of Level 4 and Level 3
and 4 curriculums online.
Two common themes regarding performance criteria were noted. One is the
performance of students on exams, which is the nursing program outcome criterion. “By
completion of implementation the percentage of graduated students who pass the
NCLEX-RN exam on the first attempt will increase by 5% within 2 years of completion
of the project.” The other, performance of faculty, are due dates for content and the
expectation of meeting participation, which was indicated as not always met. Having
manageable expectations keeps the tension levels low around the offices, which creates a
friendly environment filling the hallways. The potential for conflict surrounding faculty
not always being engaged in meetings exists.
These faculty members are highly motivated individuals. Meeting expectations is
nothing new for these faculty members but only one individual had experience in actual
curriculum change in the past. Often times lofty expectations bring out the best as faculty
members put in that extra effort to complete tasks and lend a helping hand to other team
members. Two faculty members stated goals are realistic even though they may be fast
paced. One stated the goals are, “a little lofty”, and continued “most colleges and
universities that go through this type of change roll out the process in a 2-3 year plan, but
hey, if they want it done we will get it done!” Our college began implementation of this
project in less than 16 months. Others stated the goals are not realistic. Claiming this
project is too complicated to be changed in one semester. It was also mentioned that,
expectations should have been to allow work on the new curriculum for one year, then
implement the following year.
13. PROJECT ANALYSIS 13
Controls
Faculty discretion is highly regarded and proudly referred to as, academic freedom.
There is tremendous trust and respect for each other as professionals. It is clear they
know where they stand via the hierarchy chain of command. Those with the title “lead”
felt they have the most authority stating, “I have unlimited access to resources.” Yet there
is concern with having authority but with limited power to mandate faculty participation.
There was some frustration with the ambiguity regarding this absenteeism and competing
priorities.
A few faculty members expressed similar dissatisfaction with their ability to
reserve a computer room for an entire semester. Often times a room is suppose to be
reserved but when the class time rolls around the room is already occupied. This creates
unnecessary stress for faculty as they are now scrambling around for the next best room.
“Recently, I was suppose to be teaching a class in the computer lab, which the students
need to do simulations on, but when I arrived to the classroom 20 minutes early another
class was already in there. This is very frustrating as professors are now scrambling to
find another computer lab or need to change lessons plans for the day.” The problem here
is that everyone in the nursing program knew she had this room reserved but since they
share the computer labs with all degree programs another program/faculty was using it.
A common theme between interviewees was the desire for face-to-face meetings
between groups to insure seamless progression between didactic, practicum, and clinical
at each level. Members explained they like the cohesion during face-to-face adding the
social context. These meetings are vital for communication and continued support
between leads and group members. Being a lead requires a great deal of responsibility
14. PROJECT ANALYSIS 14
and vision for leading the project in the right direction. They set the deadlines and the
allotted time to accomplish specific tasks. Leads are instrumental in the curriculum
change and are the driving force for ensuring a successful change.
One suggested, “allowing more time and money to show value to the employees.”
Faculty expressed the desire for adequate compensation for additional time spent on
developing the new curriculum. It is known that developing a new curriculum is a huge
undertaking and requires a great deal of time and effort. “The workload doubled for some
of us.”
The new curriculum will require greater computer use that the college is not
willing/able to support at this time. Multiple people indicated that computer usage has not
been formally discussed and is not budgeted for this project. The process for purchasing
new equipment is Director, Associate Dean, Dean, and then Administration. This
challenge of adequate computer rooms will mostly likely gain priority status as
implementation takes place.
Most attributed their success in this curriculum change with, “good communication
with colleagues.” Face-to-face interaction between committee members is a key factor in
the successful rollout of the new curriculum. The leader being very educated on
curriculum process change also contributed to the success of project. Factors influencing
success included, “willingness to do the work, complete the assignments, and to learn
with a positive attitude.” Being self-directed and “educating myself on what concept-
based curriculum was, how others use this type of curriculum and having positive
reinforcement from management were beneficial.”
