Watch The Educational Leadership And Decision Making Video

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Watch the video, Educational Leadership and Decision-Making, and read, Our Iceberg is Melting: Changing and Succeeding Under Any Conditions , by John P. Kotter, Harvard Business School professor and New York Times best-selling author, provided in the Module 3: Lecture Materials & Resources . Write a reflection paper that includes a response to the questions below: · Is Your Iceberg (School) Melting? · What is your school’s iceberg? Is it melting? Are there fissures? · What fissures do you see? · Are there any Fred(s) or Alice(s) willing to step up? · Does your organization have enough scouts? · Are the No Nos controlling the organization? · Are you most concerned with success in catching fish today or planning for what may come tomorrow? · Do you have a visible example of the case for change—your bottle? · Is there a clear and simple message about the future and what it may look like that is understood by all? · Is anyone willing to swim ahead?

Submission Instructions: · The paper is to be 2–4 pages in length and should include citations from the required materials. · It should be clear and concise. Points will be deducted for improper grammar, punctuation, and spelling errors. · The use of first and second persons in most formal writing is not acceptable in most courses, and particularly in this one. Your academic and research papers are considered “formal writingâ€. This assignment should be written in the third person only, and free of contractions. · The paper should include in-text citations and the reference page in current APA format. ead and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s). (Note: The citations below are provided for your research convenience. Students should always cross-reference the current APA guide for correct styling of citations and references in their academic work.) Read · Owens, R. G., & Valesky, T. C. (2015). · Chapter 4: A Systems Approach to Organization · Chapter 5: Motivation: Understanding Self and Others · Chapter 6: The Human Dimension of Organization Watch · Systems Theory of Organizations (10:53) Organizational Communication Channel. (2017, February 21). Systems theory of organizations [Video]. YouTube. Supplemental Materials & Resources · Leadership to lead for equity, learn how the system works Download Leadership to lead for equity, learn how the system works Starr, J. P. (2017). Leadership-to lead for equity, learn how the system works. Phi Delta Kappan , 99(1), 40- 41. image1.png Chapter 8 Dorothea Orem’s Self-Care Deficit Nursing Theory Developed by S. Gordon and C. Kain (2010) Updated by D. Gullett (2014; On completion of this chapter, students will be able to: Identify the four interrelated theories that comprise Orem’s self-care deficit nursing theory. Describe the abilities of humans to affect their health as identified by Orem. Compare and contrast self-care agency and dependent-care agency. 2 On completion of this chapter, students will be able to: (continued) Identify and describe the major concepts of the self-care deficit nursing theory and the four interrelated theories. Differentiate the theoretical linkages between the theory of self-care, theory of dependent care, theory of self-care deficit, and theory of nursing systems. Articulate Orem’s steps in the process of nursing. 3 Chapter Purpose Discuss the integration of views of humankind within views of nursing. Discuss the different individual and generally held nurse-specific views of human beings as part of developing viable nursing science. Provide insight into model building and theory development using exemplars from the Self-Care Deficit Nursing Theory. 4 Nursing is Commonly Viewed as: Human health service Implies two categories of human beings: Those who need nursing service Those who produce nursing service 5 Nursing as a Human Health Service Service implies nursing is a helpful activity. Health indicates that the thrust of the service is the structural and functional integrity of persons served. 6 General Theories of Nursing Gives names and roles to the two categories of human beings Attributes distinct potential and actual human powers, properties and actions of each human Identifies the interactions among the types of human beings and their powers, properties, and actions Specifies the broad structural features of the processes that produce nursing 7 Integration of Views of Human Beings General views You can study and think about human beings and their situations without thinking about nursing. Nurse-specific views You cannot study and think about nursing without incorporating nursing-specific views of human beings. 