Change_Management_Plan.docx BUS 470 Change Management Plan A change management plan identifies behaviors and responsibilities to handle and manage the change during the implementation and control stage of the project.
...
Change_Management_Plan.docx BUS 470 Change Management Plan A change management plan identifies behaviors and responsibilities to handle and manage the change during the implementation and control stage of the project. I chose the ADKAR model to manage organizational change. This model allows you to see the journey as a whole in order to show stakeholders the implementation of change management in classrooms. Each letter in the ADKAR represent the stages that individuals use to guide them in order to achieve change organizationally in education in which the A means: Awareness of change, D: desire to change and adopt new processes, K: knowledge of how they go through change, A: ability and skills for the new process, and R: reinforcement and support to sustain change. (4 Fund., 2019) The process of adequately preparing an organization for upcoming changes, implementing a plan, and enforcing the change is what change management is in schools. The ADKAR model acts as a framework as the primary change management and provides a baseline for change in higher education. If this model is not implemented correctly, the change in the school system can de-rail and make the change management factor fail and not produce the expected results. I would create an employee buy-in by choosing wisely who would be included in the decision making and implementation process. Each role is important and require complete attention and proper time management. I would also provide a good line of communication so that there is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]