15. PROJECT ANALYSIS 15
Leadership
A college transformation is a demanding and evolving process (Cummings &
Worley, p. 699). In the past, schools were considered knowledge factories but are now
being referred to as professional learning communities (PLCs) (Cummings & Worley,
p.699). PLCs are similar to families where relationships are based on shared values and
beliefs that unite faculty members around common causes (curriculum change).
Leadership in communities takes a natural, moral desire to serve first and can be initiated
from any level, such as the students, faculty or community members (Cummings &
Worley, p.699).
FSW is run based off a democratic leadership style, presenting ideas and then
allowing faculty to discuss and decide outcomes. The term “shared governance” was
mentioned several times. At times this shared leadership lacked a leader who would be
able to “govern and enforce policies as needed to resolve conflicts of interest and things
of that nature and move on.” At times there was a feeling of “wasted time due to
meetings taking all day.” One stated the leadership style is, “figure it out on your own”.
From the faculties view there was a need for more situational leadership that would
provide influence, respect their time, and accomplish goals.
As with most governmental organizations some administrators have “heavier
hands” than others. Meaning that, “initially allowing group interaction and synergy but
will step in with heavy hand if not done her way.” Faculty members notice this autocratic
leadership style when the leaders come in to collect input on issues but “seem to have
decided on the answers before the presentation of the questions.”
16. PROJECT ANALYSIS 16
Two mentioned the idea of “checking-in” to see how things are going. “Since the
manager knows very little of what’s going on and because of this can be considered
“bullying” to get what she thinks it should be.” One stated more integration of faculty
into the process and to not allow others to sit back and let others do all the work. Another
stated they would like to see more education and examples of actual programs using the
new curriculum.
Leadership in nursing is a known expectation. Both situational leaders and pioneer
style leadership exists among the faculty members. Situational leaders lead when they are
called upon but do not mind taking the backseat if their number isn’t called. “I’m purely
situational, if they need me to lead I will but if not I will let the leader lead.” Pioneers are
not afraid to cut their own paths. “I would have to say I am a pioneer because I like to
think outside of the box but my ideas are not always supported.” Pioneers have a strategic
theme to their leadership style, where they create alternative views of a current situation.
This is an important trait because it helps broaden the groups view and increases their
chances for success (Rath & Conchie, 2008, p. 230). These members make themselves a
known source for consultation with those who are puzzled by a specific problem or
barrier (Rath & Conchie, 2008, p. 230).
On the contrary one of the interviewees did not view themself as a leader and would
prefer to be provided and shown “education and examples of actual programs using the
new curriculum, so I can bounce my ideas off of that.” They continued on by clarifying,
“I became a teacher so I could work with a group of individuals to achieve a similar goal
of educating the next generation of our society. I deeply care for each student that walks
into my classroom and I want to make sure they get the best education possible.” This
17. PROJECT ANALYSIS 17
leadership style is for individuals who are strong in the relator theme and enjoy working
in teams to continue learning (Rath & Conchie, 2008, p. 230). This person shared how
much they are enjoying more one on one time and have relied on another faculty to build
up their confidence.
Curriculum changes are faulty driven. Meaning that, “per college protocol all
changes have to have faculty behind them.” The faculty as a team is ultimately
responsible for all stages of this change from unfreezing, moving, and then refreezing.
There was initially strong support from administration providing education workshops
regarding concept-based curriculum to facilitate unfreezing. Now in the trenches of
implementation (moving) faculty is the driving force. One stated that the district is
responsible for the change, viewing the process as a collective whole.
Recommendations
In summary, the change from content-based curriculum to concept-based
curriculum is being viewed as a work in progress. So this particular change can be
referred to as “the process used to get there” versus “modified end-state” (Dent &
Powley, 2003, p. 51). Factors relating to the social, interpersonal, and organizational
climates did play a major role in faculty’s response to change (Dent & Powley, 2003, p.
