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Azar keeps asking why she is dancing. From where her house was, the soldiers find the corpses of the girl's family.
She continues to dance. Later, when the soldiers have left the village, Azar dances like the girl in a mocking way. Henry Dobbins picks up Azar and holds him over a well, threatening to drop him if he won't stop and "dance right. Bowker drives repeatedly around a lake in his hometown, reminiscing about the night Kiowa died.
He remembers seeing Kiowa's boot and trying to pull but Kiowa was too stuck so Bowker fled. Bowker has convinced himself he would have won the Silver Star if he had pulled Kiowa out, and that Kiowa would still be alive. Bowker feels like he has no one to talk to, and imagines telling his father that he was a coward. He imagines his father consoling him with the many medals he did win. Bowker wades into the lake and watches the fireworks. O'Brien feels guilty and compelled to oblige, and writes a version of "Speaking of Courage" that he publishes, sends to Bowker, but is not truly proud of.
Bowker doesn't react well to the story because it was doctored to fit into O'Brien's novel and lacks the truth of what happened to Kiowa in Vietnam. O'Brien hopes the story will speak to his failure to protect Kiowa and to Bowker's courage. The story is split between Lieutenant Jimmy Cross' guilt fueling his conviction to write Kiowa's father a letter, the young soldier O'Brien who feels he killed Kiowa by turning on his flashlight in the dark to show him a picture of his girlfriend, and the men of the platoon who eventually pull Kiowa out.
There is story-truth and happening-truth. He claims he wouldn't be lying if he said he killed the young man outside of My Khe but he also wouldn't be lying if he claimed he did not kill him. With a translator, they visit the field where Kiowa died.
The field looks different than O'Brien remembers. He wades out into the water and buries the pair of Kiowa's moccasins where he believes Kiowa's rucksack was found. His daughter Kathleen asks about the old farmer staring at O'Brien and thinks he looks angry, but O'Brien says that's all over. Here are some other qualities to keep in mind while selecting appropriate short stories for your students:.
There are so many ways to use short stories in your lessons. To get you started, here are some ideas:. This is where students agree to discuss a particular topic. Each student then must have equal participation rights, meaning that all students will have a turn to speak. This is more of an informal type of lesson where your ultimate goal is for all your students to speak in a comfortable environment.
Give the students a specific question to answer usually written after they have finished reading the story. For example, you could ask your students to describe a part of the story that surprised them and why, using evidence from the story. Or here is another: Pick a character from the story and predict what might happen to that character long after the story ends.
These responses could be used as part of an informal assessment to see whether or not the student has a solid understanding of the story. Have your students pick out words they are unfamiliar with from the story, define them and use them in a writing piece for any writing assignment you give them. You could even have different students reading different short stories. This way, students can be responsible for teaching others some words that they have learned from their short story. During or after reading the story, have your students write down a question or two which they would like to ask other students about the story.
Encourage your students to create more open-ended questions so they can spark discussions. Here are some ways you can use these questions once students have written them down:. There are even more ways to use short stories with adults, but begin by using the above activities one at a time. Conclusions drawn by these researchers are that the driving forces for organizational change are the result of the need to constantly improve productivity and efficiency Arnetz, Once organizational leaders realize the need for change, they also face challenges in terms of successfully implementing initiatives that will lead to change.
Again, there is significant research that focuses on the process of implementing organizational change, with issues such as how change occurs Beer, Eisenstat and Spector, ; Kanter, , ; Quinn, , who initiates the implementation of change Hambrick, ; Robbins and Duncan, ; Tichy and Ulrich, and reactions to the fairness of the change implementation, specifically whether the implementation process was handled fairly or unfairly handled Cobb, et al.
When an organization is going through change, it is time for management to exercise leadership. They should become the role models for the rest of the staff and exhibit behaviors that demonstrate what is expected from employees in relation to the change. This would be consistent with social learning theory Bandura, ; Miller and Dollard, and the concept that people learn through observation of others. Also during a time of organizational change, management needs to send positive messages about the change itself.
On another level, this will motivate employees in a direction of change. While this tactic does not fall under a learning theory per se, it is a vital motivational approach for management to employ during organizational change phases as a means of laying the groundwork for new learning and changes in behavior to take place. Robbins emphasizes the fact that some sort of reinforcement is necessary to produce changes in behavior, so management needs to be very active during change phases to institute reinforcement tactics.
One method to use that does not cost money is verbal reinforcement. It really depends on the extent of the organizational change taking place as to what type and how intense reinforcement needs to be. The essential point is that reinforcement of some sort is a necessity for change to take place in the individual. An organization can change its structure and policy by simply writing new rules and procedures, but the workers are not going to change quite as easily.
That is where the link between learning theories and organizational change really is and where reinforcement comes in as a vital part of organizational change. Whether it is negative or positive, some reinforcement is going to have to be put into place for employees to successfully adapt to changes in the organization Robbins, The strength of an Organizational Behavior model or approach is that is very methodical in dealing with change i.
