Paper Example on Digital Transformation: Teaching in the Modern World

Part A

Question One

In the current world, a lot of transformations are taking place. Strong forces such as religions, economics, technology, demographics, and politics are responsible for these changes. It is true that currently teaching differs from the old methods such as show and tell. Information is not primarily taken from the books only; instead, it is available everywhere in bytes and bits. In the current world, information is available in multitudes of prints as well as electronic sources. This has led to a revolution of information technology, knowledge, and the public require a better educational system for their children. One of the learning centers is Kenya medical institute of technology, where teach. It has not yet adapted to these new methods of learning, and change is much needed to enhance smooth learning.

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Use concrete terms to state the change. Often institution changes are a response to the type of threat. If the threat is preserved more suitable to those outside the organization than to its workers or presented logically, then workers will be daunted to the change. Nevertheless, if the company can demarcate it in more concrete terms, the warning is local and will have a high impact on workers; this way, you will get it more comfortable to persuade workers to buy-in.

Forbid "resistance" from the jargon of heads. A language is a crucial tool that can prejudice somebody's thoughts (Alsubaie, 2016). The leaders of the institution must aid employees in understanding the importance of the change. Using positive and straightforward language is significant to address the point.

Communicate personal concerns. Many institutions justify the need for change by addressing employees all good things they will gain with the organization if they implement the change. Therefore this is a very significant approach to winning over the employees. When the change is brought, workers react first to their interests, and many questions like, what does the change have for me? Does it mean that I will have a new role? Or will this dismantle our department? It is prudent to deal with employees' interests first before institution benefits.

Recognize early adopters that support the change. These are employees who are advocates of new changes in the organization. Some coworkers use the same language since they are teammates. The management should ensure that they take part in forums concerning the change because their voices can be heard with ease in the organization.

Connect the change to issues that individuals care about. Increase the said need for the change by connecting it to the problems that employees care about more (Alsubaie, 2016). It can be done by demonstrating how the change is linked to job security, environmental sustainability, the health of the workers, and issues that always at the forefront of employees' minds. By doing this, the management will increase the acceptance of the change more quickly.

Communicate the criteria you will use to prepare individuals to take new ways of working. Employees will positively react to a well-prepared plan on the transitions to new routines. Ensure that they are enough to aid available, leaders have every tool required to help their teammates and other stakeholders to understand the investment that is being installed to support them.

Question Two

Five Things That Head of Institution do to Motivate Members of Faculty

The institution's head should facilitate stewardship, development, articulation, and implementation of the vision shared and seconded by the rest of the faculty. The administrator of the institution can undertake this by understanding, knowing themselves, and how to distinctly express their beliefs and values.

For institution leaders, communication is the key. The leader should comprehend and listen to the opinions of the people. The first stage of communication is listening, not talking. Since much communication in the organization is non-verbal, listening, and comprehending aid the institution leader to react on the way they can address the vision and mission by use of their communication skills. The high they can possess practical communication skills as well as methods of solving conflicts in the faculty, the great they run to success.

The institution leader should comprehend human nature. They should be able to understand and deal with every type of personality (Alsubaie, 2016). Leaders should be equipped with all tools necessary to motivate individuals, work with them, and influence them to buy into the organization's vision and mission.

Institution leaders should have a clear, focused judgment. They should be able to think about situations intuitively and rationally. They are required to be able to articulate and analyze data for the staff, stakeholders, parents, and students.

Institution leaders should have faith and believe in persons, that they are able and talented to steer the organization to a better state and can motivate as well as engage them to work better.

Five Things That Head of Institution do to Kill Motivation Members of Faculty in the Institution

Strategic effective: leaders lead via offering vision, strategies, values, mission, and directions. If they mess up here, the demotivate faculty members and the entire organization.

Demonstrating commitment and encouraging members too. Leaders should convey to faculty members they are wholly committed and encourage them to follow suit. If they are not committed, they kill the motivation of members.

Leaders should convey self-confidence. They are required to set high goals themselves as well as faculty members. If they show incapacity to tackle the stressful situation, shortage of emotional maturity, and awareness of their weaknesses and strengths, they kill the enthusiasm, determination, and zeal of members.