51). Those that played an integral part in implementing the change initiatives discussed
the change with a more positive perspective. Those less involved expressed an
inconsequential impact and had a more negative view. Continued activities that
strengthen team building would be advised to include the faculty that have become
marginalized and allow them to take a more active role in the change.
18. PROJECT ANALYSIS 18
One of the strengths of this group is the highly educated, talented, and motivated
individuals committed to the continued success of the nursing program. Collectively they
are a dynamic group willing to make the change. Morale is improving as each phase gets
completed and implemented and the groups become more confident in their abilities to
complete tasks under strict deadlines.
They value communication not only for its social aspect, but also as a vital
ingredient in the continued roll out of the concept-based curriculum. Communication is
at the core of this organizational change. Faculty members are aware that effective and
efficient communication helps to provide a seamless transition of curriculum change.
Through interviewing the group a need was identified to increase communication
and to have a means of expressing themselves between, expectations and experience.
This is a known phenomenon, called sense making, by which organizations work through
uncertainty and ambiguity (Reissner, 2011). The recommendation would be to continue
to allow a safe place for faculty members to be heard. This would legitimize their views
about the change and a means of expressing experienced contradictions. Communication
is the core process of organizing as first espoused by Weick in 1979 and cited by Jones,
Watson, Gardner and Gallois (2004). As an organization undergoes a change
communication becomes vital to coordinate, devise, disseminate and pursue their goals a
finding by Gardner, Paulsen, Gallois, Callan, and Monaghan (as cited by Jones, et al.,
2004).
Recurring issues regarding the perception of lack of quality communication needs
to be addressed. Having a common location where all work is kept updated may assist
faculty having continuous communication and knowing what other groups have
19. PROJECT ANALYSIS 19
accomplished. Silo behaviors frequently inhibit organizational flow of knowledge. If
faculty members are valued and communication is such that it takes into account for
individual needs and voice, and not dismissed or treated as objects the more likely a
positive influence. In a study by Mangundjayab (2015) the implications can be used to
support the need to create a trustworthy organizational climate to create a high
commitment to change. Continuing to provide social learning from those in other schools
who have successfully made a similar curriculum change may also ease the transition.
Timely attention to these issues may alleviate the frustration faculty are experiencing and
promote a positive outcome.
If an organization is aware of its current culture only then can it work toward
removal of unwanted and unforeseen behavior and work toward desired future as stated
by Peccei, Giangreco and Sebastain (cited in Maheshwari & Vohra, 2015). The issue of
absenteeism requires assertive communication acknowledging that it is unacceptable
behavior and hopefully will set the culture of the organization on a better path of
cohesiveness and equality. Managing organizational change brings into greater focus the
individual roles of implementing the change along with potential problems. Now is the
time for those who have the power to influence employees’ behavior to do so. Research
to date has highlighted the importance of supervisors providing effective communication
throughout the change process results in more positive outcomes (Jones et al., 2004).
Another ongoing dilemma is the lack of computer rooms that fellow colleagues are
made to compete as rivals for resources. This competing detracts from the unity of the
members trying to help each other design and implement the new curriculum.
Administration’s response to this need for computers cannot continue to be dismissed.
20. PROJECT ANALYSIS 20
Finding real solutions to this dilemma is important to the sustainability of the programs
curriculum change. Costs associated with the curriculum change were not known. So the
concerns that relate more to the budget, adequate resources along with possible
compensation for the extra work could be directed to administration.
This analysis highlights the need for certain areas that require improvement to first
be admitted as identified problems and valued enough to invest the effort to correct or
remedy the situation. Listening to the faculty members tell their story of the curriculum
change and the challenges of changing structures and processes as they pursue their goals
conveys strong optimism. There is so much drive, moral excellence and determination
despite the obstacles success will be attainable.
21. PROJECT ANALYSIS 21
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22. PROJECT ANALYSIS 22
Rath, T. & Conchie, B. (2008). Strengths based leadership. New York, NY: Gallup
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