Leadership and Change strategies for campus diversity · Developing shared leadership for change...
Transcript of Leadership and Change strategies for campus diversity · Developing shared leadership for change...
Adrianna KezarUniversity of Southern California
OverviewI. Institutionalizing change – 20 minutes
II. Deep or cultural change – 20 minutes
III. Shared leadership for change– 30 minutes
IV. Multi-frame Leadership– 30 minutes
V. Readiness for change and inventory
– 1 hour
VI. Lingering questions
My Background Several major studies of change last two decades –
Kellogg Institutional Leadership and Transformation;
DEEP; Equity Scorecard; ADVANCE; PKAL; National
study of STEM networks; CSU system change; and
AAU initiative.
Also, studies of leadership – college presidents, board
members, and faculty and staff leaders in academic
and student affairs
Part I: Institutionalizing change
Traditional change
approaches But when we think of process – typically strategic planning –
no research to support it works alone
Linear, lockstep
Overly rational and attentive only to structural aspects of organization
Key similar processes no matter the type of change or context – yet type and context matter significantly
Research suggests change is much more complex – instead of a single model or approach like planning – offer general capacities and multi-faceted approaches
Traditional change
approaches Lots of change processes start as strategic planning
but few are sustained or becoming meaningfully part of
campus
What is needed? Multifaceted change strategies and
capacities which you can assess and ready for to
ensure sustained and smoother change processes.
Phased change model Mobilize - developing initial awareness of the need for
change (data), creating shared vision, galvanizing support
for change through discussion, and mobilizing shared
leadership and collective action
Readiness precedes implementation
Implement – activate shared leadership, pilot, change
polices, process and structures, professional development
and learning
Institutionalize – review/assess, scale, commit,
accountability, celebrating successes
Non-linear Change
Framework
Core Strategies or Capacities
for Institutionalizing Change
Shared leadership – “buy in” and “facilitation”*
Creating urgency – data/external pressures
Shared, motivating and flexible vision
Professional development, learning,
sensemaking*
Senior administrative support -empower action
-- change key policies and process
Part III: Culture change
Culture change
Deep changes (most changes today) require culture
change – change in values and underlying beliefs
among most faculty
Culture change requires sensemaking and/or
organizational learning (change capacity)
Sensemaking/learning creates motivation/new mindset
Culture change requires
leadership at multiple levels
Sensemaking Sensemaking – understanding how change reshapes
work/identity
Many different vehicles to create - Learning
communities/CoP often a strategy or vehicle
Examples: Creating a campus reading group around
new STEM reform report like Vision and Change
Invite an outside speaker in to discuss STEM reform –
Carl Weiman
Sensemaking Hold public forms to discuss faculty role in Gateway
courses
Add Gateway reform to public speeches by department chairs and deans
Hold professional development workshops on factors we know improve gateway courses
Create a concept paper for ways to think about an improved gateway course
Examples you know of?
Organizational Learning
Use data to prompt learning
Improve campus data infrastructure related to gateway courses and consider new data needed
Collect data related to Gateway courses and provide to a cross campus team and in open forums
Team reviews data and determines problems and interventions aimed at improving gateway courses
Organizational Learning
Team shares data and findings
with faculty to develop awareness
and get others on board
Campus sets up process to
monitor results of interventions
Team review on a periodic basis
related to interventions and adjust
strategies
Organizational learning What is your current capacity for organizational
learning?
Questions to consider: Data availability? Who gets
data? Teams who can use and interpret data?
Openness to data or seen as a threat – is it political?
Training around using data – and using for decisions?
Chat with person next to you for 5 minutes.
Part IV: shared leadership
Role of shared leadership: Top
and middle
Leaders at the top provide support to hire, change
policies, adjust priorities, provide incentives, alter
rewards, create urgency, reinforce goals thru plans and
communication
Leaders in the middle – e.g., directors of centers for
teaching and learning – identify needs on the ground
and translate to the top, connect faculty and staff
tonetworks and community, describe needs for
institutional changes to administrators, help with
sensemaking
Role of shared leadership:
Bottom up
Bottom up leaders – motivate their colleagues, identify
problems on the ground, hold intellectual forums to
engage colleagues, help inform and create professional
development, harness existing networks, implement in
day to day practice, identify and communicate
problems
Successful change processes
generally involve all 3
Role of shared leadership
Connect and align existing pockets– using technology
– instructional designers, faculty, centers for teaching
and learning; academic leaders, and systems
technology efforts
Developing shared leadership for
change
A planning team with representatives from all groups
Create a compelling vision with all stakeholders –flexible vision
Create communities of practice and networks to partner people to learn from eachother and save time related to reforms
Sending administrators, faculty or staff to leadership development programs or hosting GYO programs
Developing shared leadership for
change
Communicate with and involve senior administration so
they will be informed when asked for support
Manage up – informing key administrators and system
leaders influencing them
Create regular avenues for middle levels to
communicate – example, department chairs can
discuss reforms in annual meetings with faculty and
encourage involvement
Developing shared leadership for
change Communicate and set up forum for discussion across leadership
levels and brainstorm obstacles and help overcome challenges faced
In general, hold forums, listenings and open meetings so groups can talk
Create or encourage translators across levels – often middle level leaders
Change policies that might exclude groups - NTTF
Make it fun – people join change efforts and partnerships that are enjoyable – intellectually stimulating
Other ideas you have used?
