The Department of Curriculum, Teaching and Learning and the Department of Education Pyschology and Special Education are to be merged January 1,1995. In preparation for the newly merged Department of Learning, Assessment and Special Education, planning and consultation have been established and agreements have been made by the current Heads of the departments.

As an integral part of the planning and consulative processes, an outside consultant was given the mandate to interview members who were nominated to represent their respective departments. Prior to the beginning of the process, the current Heads agreed on the open ended interview format and on the areas to be discussed among which were perspectives on the merger, the processes interviewees wanted for budget, time allocations, etc., desired future directions and the profile of the new Department.

Commonalities found in the interviews are the basis for the recommendations offered in this report. It has presented recommendations within a conceptual framework of leadership and organizational development.

In summary, this report had a mandate to offer suggestions for the planning of the new department. The report has given voice to those nominated who trusted in the consultative process and gave of their time, expertise and qualified opinions. Its author holds strong assumptions about the philosophical underpinning of democracy as a way of establishg both a moral and ethical context and a culture for educational enterprises. Although this may have influenced both how questions were asked and how interpretations were developed, she has striven to represent all comments accurately.

The purpose of this report is to provide input into the planning of the new department of Learning, Assessment and Special Education (LASE). This department is the merger of two former departments: Curriculum, Teaching and Learning (CTAL) and Educational Psychology and Special Education (EPSE). The report provides an account of interviews held with members from both departments. It gives a voice to those who trusted the process and gave their opinions in confidence. It also reflects what they had to say within the framework of current thinking on organizations and mergers. Finally it presents a set of recommendations for the new department. It is both a consultative account and a paper of advocacy.

The first phase of the consultative process was to hold individual interviews with nominated members of each department. This report gives an account of the commonalities and the unique perspectives voiced in the interviews. As well as serving the reporting function, it provides a starting point for further consultation for all future members of LASE. The consultative process will include several stages: first, an agreement between the Heads of the respective departments on the recommendations of the report, second, an opportunity for members for both departments to respond and to have input prior to adoption, and finally, adoption of the revised report. Further action will be decided at that time.

It was agreed that the interviews would be open ended. Open ended interviews allow for the interviewee to expand by introducing relevant comments and related issues. Interviewees agreed to have the session taped and were guaranteed confidentiality.

As a result of discussion and agreement with the current Heads of the departments, specific issues and areas of concern were identified to be included in all interviews. They began with a focus on how the interviewee understood the rationale for the new department and how it fitted into the plan of the Faculty both future and past. Because of the close involvement with schools, discussion of the profile of the new department, its service commitment and the need for a mission statement were then discussed. Members were also asked to comment on facilities ie if the department would be on one location, decision making processes for budget, teaching assignments, release time (study leave, research, long service leave, etc) and availability of technological support. Some time was spent exploring research modes in the respective cultures. The roles and responsibilities of support staff were also discussed. Finally, they were asked if they had any messages for the new Head and/or the Dean which would enhance the success of the new department.

In a research project of this nature, the assumptions of the interviewer colour both the questions and the interpretation of the responses. The following assumptions represent her position on leadership and its relationship to organizational development.

• Leadership is concerned with building a commitment to the purpose of the organization;
  
  
• The ways in which the purpose and commitment are established teach the employees about their role in the future;
  
  
• Leaders design the structures of the organization to ensure the most effective response to internal and external environments;
  
  
• Morale is best in organizations which value the individual's contribution;
  
  
• People are most productive in an atmosphere where information and input are a part of decision making; and
  
  
• Collegiality is based an informed dialogue about the major activities of the organization.

These assumptions are well supported in current writing and research on organizations and are also implicit in the talk in the University.

The purpose of the next section is to give a summary of the perspectives of the interviewees on the rationale for and the future success of LASE. It has two parts: an historical overview and a summary of the perspectives on the merger. It is composed of both understandings based on interpretations of the organization's history and on the values and attitudes of the interviewees.

