The 21st Century Leadership Challenge:

Leading Second Order Change

General Session

Implementation DipOrganizationalTeamPersonal

Jump the Gap

Systems

Schools

Classrooms

Leadership

People

ASSUMPTIONS ABOUT ORGANIZATIONAL CHANGE1. CHANGE IS A PROCESS, NOT AN EVENT2. ORGANIZATIONS CANNOT CHANGE

UNLESS PEOPLE CHANGE3. AT ANY GIVEN TIME MOST PEOPLE ARE

NOT USING ALL THE KNOWLEDGE THEY HAVE

4. SUCCESSFUL CHANGE REQUIRES STABILITY

5. WHERE THERE IS CHANGE, THERE WILL BE CONFLICT

THE IMPLEMENTATION DIP….

POSSIBILITY CURVE..

Fullan--1990

Organizational

Implementation Dip

Implementation DipTeam

Forming

Norming

Storming

Performing

Performing

Norming

Storming

Forming

Transforming

Future

Denial Commitment

Resistance Exploration

Productivity

Implementation Dip Personal Transitions

Past

Freeze

Unfreeze

Re-Freeze

Transition State

change

change

change

change

change

Thoughts on Change

Change is MESSY!

Fullan: “The more accustomed one becomes to dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change, or copes with unwanted change.

THE GREATEST CHALLENGE OF CHANGE

Organizations rarely change

unless the people in the

organizations change. This

includes leaders as well as

employees. Most adults find

it difficult to change.

Change means bumps in the Road

The culture of change.

Detailed Complexity - determining all thevariables in advance. (This is not reality)

Dynamic Complexity – unexpected, unplanned for situations that surface as you implement a change

effort. (This is reality)

JARED DIAMOND’S FOUR INVITATIONS TO DISASTER1. Failure to anticipate a problem

2. Failure to recognize a problem once it surfaces

3. Failure to try and solve a problem once it is recognized

4. Failure to solve a problem, despite trying to solve it

Jump the Gap

Leadership

JOHN KOTTER’S EIGHT STEPS TOTRANSFORMING YOUR ORGANIZATION

1. Establish a sense of urgency (setting direction)2. Form a powerful guiding coalition (setting direction)3. Create a vision (setting direction)4. Communicate the vision (setting direction)5. Empower others to act on the vision (developing

people)6. Plan for and create short-term wins (developing

people)7. Consolidate improvements and produce still more

change (redesign organization)8. Institutionalize new approaches (redesign

organization)

Understanding of ChangeCyclicalStructural

Structural ChangeSubsystem

Cultural

Transformational

There is a difference between cyclical and structural change.

Anything we’re trying to change away from

will keep coming back unless we replace it

with something new.

Types of Change

First and Second Order Change

A change is first-order when it is perceived as

A change is second-order when it is perceived as

An extension of the past A break with the past

Within existing paradigms Outside of existing paradigms

Consistent with prevailing values and norms

Conflicted with prevailing values and norms

Incremental Complex

Implemented with existing knowledge & skills

Requires new knowledge & skills to implement

Implemented by experts Implemented by stakeholders

First or Second Order Change?

It’s a matter of perspective!

First-Order Change?

1. Professional development to implement new editions of social studies textbooks

2. Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings

3. Implementing a new dress code

4. Revamping the master schedule, moving from 7 periods per day to 6

5. Converting your school to International Baccalaureate (IB) status

Plan

Create Demand

Implement

Monitor and Evaluate1st Order

The Four Phases of Change

McREL

First Order Second OrderWhen stakeholders see the

change as:

Consistent with existing values and norms

Advantageous for stakeholders

Readily implement-able with existing knowledge and resources

When stakeholders:

Are unclear about how it will make things better for them

Must master new knowledge, practices, or approaches to implement the change

Feel the change conflicts with prevailing personal values and organizational norms

First or Second Order Change?

It’s a matter of perspective!

Plan

Create Demand

Implement

Monitor and Evaluate1st Order

The Four Phases of Change

McREL

Manage Personal Transitions

Second Order

Second Order

THE CHALLENGES INHERENT IN ANY CHANGE PROCESSCan you generate a sufficient sense of urgency to

overcome inertia?

Can you achieve consensus among stakeholders on the conditions that need to be changed?

Can you avoid harming those who benefitted from the status quo?

THE CHALLENGES INHERENT IN ANY CHANGE PROCESSCan people do as well with execution as they do

with planning?Can people maintain focus and momentum as the

year wears on?Can people avoid premature celebration and

disappointment over “implementation dips?”

