5023 lect. leading change

8/13/2019 5023 Lect. Leading Change

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Leading change in school

organizations

In keeping with the changes in the schools andthe pressures of the high performance, schoolsorganizations are launching significant

transformation initiatives

For exampleTeaching and learning, Supply quality of students,

Strategic Sourcing, etc.


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Leading change in school organizationsMajor schools organizationaltransformations are highly complex,

involve significant resources and

risksand are driving change at a pace

and scale still new to the leaders.

Leading successful change isbecoming a critical competency!


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A LEADERS GUIDE:

3 characteristicsIt is not prescriptive rather focuses on asking questions, offering

suggestions and alternatives and exploring

potential challenges It helps visualize problems, solutions, or

progress in the change effort -> in order to hit peoples emotions and evoke action

It acts as a framework to guide and supportchange leaders through important aspects ofleading change.


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A LEADERS GUIDE:

3 characteristics It is scaleable.The approach can be used to lead

schools organization-wide

transformation as well as focusedchanges specific to a unit within theorganization.

It provides checkpoints that assistleaders in tailoring the process to suittheir needs.


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A LEADERS GUIDE:

3 characteristics It is flexible.

It can be tailored and adapted to

reflect the unique aspects of eachchange initiative and each part of

the schools organization.


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8-Step Process for Leading

Successful Change


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Creating a climate for change

1. Creating a sense of shared need and urgency Transforming complacency into a shared sense of

urgency and need for change in order to get thecooperation needed to make the change happen.

2. Creating and being part of a guiding coalition Mobilizing a group of individuals that can lead the

change and act effectively as a team.

3. Developing a vision and strategy

Creating a compelling vision describing the future stateof the organization to guide the change effort and astrategy to achieve that vision.


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Engaging and enabling the whole

organization

5. Enabling employees to make the change

Getting teachers to act on the vision by removing

obstacles to action Encouraging new ideas, activities and more risk-

taking

Educating and training teachers, senior teachers

and staff Aligning new systems and processes with the new

vision.


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Engaging and enabling the whole

organization

6. Generating and celebrating short-term wins

Planning and creating visible performanceimprovements to gain support for the change

Visibly recognizing and rewarding those whomade those wins possible.


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Implementing and sustaining

transformation

7. Consolidating gains and building

on successes

Using credibility and momentumgained by the short-term wins to

produce more changes in the

organization.


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Implementing and sustaining

transformation

8. Making it last

Embedding new behaviors in the cultureof the schools organization

Creating mechanisms for developingand reinforcing the desired behaviors inthe leadership and the workforce.

Articulating the links between thechange and schools organizationalsuccesses.


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THE NATURE OF CHANGE

Process is not linear

Although the above may suggest

that creating change is a linearprocess, large transformation is

never that simple


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THE NATURE OF CHANGE

Change is an iterative process.

Change is an iterative process that frequentlyrequires retracing steps in order to

successfully move forward Some steps, such as the creation of a sense

of urgency or a guiding coalition, will need tobe revisited several times in the course of atransformation.


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SEE-FEEL-CHANGE APPROACH

There are generally two approaches that can beused in change efforts:

Analysis-Think-Change and See-Feel-Change

Changing behavior is less a matter of givingpeople analysis to influence their thoughts thanhelping them to see a truth to influence theirfeelings.

Both thinking and feeling are essential, both arefound in successful organizations, but the heartof change is in our emotions.


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SEE-FEEL-CHANGE APPROACH

The flow of see-feel-change is more powerfulthan of analysis-think-change

These distinctions between seeing and analysis,

between feeling and thinking, are criticalbecause, for the most part we use the lattermuch more frequently, competently, andcomfortably than the former.


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Analysis-ThinkChange >< See-FeelChange

1. Give People AnalysisInformation is gatheredand analyzed, reports arewritten, and presentations

are made aboutproblems, solutions, orprogress in solvingurgency, teamwork,communication,

momentum slipping orother key problems withinthe 8 steps

1. Help People SeeCompelling, eye-catching,dramatic situations arecreated to help others

visualize problems,solutions, or progress insolving complacency,strategy, empowermentor other key problems

within the 8 steps


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2. Data and AnalysisInfluence How WeThink

The information andanalysis changepeoples thinking.

Ideas inconsistent

with the neededchange are droppedor modified.

2. Seeing SomethingNew Hits The Emotions

The visualizations provideuseful ideas that hit

people at a deeper levelthan surface thinking

They evoke a visceralresponse which reducesemotions that block

change and enhancesthose that support it.


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3. New ThoughtsChange Behavior orReinforce Change

Behavior

3. EmotionallyCharged IdeasChange Behavior or

Reinforce ChangedBehavior


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MEASURING EFFECTIVENESS

Measuring the sense of urgency

in the organization. If you are

being effective at creating ashared sense of urgency you will

see some of these signs:


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Signs of a shared sense of urgency

Individuals challenging, questioning andvalidating for themselves the need to change

More discussions and reiteration of the risks of

status quo. More talk about whats coming in the future,

more long-term perspective

Greater awareness of the competition, the

industry and the external environment.


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Signs of a shared sense of urgency

More discussions about problems that

dont go away

Groups starting to investigate where theproblems are, or seeking opportunities.

More energy and effort directed tosatisfying customer needs.


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THE ROLE OF LEADERS

make the need for change apparent to theentire schools organization and tie it to whatis being changed.

Paying homage to the past, while recognizing the weaknesses of what is

and acknowledging the challenges of the future.

Recognizing that the world does not remain

still by highlighting changes in the educationalenvironment.


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THE ROLE OF MANAGERS

If senior teachers have sufficient autonomy, theymay achieve change in their own department orunit

But more often than not, change will cross

functional boundaries -> any such initiative is doomed without strong

leadership support from higher levels. Collect information about the real performance of

their group or unit. Involve the senior teachers in a serious examinationof this information to gain support and commitment athigher levels for broader change.

5023 lect. leading change

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