The importance of the past and the interpretation of the rationale of the merger cannot be underestimated. They serve as the launching pad for the new enterprise. As both departments come to an end and are reconstituted as LASE, these understandings are a legacy bequeathed to the new department. As such, they form a summary of the past and an expressed wish for the future. They will echo through the new endeavour both as a gift and as a burden. Legacies cannot be ignored. They contain irreducible material which must be taken into consideration for a new beginning. Some aspects of a legacy are gifts, others represent obstacles to be overcome. As Schein points out (1), the methods for overcoming obstacles, for resolving problems and for celebrating successes come from the leader. Once the leader has set the pattern it becomes embedded in the practices and the culture. At the point of beginnings, therefore, leaders are well advised to plan and act mindfully aware of the new patterns they are seeding.

In l987 Dr. B. Sheehan was Director of the Melbourne College of Advanced Education (MCAE). The amalgamation of the MCAE and the Faculty of Education which occurred at the beginning of l989 was the result of negotiations held during the l988 year. The MCAE and the Faculty joined to form the Institute of Education with several units including the School of Education.

In the MCAE, before the amalgamation had come on the agenda, considerate time had been spent in discussing future organizational structures. At that time, the members of the Education Psychology Department chose to align themselves with different groups. Some remained with Educational Psychology, others chose either Curriculum studies or Sociology. The actual process is important to note as it informs some of the understanding of the differences between the current two departments. Each person nominated for the group which best represented their interests which can be represented by a continuum of perspectives from a focus on learning in classrooms to a focus on the minimal incidence disabilities and individual student assessment.

The history of the Institute of Education demonstrates a fundamental belief in choice and how identity is determined. Clearly the choice is indicative of the relationship with schools.

On January 1, l989 a guarantee went to the legislature to ensure that there would be no forced redundancy in the new Institute. All who were included in the amalgamation and who had permanency would retain it. At that time the Institute of Education was the largest Education faculty in Australia having some 300 members.

Professor Beare was Head and Geoff Poynter, Deputy Head of the School of Education. For three years the School worked on the federal model with an executive committee.

In l990, Beare led the move to break the School into smaller departments. In l991, Geoff Poynter as Head of the School implemented the decision. This process was driven by the School and was a bottom up process. The new departments were Educational Psychology and Special Education (EPSE), Curriculum, Teaching and Learning (CTAL), Social And Educational Studies (SES) and Policy, Context and Evaluation Studies (PCES). The tradition of giving choice to members was followed. This 'bottom up' decision making was and is criticised in the University as having been an inefficient process. However, the concepts of choice, input and members rights are deeply embedded in the current departments.

The next phase began when the structure of the Institute was described as flawed. This phase was announced with very limited input. In September 1992, the Maling Taylor report outlined inefficiencies and changes were suggested. The programs to be cut or phased out were identified. The permanency guarantee was subsequently revoked. Late in l993, a new departmental structure was declared and early retirement incentives were announced. The staff to be redeployed were also announced. Individuals were assigned to departments in a restucturing which resembles the l987 structure. The changes were instituted rapidly.

In January l993, the Personal Plan and early retirement incentives were announced. Numbers and new departmental configurations were also announced. Individuals were assigned to departments in a restructuring which resembles the l987 structure.

In summary, the historical outline gives some idea of the rapid changes of the last four years. It also provides insight into the locus of control in the changes. The grid which follows shows the elements of choice, naming entities and membership as well as the structures of the Institute. It also outlines the changing nature of the human resources considerations.

As Bolman and Deal remind us membership is not only a matter of choice but also of ritual. The decisions taken in l992-93 have departed abruptly from a tradition of choice and have broken a ritual of membership.

The grid above shows how the locus of control changes and thereby confronts the values which have been inherent in the Institute. Understanding this background is critical to leadership in LASE and the Faculty.

The purpose of this part of the report is to give an account of the commonalities and interpretations of why the merger occurred and what strategies will enhance the new Department's successes.

Interviewees were asked to comment on what they saw as the rationale for the new department. There are a selected number of themes which were repeated throughout the interviews. The first part of this section emphasises the positive themes, the second those which are negative.

Some interviewees see that there is a real potential which LASE could take advantage of. Implicit in these comments is the understanding that a "real" department would have to be established. Statements such as "If we are going to be a department, then we need to see each other on a day to day basis" represent are typical of this hope. They are based on an image of a department and how it functions. They see the potential of collaboration both in programs and in research. In order to capitalise on this potential, they urge that a statement of vision, purpose and a strategic plan need to be developed. The vision should stress a broad view which would subsumes the different disciplines. A strategic plan for facilities, finance, designation of chairs, etc. should be detailed. Thus there is a sense of hope, goodwill and an attitude of professionalism which is a constant if tentative theme attached to the potential to be drawn from what is later described as a flawed merger.

