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The next step is to derive the process or processes that can be used to connect attributes of the current culture to attributes of the ideal/desired culture.
Another important point made on this site is that organizational change is behavioral change. While it is important to shift values and goals, these shifts are not meaningful in the absence of behavioral shifts.
However, knowing what the desired organizational culture looks like is not enough. Organizations must create plans to ensure that the desired organizational culture becomes a reality.
4. http://www.accilifeskills.com/cognitiverestructuring.php
This website provides a general definition of "cognitive restructuring." This definition underscores both the advantages and weaknesses of this model. A primary strength is that it is a simple, straightforward model. Parsimony is indeed a virtue: Simple models (all else being equal) tend to be stronger and more viable.
Simple models also have significant problems much of the time, and this site also demonstrates that. While there is a certainly a relationship between cognitive model and behaviors, that relationship is complex. The author argues that the relationship between the conscious and the subconscious is as...
But it is certainly not the whole truth.
5. http://www.entarga.com/orgchange/lewinschein.pdf
This website examines some of the key aspects of the concept of what researchers have called "survival anxiety." We are generally taught that anxiety is a bad thing. There is a great deal of energy devoted on both individual and cultural level on how to reduce anxiety. This makes sense to some extent: Too much anxiety can be psychologically paralyzing as well as physically harmful.
However, it is also true that all change of any significance will produce anxiety. And it is also true that change is needed. Therefore, part of what is required on both the individual and organizational levels is a way to assess what change is needed and beneficial -- and then to institute ways in which to work through the necessarily accompanying anxiety. The author presents a model in which an individual (although this could also work on the organizational level) first "unfreezes" old patterns (thus reducing anxiety), then institutes change. Finally, the individual "refreezes" the newly instituted changes in place.
5. http://www.entarga.com/orgchange/lewinschein.pdf
This website examines some of the key aspects of the concept of what researchers have called "survival anxiety." We are generally taught that anxiety is a bad thing. There is a great deal of energy devoted on both individual and cultural level on how to reduce anxiety. This makes sense to some extent: Too much anxiety can be psychologically paralyzing as well as physically harmful.
However, it is also true that all change of any significance will produce anxiety. And it is also true that change is needed. Therefore, part of what is required on both the individual and organizational levels is a way to assess what change is needed and beneficial -- and then to institute ways in which to work through the necessarily accompanying anxiety. The author presents a model in which an individual (although this could also work on the organizational level) first "unfreezes" old patterns (thus reducing anxiety), then institutes change. Finally, the individual "refreezes" the newly instituted changes in place.
They are also learning new ideologies that transform their perspectives and broaden their viewpoints to gain a greater sense of understanding and awareness of the values of their jobs and how they subsequently change them as people -- which is the very essence of transformative learning. The proclivity for those who are in increasingly higher levels of education, particularly those in graduate school as opposed to undergraduate school to demonstrate
Accordingly, the approach taken to academics will center on the refinement of more generally applicable skill sets such as interpersonal communication, team orientation and learning through practical usage of emergent skills. Accordingly, Moore points to instances of interdisciplinary learning as the manifestation of this set of values which is increasingly seen as essential to yielding the best results from one's higher education. Accordingly, Moore indicates that "new models of
Transformative Learning in Adults Adult learners desire more than just knowledge and resist academic teachings strategies such as notes memorization and examinations. They desire something more than just what is offered in the classrooms- the learning goes beyond content knowledge acquisition, or learning equations, learning historical facts and data. It is a desirable process for adults to learn to think for themselves, through true emancipation from sometimes mindless or unquestioning acceptance
He attempts to show that this concept has emerged and is slowly developing in adult education to an extent that it has attracted both researchers and practitioners in the field. Actually, the author's main goal is to provide better understanding of the complexity of transformative learning through summarizing its main theoretical views in the field of adult learning. Generally, there are several adult learning theories that basically provide insights and
Abdelsayed, L. M., Bustrum, J. M., Tisdale, T. C., Reimer, K. S., & Camp, C. A. (2013). The impact of personality on God image, religious coping, and religious motivation among Coptic Orthodox priests. Mental Health, Religion & Culture, 16(2), 155-172. doi:10.1080/13674676.2011.652604 The authors of this article show how intrinsic motivation is linked to personality characteristics among priests in the Coptic Orthodox tradition. Using a sample of 75 Orthodox priests, all of
learning can be categorized into three distinct groups: behaviorism, cognitivism, and constructivism. Behaviorism refers to the student's interaction with the environment and focuses on the external aspects of learning and on that which encourages learning such as positive reinforcement on the one hand and punishment on the toehr. Cogntivism, on the other hand, focuses on attitudes, motivation, and ideas and refers to the brain's interaction with the academic environment