FSW diagnostic report

PROJECT ANALYSIS 1

Project Analysis of Curriculum Change

Blake Weeks

Florida Gulf Coast University

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.

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

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 21 st

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

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.

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

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

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

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).

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.

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

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.

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

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.”

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.”

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

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.

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

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.

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.

PROJECT ANALYSIS 21

References

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Dent, E. & Powley, E. (2003). Employees actually embrace change: The chimera of

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Faisin, K. & Montague, F. (2013). “Paradigm shift: Curriculum change. Association of

Black Nursing Faculty Journal, 21-22.

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Ironside, P. M. (2004). “Covering content and teaching thinking: Deconstructing the

addictive curriculum. Journal of Nursing Education, 43, 51-52.

Jones, E., Watson, B., Gardner, J., & Gallois, C. (2004). Organizational communication:

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Levin, R. F. & Feldman, H. (2013). Teaching evidence-based practice in nursing (2nd

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Organizational Change Management, 28(5), 872-894.

Mangundjaya, W. L. H. (2015). People or trust in building commitment to change? The

Journal of Developing Areas, 49(5)67-78.

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Rath, T. & Conchie, B. (2008). Strengths based leadership. New York, NY: Gallup

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