The merger of generalist and specialist departments tends to meet with little success in education and elsewhere. They require consistent use of strategies of integration, strong support from the 'top', a willingness to collaborate from all members and an ethos of collegiality.

The following comments reflect themes negative feelings and concerns.

• All interviewees stated that there was no rationale, no strategic plan and no vision presented for the merger. Therefore, members of both departments offer hypothesises for the rationale.
  
  
• Some believe that the merger is driven by numbers, others are of the opinion that the current cuts represent an attack on some individuals and on the philosophy which they represent. Many feel that the length of time for LASE is limited and question to what extent it is worthy of effort.
  
  
• It is a top down decision. There are clear statements of protest at the lack of consultation and of choice. There are strong feelings of fear, disempowerment, being hoodwinked i.e. there is another game plan which we are not privy to. The silence surrounding the last round of cuts and the lack of information as well as planning serves to fuel a certain amount of paranoia.
  
  
• The two departments are seen as unduly disparate for a merger. All interviewees commented on the lack of knowledge of each other's work, ideas, etc.
  
  
• Others see limited success for the merger. The building of collegial relationships is seen to be potentially difficult given the shared history of some of the members in both departments and given the lack of contact (two buildings) between individuals.
  
  
• Several interviewees feel that the status quo should be maintained and the possible merger thought through for the benefit of all concerned : students, staff, schools.
  
  
• There is the recognition that in the past mergers have not stuck. They are there as a foil for other plans. There is considerable cynicism. It is seen as just another amalgamation to be endured.
  
  
• The name of the new department is seen as unfortunate. It neither represents the needs and views of the members nor does it speak to the field.
  
• There has been a high level of physical illnesses and psychological trauma in CTAL in particular. There are openly stated complaints about the lack of concern for people. Assistance with redundancy - redeployment and retraining, was promised but the promise has appeared hollow.

In summary, the short, sharp and swift nature of the changes with their focus on loss of jobs has ignored the consultative processes basic to the success of mergers. The lack of process affronts the departments both in terms of their history and their belief systems.

The legacy is a portentous one. Although it highlights the sense of disorientation and of disempowerment, it also offers hesitantly the gifts of hope and goodwill that are still in the hearts of members.

The merging of two human systems demands close attention to the assumptions and the resultant culture in both. This section outlines the two departments. Two categories have been developed which encompass the essential nature of the departments. CTAL which can be seen as having a long history within the MCAE as well as its continuation in the Institute is categorised as a consensual model. EPSE with its shorter history since the amalgamation and its four discrete units is a federal model. The categories include reference to history and developments in progress at the time of this report.

The departments are thus structured differently, have experienced a different length of time together and in general have a markedly different information flow and leadership style.

EPSE is composed of four separate units. As one of the interviewees commented "the department has survived because of four separate units with separate missions which never came together but (work) in a climate of good will, increasing trust and conviviality... there is a common focus which is clinical services to children". Some of the activities that contribute to the productivity of a ‘federal’ model are still emerging. For example there is not much cross unit research, teaching etc. Information flow is not frequent and consistent nor are meetings held systematically. Decision making processes for budget, release time, etc. are not in place. They are still undertaken individually with the Head. The Head has just changed. Nevertheless as interviewees stated co-operation and collaboration are growing with time despite an atmosphere of constant change and lack of continuity.

By contrast CTAL, despite of its numbers, operates as one department with a shared history and philosophy. Procedures for budget, release time and facilities have been developed consensually over time. In consensual systems, information flow is designed to ensure the basic knowledge of events, finances, etc. is available. The current head has been involved in administration of the department and of the various stages of amalgamation from MCAE onwards.

The missions of the departments target different stakeholders. CTAL focuses on school service and teacher training, EPSE on clinical services to individual children. In the words of the interviewees there is no conceptual fit.

The current plans which move toward a federal system of five operating units for LASE appear to offer the most viable solution. The federal system allows for the potential cross unit activities to happen without forcing collaboration in a merger for which "nobody holds a vision or a plan".

