英语论文网

ts that change and implementation requires understanding meaning beyond surface details. Goertz, Floden, and O'Day (1995) see the construction of meaning as the greatest challenge for newer systemic forms of policy. This framework argues that the success of a policy/program will depend on management of meaning and reconstructing beliefs.

A cursory look at the major implementation models leads to infer that implementation of change is a complex and multidimensional process. Brose and Crosby (1992) contend that new policies, plans, programs or projects do not implement automatically, or necessarily as their authors wanted. Instead, implementation, or the operationalization of change, typically is a complex and messy process involving many actors ad organizations that have a host of complementary, competing ad often contradictory goals and interests. Bardach (1977) argues that the implementation process is a strategic interaction among numerous special interests, all pursuing their own goals which might or might not be compatible with the goals of the policy mandate. Numerous special interests have their own agendas, and they are interested in how and whether a new policy mandate might have to fit in. Simply stated, implementation of policy/program is a system of pressures and counter pressures (Bardach, 1977).

Pressman and Wildavsky (1973) argue that implementation, under the best of circumstances is exceedingly difficult. Implementation of public policies and programs are increasingly difficult if interactive factors such as organizational capability, allocation of resources, training, communication, motivation, attitude and bureaucratic structure are not in place (Karasoff and Aalwell, 1992). There are many complicated factors involved in implementation processes (Lundu and Mbewe, 1993), including politics and resources. Policy implementation being not an automatic process demands strong impetus and coordinated efforts (Brooks, 1998).

Fullan (1991) referring to a school change contends that implementing change is a multivariate business involving various levels of difficulty. It is multidimensional in the sense that putting an innovation into practice may require many changes in various aspects, such as material, pedegological approaches, and beliefs and values if an innovation's desired effects are to be achieved (Fullan, 1982). Oakes (1994) claims that planned changes occur in various dimensions and if intended reforms are to be successfully implemented, equal considerations must be given to structural, normative and political variables.

Clearly, implementation of change is a complex and challenging process that requires a diverse array of leadership skills. Penrod(1993) and Shield et al (1992) recognize the imporatnce of cognitively complex leadership for implementation of technology in higher education. Public managers for succesful implementation must understand the culture of the organization . Since, change often leads to modification and reallignment of cultural systems, they need to make certain that changes are consistent with organizational goals and value systems. The managers should frame the implementation of change as a paradigm shift. Change managers need to understand the technical and human dimensions of ch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。