Generating changes in educational teaching

The online format for educational teaching through collaborative tools has resulted in a challenge for many instructors, who mainly relate to the system, the individuals within an institution, the interactions, and the environment that surrounds them.

The article “Como transformar la educación”, made in June 2018 by the magazine El Mundo de la Educación lists a decalogue in which it is mentioned that the change must be made by the people who are part of the educational system, therefore a transformation from within is necessary.

That is why the practice “change management game” of Management 3.0 is an ideal element to know our starting point through the four elements: dance with the system, people’s mentality, stimulate the network, and change the environment; where 34 questions are generated that will allow to deepen and discuss issues that have been avoided or ignored in the team.

The execution of the practice was carried out to a team formed by 4 instructors from upper secondary education in Mexico who are teaching classes in the online format, with the idea of ​​discussing the system, individuals, interactions, and environment of each instructor and the best way to improve them for teaching in general.

The practice was carried out online using the Zoom and Miro tool, through which all members participated and were able to receive comments or discuss the points that required a group approach.

I invite you to learn more about the “Change Management Game” practice on the Management 3.0 page https://management30.com/practice/change-management-game/

The experiment originates from an initiative by the direction of the institution that aims to generate a series of innovative practices that can help increase the skills of teachers; In this dynamic, each member must participate in the questions of the four groups of the game related to PDCA, ADKAR Model, Adaptation Curve Model, and 5i Model.

The dynamics to execute the practice consisted of the following steps:

1. Using the change management game template in the Miro tool, the 34 questions divided by the four groups mentioned in the previous section are placed.

2. Each team member casts three votes to three cards that contain the questions they would most like to discuss (according to consideration 1 in the subsequent section), the cards with the highest votes are taken into account and in case of a tie, the facilitator determines the question. to be discussed.

3. Once the cards with the highest votes have been determined, the time determined to hold the discussion is considered (according to the second consideration in the subsequent section).

4. Finally, team members generate a summary at the end of the discussion of each category and actions they can take to support changes in the team.

Exercise considerations:

The dynamics to execute the practice consisted of the following steps:

1. Using the change management game template in the Miro tool, the 34 questions divided by the four groups mentioned in the previous section are placed.

2. Each team member casts three votes to three cards that contain the questions they would most like to discuss (according to consideration 1 in the subsequent section), the cards with the highest votes are taken into account and in case of a tie, the facilitator determines the question. to be discussed.

3. Once the cards with the highest votes have been determined, the time determined to hold the discussion is considered (according to the second consideration in the subsequent section).

4. Finally, team members generate a summary at the end of the discussion of each category and actions they can take to support changes in the team.

Exercise considerations:

· There is no fixed number of votes for each participant within each category, this can be expanded or decreased if deemed convenient or even delimit the topics with a prior survey of the topics to be discussed.

· The base time of each card that was considered was 5 minutes and it was extended by 3 more minutes if the team voted to continue with the discussion of the question.

As a facilitator, I learned that dynamics support a team to discuss issues that can cause conflicts and result in a very simple solution by contrasting the points of view of each member; It is also important to make closing of the actions that the team will commit to carrying out in a given period.

The team that participated in the practice was very interested, since the topics that were common to all the members were the ones in which the dynamics were deepened, and they also concluded that the practice helped to consider improvement actions in each of the categories; For example, for the communication category, the instructors determined that it is important to share ideas, strategies in which they teach their subjects as they can be useful to have a more innovative vision in the classes.

My next experiment with this practice will be to evaluate again the questions to be discussed, now considering 5 votes for each member and in case there are similar questions with a higher vote, it will be opened with the actions that have been carried out the first time.

I invite you to do this practice for yourself, your family group, or with a work team, the practice helps you encourage reflection in the team and helps you address issues that have been avoided, as well as having the opportunity to share experiences that may be useful in the circumstances being evaluated.