Hong Kong Institute of Vocational Education (Shatin)
Department of Childcare, Elderly and Community Services
Higher Diploma in Child Care and Education (CE114301)
Higher Diploma in Special Child Care and Inclusive Education (CE114305)
CED4015 Leadership and Management in Early Childhood Settings
Topic 4 Lecture 1: Innovation and Change in Early Childhood Settings
A. Type of Change
B. Force of Change
Learning Outcomes:
1. Understand the definition of Change
2. Understand the types and force of Change.
2. Identify the External and Internal Change Forces
A. Type of Change
1. Defining Change
• A dynamic and continuous process of development and growth that involves
reorganization in response to “felt needs”
• That is to say, there must be a reason, or a problem bringing changes to come.
• A process of transformation, a flow from one state to another, either initiated by internal
factors or external forces, involving individuals, groups or institutions, leading to a
realignment of existing values, practices and outcomes.
(Morrison, K., 1998, p.13)
CED4015-Topic 4 Lecture 1/Innovation and Change in Early Childhood Settings/AY2024-2025 1
2. Organizational changes
It refers to in which product changes and personal changes as a staff are included.
• Change is a constant for organization and managers.
• Changes cannot be eliminated.
• Change is an organizational reality.
a. Changing Structure
Changing Structure includes any alternation in authority relationship, coordination
mechanisms, degree of centralization, job design, or similar organization structure variables.
Including change in:
• structural variables / design
• change in departmental responsibilities
• change in organizational levels
• change in reporting relationship
• change in number of (senior) staff / Supervisors
• change in coordination mechanisms
• change in job redesign
b. Changing Technology
Changing Technology encompasses modifications in the way work is done or the methods
and equipment used.
Including change in:
• Change in work processes
• Change in work methods
• Change in work equipment
• Introduction of new equipment / automation / computerization
• Change in job redesign
(Robbins & Coulter, 2014, P.217-219)
3. Changing People
Changing People refers to changes in employee attitudes, expectations, perceptions, or
behaviours.
Including change in:
• Attitudes
• Expectations
• Perceptions
• Behavior of individuals or groups
• Making staff work together better
(Robbins & Coulter, 2014, P.217-219)
CED4015-Topic 4 Lecture 1/Innovation and Change in Early Childhood Settings/AY2024-2025 2
4. Educational change
Classroom improvement is at the heart of change. “Educational change depends on what
teachers do and think.”
• Implementation of educational change involves change in practice.
• Change in practice occurs at many levels, such as the teacher, the school or the school
district.
Three dimensions in implementing any new policy or programme:
a. The possible use of new or revised materials,
b. The possible use of new teaching approaches, and
c. The possible alternation of beliefs.
(Fullan, 2002, p.115)
5. Educational Reform
Systemic Change: To make change everyone’s business. Change as a way of life.
a. The centralization-decentralization paradox: decentralization of decision making
establishes new roles and responsibilities. Anticipated tensions and difficulties but also
allow for adaptations and adjustments as the change proceeds.
b. The pathology of top-down change: Implementation is an event rather than a process.
Ignores the distinction between the object of change and the process of changing.
Hopkins, David. (1994, p12-18)
B. Force of Change
6. External and Internal Change Forces
a. External Change forces: Although it is difficult to generalize, it seems that external change
forces have a greater impact on organizational change than internal stimuli, since
management has little control over them and they are so numerous, such as politic,
technology, economy, natural resources, culture etc.
b. Internal Change Forces: Pressures for change may also come from within organizations.
These internal change forces may result from new organization objectives and cultures.
They may be caused by new managerial policies, technologies, organizational structure,
employee activities/abilities/attitudes etc.
(Mosley, D. C., Pietri, P. H & Megginson, L. C., 1996, p. 425-426)
CED4015-Topic 4 Lecture 1/Innovation and Change in Early Childhood Settings/AY2024-2025 3
7. Force of Change
a. Accountability
• School administrators have to handle bureaucratic accountability.
• Internal accountability, it is the superordinate-subordinate relationship.
• External accountability, it is the school image in the community.
• Market accountability, it is the open enrollment policy.
b. Changing Demographics
• The enrollment will depend on the birth rate of community.
• There will have greater diversity in terms of ethnic, and linguistic. Ethnicity is closely
related with poverty. Linguistic is the language difficulties of children, like English.
c. Staffing shortage
• Shortage because of retirement, turnover rate, baby boomer(1946-1964),staff supply
d. Technological changes and Knowledge explosion
• Research and development on teaching effectiveness
• Technological development occurs outside the school, pre-primary education setting
• More demands on educational achievements due to more people received higher
education
e. Processes and People
• Pressure from internal school environment
• Process refers to the forces for changes in communication, decision making, leadership,
and motivational strategies, especially when there is any breakdown or problem
• People refers to performance, people problem, especially absenteeism of teachers or
students, dropout rate of students, high teacher turnover rate, poor relation between the
school and community (leaders), poor management-union relations, low morale, low job
satisfaction, employee complaints.
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(Lunenburg, 2012)
8. Summary
• Schools face the following forces for change: accountability, changing demographics,
staffing shortages, changing technology and knowledge explosion, and processes and
people.
• School employees frequently resist change. Resistance can stem from serval sources,
including interference with need fulfillment, fear of the unknown, threats to power and
influence, knowledge and skill obsolescence, organizational structure, limited resources,
and collective bargaining agreements.
Lunenburg, Fred. C. (2012). (p206)
Reference
Fullan, M. (2001). The New Meaning of Educational Change. Teachers College, Columbia
University.
Lunenburg F. C. (2012) (6th ed.). Educational administration: concepts and practices. US
Wadsworth.
Mosley, D. C., Pietri, P. H & Megginson, L. C. (1996). Management, Leadership in action (5th
ed.). USA: HarperCollins College Publishers.
Robbins, S. P. (2014). Fundamentals of management 8e. Boston: Person.
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