This section of the report provides a summary of the interviewees' perspectives on the development of a 'mission' statement, the questions of facilities (where the department should be housed), procedures for budget, teaching loads, release time, new roles and responsibilities.

The term 'mission statement' connotes a variety of meanings. In the interviews there was a reluctance to move to a 'mission' which was not flexible and open to renegotiation. There was however strong agreement on establishing a process which would focus on how the department would operate. This process would begin soon, i.e. within the first year. As a result of the process, a mission statement would likely emerge as summary of the discussions and debates. Some saw the process as giving form to the hope that the department might lead the field to demonstrate how integration could operate in schools. Others saw it enhancing the possibility of cross unit research and teaching assignments which would strengthen the preparation of teachers.

Ideally, the process would make sense but a constant theme in the discussions was the question of support from the Faculty and the University for LASE. Questions such as "Is there really support for this venture? will it last longer than a year? is it a step in a larger plan to which we are not privy?" The ambiguity surrounding the merger and its future constantly acted as a caveat for future initiatives.

Currently the two departments are remaining in their buildings. When asked about one location for LASE, all agreed that to function effectively they need to see each other and to work in proximity on a day by day basis. Members of the two departments do not know each other. They do not even know the names of those in the other department. They express some anxiety and a lot of concern about how collaboration can take place without a common location.

The point was made that facilities are now designed to support function. Thus the laboratory recently build for EPSE is central to the functions of that department. It could however be moved if space was available and if there is 'real' backing for the merger. The lack of a facilities plan heightens the insecurity about the department's future.

Budget processes and decisions are of course highly political and reflect how power is perceived and used. Currently, the budget processes in the two departments are markedly different. In EPSE the process is negotiated on a one on one basis with the Head. In CTAL the process has been developed consensually. Information is open to all. During the interviews, members of both departments expressed the desire to have a common, open process for decision making in the area of budget. Information should be shared about funds, budget and research grants. Such sharing serves to reduce anxiety and the appearance of favouritism. It also provides for acknowledging progress in research, obtaining advanced degrees, acquiring new experiences, etc.

It was obvious to interviewees that one of the tasks would be to tailor a new budget process to fit LASE.

As EPSE functions as discrete units, teaching assignments are based on courses offered. Within CTAL, this is also the basis for course assignments. In both departments there are courses which are team taught. In CTAL this tends to be the norm. It is also the norm for teaching assignments to be 10% above the requirement so that time can be assigned to individuals whose workload is high. Individuals submit their requests for time release and the department, through formal collegial processes, allocates on that basis.

Both departments have a field component for student teachers and offer support for inservice. As several interviewees commented this is an area for concerted investigation. Questions such as "What sort of partnerships with the DSE, independent and non government schools are possible? what are the needs of professionalisation?

The question of research is a complex one. EPSE has traditionally focussed on the area of quantitative research projects. They have two full professors. Some of their research overlaps with medicine, others receive funding because their area attracts certain associations eg CHIP.

Research in CTAL has tended to be more qualitative and field based. There are no full professors within CTAL. The tradition of the CAEs has had impact as well. Members have spent time upgrading qualifications rather than applying for grants. There was a strong call from CTAL interviewees to work on a research paradigm which emphasised the interdependence of teaching and research.

The imbalance of full professors was commented on by interviewees. The provision of full professorship for the chair of assessment was welcomed by many, but the processes for designating new chairs and the failure to designate in key areas has been a source of disappointment, even dismay. It is an area to be addressed in the future so that parity in distribution and selection is both seen and felt.

The issues surrounding human resources were a constant theme in the interviews. Members of both departments expressed dismay over the treatment of loyal, committed staff and the level of illness which they saw as stress related. They spoke of broken promises of support and the termination of tenure. The loss of the current CTAL Head was also a constant in all interviews. They emphasised that the CTAL unit was to be further cut back by the end of l995 and 1996.

Members of both departments emphasised the need for the new Head to spend time with former CTAL, Learning, Teaching and Assessment Unit (LTA) personnel in order to know them and their work so that career development and research support was strongly felt and heard in all arenas.

There were also strong comments on the need to address the grieving process and the feelings associate with it. The impact of cutbacks on departing and remaining staff cannot be underestimated. As stated in the Maling/Taylor Report (1992 p.6) "...it is neither desirable nor healthy for any University to have such a large number of discontented staff. Nor is it inevitable....there are steps that can be taken to smooth the process...".

