aspiring leaders for teaching and learning session 4: managing change and monitoring performance dr...
TRANSCRIPT
Aspiring Leaders for Teaching and Learning
Session 4:
Managing Change and Monitoring Performance
Dr Vincent Stroud
March 28th 2012
Activity
Individually
Consider a positive point about
each person in the group
Activity
Individually
Consider a
development point about
each person in the group
Outline of Session
• Motivating change
• Managing teams through change
• Leading and evaluating learning – Current debate ensuring theories of learning link to practical learning in the classroom
• Making Lesson Observations Developmental
• Managing Difficult Conversations
• AL and C agree focus for development and support strategy
http://networkedlearning.ncsl.org.uk/knowledge-base/programme-leaflets/learning-about-learning-networks-international-issue.pdf
Three Fields of Knowledge
Activity
On individual post-its,
write down
What change means to you
Change is:
Inevitable Natural
Constant A process
It is not so much that we are afraid of change, or so in love with the old days,
but it’s the place in between
we fear
…and few people like it.
Sense of loss
Sense of gain
• Fear
• Anxiety
• Loss
• Danger
• Panic
• Exhilaration
• Risk-taking
• Excitement
• Improvements
• Energising
Adapted from Fullan
Chaotic
Change
Embracing change
Sabotage
Misuse
Compliance
Utilisation
Innovation
Ignore
Source: Bitter Experience - Boud 2001
Embrace
Resist
What characterises a successful school? Manages, rather than copes with, change Focused on teaching and learning Inclusive at all levels Flexible Collaborative inside and outside the school Everyone works in a way that fosters individual and
team improvement
Making Changes
For a change programme to be successful and sustainable, there must be:
• A compelling reason to change
• A clear vision for the future
• A coherent plan for getting there
Principles of an effective change process
Open inclusive
leadership
Positive and ambitious
culture
Constructive collaboration
Inclusive change teams
Process for managing
change
Rational, political and emotional
Activity
chat with a partner
How far does your school
reflect these principles and
characteristics?
For successful change, emotional and political barriers must be overcome
• Clear vision/ understanding
• Case for change
• Plan of activities
• Agreed way forwardRational Political
Emotional
• Active involvement
• Groundswell of support
• Senior management consensus
• Personal staff commitment
• Visible stakeholder support
• Enthusiasm
• Appreciation of need
• Clear role(s)
• Engagement
• Willingness to act
Conditions eg working day
Colleagues
Training
Team
Manager
Career Path
Performance measures
Tasks
Processes
Location
Rational, Political and Emotional
DiscoverIdentify issues as well as opportunities for children, school, cluster and community – a long list
DeepenEvaluate the opportunities in terms of their impact against desired outcomes and determine a shortlist
DevelopDevelop the vision and strategy, combined with the delivery plan
Deliver Deliver the change plan
Mobilise Develop awareness of what is possible and what it means for our children, school, cluster and community
Sustain Evaluate, update and adjust
Activity
chat with a partner
What are the potential
implications of this for you?
Mobilise(the
stakeholders)
Discover(open our minds and
behaviours to spot theopportunities)
Deepen(Evaluate and choose
the opportunities)
Develop(Vision & Plan )
Deliver(Establish the
enterprise) Results
… continuing to assessthe needs of the schooland adapt to deliver those needs
Desired change
School Change Teams
• A School Change Team (SCT) should not just involve the headteacher and/or the senior management team.
• It represents a cross-section of the staff in a school including teachers, administrators, and support staff, and others representing the wider school community including governors, parents, and pupils.
Role of the Change Team
SCT members should:• Represent other members of the school workforce who are not in
the SCT • Bring along their own, and others' issues and views on workload
to the change meetings, and contribute in a constructive way • Act as a communications channel back to the school workforce • Be prepared to oversee and, where appropriate, be part of
change initiatives
• Change will fail
Unless
• HT, SCT and SLT are prepared to lead others through the change programme
• Change will be ignored / blocked
Unless
• emotion is managed coaching given + teamwork cascaded
Take various routes to a failed endeavour
Unless
Proven change process is deployed
Cultural Change
Change Management Process
AdaptiveLeadership
Confidence
+ve
-ve
• Made the right decision• We have some news
• It’s difficult• It is not the best news
• Now I understand, but . .• Not sure how to solve
• There is a solution• We have some options
• We have a plan to success• We have the answer
Mobilise Discover Deepen Develop Deliver
Em
oti
onal Sta
te
Sustain
We have a solution
The Change Process
Changes we agree withO
pti
mis
m level
Timeweeks
Uninformed optimism:
“This is easy, it hardly needs my attention”
Informed pessimism:
“This is more difficult than I thought”
Informed optimism:“We know how to do it”
New normality:“We’re just
getting on with it”
Numb
Anger
Denial
Bargaining
Depression
TestingNew normality
Acti
vit
y level
TimeHours / months
Changes we disagree with
Rational Political
Emotional
…so be ready for…
Barriers to Change
• identity-based - resisting any change
• culturally-based - not right for us
• resource-based - insufficient time, money
Cicmil and Kekale (1997)
Barriers to Change
value barriers, either challenging one's value systems or proposing values with which one cannot agree
power barriers, where innovation is acceptable if it increases one's power base, but not if it diminishes it
psychological barriers, if security, confidence or emotional well-being are threatened by the change.