8 Nursing Science Knowing and seeking to extend and deepen knowing by: Understanding both the structure of the processes of nursing Understanding the internal structure, constitution, powers, properties, and nature of those who require nursing 9 Comprehensive General Nursing Theories What nurses do Why they do it Who does what How they do it 10 Valid General Nursing Theories Set forth nursing’s professional-technical features specific to the production of nursing Provides articulation with interpersonal features of nursing and sets standards for safe effective interpersonal systems Point to the legitimacy of, or the need for change in, societal-contractual systems 11 Model Building and Theory Development Nursing-specific views of human beings are necessary for understanding and identifying (1) When and why individuals need and can be helped through nursing (2) The structure of the processes through which the nursing help needed is determined and produced 12 Self-Care Deficit Nursing Theory (S C D N T) Began with formulations about the reasons why individuals (the patient) Need nursing and Can be helped through nursing 13 Four Constituent Theories Within S C D T Theory of self-care (T S C) Theory of dependent care Theory of self-care deficit Theory of nursing systems Central Idea Mature human beings have learned and continue to learn to meet some or all components of their own T S C D’s and the T S C D’s of their dependents. Self-care and dependent care (i.e., care delivered by someone other than the individual for the individual) are time-specific entities produced by individuals. 15 Self-Care Deficit Nursing Theory Human properties and powers: Individuals have a continuing demand for self-care. Therapeutic Self-Care Demand (T S C D) Care for self that must be learned and deliberately performed 16 Theory of Self-Care Individuals have the human power to develop and exercise capabilities to know and meet Therapeutic Self-Care Demands using Self-Care Agency (S C A) First, investigate or identify what can or should to be done. Second, decide what can be done. Third, produce the care. 17 Theory of Dependent Care Assumptions relate to the nature of interpersonal action systems and social dependency. 18 Nursing Is Needed: When Therapeutic Self-Care Demands exceed an individual’s Self-Care Agency because of health state or health-care–related conditions Self-Care Deficit (S C D) T S C D > S C A = S C D = Nursing Required 19 T S C D and S C A Vary qualitatively and quantitatively over time Identified as patient variables Real or potential existence of a health-related care deficit relationship between care demand and the power of agency is the reason nursing is required. 20 T S C D and S C A Vary qualitatively and quantitatively over time Identified as patient variables Real or potential existence of a health-related care deficit relationship between care demand and the power of agency is the reason nursing is required. 21 Nurses Must Have Knowledge and Skills Investigating and calculating individual’s T S C D Determining degrees and development of S C A Estimating potential for regulation of the exercise or development of S C A Identify, perform, and support an individual’s S C D when indicated 22 Nursing Triad of Interrelated Action Systems Professional-Technical Necessary for the production of nursing–dependent on the interpersonal system Interpersonal Interaction and communication necessary for design and production of nursing Societal Established by the specifying contracting parties and their legitimate relationships Societal-contractual system 23 Broader Views of Human Beings Nurse-specific views of human beings fit within broader views of human beings. Orem identifies five broad views of human beings that support the development of the constructs of Self-Care Deficit Nursing Theory. Broader views come into play when nurses think about and produce nursing. 24 View of Person Human beings are: Embodied with inherent rights At once a self and a person Person-as-agent Central to understanding and integrating the other views of human beings Subsumes all other views Essential to understanding nursing as a triad of systems 25 View of User of Symbols Individual human beings are persons who use symbols to: Stand for things Attach meaning to them Formulate and express ideas Communicate ideas and information to others Essential to understanding the nursing interpersonal system Necessary for nurse-patient communication 26 View of Organism Individuals viewed as unitary living beings who grow and develop biological characteristics of homo sapiens during known stages of the human life cycle.

