The COVID-19 pandemic, Saudi Vision 2030, globalization

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As we have discussed throughout MGT-521, our world continues to change. The COVID-19 pandemic, Saudi Vision 2030, globalization, technological improvements, and more continue to change the way that organizations operate. The past years have been tough for many organizations, and individuals alike, as small and major changes continue to impact our world.

Watch the video from Prosci (2020) about the impact of COVID-19 on organizational change https://youtu.be/Dg5rwFrdMnE. Then, address the three bullet points below:

Provide one example of an organization that successfully implemented a change initiative, thereby allowing the organization to effectively respond to the pandemic. Specifically, detailed information about what changes the organization needed to overcome and how the organization responded.
Provide one example of an organization that did not properly handle effective changes, which were caused by the pandemic, and detail what went wrong. Explain, also, what you recommend that the organization should have done to better handle the change effort.
Based upon the two organizational examples provided, as a future change agent, what can you learn from these examples? How can learning about the strengths and drawbacks of certain change-related efforts assist you in developing your competencies?

Sample Solution

vernment promoting academisation and increased autonomy from Local Authority (LA) schools are having to make the decisions on how to use their funds. Current government is keen to see improved performance in the country’s schools, according to Schools White Paper 2016 “We want to put more power into the hands of the best school and system leaders, and to extend their reach. A more autonomous school system is even more dependent on outstanding educational leaders “ (Gov.UK, 2016:13) clearly the governments aim is to create a school system that is self improving, embedding better training systems to develop more high quality leaders also making schools more autonomous.

An SBM works with Headteachers ensuring schools manage resources effectively and efficiently to achieve better outcomes for pupils, allowing Headteachers to focus on leading, teaching and learning. My school doesn’t have an SBM, if we did the school would be better prepared for any changes, taking pressure off the Heads by not only making significant savings, but also identifying new sources of funding ensuring successful results of school improvement plans. This will also allow for better preparedness and manage risks by planning ahead.

3.2 Key drivers behind the development of the profession to date & challenges for the future:

SBM role has expanded significantly over recent years; there is an increase in the professional development offered to SBM’s.
A greater emphasis on schools to develop their own capacity as level of support offered by LA’s on core business functions has reduced. Demand for SBM’s is greater due to increased pressure on Headteachers, many coming solely from an educational background some maybe struggling with additional tasks of managing resources effectively, which might have a negative impact on deputies and middle leaders applying for headship.

According to NCTL report (Gov.UK: 12) “Secretary of State for Education pledged to qualify 1000 SBMs by 2006” helps by enabling Headteachers to focus on teaching and learning rather then administration duties. SBM programs were developed and implemented with successful results. Unfortunately, there is still a lack of understanding about the role and more needs to be done to increase the perception, my associate head for example doesn’t fully understand the role of an SBM, but is fully supportive of my development with this course another barrier is lack of funding for the role especially in Primary schools. However based on Geoff Southworth’s SBM A quiet revolution “Most secondary schools enjoy 90% access to a School Business Manager” (Southworth, 2010:6) there’s scope to increase the number of SBMs, if schools can tackle barriers such as affordability, LA resistant’s and lack of understanding for the role. NASBM and other associations are leading the way to increasing the profile of the role through the development of training programs such as DSBM, ADSBM and SBD the benefits of SBMs became more evident by financial savings and increased income, but much promotion is needed so schools reap the benefits of appointing an SBM, collaborations between schools and local communities by sharing expertise cou

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