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ormance to public, and keep public informed about their system performances. This comes to the point that school leaders at all levels must prioritize communication as a prerequisite activity to be conducted because school systems can only fulfill their goals if there is a broadening understanding of and support for their goals, while such support is carried out by effective, bilateral communications in a clear direction (Levin, 2008).

It is clear from the literature that a clear, effective communication is a bridging direction of all effective leadership in organisations, and it is embedded in almost everything that leaders do (Levin, 2008). This needs leaders to be seriously listening to what colleagues, subordinators, and workforce are saying about their ideas, their realities and their concerns in order to motivate, build trust, and create substantive work of improving effective change (Cameron & Green, 2009; Levin, 2008).

REFLECTION ON PRACTICE 关于实践的反思

The change initiative

Drawing on insights from the literature, my own context in the Research and Academic Service Office (RASO) in the National University of Laos (NUOL) has some clear issues regarding complexity and communication. As a whole picture, NUOL consists of 11 faculties, eight offices and two centres. This make NUOL complex in its structures and location since all faculties have many departments and units, and most of them are not situated on the same campus. Moreover, its diversity of workforce and students, who are from different parts of the country, from various cultures and ethnic groups, creates even more complexities. According to Bolman & Deal’s four frames, and Schein’s three-level of cultures in the literature, an organisation is complicated due to its multi-structures, staff members with different values, beliefs, and assumptions. In the narrower sense, my context in RASO, which is one of NUOL’s administrative offices, has launched change initiatives since the establishment of office in 2004. The initiatives of change are associated with enhancing roles and duties of research work in NUOL. These are one of the overarching goals and strategies that NUOL targets to reach. The main roles cover the main areas of building and promoting research capacity and activities, allocating fund to researchers within the NUOL, disseminating research outcomes to the public and related ministries, managing and facilitating academic work.

When such fundamental roles were indentified, teams of workforce were selected from faculties and offices to take part in the implementation. Then the initiatives were launched. Although things were formed between three years (2004 to 2006), the change initiatives did not go smoothly, in fact nearly half of the proposed changes failed. I believe that the reasons for this failure rooted from various factors. First of all, the change initiatives were faced with resistances from most individuals involved. These changes included too many new initiatives that caused the selected persons fear of uncertainty, fear of losing their current status of position, power, benefits or promotion. Interestingly, if looking back to the literature, it is right that when change consists of too many initiatives, and the change process is not well planned, it is less likely to be achiev本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。