NULIPARAS MEDIANTE LA INCLUSION DEL FACTOR DE CRECIMIENTO NERVIOSO RECOMBINANTE DE CONEJO (rrβNGF) EN LA DOSIS SEMINAL

Taylor (2011:2) posit that “adaptability in the form of flexible work arrangements is seen as a core competence for modern organisations working in fast moving markets”. Leaders must make and enact the best contingent choice taking into account the desire of the organisation for change and continuity and the competence of leaders to manage both. In order for managers to play an active role in change and continuity, continuity must be seen as an organisational dynamic. Managing continuity is about recognising the forces that bring stability in a changing environment in order to move the organisation ahead effectively and efficiently (ibid: 4). Leana and Rosseauin Taylor (2011:2) concur with this view by arguing that “stability enables rather than impedes change and progress. For any change to occur there must be an existing status quo situation that the initiators of change need to put to consideration”.

Policy Note (2005:13) on ICT education in Turkey argues that while the learning medium may change from the textbooks to web-based books or software or from presentations in class to presentation via the internet, the learning paradigm remains the same. Although ICT may make easy independent self-paced learning, the potential of ICT is not optimised if there is no shift in the learning paradigm. In addition to change in the learning paradigm, ICTs provide possibilities for changing the way children learn and teachers teach (ibid.). Proponents of change are enthusiastic about its introduction but evasive in exhaustively addressing the existing school major structures or practices that are compatible with the said change. There is need to infuse continuity and change management practices in ICT integration in the school administration to

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avoid high turbulence in its implementation, which may derail the whole process if not well calculated.

Kolb (2002) in Taylor (2011:4-5) contends that “managing continuity is not only about recognising forces of resistance or stability in organisations, but also concerned with connecting the past to the present”. This is done by consciously nurturing elements of stability within a changing environment. For instance, proposed changes to working patterns or restructuring can be given credence and find acceptance by intentionally referring to previous changes in the firm’s history. In so doing, fear and anxiety can be dispelled as staff understands the historical necessity of the change; that they are not the first to be “subjected to it” and “everything turned out alright”. Similarly, trust is based on consistency in relationships over time and is a great asset to leaders who seek change. Without it, change is often resisted and takes much longer to enact. “This connection to the past is a progressive tool that leaders can utilise to build trust and increase the chances of successful change” (ibid.). Every successful venture must have its past in the continuity process for a meaningful quantification of progress. Connectivity to the past forms the basis of rationalising the current strategies in the change process of integrating ICT in secondary school administration.

Sushil (2005:22) observes that “even in a highly turbulent and chaotic business environment, a discontinuous change may not always be desirable, as it may add to more turbulence and chaos”. This is supported by Thompson, Strickland and Gamble (2005) in Sushil (2005:22) who attest that crafting strategy involves stitching together a proactive or intended strategy that covers new initiatives plus on-going strategy. These initiatives are active or adaptive strategies to accommodate changing circumstances. Meaningful change in the integration of ICT in school administration requires sound orientation that not only recognises but also borrows from some of the existing strategies for efficient and effective implementation. The past complements the present in this case.

James (2001) in Kipsoi, Chang’ach and Sang (2012:25) observe that ICTs have clearly made new demands on an already stretched sector while simultaneously offering opportunities in support of current difficulties. They add that the enthusiasm for ICTs may well ultimately be the

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catalyst for transforming dominant education practices. In a similar view, Earle (2002) in Yalin, Karadeniz and Sahin (2007:4036) contends that integration of ICT is not a product but a process. He further notes that the integration of ICT into schools means using ICT effectively and efficiently in all dimensions of the process including the necessary infrastructure, teaching programmes and teaching-learning environments.

Taylor (2011:4) posits that “managers need to perceive continuity as a dynamic companion to change and be active in propagating that mind-set”. For instance, leadership that emphasises corporate identity and purpose provides great consistency when peripheral change is being made. Within the context of this constancy, the leaders’ role is to choose the appropriate parts of an organisation that should be transformed and those that should be kept constant like the central vision and values. “The choice will vary from company to company, from place to place and from time to time” (ibid.). In support of this, Policy Note (2005:22) notes that training education staff at all levels ensures that ICT use in schools is implemented in an efficient and complementary way. It concludes that continuing training for policy makers and school administrators in technology planning and management is essential. Strategic measures need to be put in place within a policy framework that ensures the school administration and their key support staff are well trained in technology management in the roll out process.

Taylor (2011:1,7) argues that instead of seeing change as a continuous series divorced from any appearance of constancy, change can be viewed as having a parallel partner called continuity. Although less glamorous than change management, continuity management deserves equal enthusiasm and professional diligence among today’s leaders. Sushil (2001) in Sushil (2005: 23) notes that “in view of the Situation-Actor-Process (SAP) framework, the continuity forces are generally linked with the ‘actors’ and ‘processes’, whereas the change forces largely emanate from the change ‘situation’. The combination of continuity and change forces are mapped on a continuity-change (C-C) matrix”. The former will be discussed in this section whereas the latter will be discussed in the next section dealing with change and ICT.