Leadership and Change
Strategies: Four Frames To understand campuses from a variety of perspectives
– summary of major organizational theories
To consider different change strategies
To analyze leadership styles and strategies of yourself and others
To enhance one’s own set of leadership tools
Change if best facilitated my a multi-frame strategy
Four Frames
Structural
Political or
AdvocacyH
um
an
Re
latio
ns
Sy
mb
oli
c
Organization
as factory
Organization as
extended family
Organization as
arena or contest
Organization as
tribes, theaters,
or carnivals
Structural Frame
Rationality, formal roles and rules
Key concepts – roles, rules, goals, policies,
technology, rationality, differentiation,
integration, coordination, control
Key processes – division of labor and
coordination of individual activities
Structural Frame
Organizations exist primarily to accomplish established goals
A structural form can be designed and implemented to fit any particular set of circumstances
Problems originate from inappropriate structures or inadequate systems and can be resolved through restructuring or developing new systems
Structural Strategies
Examine policies related grading
Establish formal plan and goals for better
completion rates
Set up a task for to examine completion data
disaggregated by race, gender and first
generation status
For student success
Human Relations Frame
Fit between people and the
organization
Key concepts – needs, skills,
relationships, interpersonal
interactions, fit, satisfaction
Key processes – tailoring the
organization to meet individual needs
Human Relations Frame
Organizations exist to serve human needs
Organizations and people need each other
When the fit is poor, both will suffer, individuals will be exploited, or seek to exploit organizations, or both
Human beings find meaningful and satisfying work, and organizations get human talents and energy – a good fit between both!
Human Relations Strategies
Provide professional development on
social media and learning
Ensure staff have skills in
assessment when hiring
Provide avenues for staff to have
feedback on plans to improve
completion rates
for student success
Political or Advocacy Frame
Organizations are coalitions of various individuals and interest groups
There are enduring differences among coalition members in values, beliefs, information, interests, and perceptions of reality
Most important decisions involve the allocation of resources
Political or Advocacy Frame
Key concepts – power, conflict, competition, positive politics, power base
Key processes – bargaining, negotiation, collation building, agenda setting
Political Strategies
Form a network with other offices that support
students of color so budgets are not cut
Use assessment results to leverage support for
the new leadership program
Create an agenda on campus around college
completion
Recognize many faculty and staff do not have a
broader international awareness and see
reallocation of funds as endangering the mission
for Student Success
Symbolic Frame
Organizations as tribe, theater and carnival
Key concepts – culture, symbols, ritual, ceremony, stories, heroes/heroines, myths, charisma
Key processes – common vision, attending to meaning, devising rituals, ceremonies and symbols
Symbolic Frame
Symbols form a cultural tapestry or secular myths, rituals, ceremonies, and stories that help people find meaning, purpose and passion
Symbols embody and express the organization's culture – the interwoven pattern of beliefs, values, practices and artifacts that define for members who they are and how they are to do things
Symbolic Strategies
Appeal to social justice values on a Jesuit campus to encourage support for a diversity initiative
Have key leaders describe the importance of assessment for integrity of campus work
Tell stories from your own background of how students of color did not succeed to impress how you do not want this to happen under your watch
for Student Success
Goal: Multi-frame Thinking Create vision or direction for change by analyzing
problem and solution through four frames
Create strategy for change acknowledging all
dimensions of organization that may need to be
affected
Part V: Readiness for change Change requires attention to core strategies/capacities
Change is a multi-faceted process involving politics, relationships, human development, data, planning, buy in, sensemaking and learning, and culture
Leaders at all levels need to be part of assessing readiness and can tap into different knowledge related to change
Stop to survey readiness for change -- usually during or after mobilizing and prior to implementation --pivotal to a smoother change process
Using key elements of change – designed a survey to assess readiness for change
Examine your readiness for
change Work in groups for 30 minutes answering questions –
provide specific responses
Report back to group – 3-5 minutes each group around
some questions below or shared insights.
As you think about a change process you are part of or
planning which areas do your score high in and low in?
Which are you having difficulty answering at all? What
data/information does the readiness survey suggest
you need to garner to move forward?
Summary There is no recipe for change but models that help you anticipate
certain key levers and barriers – be prepared and ready
Five key strategies for institutionalizing changes
Deep change requires sensemaking and/or organizational learning – changing individual mindsets
Change requires a multi-faceted, multi-frame strategy using politics, culture, human resources and campus structures
Change benefits from multi-level leadership informed by change research
Assessing readiness helps avoid problems and makes process smoother
Questions?
Resources
Some ending inspiration Are you a change agent? (You Tube)
Questions?
Thank you!