1. Assess the effect of change initiatives on various educational organization stakeholders. 2. Demonstrate familiarity with the roles and responsibilities of leadership in affecting change in educational organization. 3. Demonstrate and understanding of the dynamics of organizational change on three levels: organization, cultural and personal.

1. The Fourth Class Reflection Notes
An organization is a totality, a whole with interacting parts or components. It can
be significant to analyze the various parts and how they are affected by each other and
by the whole (Burke, 2014). However, how do individuals cope with organizational
change? And how do leaders affect change initiatives?
Individuals need go through a transition before they embrace change. The
process of change typically includes three phases: surrender, reorientation and new
beginning (Burke, 2014). In the first phase, surrender, when recruitment, selection and
replacement or displacement occurs in an organization, individuals will often need to
give up their original roles. This indicates that they must adapt new position. However,
this first phase can be quite difficult. Various forms of resistance often emerge in this
first phase, and they can affect the whole process. Some employees do not adopt the
change for subjective or psychological reasons. Leaders must seek to anticipate
potential responses and resistance, and must be prepared to deal with them as they
occur. Leaders also must seek to establish collegial models (Bush, 2011). This
approach indicates that the leaders should utilize distributed leadership to identify the
right people for the right positions in order to facilitate the larger change effort.
According to Burke (2014), “major tasks would be accomplished by teams and that
first-line supervisors would be team leaders rather than operate more traditionally as
supervisors by giving close individual supervision” (p.101). This demonstrates that
leaders also need to apply participative leadership. They should participate in the
group, building good relationships with their colleagues. Moreover, leaders also have

2. an important coaching and counseling responsibility at this point in the process.
Leaders and supervisors should consider each person’s individual needs and abilities
in order to help the individual and the organization renegotiate a new psychological
contract. In other words, the leaders should relieve the fear and maladjustment among
their subordinates, assisting them to adapt to new roles and take the first step.

3. References
Bush, T. (2011). Theories of educational leadership and management (4th ed.). New
York, USA: Sage.
Burke, W. W. (2014). Organization change: Theory and practice (4th ed.). Thousand
Oaks, CA: SAGE publications, Inc.