25 2.2.3 Continuity Forces

Sushil (2005: 23-25) postulates that continuity forces are the forces of inertia caused by the organisations themselves. The larger and better performing the organisation is, the larger would be this flywheel of inertia. In the current education domain, this momentum helps the school to steer through the obstacles and grow overtime. Some of the important continuity forces, according to Shushil (2005:23) are: large customer base, huge infrastructure, investment in technology, well established culture, core competence, supply chain and distribution network and higher level of business performance. These are presented in Figure 2.1 and discussed in the sub- sections that follow.

Figure2.1. Major Continuity forces

Source: Sushil (2005:23)

Core competence

Technology

Supply chain and distribution

Infrastructure

Culture

Customer Base Performance

26 2.2.3.1 Customer Base

One of the important objectives of any organisation would be to increase its market share in its business domain. The larger the market share it captures, the larger the current customer base it has to serve. Growth is always one of the major corporate objectives of any business entity. But the higher the organisation soars its growth curve, the higher the inertia for it to cling with the current products and services and its delivery mechanisms. “The increasing size of customer base flywheel creates higher inertia to maintain continuity” (Shushil 2005:23). School administrators in this case may find it challenging and may be reluctant to embrace and apply new technology in their administrative tasks in a scenario where the existing methods seem to be effectively working in expanding its clientele.

2.2.3.2 Infrastructure

Infrastructure is a major physical flywheel of any business enterprise. The larger the manufacturing and service infrastructure an organisation creates; it demands larger continuity of operation for higher capacity utilisation and amortization of fixed costs by achieving economies of scale. On the one hand, sound infrastructure aids in business performance and makes it a desirable investment, whereas on the other hand, it acts as a major inertial force for organisations to move to another growth curve even if it may appear more lucrative.

2.2.3.3 Technology

Technology is a major strategic driver for leveraging the success of any enterprise. It requires technological excellence to achieve the performance objectives of cost, quality and choice. The manpower capabilities to handle particular types of technologies and associated technical capabilities provide an organisation with cutting edge and competitive advantage. Technological capabilities pull the organisation to move largely around them and aspire for higher developments in similar areas. The same applies to a school set up where ICT is applied in administrative duties for efficiency and marketing the school competitively to the wider community.

27 2.2.3.4 Core Competence

Leading organisations concentrate their efforts to create a bundle of skills and technologies that are competitively unique and provide a distinct value to the customer. Since these core competencies are unique, the organisations try to defend them and make them harder to imitate. In the process, organisations gain competitiveness in the current business with a possibility for future extendibility. It is extremely difficult for any organisation to go for a major strategic unlearning to turn the tide of the core competencies and thus these core competencies, at times, may also act as a major continuity force for leading organisations. A school that posts credible overall results (academic and non-academic) in this case may be reluctant to embrace any change for fear of the unknown, which may offset the existing traditions.

2.2.3.5 Supply Chain and Distribution Network

In order to add value to the entire value chain and pass it onto the customer, a huge supply chain and distribution network is usually created for existing products. The contractual arrangements across the network would bind it to perform the current services excellently and hold from any major departure or experimentation. However, “huge investment in information technology across the whole network makes it function smoothly; it becomes a major stabilising force as well” (Shushil 2005:23). A competitively well performing school with a large number of students entering university, tertiary institutions and the alternative labour market may cling to its traditions and be complacent to any move that is likely to alter its status quo. This may pose a challenge in the integration of ICT for both pedagogical and administrative purposes in such schools.

2.2.3.6 Culture

The culture of any organisation is a major unifying force to maintaining continuity. Cultural change in any organisation is a cumbersome and slow process. Good work culture is always considered to be a major contributor to organisational performance, but it also acts as a stabilising force inhibiting major change efforts and usually creating a resistance to change. It is

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advocated that it is not wise to focus directly on culture for a cultural change, rather it would be effective to focus on the components shaping it, such as changing people, incentives, controls and organisational structure (Hrebiniak 2005 in Shushil 2005:24). A stable school culture that realises good examination results and service delivery may impede change in ICT integration as it is perceived as a threat to the already efficient systems. This calls for a change of attitude and mind sets of the key ICT implementers for efficacy and efficiency in its integration process.

2.2.3.7 Performance

Every organisation aims to enhance its business performance in terms of profitability, growth, customer satisfaction and other business objectives. However, at the same time, higher business performance may be tricky and may force the organisation to adhere to the current high performing framework. This does not create any dissatisfaction with the current state, which is a prerequisite of change. “Why should we go for a change if we are at our best”, may be a normal attitude of any organisation. In the education scenario, principals of well performing schools with less ICT application may be tempted to be complacent and reluctant to embrace technological change for fear of the unknown threats and maintain the status quo in performance.