Watson_Final_Reflection


 * Reflections on my change project.**

When first setting up this change project, I was hoping to have completed it by the end of the class. However, as we moved forward and I needed to thoughtfully consider each step of the project, it became clear that this needed some planning before any serious attempt at implementation could even begin to have the potential for success. That and the fact that other end of year projects popped up in work, and detracted from an orderly and efficient process, and also caused me to take some time to rethink my initial “go go go” approach. The first key theme that has really become apparent to me in my readings and discussions is one of choice and empowerment – the workers are more likely to contribute in meaningful and unexpected ways when empowered by being given choices and setting their own realistic goals. Even something as boring as music cataloging and scanning can be something that can be made more meaningful if the worker understands the larger goal and can choose the best way forward. The most important thing I can do is back off from the particulars of the process and to run interference so that the student workers feel like they have support and an ability to work with minimal interruptions. Making this project the main focus of their work with the understanding that most of everything else can be done later will also help them realize the importance and value of the project to me, and with respect and empowerment, hopefully they will be able to see the value to the function of the music department and their future work demands. As a larger vision, this seems to mesh well with my idea of successful change management. This issue is one that affects me on a daily basis, but it also affects the student workers and the drudgery that they have to do throughout a semester. This is a key part of my philosophy – when identifying processes and things that need to be changed, one needs to also look at the people who are affected by the change and bring them in on the process. Either engage them in the initial planning, or try to empower them to actually make the change. Change actions are least likely to succeed when the people affected have no say in the process or actions. So for me to grow in the role as a change agent, I need to listen more closely to items that faculty and students identify as needed change, and find ways to connect them with the tools that can help with their problems in ways that engage them as a community and as individual agents of change.