Other studies show the failure of organizations to implement changes. This leads to more studies focusing on the topic of change management. Some research focuses on the successful change management process Caldwell, Herold and Fedor, A recent study suggested that non-tangible factors such as strategy and culture were the major determinants of long-term positive results as opposed to the specific methods of implementing changes Nohrai and Roberson, Action Research Model Action research is a combination of changing not only attitudes and behavior, but also testing the change method being utilized McShane and Von Glinow, ; Collier, ; Lewin, , ; French, ; Schein, ; Argyris, , The first part of the change process must be action-oriented because the ultimate goal is to make change happen.
The second part revolves around trying different frameworks in a real situation to verify whether or not the theories really work or applying the various theories in various situations that require change.
The process of action research is first to diagnose a need for change unfreezing , then to introduce an intervention moving and finally to evaluate and stabilize change refreezing. In relating this to the speed at which some changes must occur, this approach may be useful if it is done through the process of drills or exercises.
Those are unfreezing the present, moving from the present and freezing. If this model is not followed, then changes will be short-lived. In other words, you can cause needed change to occur. However, in order for change to be permanent, you must dismantle the present and the capability to move back to the present , move from the present to the future and put in place the people and processes to ensure permanency Lewin, This model is still relevant in terms of what to do.
However, the speed at which it must be done has increased dramatically. Yet it is applicable when unplanned change occurs, particularly if we know in advance that there is some probability that the change will occur.
Examples are weather- related disasters such as hurricanes, earthquakes, tornadoes, floods and tsunamis. However, months after the hurricanes occurred, mobile homes intended for victims of Katrina and Rita in Louisiana, Mississippi and Texas were sitting unoccupied in Arkansas.
Perhaps the right organizational leaders, processes and structure are not in place. Perhaps we did not completely dismantle the present and move from it to the needed change, OR we did not freeze the changes make them permanent. He indicates that for unfreezing to work and for people in the organization to embrace change, they must experience a need for change, i.
Then, once the need for change and the desired change are introduced, people will see the gap between what exists and what will exist. In order to be productive and efficiently and effectively accomplish the required change, people must feel psychologically safe.
The purpose of Stage Two is to help people see and respond to things differently in the future. In order for Stage Two to be effective, people must identify with new role models for the cognitive restructuring. Also, they must acquire new, relevant information that can help them move forward with needed changes Schein,, , Schein , , has segmented Stage Three Refreezing into two parts — self and relations with others.
In order to make changes permanent, people must personally make the changed way of doing things a comfortable part of their respective self-concepts. Their Change Model includes five phases instead of three steps since steps imply discrete actions. Studies using this model have shown that the change process goes through a set of phases. Each phase lasts a certain amount of time and mistakes at any phase can impact the success of the change.
Change means uncertainty about what the future looks like. Uncertainty makes people uncomfortable. Furthermore, people tend to mistrust things about which they are uncertain. That is why people avoid change. To encourage people to assist with the change, you must create a sense of urgency Kotter, , You can try and battle the resistance to change that people have by yourself, or you can make your life much easier by enlisting the help of others.
To counteract resistance, one option is to form a powerful coalition of managers to work with the most resistant people Kotter, , Creating a vision and the strategies for achieving the vision will help expedite the change Kotter, , If that is the case, it is probably because management failed to communicate the vision throughout the organization change Kotter, , Also, if you want them to do something new, you will probably get more cooperation from them if you teach them how first and then give them the new tools necessary to do things the new way.
This step empowers others to act on the vision by removing barriers to change and encouraging risk taking and creative problem solving change Kotter, , People need to be rewarded when they break away from old behaviors and do something that is new and desirable.
Basically it is positive reinforcement. So, you nurture the change and make adjustments as necessary change Kotter, , Otherwise, some people will tend to behave as if they have no reason to do anything differently than they did before. So, to make the changes more permanent, you should reinforce them by demonstrating the relationship between new behaviors and organizational success change Kotter, , Therefore, it can be used like a recipe to guide and initiate change or to evaluate change that is already occurring in an organization.
This model can be used to show that change is an ongoing process and that questions asked at each step should be ongoing and often overlap Jick, See Table 1 for the ten steps in the Jick Model.
The twelve steps of this model are described in Table 1. Shields suggests that there are critical components that are necessary for leaders to change an organization. If a change occurs in one component and one does not align the other components, this will lead to inefficient work processes.
This system integrates human resources management with business process innovations. Organizational leaders who are considering change should clearly understand which strategies they want to change and define critical success factors so that they will know the extent to which the desired change is possible.
Some of the change models do not address this phase of change. Organizations must communicate the strategic objectives to the work force. If this is not done, the transformation effort will be reduced to a series of unrelated change initiatives. Finally, organizational leaders must review each of the work elements to identify their degree of alignment in support of the business strategy Shields, Shields suggests five steps to accomplish change: 1 Define the desired business results and change plans; 2 Create capability as well as capability to change; 3 Design innovative solutions; 4 Develop and deploy solutions; and 5 Reinforce and sustain business benefits.
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