Importance of paying Attention to People in the

Change Process

ASSUMPTIONS ABOUT THE TRANSITION PROCESS1. People have characteristic ways of ending

things and beginning things.2. Transitions are not the same as changes.

Changes are situational. Transitions are psychological.

3. A change without transition is likely to be unsuccessful.

4. We lack a vocabulary for talking about transitions.

BRIDGES, Managing Transitions (2003)

Plan

Create Demand

Implement

Monitor and Evaluate1st Order

The Four Phases of Change

McREL

Manage Personal Transitions

Second Order

Second Order

Denial

Future

Denial Commitment

Resistance Exploration

Productivity

Implementation DipTransitions

Past

STAGE 1: Transition: Ending /Denial

Letting go of the old ways and the old identity people had. People need help dealing with their losses.

STRATEGIES FOR Ending/Denial1. Be sure people understand the purpose and the

outcome being sought.

2. Paint a picture of how the desired outcome will look and feel.

3. Lay out a step-by-step plan regarding how the new outcome will be achieved.

4. Give each person a part to play in the plan. People need a tangible way to contribute.

STAGE 2 OF TRANSTION:

Resistance

Going through an in-between time when the old is gone but the new isn’t fully operational. In this “resistance zone” psychological realignments are taking place.

Plan

Create Demand

Implement

Monitor and Evaluate1st Order

The Four Phases of Change

McREL

Manage Personal Transitions

Second Order

Second Order

Denial

Resistance

2nd order changeIs a horse of a different color from a leadership

perspective. To successfully implement a second order change initiative, a school leader must ratchet up her/his idealism, energy, and enthusiasm.

Additionally, he must be willing to live through a period of frustration and even anger from some staff members. No doubt this takes a great personal toll on a school leader and might explain why many promising practices have not led to improved student achievement and ultimately have been abandoned.

Ron Heifitz

Marzano, Waters, McNulty

Resistance Zone DANGERS

1. Anxiety rises and motivation falls. People feel disoriented. Energy is drained away from work into coping tactics.

2. Employee absenteeism increases.

3. Old weaknesses in the organization reemerge and old resentments surface anew.

Resistance Zone DANGERS (con’t)

4. People feel overloaded and priorities are confused. As uncertainty grows, confidence in the organization is lost.

5. Polarization occurs among employees. Some want to rush forward; others want to go back to the way things were.

6. The organization becomes vulnerable to outside criticism.

Resistance Zone Strategies

4. Listen and talk to the people, find out their feelings

5. Don’t tell them what to feel

6. Support their willingness to express their feelings

7. Respond to concerns

8. Reiterate vision and information for successful transition

The art of progress is to preserve order amid changeand preserve change amid order.

~ Alfred North-Whitehead

7 Responsibilities Critical to Support Second-Order Change

1. Change Agent2. Flexibility3. Ideals & beliefs4. Intellectual stimulation5. Knowledge of Curriculum Instruction,

Assessment6. Monitor and evaluate7. Optimizer

Responsibility Definition Practice

1. Change Agent Actively challenge status quo

•Challenges status quo•Comfortable leading change•Looks for new, better ways

2. Flexibility Adapts behavior; OK with dissent

•Comfortable making change•OK w/ diverse opinions

3. Ideals and Beliefs •Well-defined beliefs•Behavior models beliefs

4. Knowledge of CIA Content, instruction, and assessment

•Extensive knowledge•Provides guidance -teachers

5. Intellectual Stimulation

Discusses current theory, practice

•Keeps informed•Fosters discussions, etc.

6. Monitor and Evaluate

Impact and effective- ness of practice

•Continually monitors C-I-A•Impact of practice on achievement

7. Optimizer Inspires, leads new & challenging innovation

•Inspires; driving force•Positive attitude @ challenges

OptimizerInspires teachers and

staff to accomplish things that might seem beyond their grasp

Portrays a positive attitude about the ability of teachers and staff to accomplish substantial things

Is a driving force behind major initiatives

•Helps people find JOY in tackling the tough challenges

Ideals and BeliefsWhat Is Our Purpose?

To improve the quality of human life.

To create schools in which every child learns at high levels.

To secure America’s future—one student at a time!

What Do We Value?We put service to students

above all else.We take responsibility for

the success of all students.We care passionately about

our work with children.We build strong, positive

relationships with students, staff, parents, and community.