Leaders should possess integrity that steers members to work. Members must be stable with their values (Alsubaie, 2016). They must be trustworthy, ethical, and honest. If members do not trust their leaders, their motivation is much killed.

Heads who lack interpersonal skills and persons cannot lead faculty members. They should be comfortable, social in groups, receive suggestions, flexible when handling members, and be watching the choice of words when giving feedback. Leaders lose when they shower apart from tributes to the faculty members.

From the above two lists, I conclude that educational leadership requires knowledge and skills. The skills include problem-solving, social judgment, conceptual, interpersonal, organizational, technical, and cognitive skills. It is either a leader who possesses these skills to deal with economic, cultural, political, and legal effects or steer the organization into a bottomless pit.

Part B

Case Study 1

This case study concerns on kinds of misunderstanding and crisis. A crisis can be referred to as a high consequence and low probability event. The situation could be unstable to poses the challenges or dangers of the grave, regardless of its occurrence likelihood, like at the case study on the ground. The first crisis conceptualization emphasizes on preparedness as the latter foregrounds responsiveness. That principal who understands thoroughly what a saying “if you fail to plan, you plan to fail” means develops effective plans of crisis. Like in the ground case, I had laid off the important measures to see the success of the improvised new learning approach. The teachers were well trained as I had to hold many meetings with them to obtain feedback on how experienced they are on a cooperative approach of learning as they take along with the learning of the students. The teachers involved in this new method confirmed that the learners are studying better by use of this method. The only person who understands better how the students understand is the teacher. So, I had trust and confidence to the teachers.

As this approach is at its starting stage, I would request the teachers to put it in work for another semester to get to know how productive it is. In case the method works as per our expectations, then it will be put in to act and maintained, but if it fails, we will adopt the old way of teaching. Nevertheless, learning and development of education need change (Alsubaie, 2016). Past few years, various learning methods have been put into action to boost and stimulate knowledge of the students. Some of the approaches worked well, and others failed. Furthermore, until this new method is given a chance, stakeholders and parents will not realize if it will benefit the learners or it will facilitate to their failure.

Being the principal of the institution I will have to implore my boss and administrators that have been apprised with grumbles, some teachers and interested parents who are ready to share their use of cooperative experimental method experience to our meeting and then involve them in the process of solving the problem. During the meeting day, I will set the ball rolling by apologizing issue resulted from cooperative approach to the parents and update them that we are aware of their concerns on the process of learning of their children. Still, we as teachers, we are concerned as well thus resulted in the call of this meeting, and I appreciate their attendance. Such words will be of making the parents to feel much relaxed and welcomed.

In the course of making decisions for the problems, data will be used to support driving into a decision. Through this way, both parents and stakeholders will be shown the intentions and promises behind the decision concluded on. Some of the benefits concerning the use of cooperative approach are as follows: it benefits both teachers and students as the learners work together grouped into small groups which enable them to help each other to understand academic content. Some of the elements cooperated in this approach are individual accountability, group processing, promotion of face-to-face interaction, positive interdependence, and appropriate use of collaborative skills (Alsubaie, 2016). According to studies through the use of this method has shown a positive relationship in the students. Cooperative process of learning has also been found to promote intellectual and social development as well as helping learners to build interpersonal skills, thus enhancing the sense of productivity, psychological well-being and achievement. However, learners worked harder for as well as learned much from this method compared to traditional methods.

Concerning this method, active learning occurs through interactions with others in the same environment and allows the use of language in education, thus making meaning to the learners. By interacting with others enables learners to get a sense in learning and become responsible for discussing content. This kind of approach strives at creating group situations that foster at supporting and providing feedback systems as one develops decisions, solves problems, and develops skills of social interactions.

Also, group members were made to help each other in the group on learning concepts when the whole group’s grade had to depend on the student’s ability to understand the subject. It also leads to the provision of clarification and discussion opportunities of ideas. Peer interactions enable learners to learn from other scholarship, experiences and skills. Still, group discussions can force learners to encounter counter-arguments hence encouraging them to think outside their perspectives. Active learning enables students to engage in both debate and critical thinking. It also supports the learners to be more motivated and get to take responsibility in participating and learning in their...