Managing Change

Managing Change

How does its implementation relate to school/college culture?

What drives it? What theoretical models

are there? How do people respond to

it?

What influences the effectiveness of change? Discuss with a neighbour a change that you Discuss with a neighbour a change that you

think has worked and one that has not think has worked and one that has not worked.worked.

Identify the factors that seem to influence Identify the factors that seem to influence whether change is effective.whether change is effective.

Steady drip of change

Change can be seen as Change can be seen as ‘discontinuous’ or ‘discontinuous’ or ‘incremental’ (Nadler ‘incremental’ (Nadler and Tushman, 1995), in and Tushman, 1995), in other words, changes other words, changes may be systemic and may be systemic and large scale, or small and large scale, or small and predictable, building on predictable, building on what went before. what went before.

Revisit school cultures

Stoll and Fink (1996) Stoll and Fink (1996) Changing Our SchoolsChanging Our Schools

Features of the school learning context (Stoll et al, 2001)

The particular mix of pupils The particular mix of pupils Relationships – between staff Relationships – between staff MoraleMorale History History Culture Culture Micropolitics Micropolitics Support staff Support staff Structures Structures Leadership.Leadership.

Mintzberg (1994, p. 27)

““Never adopt a technique by its Never adopt a technique by its usual name. If you want to do re-usual name. If you want to do re-engineering, or whatever, call it engineering, or whatever, call it something different so that you something different so that you have to think it through yourself have to think it through yourself and work it out on your own and work it out on your own terms. If you just adopt it and terms. If you just adopt it and implement it, it is bound to fail” implement it, it is bound to fail”

Fullan (1997, p. 3)

““The starting point, then, for thinking about and The starting point, then, for thinking about and conducting leadership for change is to be deeply and conducting leadership for change is to be deeply and explicitly aware that there is no set of techniques or explicitly aware that there is no set of techniques or methodologies that can do the job. Rather, the best methodologies that can do the job. Rather, the best of techniques are tools in the service of a mind set of techniques are tools in the service of a mind set and associated knowledge and skills which have and associated knowledge and skills which have been earned through the hard work of action and been earned through the hard work of action and reflection and which are continually honed through reflection and which are continually honed through learning on and off the job.” learning on and off the job.”

Fullan speaks

http://www.youtube.com/watch?v=FxHj3_2cP-Y

School’s phases of development (Fink, 1999) Creativity and experimentation Creativity and experimentation Overreaching and entropy (degradation of Overreaching and entropy (degradation of

energy) energy) Survival and continuitySurvival and continuity

Huberman: teachers’ life cycles

Easy or painful beginnings (first few years) Stabilising (from 4 to 8 years): feeling at

ease in the classroom; commitment to the profession

Experimentation or reassessment: exploring alternative approaches; or disenchantment and self-doubt

Fink, D. (1999) The Attrition of Change: A Study of Change and Continuity

Do you agree with the author that there is a ‘life cycle’ in organisations that resemble what others have described as ‘teacher life cycles’. If you agree, what are the similar features? If you disagree, what is it that is distinctive in organisational histories compared to personal histories?

What does the author mean by ‘attrition of change’? Do you think that constant innovation and experimentation is

necessarily a positive feature of effective schools? Is conventionalism (p.271) always less admirable than hope and innovation?

To what extent do you consider the author’s final decision to focus on six interrelated lenses as frames through which to view ‘Lord Byron’ useful?

Can you identify defining or critical moments in the organisational history of the school?

Wiliam (2010)

Government policy-makers focus on schools rather than teachers. Only 7% of GCSE variation is due to school effects – individual teacher quality is far more important (Wiliam, 2010).

Theory in use vs espoused theory

Argyris and Schon (1974) Argyris and Schon (1974) pointed to a possible conflict pointed to a possible conflict between people’s espoused between people’s espoused theories – what they say they theories – what they say they believe – and their theories-in-believe – and their theories-in-use – what they actually do, and use – what they actually do, and argue that it is important to argue that it is important to achieve congruence between the achieve congruence between the two. two.

Reasons for change

Spend 3 minutes writing down all the reasons Spend 3 minutes writing down all the reasons for initiating change in your experience.for initiating change in your experience.

Reasons for change (Fullan, 2005, p. 17)““What can we conclude about the sources of innovation? What can we conclude about the sources of innovation? First, there is an abundance of ideas out there, and if First, there is an abundance of ideas out there, and if anything, they will continue to expand. Second, policies and anything, they will continue to expand. Second, policies and programs are often imposed on schools in multiple programs are often imposed on schools in multiple disconnected ways. Third, even if there is choice, schools and disconnected ways. Third, even if there is choice, schools and school districts do not have the capacity to say no in the face school districts do not have the capacity to say no in the face of innovation overload. Fourth, only a minority of schools of innovation overload. Fourth, only a minority of schools and districts are tapping into more powerful teaching and and districts are tapping into more powerful teaching and learning ideas that are beginning to emerge from cognitive learning ideas that are beginning to emerge from cognitive science.”science.”