Requires knowledge of biology, psychology, human physiology, environmental physiology, pathology, and other sciences. 27 View of Object Human beings are viewed as having the status of object subject to physical forces whenever they act to protect themselves against such forces. Requirement for protective nursing care. Taken when nurses provide care for infants, young children, or adults unable to control their positions and movements in space and contend with environmental physical forces. 28 Conclusion Nursing-specific views of human beings are differentiated from general views of human beings. General views (human beings as energy fields, living health, or culture-oriented or as caring beings) are helpful in understanding humankind but do not and cannot support viable nursing science. 29 image3.png image2.png image6.jpeg image1.png

Paper For Above instruction

The concept of organizational change and leadership through decision-making is crucial in educational settings, especially when addressing the metaphor of the iceberg, as illustrated in John P. Kotter’s book, "Our Iceberg is Melting." This metaphor emphasizes the importance of identifying underlying issues, fissures, and readiness for change within organizations. Understanding whether a school’s iceberg is melting involves examining the structural and cultural fissures, the willingness of individuals committed to change, and the clarity of the message about the organization's future. This reflection explores these elements to assess the health and adaptability of a school environment.

Firstly, determining whether a school’s iceberg is melting requires a clear understanding of its current state of organizational health. An iceberg metaphor suggests that most issues are below the surface—unseen but critical. These include systemic problems, communication breakdowns, resistance to change, or lack of innovation. If these fissures are widening, the organization might be experiencing a kind of melting, signaling vulnerability and the need for urgent change interventions. Conversely, if these fissures are minor or being addressed, the iceberg remains stable. The presence of fissures indicates areas where the organization's structure or culture may be cracking, such as insufficient collaboration, poor leadership, or resistance among staff and stakeholders.

Identifying fissures involves analyzing patterns of communication, staff morale, stakeholder engagement, and leadership effectiveness. For example, fissures might manifest as siloed departments, inconsistent policies, or resistance to new initiatives. These fissures can serve as warning signs that the organization’s core stability is compromised, necessitating strategic responses. Leadership plays a vital role in recognizing and addressing such fissures to prevent further deterioration and to foster a culture of continuous improvement and resilience.

Willingness among Freds and Alices—metaphors for proactive leaders and change agents—is essential for organizational health. These individuals are prepared to step forward, advocating for change and inspiring others. Their willingness reflects readiness within the organization to embrace transformation. A lack of such individuals can hinder progress, making it essential to cultivate leadership capacity and identify potential change agents who can "swim ahead" of the pack, guiding the organization through turbulent waters toward a sustainable future.

Another critical element is the organization’s scouts—those who are vigilant, observant, and open to identifying potential problems and opportunities early. Adequate scouting ensures that signs of change are detected early and that strategic adjustments can be made proactively. If No Nos—those resistant to change—dominate, they may exert control over the organization, stifling innovation and adaptability. Overcoming such resistance demands strategic communication, inclusive decision-making, and building shared visions for the future.

Moreover, the strategic focus in leadership must balance immediate needs with future planning. With a tendency to prioritize short-term successes ("catching fish today"), organizations risk neglecting vital long-term sustainability. Conversely, a focus on future-oriented planning, with a clear case for change—the "bottle"—and a shared, easily understood message about the envisioned future, can foster resilience. Communicating a simple and compelling future vision is key in securing stakeholder buy-in and motivating collective action.

Finally, recognizing individuals willing to "swim ahead"—those who are proactive and innovative—is vital for adaptive leadership. These pioneers can influence organizational change from within, leading by example and inspiring others. Cultivating such leadership involves fostering a culture that rewards initiative, supports experimentation, and maintains a shared vision for ongoing growth and adaptation.

In conclusion, assessing whether a school’s iceberg is melting involves vigilant analysis of fissures, leadership willingness, and organizational readiness for change. Effective educational leadership requires identifying and addressing underlying issues, fostering proactive individuals, and communicating a clear vision. By doing so, schools can build resilient systems capable of adapting to emerging challenges and ensuring sustainable success in a dynamic educational landscape.

References

• Kotter, J. P. (2008). Our Iceberg is Melting: Changing and Succeeding Under Any Conditions. St. Martin's Press.
• Owens, R. G., & Valesky, T. C. (2015). Organizational Behavior in Education. Pearson.
• Crossan, M., Cunha, M., Vera, D., & Carlissen, V. (2011). Deciding to decide: The paths to inter-organizational decision making. Long Range Planning, 44(4), 237–258.
• Heifetz, R., & Laurie, D. (1997). The work of leadership. Harvard Business Review, 75(1), 124–134.
• Fullan, M. (2014). The Principal: Three Keys to Leadership Success. Jossey-Bass.
• Leithwood, K., & Riehl, C. (2005). What we know about successful school leadership. Washington, DC: Wallace Foundation.
• Hersey, P., & Blanchard, K. H. (1988). Management of organizational behavior: Leading human resources. Prentice Hall.
• Burns, J. M. (1978). Leadership. Harper & Row.
• Day, C., & Leithwood, K., & Mervis, C. (2010). Successful principal leadership practices for school improvement. School Effectiveness and School Improvement, 21(3), 281–308.
• Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78–90.