We model and promote civility and integrity.

Collective Efficacy: “We can make a difference.”Building a Purposeful Community

Collective Efficacy - The group members’ shared perception or belief that they can dramatically enhance the effectiveness of an organization. The collective efficacy of the teachers in a school is a better predictor of student success in schools than is the socioeconomic status of the students.

Goddard, Hoy, and Hoy, 2004

Definition: Purposeful Community

“A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed-upon processes.”

Marzano, Waters, McNulty, 2005

Build a purposeful community Focus on the right things Assess and manage the magnitude of change

Focus Magnitude

Leadership

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Focus Magnitude

Classroom ResearchSchool ResearchStudent Research

Create demand Implement change Manage transitions Monitor/Evaluate

Purposeful CommunityP

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Purposeful Community

Leadership

Leadership

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Why We Must Change: TheKnowledge-Implementation Gap

Society Changes Constantly & Education Needs to

Adapt

Expert Knowledge of Best Educational Practices

Our Knowledge of Best Educational

Practices

Our Implementation if W

e Maintain Knowledge of BEP

Our Implementation w/ Moderate Knowledge of BEP

Our Implementation with No New Knowledge No New Knowledge, Low Effort

Instructional Core

Content

Pedagogy

Engagement

Knowledge of Curriculum and Instruction

Quadrant C - Assimilation

Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve

problems and create solutions.

Quadrant D - Adaptation

Students have the competence to think in complex ways and to apply their knowledge and skills. Even when

confronted with perplexing unknowns, students are able to use extensive

knowledge and skill to create solutions and take action that further develops

their skills and knowledge.

Quadrant A - Acquisition

Students gather and store bits of knowledge and information. Students

are primarily expected to remember or understand this knowledge.

Quadrant B - Application

Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to

new and unpredictable situations

Monitoring and Evaluating

The Core

Intellectual StimulationRigorRigor of TaskRigor of Task predicts PerformanceAccountability is the rigor of the task

Change Agent ~Leadership is Difficult!“Perhaps the most revealing aspect of

analysis is that some responsibilities are negatively affected by second-order change:”

Culture (Strongest negative relationship with 2nd order change)

CommunicationOrderInput

True Leadership is Risky Business“When exercising

leadership, you risk getting marginalized, diverted, attacked, or seduced. Regardless of the form, however, the point is the same. When people resist adaptive work, their goal is to shut down those who exercise leadership in order to preserve what they have.”

Leithwood

Possible perceptions of principal leading 2nd order changeTeam spirit, cooperation, and common language

have deteriorated as a result of the innovation (Culture)

Communication has deteriorated as a result of the innovation (Communication)

Order and routine have deteriorated as a result of the innovation (Order)

The level of input from all members of the staff has deteriorated as a result of the innovation (Input)

Beginning to Trend Up

OrganizationTeamPeople

Plan

Create Demand

Implement

Monitor and Evaluate1st Order

The Four Phases of Change

McREL

Manage Personal Transitions

Second Order

Second Order

Denial

Resistance

Exploration

STAGE 3 OF TRANSITION:

Exploration

This is when people develop the new identity, experience the new energy, and discover the new sense of purpose that make the change begin to work.

Exploration: Stage Three Transition

Lots of new ideas/energy Focus on priorities

Too much to do Set short term goals

Can’t focus Follow up on projects

Trying new approaches Develop people

Implementation Dip

Denial

Resistance

Exploration

Commitment

Plan

Create Demand

Implement

Monitor and Evaluate1st Order

The Four Phases of Change

McREL

Manage Personal Transitions

Second Order

Second Order

Denial

Resistance

Exploration

Commitment

STAGE 4 OF TRANSITION

NEW BEGINNING: Commitment

This is when people develop the new identity, experience the new energy, and discover the new sense of purpose that make the change begin to work.

Commitment:Stage 4 Transition

Team work is normRenewed energyClear FocusThey have a plan

Empower others

Create/support purposeful community

Set long term goalsMonitorFlexibleIntellectual

stimulationValidate/RewardLook ahead

Leadership—A Balancing Act

Adaptive work creates risk, conflict, and instability because addressing the issues underlying adaptive problems may involve upending deep and entrenched norms. Thus, leadership requires disturbing people—but at a rate they can absorb.

Heifitz

Fullan

Those individuals and organizations that are most effective do not experience fewer problems, less stressful situations, and greater fortune, they just deal with them differently.