Marian College Leading Change
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Transcript of Marian College Leading Change
Leading Change
Lawrie Drysdale
Change
• It is not the strongest of the species that survives, nor the most intelligent: it is the
one that is most adaptable to change.• -Charles Darwin
Goals for session
What we already know about change in the school
Establish a model for change Identify key change strategies Develop strategies for overcoming
resistance to change Examine the research findings into
change management
Lessons about Change
• Think of a change that you have been associated that worked.
• Why did it work? • What strategies worked?• What did you learn about change?
Lessons about change
• Think of a change that failed. • Why did it fail? • What did you learn about change?
Research Findings
Why change programs fail?
• lack of senior management commitment
• lack of clarity of vision and specific objectives
• introducing too many changes
Why change programs fail?
• when used in isolation as a kind of 'magic bullet' to spread change rapidly
• training and performance expectations not related to real organisational problems and needs
FRAMEWORK FOR UNDERSTANDING CHANGE
People School - Context
Change Proposal
Framework for Change
Purpose
Scope
Skills
Resources
Support
Level of Concern
Teacher growth states
Responses to change
Context
Structure
CultureCurriculum
Processes
Plan
Purpose & vision
Skills
Career stagesGenerational differences
Context
School - Context
ProcessesStructure
CultureCurriculum
Processes
Purpose & Vision
Organisational context
Environment
Describe your change context Describe your change context • What is the school context – demographics etc• What is the school culture?• Size and Structure of the school?• Vision and direction? • Past history?• Staff (experience, age, experience, attitude)?• Stakeholder and community expectations?• Forces for change - external and internal ?
Establishing a need for change
• What are the pressures for change in your school?
• What are the sources of tension regarding change?
Change Proposal
Types of Change
• Identify the changes recently implemented in the school:1. .............2. .............3. .............4. .............
Types of change introduced into the school
• How were they introduced and implemented?• How successful was the implementation?
Change Proposal
Change Proposal
PurposeScopeSkillsResourcesSupport Plan
Change Proposal
Creating the vision
• Do you have a clearly stated vision?• If you continue on your current path, where
will you be in 10 years?• Do your key people understand where you
are headed?• Do the structures, processes, people,
incentives, & information systems support the intended direction?
Change Proposal
What is the scope of the proposed change
• Estimating the magnitude of the change–New materials–New behaviour/practices–New beliefs/understanding–New program–New perspective/philosophy
Change Proposal
Change Models
• Simple Model for Smaller Changes• Top Down• Bottom Up• Pilot Program• Lighthouse• Systems Approach
Change Strategies
Vision and Values
Change Culture
Change Structure
Change Management Style
Change Human Relations Approach
Change strategies
First or second order change?
• An extension of past?• Consistent with prevailing
organisational culture?• Congruent with personal
values• Easily learning using exiting
knowledge?
• A break with the past?• Inconsistent with prevailing
organisational culture?• Incongruent with personal
values• Requiring new knowledge and
skills
First order changeChange
ProposalSecond order change
Change is about the individual
People
Level of ConcernTeacher growth states
Responses to change
Skills & attributesCareer stages
Generational differences
Individuals
The type of change depends on perceptions of individuals
Type of Change
Rate Rapid Slow
Scale
Degree
Continuity
Direction
Planning
Major Minor
Fundamental Superficial
Transformational
The Nature of the Change
Linear Cyclical
High Low
Incremental
Resist to change
1. Reason for change is unclear2. People are uncertain or unclear what to do3. Poor communication 4. People don’t believe change is worthwhile5. People are afraid they will fail – can’t do it6. Change is not aligned with the corporate culture7. Staff are not involved8. Lack of trust9. Lack of leadership 10. Lack resources11. Lack knowledge, skill12. Lack confidence
Stages of Adoption of InnovationIndividuals
2008 Dr. Philip Hallinger 26
Innovators
Change Characteristics:– Like change, most change– Small % of people (~5-8%)– Outside the mainstream– Provide energy for change
Change Strategies:– Involve them early– Share your vision of change– Include them in activities– Use their energy– Talk to them
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LeadersChange Characteristics:
– Open to change, but they consider the effects first
– Small % of people (~10%)– Not always managers– Provide direction for change
Change Strategies:– Talk to them early– Seek input/opinions– Give them responsibility– Keep talking to them
2008 Dr. Philip Hallinger
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MajorityChange Characteristics:
– Cautious about change– Large % of people (~80%)– Look to their leaders & managers first– Will move with the group– Concerned about ability
Change Strategies:– Explain the rationale– Understand why they resist– Get leaders’ & managers’ support first– Involve in group activities – Support efforts to change – Use pressure as needed
2008 Dr. Philip Hallinger
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Resistors Change Characteristics:
– Resist almost any change– Small % of people (~5 - 8%)– Are not leaders– Others do not follow them
Change Strategies:– Resistance is natural; theirs is too much– Talk to them; assess response– Don’t let them waste energy– Involve selectively in groups– Don’t confuse with other types
Teacher Growth States
• Omnivores• Active consumers• Passive consumers
(pragmatic skeptics)• Entrenched (stone-age
obstructionists)• Withdrawn
Individuals
Generational Differences
• Digital natives• Digital immigrates • Generations
– Builders– Silent generation– Baby Boomers– Gen X– Gen Y
Individuals
CATEGORIES OF CONCERNS • SELF CONCERNS
– How will this change affect me?–
• TASK CONCERNS– How can I do this?