This section of the report aims to summarise the messages of interviewees to the Head of LASE and to the Dean of the new Faculty of Education. It is necessarily closely linked to the issues surrounding the lack of stated rationale, vision or planning for the department. It is therefore highly ambivalent as it speaks to the desire of members to belong to a department which will not only survive but contribute strongly to the field and to research. It also touches the desire of all employees to owe allegiance to a leader who has vision, whom they can support and who is in turn supported by the hierarchy.

Suggestions for the Faculty of Education as a new entity were to address a process of developing a mission statement early in the year. This would provide both for focus which the field could understand and a context for the new departments of the Faculty. Several interviewees emphasised the need of the new faculty to be the public voice for the University on issues and concerns of education. The planning process should encompass a strategic plan coupled with a facilities and human resource plan which would address systematically how the faculty will hire, house and plan for its programs. In turn, it would provide the Head of LASE with a context for leadership.

There are statements about the need for a leader who is able to bridge the differences between the more clinician's approach of EPSE and the school/teacher preparation of CTAL. It was recognised that the bridging will occur through processes and not necessarily through a background of education and experiences in both areas.

There is a strongly felt need for the Head to be visible and accessible in both buildings. Proximity will be particularly important for CTAL staff who are accustomed to having access and daily support from their Head. They are also the staff who feel most bereft of the support needed for career development and research funding. Without sufficient knowledge of them and their work, there is fear that the support will not be seen and heard in the right arenas.

The structure which has emerged from discussions to date has emphasised a federal system with a central administration of Head, Deputy Head and Departmental Manager. Their coordinating function will require close attention. Interviewees referred to the need for clarity in the roles and for delegation of responsibilities. It is seen in interviews that because of the complexity of the new department, the administration will have to be systematic in their approach to the questions identified viz, budget, teaching loads, human resources, research ethos and mission statement.

The purpose of the final section is to offer recommendations. They are embedded in the summaries of commonalities which have preceded this section. They are designed to have impact on two broad areas. First, there is present in the interviews a desire to work meaningfully as professionals to further teacher education, service to the field and excellence in research. The recommendations suggest ways to draw upon these values to create and sustain an ethos for LASE. Second, there is a pervasive sense of powerlessness and cynicism, the potential for role confusion in the new structures, a need for processes which will diminish the possibility of conflict and the return of old disagreements and finally, for some, a loss of meaning, purpose and pleasure in coming to work on a day by day basis. These feelings and attitudes are attributed to the nature of the changes over the last four or more years. The literature on organizational change recognises these reactions as symptomatic of change processes which have been poorly managed. The recommendations aim to provide strategies which will address these concerns whilst enhancing the sense of professionalism.

The recommendations have been organised into six broad sections. The first section proposes an entry plan for the new Head of LASE which responds to the concerns which interviewees believed need to be addressed. The next four sections reflect the frames used in Reframing Organizations (Bolman and Deal 1991). Frames are different vantage points from which organizations can be viewed. They are also tools for action. Each frame is preceded by a short description. The frames are not mutually exclusive. Overlaps will be highlighted. The final section summarises the messages given to the Dean and the Faculty of Education.

As indicated in the report, the loss of the Head of CTAL and the absence of new location for the Department are particularly difficult for the members of CTAL and this is clearly recognised by all staff. Although EPSE might now be seen as 'winners' in this respect, many of these ideas were articulated prior to Professor Rickards being appointed. In that sense, they have a larger import.

• interview each member of LASE with a view of becoming cognisant of the attitudes and the concerns regarding LASE
  
  
• interview each member of LASE (but in particular the former CTAL department) with the view of becoming an advocate for their career and research funding
  
  
• design a significant role in the evaluation of all staff, and in particular CTAL members
  
  
• spend time regularly in the Alice Hoy Building with in order to understand the ethos and the daily workings of the LTA group
  
  
• ensure that there are advocates for the CTAL members who are leaving the organization at the end of 1995.

The structural frame emphasises the importance of formal roles and relationships (Bolman and Deal, l991 p. 15). In the proposed structures of LASE there are several new roles and some areas in which responsibilities will need to be negotiated and clarified during the year so that the department understands their functions.