Dalin (1978)
Overcoming barriers
Highlight inconsistencie
s
Time out
Ask direct questions
Unmask the
concealed Ask for expansion
Research and plan
Overcoming barriers
Give direct feedback
Activity
As a group
What are the main features of
giving feedback?
Giving constructive feedback•Be specific
•Start with positives
•Only refer to behaviour which can be changed
•Ask people to do different things rather than be different
Giving constructive feedback
•Offer alternatives
•Address only one or two areas at a time
• Leave the recipient with choices
• Maintaining silence (allow the other person to reflect)
• Open-ended questioning
• Active listening
• Reflecting back
Techniques to use for feedback
Activity
As a trio
Address the issue
you raised earlier
with an observer
Receiving feedback
• Listen carefully to what is being said.
•Don’t immediately reject
•Seek clarification
•Ask for the feedback you want
•Say “Thank-you!”
Tools used to manage change
Discover Deepen DevelopFrame Mobilise
– 1 –
© 2004 National Re modelling Team
Frame: Challenge classification brown paper
Time frame
Whole school issue
½ term
1 term
2 terms
1 ½ terms
I nvolvement: HTs SLT H.o.Y Dept. School staff Staff and community
– 23 –
© 2004 National Re modelling Team
Frame: Sign-up brown paper
Challenge1
Challenge2
Challenge3 Challenge Challenge
4 Challenge Challenge
Names
– 26 –
© 2004 National Remodelling Team
Mobilise: Graffiti Brown Paper- What are the barriers to change?
Practical obstacles People
The way we do things: culture, politics,communication…
Anything else
432Challenge 1
432Challenge 1
432Challenge 1
432Challenge 1
– 39 –
© 2004 National Re modelling Team
Discover: stakeholder involvement
Me
LocalAuthority
Caretaker
HT
Parents
Children
Indicate:Distance = Accessibility to meSize = Potential impact on challenge
HoY
– 46 –
© 2004 National Re modelling Team
Effectiveness Brown Paper – WWW, So-so, Not so well
Big Challenge (1/ 2/ 3/ 4)
What’s Working?
What’s workingSo-so?
Not so well
6
1 .2 .3 .4 .5 .6 .
Sub-Challenges
1
2 3
4
5
Quick wins
– 52 –
© 2004 National Remodelling Team
Mind-mapping the root causes
Behaviour
Curriculum
Parental involvementTeacher authority
Local facilities
– 56 –
© 2004 National Re modelling Team
Prioritisation matrix - solutions
Is it easy to resolve?
Impact
1
2
3
4
1 2 3 4
1
2
4
5
6
789
10Therefore the high priority options are:6.,4.,10.,3.
High
Low
Hard Easy
3
– 59 –
© 2004 National Re modelling Team
Challenges 10 4
Develop: sharing best practice
6 3
etc. . .
What we’ve done
What we could do
– 61 –
© 2004 National Re modelling Team
Nov/ Dec Jan/ Feb etc..
Develop: planning for success
Sept/ Oct March/ Apr
etc. . .
End date
Milestones
Sub-Challenge 6
Sub-Challenge 4
Sub-Challenge10
DS
FT
DS
FT
DS
FT
– 65 –
© 2004 National Re modelling Team
The 30 second message
• What’s in it for the audience (the hook)?
• What is the key point?
• Why do you care?
• What do you want them to do as a result of hearing your message?
Your feedback on today
Even better ifEven better ifWhat went wellWhat went well
The Reflective Journal
The Learning Journal:
There are 3 key questions in the Learning Journal:
1. The main points I have learnt from this session are…
2. How I can develop my skills as a result of this session
3. How I could develop my knowledge and understanding as a result of this session