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Change Plan

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Submitted By kjdorsey2004
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This paper will discuss strategies for implementing changes to the education of juveniles housed at the new Juvenile Justice Center. The Juvenile Justice Center, formerly Youth Study Center, will add vocational technical training to the regular education already offered to juveniles. Vocational technical training will offer juveniles employable skills upon release. To properly implement this training, management must develop a monitoring process, understand the relationships of processes, systems, and professional roles.
Monitoring
There are 3 components in the monitoring process of the implementation of a vocational technical education curriculum at the new Juvenile Justice Center. The monitoring components includes: 1) data collection; 2) evaluation and communication procedures; and 3) documentation. Data collection includes data relative to implementation. Ideally, these data should be able to summarize the effects of adding a vocational technical curriculum to the regular curriculum. At a minimum, monitoring data should include:
▪ Annual material and equipment costs
▪ Tracking released juveniles for employment
▪ Assessing regular education progress versus vocational technical process
▪ Significant changes in personnel
In addition, management must identify who is responsible for the collection and frequency of data collection. All data should be collected frequently enough to make certain that information is recorded correctly. Evaluating the data collected is vital in determining the overall value of each vocational technical class offered. The level of the evaluation will depend on the availability of staff and funding. The results of the evaluation and any suggested changes needed to enhance the efficiency of the vocational technical offerings should be addressed to management. The monitoring plan will review the evaluation and communication process every two years.
Roles and Responsibilies The results of the changes and the lessons learned through implementation will be well documented. Proper documentation improves the quality of lessons to be taught in the future and creates continuity between staff and the public. The details of implementing a vocational technical training at the new Juvenile Justice Center will provide evidence that will be useful in the future if a problem occurs. Management will use database and electronic files to store relevant data which will include the following details:
▪ When the change was implemented
▪ Details of any complications, changes in enrollment procedures, or changes in instructors
▪ Who supervised and performed implementation
▪ Details of the success of implementation
▪ Adjustments to documentation such as hurricane disaster plans, operational structure, staff and instructors database
▪ Material and equipment inventory In order for the implementation of a vocational technical training program to be successful, every level of the school system has to support the program. From the school board to the Para educators, this implementation requires that all involved move together by carrying out their role in the implementation (Burns, 2009). In addition to the school system, the City of New Orleans through the staff at the new Juvenile justice Center must pull together to accomplish this implementation. The key management roles for implementation are:

|Responsible Party(s) |Their Role: |Their Affect on the Program: |
|Principal |Developed idea for the vocational technical |The most important individual in the program. |
| |program. Responsible for the success of | |
| |implementation. | |
|District Superintendent/Local School |Approved implementation of program. Authorized|Gives the program stability through funding |
|Board |funding. |and support. |
|Director of Juvenile Justice |Provided additional space, security, and |Collaboration with principal vital to success |
|Center/City of New Orleans |equipment from the new Center for the program.|of program. |
|Instructors/Educational Team |Provide technical and practical expertise to |Knowledge of training is important to |
| |program. Teach and instruct juveniles in |implementation strategies. |
| |vocational technical training. | |
|Support Team |Provides support at all stages of |Support enhances implementation from |
| |implementation. |administration to security. |

Communication The key for the programs communication strategy is to bring into line the extent and scope of the implementation of the vocational technical training with the values and principles outlined New Orleans School Board educational policies. Hunter has observed that, “regardless of the precise nature of a policy or strategy, and the support that exists for it, if the means to implement it are either non-existent or inadequate in terms of capacity or capability, or both, then it will count for little” (Burns, 2009). |Responsible Party(s) |Issue(s) |Method(s) |
|Principal |Request for funding from school board and |Meeting |
| |District Superintendent. Communicate |Written request |
| |implementation steps. | |
|District Superintendent/Local School |Approval of implementation and funding |School Board Meeting |
|Board | | |
|Director of Juvenile Justice |Provided additional space, security, and |Email |
|Center/City of New Orleans |equipment from the new Center for the program.|Meeting |
|Instructors/Educational Team |Provide technical training. Data collection |In-service |
| | |Meeting |
| | |Emails |
|Principal and school staff |Provide agency wide update on the plan and the|Newsletter |
| |evaluation process. |Emails |
| | |School Board Meeting |

All communication strategies may not be formal. Some may involve simply thinking about an issue or problem and deciding the best strategy to convey the information (Myers, 2011). This approach will work well for small issues such as low level problems that do not threaten implementation or security. However, when the public is involved or security is at risk, a more formal communication strategy may be used to make sure the all stakeholders or informed and the information is shared sufficiently. When major issues develop it is important to encapsulate the information the must be shared, point out the issue that has been raised, and make certain the information gets to the proper stakeholder.
What
The first in developing a comprehensive communication system is to define the need for a system and the desired objectives. The principal should determine the issues that make developing communication strategies necessary (Spector, 2010). In other words, what needs to be accomplished by communicating this data? Some of the objectives can be:
▪ Producing information
▪ Raise consciousness
▪ Promote action
▪ Build harmony
▪ Community involvement
▪ Conflict resolution
▪ Feedback

Who The next step is to select the individual or group to be addressed and how to reach them. Who should be targeted? Who is the apparent audience? Is there any group or individual that is underrepresented? What is the specific information to be shared? The principal must be aware of how the interest, wherewithal, and background of each group or individual is affect by the shared message.
What
After the first two steps, the principal must meet with the Director of the Juvenile Justice Center to explain the communication strategies needed to implement the vocational technical program. The principal can also include the instructional team in this meeting to outline the goals and objectives of the program and brainstorm for future meetings.
How
The last step is to determine how to communicate to stakeholders. Each group or individual may require a specific delivery method to receive information. This information can be delivered through electronic media such as emails, video conferencing and social media. Holding meetings with key groups and individuals is an important process when disseminating vital information (Johasson & Heide, 2008). The principal will also conduct focus groups, issue press releases, hold public meetings and workshops to keep the public informed of the program. The local media can be very important in promoting the vocational technical program as a crime fighting tool. If this message is conveyed properly, it is possible that more resources can be garnered from the public to assist the program in educating juveniles in a skill that is employable. The principal will work working closely with the school district information director to ensure that the local media has and delivers precise information. To produce an effective communication strategy requires funding. Some strategies are very costly. The principal must understand what resources are available to develop a communication strategy. Some methods to deliver information cost very little while others are very expensive. Calling meetings with stakeholders or sending out an email is relatively cost free. On the other hand, running a televised event or press conference is very expensive. It is imperative that the communication budget is used very wisely.

Resources

Burns, B. (2009). Reflections: ethics and organizational change-time for a return to Lewinian values. Journal of Change Management, 9(4), 359-381
Johansson, C., & Heide, M. (2008). Speaking of change: Three communication approaches in studies of organizational change. Corporate Communications, 13(3), 288-305. doi:http://dx.doi.org/10.1108/13563280810893661
Myers, M. S. (2011). Organizational change: Creating change through strategic communication. Choice, 49(4), 730. Retrieved from http://search.proquest.com/docview/1016747778?accountid=35812
Spector, B. (2010). Implementing organizational change: Theory into practice (2nd ed). Upper Saddle River, NJ: Pearson/Prentice Hall.

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