Several interviewees expressed views about how the role of deputy head would function given the nature of the new department and the two locations. As this role is created by each Head, understanding of what is delegated and the communication procedures will be important to minimise confusion and conflict.

• the role of deputy head be presented and clarified at a departmental meeting
• the deputy head spend time on a regular basis in both locations

The role and responsibilities of this new position differ significantly from the previous role.

• the position of Departmental Manager and of general staff reporting to her be reviewed
• the new position description and the reporting structures be presented to all staff to ensure their understanding and support
• the position and the procedures be revisited during the year to ensure that the transition is in place

These roles have just been created. Although similar roles could be identified for the other units in the Department, at this stage they are proposed for LTA only. It is important that their mandate and its relationship to the Head and to decision making at the departmental level be clearly understood.

• a description of the positions and their relationship be presented at the LASE departmental meeting

Bolman and Deal point out that all systems need to establish ways of coordinating and focussing efforts. This is particularly true when the organization is established around functional groups such as LASE will be. The recommendations in this section assume that meetings will occur systematically and consistently during the year. Meetings provide the opportunity to coordinate efforts, to ensure a forum for airing concerns and issues and to solve problems. Dissemination of information, departmental policies and procedures also support coordination.

• a formal meeting structure be established and maintained during the year
  
  
• information systems be established and responsibility for them delegated to the Departmental Manager

This frame starts with the fundamental premise that organizations are inhabited by individuals who have needs, feelings, and prejudices. They have the capacity to learn as well as the capacity to defend old attitudes and beliefs. The key to this frame is to tailor organizations to people so that they get the job done and feel good while they are doing it. This involves creating opportunities for participation and new learning. It ensures that people feel listened to and valued for their contributions. In part, the entry plans and the structural frame set the conditions for involvement. What is not spelt out is the manner in which people are involved. For example, the one on one discussions with the department head can lead to plans for personal professional growth. The meetings in which roles and responsibilities are discussed have the potential to incorporate input from all members. The regular dissemination of information ensures that there is a baseline of knowledge for decision making. Setting a modus operandi for the department will be crucial to establishing an ethos of participation which is needed to salve the distress caused by the merger.

In the cultural matrix on page 8 we showed the current differences in the decision making processes. We also reiterated the interviewees' desire to develop and maintain open procedures for decision making particularly in regards to budget. Negotiating consistent processes for the department would establish a common sense of membership and access to information.

• a set of common procedures for decision making be established for LASE

Involvement can also be enhanced as Maling Taylor suggest by the judicious use of the matrix format. This format brings people from diverse backgrounds to work together on projects, ideas, etc. of mutual interest. The formulation of the LTA conforms to this strategy as its membership is open. Task forces, short term committees and centres are also useful. As with any strategy, there are weaknesses. They must be seen to meet a genuine need and to be efficient and effective. However, the more complex the organization, such as universities, the better these clusters serve the need of commitment and diversity.

This frame assumes that organizations are composed of different interest groups who compete for power and scarce resources. Thus decisions emerge from bargaining and jockeying for position among members of different coalitions.

organizational theories demonstrate that enduring differences contribute to the political climate by making agreement and harmony difficult to achieve. They also show that autonomy is essential for collaboration. How competition is structured, understood and governed makes the difference between autonomous collaborative entities and differences which make harmony and agreement difficult to achieve. Thus in well functioning federal systems competition is 'healthy', that it is, it is not destructive to the relationships and the sharing of information. One of the major functions of central administration in a federal system is to govern competition. Obviously meetings are one of the arenas in which the Head can meet these challenges openly. Another is the establishing of open and consensual decision making procedures as recommended.

Scarcity of resources refers to finance and also to human and technical resources. In some important ways it also involves status and perceived importance. The current merger is seen to be making strong, political statements about status and importance of individuals and departments. For example, status in universities is established in part by the allocation of positions of full professor. In the current organization, CTAL/LTA has no such position. Interviewees referred to the need to give attention to establishing a chair.

• a process of acquiring a position of full professor for LTS be explored

This frame departs significantly from the traditional canons or organizational theories. It is based on the assumption that meaning is created, that different events have different meanings for different people and that organizational events and processes are important more for what they express than for what they produce. It acknowledges ambiguity in human endeavour. It is important when there is a need to rebuild meaning and purpose.

