Assessment of roses and thorns in creative writing

Self-assessment is an important part of the processes of change management and policy analysis. When self-assessment is built into organizational culture and procedures, stakeholders can better visualize options and opportunities for change, overcome barriers to change, and collaborate on implementing optimal solutions (Bubb & Earley, 2008). During the development of my peace action plan entitled “A Peace Action Plan for Early College: Building Support at Honolulu Community College,” I conducted reviews of literature on dual credit programs to better understand the issues and how we can make necessary changes to the educational environment or to policy initiatives. While most of the journey in creating the peace action plan consisted of roses of discovery and learning, inevitably there are thorns that indicate areas that need improvement or attention.
The thorns I identify include minimal real world, practical experiences in education leadership that might better inform my peace action plan. Although I interviewed individuals with tenure in the organization, I do not know how my own attitudes and beliefs will change over time. In terms of pitching ideas to senior management, I have also encountered few significant setbacks or obstacles that might prove educational for my personal growth and development. Most of my ideas are based on second hand information combined with research and a visionary outlook, rather than on my own experiences. The importance of personal experience will be especially evident when I need to communicate my action plan and form strategic alliances with community organizations as well as colleagues. Composing my peace action plan in writing is one thing; it is another thing altogether to actually rally support and raise funds for implementing a program with as many implications and stakeholders as ours. I need to gain more leadership expertise, and to understand how to push through obstacles and barriers related to resistance to change or lack of support for my ideas.
Because early college and dual admission receive such strong support from empirical studies and in the media, most of the steps in the process of preparing the change action plan were rosy. However, thorns emerge when it came to the final steps of planting the Ceeds and nurturing the change. I identified four main tools for resolving conflict including technology, expanded opportunities for funding, strategic alliances, and formalized programs for supporting students. I still believe that these are the most important tolls for implementing the change, but I also recognize how ambitious my plan is and how I need to divide it into manageable steps. Likewise, it was difficult for me to imagine the long-term needs and impacts, and the methods of sustaining the change. I can overcome the thornier aspects of my peace action plan by working more closely with colleagues and mentors who might have insight into specific steps we can take.
Most of the peace action planning process was rosy. The vision of creating a more supportive and welcoming environment for early college/dual credit students is doable, feasible, and relatively easy to implement given that we are working within the parameters of current policy initiatives. I am confident that we have the resources we need to achieve this goal at Honolulu Community College, both in terms of financial and human resources. We can offer our students options like career counseling and mentoring, encourage the formation of new peer groups, and celebrate a diverse campus environment with very little cost expenditures. Changing the organizational culture and climate involves attitudinal changes and shifts in our attitudes and communication styles—which do not cost anything. Throughout my research I realized that much of what we need to improve our outreach is relatively simple. By improving accountability and personal responsibility, we can achieve the peaceful, compassionate campus environment that improves student outcomes and reduces education disparities.
References
Bubb, S. & Earley, P. (2008). From self evaluation to school improvement. CFBT Education Trust Intervention Study. https://www.educationdevelopmenttrust.com/~/media/cfbtcorporate/files/research/2008/r-from-self-evaluation-to-school-improvement-2008.pdf