• IMPACT CONCERNS– How am I impacting on the students?
Individuals
Concerns based model
Concerns about the SELF
Length of change program
High Concern
Low concern
Individuals
Concerns based model
Length of change program
High Concern
Low concern
Concerns about the TASK of teaching
Individuals
Concerns based model
Length of change program
High Concern
Low concern
Concerns about the IMPACT on student learning
Individuals
Concerns based model
Length of change program
Self Task Impact
Individuals
Stages of Concern• 0. Awareness• 1. Informational• 2. Personal• 3. Management• 4. Consequence• 5. Collaboration• 6. Refocussing
IndividualsSELF
TASK
IMPACT
Anticipating the forces for and against change
Forces for change Forces against change
Plan to design middle years
curriculum
Too many changesLack of student engagement
Build into VELS
Pressure fromschool community
Regional funding
Low staff commitment
Too many other school priorities
School has a goodrecord in VCE
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3
2
3
5
2
3
2
VISION
VISION
VISION
VISION
VISION
SKILLS
SKILLS
SKILLS
SKILLS
SKILLS
INCENTIVES
INCENTIVES
INCENTIVES
INCENTIVES
INCENTIVES
RESOURCES
RESOURCES
RESOURCES
RESOURCES
RESOURCES
ACTION PLAN
ACTION PLAN
ACTION PLAN
ACTION PLAN
ACTION PLAN
CHANGE
CONFUSION
ANXIETY
RESISTANCE
FRUSTRATION
TREADMILL
MANAGING COMPLEX CHANGE
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Research shows that effective change occurs in six steps (1-2)
1. Gain commitment to change through joint diagnosis of school problems and goals
2. Develop a shared vision of how to organise and to manage in order to solve the problems and to achieve goals
Research shows that effective change occurs in six steps (2-3)
3. Foster consensus for the new vision, competence to enact it and cohesion to move it along
4. Spread change to all departments without pushing it from the top
Effective change (5-6)5. Institutionalise change through formal
policies, systems and structures6. Monitor and adjust strategies in response
to problems in the revitalization process
Robbins S.P., Waters-Marsh, T., Cacioppe, R. & Millett, B. (1994). Organisational Behaviour: Australia and New Zealand. Prentice Hall: New York , pages 789-791
Steps to leading change• Create a context for change• Clarify the school's intentions and ground rules
(change proposal)• Analyse the school context (people, structures, culture
and processes)• Develop a vision• Diagnose forces for and against change• Acknowledge emotions• Develop a model for change• Identify strategies• Identify your leadership strengthsIdentify your leadership strengths and actions and actions
Rate your context factors from 1 (weak) to 5 (strength)
1. Staff Readiness: Attitude ____2. Staff Expertise: Skills ____3. Top Management Support ____4. Other Stakeholder support ____5. Complexity of the change ____6. Size of Business Unit ____7. Leadership ____8. Financial Resources ____9. Corp Culture Supports Change ____10. Policy support for the change ____
Total: ____
With permission of Dr. Phil Hallinger
Overall Score: ____
Strengths• ________________• ________________• ________________• ________________• ________________• ________________• ________________• ________________• ________________
Obstacles• ________________• ________________• ________________• ________________• ________________• ________________• ________________• ________________• ________________
With permission of Dr. Phil Hallinger
Leaders Find Right Speed for Change
• Leaders adjust the– Difficulty of goal– Time frame for
implementation– Speed of Change Too Fast-Increased
resistance, change is short-term, limited or not
at all
Too Slow-No resistance, but no change
About Right-Excitement and some resistance
With permission of Dr. Phil Hallinger
Too Fast-Increased resistance, change is short-term, limited or not at all
Too Slow-No resistance, but no change
About Right-Excitement and some resistance
Adjust the Speed of Change
• 35-50 points = faster speed, prepare people but push harder to implement
• 25-35 points = moderate speed, push people but will take some time to prepare people
• < 25 points = change will be slower, take more time to prepare people for change
With permission of Dr. Phil Hallinger
John Kotter (Change Strategies)• Create urgency• Create a guiding team• Develop a vision• Communicate the vision• Enable people to act• Create quick wins• Make change stick