Reactions to change

““Change is a personal experience. It is Change is a personal experience. It is necessary to recognise and attend to necessary to recognise and attend to individuals’ concerns. Stress and anxiety are individuals’ concerns. Stress and anxiety are common early emotions” (Stoll and Fink common early emotions” (Stoll and Fink 1996, p. 45).1996, p. 45).

Reactions to Change

Conforms, retreats, ritual response, rebels, innovates (Merton 1968)

Analysis of resistance (Everard and Morris 1992)

Transition curve (Carnall 2003)

Reactions to Change

Conforms, retreats, ritual response, rebels, innovates (Merton 1968)

Analysis of resistance (Everard and Morris 1992)

Transition curve (Carnall 2003)

Carnall, C. (2003) Cycle of Change

Hargreaves, A. (2004) Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership

What does Hargreaves mean by ‘mandated’ and ‘self-What does Hargreaves mean by ‘mandated’ and ‘self-initiated’ change (p.294)?initiated’ change (p.294)?

What are teachers’ emotional responses to these different What are teachers’ emotional responses to these different types of change? Do you recognise these responses in your types of change? Do you recognise these responses in your own feelings?own feelings?

How accurate are teachers in identifying self-initiated How accurate are teachers in identifying self-initiated changes? What might make teachers adopt mandated changes? What might make teachers adopt mandated changes as their own? changes as their own?

What does Hargreaves mean by ‘inclusive’ as opposed to What does Hargreaves mean by ‘inclusive’ as opposed to internal/external change (p.303)? Does this resonate with internal/external change (p.303)? Does this resonate with your own experience?your own experience?

Practical models – based on an assumption of rational management Force Field Analysis

(Lewin 1951) TOSIPAR (Evans et

al 1989) Basic Systematic

Model (Everard and Morris 1996)

Example

Suggest a change which you would like to Suggest a change which you would like to adoptadopt

Undertake a forcefield analysis for that Undertake a forcefield analysis for that changechange

Identify strategies to ensure the change Identify strategies to ensure the change happenshappens

TOSIPAR

TTuning in uning in OObjectivesbjectives SSuccess criteriauccess criteria IInformation and ideasnformation and ideas PPlanninglanning AActionction RRevieweview

(Gold and Evans, 1998, p. 41)(Gold and Evans, 1998, p. 41)

Review of school leadership (Earley et al, 2012, p. 12)““The need to develop internal school capacity and effective The need to develop internal school capacity and effective partnerships appear essential for schools as they navigate partnerships appear essential for schools as they navigate numerous national policy changes, within their particular numerous national policy changes, within their particular contexts. There is a substantial risk however that the nature contexts. There is a substantial risk however that the nature and demands of current policy change will disrupt the focus and demands of current policy change will disrupt the focus of schools and leaders from teaching and learning and their of schools and leaders from teaching and learning and their authentic improvement. The landscape is also uneven and authentic improvement. The landscape is also uneven and there are signs that potential faultlines could be emerging there are signs that potential faultlines could be emerging between leaders across school phases, contexts and Ofsted between leaders across school phases, contexts and Ofsted gradings. These faultlines include not only school capacity, gradings. These faultlines include not only school capacity, but also the ways in which school leaders view the potential but also the ways in which school leaders view the potential impacts of and respond to new policies.”impacts of and respond to new policies.”

Change (Groves et al, 2012, pp. 6-7)

The most successful leaders:The most successful leaders:spend time scanning the horizon, anticipating change, and spend time scanning the horizon, anticipating change, and preparing for unknown eventualitiespreparing for unknown eventualitieshave a clear appreciation of the impact of spending have a clear appreciation of the impact of spending decisions and plan ahead financially as far as possible.decisions and plan ahead financially as far as possible.prioritise staff development to equip people to cope with prioritise staff development to equip people to cope with change and uncertaintychange and uncertaintybuild trust and confidence at all levelsbuild trust and confidence at all levelscollaborate with other schools for mutual benefit.collaborate with other schools for mutual benefit.

References Argyris, C., & Schon, D.  (1974) Argyris, C., & Schon, D.  (1974) Theory in practice: Increasing Theory in practice: Increasing

professional effectivenessprofessional effectiveness.  San Francisco: Jossey Bass.  San Francisco: Jossey Bass Carnall, C. (2003) Carnall, C. (2003) Managing Change in Organizations Managing Change in Organizations 44thth edition. edition.

