Sessions has stimulated an effective team learning

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sessions has stimulated an ―effective team learning that involves alternating processes for dialogue and discus sion‖ (Senge, 1999), and developed new organizational capabilities that ease the sustainment of the process of change.
124 Phase V Continuous Improvement Change is an ongoing and natural state. The external environment is today more dynamic, sometimes even more turbulent, than ever before and remains in a constant state of change. In studying the changes that leaders have effected, James O´Toole (1995) concluded that ―organizations must be adaptive and built to change‖ (cited in Burke, 2008:280). Burke add s, ―To ensure long -term survival, effectiveness, and success, we must be nimble, flexible, and adaptive‖ (2008:280). A means for developing these abilities is through a program of continuous improvement. Even though the dean and top management are to make it a practice to act and mould through their personal example, the department of Institutional Effectiveness, will ensure the achievement of objectives through the implementation of new practices of coordination, conversation-action, impeccability, feedback and learning, as well as the development of leaders, thus contributing to the sustainability of the process of change within the program of continuous improvement. The strategy of continuous improvement should be present at all times in the mentality and objectives of the faculty, the project and program leaders, the Advisory Committee, the Institutional Effectiveness Department, and the personnel of different areas of the business school, and expressed in the monthly, semi-annual and annual evaluation meetings, with a constant attentiveness to stakeholders voices and the analysis of competitive information, among other critical external input. CONCLUDING REMARKS The current challenge for business schools is the implementation of a process of change to transform themselves into socially responsible academic institutions. However, we understand that not all universities and business schools have the same capacity for change; some are more receptive and inclined to embark on the process, while others try to avoid it. The particular characteristics of each institution and its capabilities, determine the extent and intensity of this change. We know that the decision to implement changes in academic institutions has never been easy and further, when referring to a planned change that affects the whole system, it is unusual. Aware of these facts, our contribution is based on a proposal for a process of change with a strategy to begin the process of transformation right at the core functions
125 of the business school: research and curricula. The idea is to focus on the objectives of the school‘s mission, and from there, to delve deeper into the transformation. The main driver of change will be the new definitions of the mission, vision, and values, as well as the conviction and passion of the project leaders, and the persistence of a strong sense of urgency.

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