In this section, recommendations will address planning processes which assist members to create a sense of meaning. Planning is a reason for interacting and learning. As one interviewee explained "(It) alters the dynamics. You not only learn about the whole group as an entity but you learn about people within the group and you learn more about what their strengths are and about what your own contribution is....(It) is important for our own personal development."

This planning tends to follow the more traditional abstract planning model. It may include finance, facilities and environmental scanning. It is crucial to setting timelines for significant activities to occur and for advertising the new department internally and externally.

Interviewees expressed strong reservations about mission statements which were 'fixed in stone' and did not allow for revisiting and revising. As a mission statement usually accompanies the strategic plan, this reservation must be taken into account in the planning process. The recommendation from the interviewees suggested that the department begin a process of discussion about how they would work together and that this would lead to the development of a mission statement.

As the Faculty has been restructured, a decision regarding its strategic plan needs to be in place prior to the LASE decision to begin their process. Their plan will dovetail with the Faculty.

• a strategic planning process be established for LASE

Bridges (l99l) underlines that one of the reasons that organizational changes founder is the lack of attention given to transition planning. Failure to plan the transition well, results in resentment, anxiety, stress and self absorption (that is, withdrawal from the situation and excessive self concern).

In Bridges' work, change is an external event. Transitions are internal and subjective stages of adapting to change. He describes the difference between strategic planning and transition planning as one of perspective. Transition planning begins with where people are and provides them and the organization with detailed strategies to govern the transition.

• a transition plan and strategies be developed with and for the entire staff of LASE

When new organizations are created, the leader has an prime opportunity to establish its culture and to define it relationships both internally and externally. By declaring its purpose publicly it focuses its members and the public on its moral and ethical parameters.

The current restructuring and renaming of the Institute as well as the appointment of full professors have effectively created a new Faculty of Education. Interviewees saw this as an opportunity to revisit the strategic plan and to define the reality of the Faculty for its members, the field and the University. The roles and responsibilities of different positions as well as the committee structure should be reviewed and clarified. Several commented as well on the role of the full professors and a need to hear from them on how they saw their role within the Faculty.

Environmental scanning would allow the Faculty to focus on the changes in universities, teacher education, national and international initiatives in curriculum, school management, professionalisation, etc. It would also bring to attention professional development activities.

Focussing on the connection between change and professional development, several commented on the need for personal professional development opportunities for staff. Funding is available through a variety of sources and should be tapped.

The issue of gender and equity should also be examined. Times of turbulent change are propitious for the review of policies and procedures to ensure that not only is equal opportunity being followed but that the culture is supportive of women and minorities.

• the Faculty begin a Strategic Planning Process which includes but is not limited to the above issues which have been identified.

Interviewees also wanted to establish a consultative process within the Faculty. They pointed to the impact that the lack of consultation has had on the morale of the Faculty as well as the well being of individuals. Congruent with the Transition Planning recommendation for the Department, they expressed the need for strategies which support and assist people in times of change.

• the Faculty address its pastoral leadership responsibilities to its employees in times of change

This report has presented an overview of the process of interviewing and a summary of the commonalities discovered in the opinions and perspectives of the interviewees. A conceptual framework of current leadership and organizational theory is the bsis for the organization of the recommendations which flow from the commonalities as identified.

At all times and in all aspects of the report and the processes, the author has striven to represent accurately the interviewees who trusted the process and who seek a framework to continue their work with dedication and energy in the future.

1. Bolman, Lee G. and Terrence E. Deal Reframing Organizations: Artistry, Choice, and Leadership. San Francisco: Jossey-Bass, 1991.
   
   
2. Bridges, William. Managing Transitions in Organizations: Making the Most of Change. Addison-Wesley Publishing Co. Inc. 1991.
   
   
3. Maling, Jillian and William Taylor. Consultancy for Future Directions for The Institute of Education September, l992.

1. Goodlad, John I., ed. The Ecology of School Renewal. The National Society for the Study of Education, l987.
   
   
2. Schein, Edgar H. Organizational Culture and Leadership, 2nd edition San Francisco: Jossey-Bass Publishers, 1992.
   
   
3. Tierney, William G. Building Communties of Difference: Higher Education in the Twenty-First Century, OISE Press, 1993.

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