Harlow: Financial Times/Prentice HallHarlow: Financial Times/Prentice Hall Earley, P, Higham, R, Allen, R, Allen, T, Howson, J, Nelson, R, Earley, P, Higham, R, Allen, R, Allen, T, Howson, J, Nelson, R,

Rawal, S, Lynch, S, Morton, L, Mehta, P and Sims, D. (2012). Review Rawal, S, Lynch, S, Morton, L, Mehta, P and Sims, D. (2012). Review of the school leadership landscape. Nottingham; National College for of the school leadership landscape. Nottingham; National College for School Leadership.School Leadership.

Everard, K.B., Morris, G. and Wilson, I. (2004) ‘A Systematic Everard, K.B., Morris, G. and Wilson, I. (2004) ‘A Systematic Approach to Change’ in Approach to Change’ in Effective School Management.Effective School Management. London: Sage. London: Sage.

Fink, D. (1999) The Attrition of Change: A Study of Change and Fink, D. (1999) The Attrition of Change: A Study of Change and Continuity, In Continuity, In School Effectiveness & School Improvement, School Effectiveness & School Improvement, 10(3): 10(3): 269-295269-295

References Fullan, M. (1997) Leadership and the moral mission of schools in Fullan, M. (1997) Leadership and the moral mission of schools in

South Africa. In W.J. Smith, M. Thurlow and W.F. Foster (eds) South Africa. In W.J. Smith, M. Thurlow and W.F. Foster (eds) Supporting Education Management in South AfricaSupporting Education Management in South Africa. Montreal: . Montreal: Canada-South Africa Education Management ProgramCanada-South Africa Education Management Program

Fullan, M. (2005) Fullan, M. (2005) The new meaning of educational change third The new meaning of educational change third editionedition. London: Routledge Falmer. London: Routledge Falmer

Gold, A. and Evans, J. (1998) Gold, A. and Evans, J. (1998) Reflecting on School ManagementReflecting on School Management London: FalmerLondon: Falmer

Groves, M, Goodfellow, M, O’Brien, B and Forster, S. (2012). Groves, M, Goodfellow, M, O’Brien, B and Forster, S. (2012). Funding the future: how schools are responding to funding changesFunding the future: how schools are responding to funding changes . . Nottingham, National College for School Leadership.Nottingham, National College for School Leadership.

Hammersley-Fletcher. L. and Qualter, A. (2010). Chasing improved Hammersley-Fletcher. L. and Qualter, A. (2010). Chasing improved pupil-performance: the impact of policy change on school educators’ pupil-performance: the impact of policy change on school educators’ perceptions of their professional identity, the case of further change in perceptions of their professional identity, the case of further change in English schools. English schools. British Educational Research JournalBritish Educational Research Journal, vol. 36, no. 6, , vol. 36, no. 6, pp. 903-917pp. 903-917

References Mintzberg, H. (1994). Mintzberg, H. (1994). The Rise and Fall of Strategic PlanningThe Rise and Fall of Strategic Planning. New . New

York: Free PressYork: Free Press Nadler, D.A. and Tushman, M.L. (1995). Types of organizational Nadler, D.A. and Tushman, M.L. (1995). Types of organizational

change: from incremental improvement to discontinuous change: from incremental improvement to discontinuous transformation. In D. Nadler, R. Shaw and E. Welton (eds). transformation. In D. Nadler, R. Shaw and E. Welton (eds). Discontinuous Change: Leading Organizational Transformation.Discontinuous Change: Leading Organizational Transformation. San San Francisco, CA: Jossey-BassFrancisco, CA: Jossey-Bass

Priestley, M., Miller, K., Barrett, L. and Wallace, C. (2011) Teacher Priestley, M., Miller, K., Barrett, L. and Wallace, C. (2011) Teacher learning communities and educational change in Scotland: the learning communities and educational change in Scotland: the Highland experience. Highland experience. British Educational Research JournalBritish Educational Research Journal, vol. 37, , vol. 37, no. 2, pp. 265-284no. 2, pp. 265-284

Stoll, L., MacBeath, J. & Mortimore, P. (2001) The change equation: Stoll, L., MacBeath, J. & Mortimore, P. (2001) The change equation: capacity for improvement. In J.MacBeath & P.Mortimore (eds) capacity for improvement. In J.MacBeath & P.Mortimore (eds) Improving School Effectiveness. Improving School Effectiveness. Buckingham: Open University Press Buckingham: Open University Press

Wiliam, D. (2010) Teacher quality: why it matters and how to get Wiliam, D. (2010) Teacher quality: why it matters and how to get more of it. more of it. http://web.me.com/dylanwiliam/Dylan_Wiliams_website/Papers_04-10_files/Spectator%20talk.doc