organizational change process - education...
TRANSCRIPT
ORGANIZATIONAL
CHANGE PROCESS -
EDUCATION INSTITUTION
Team A:
Talmea Anderson, Makeisha Barnes, Belinda Garcia, Joseph Infante, Daphne McGill
AET/560
August 22, 2016
Ms. Melanie Latin
OVERVIEW
Public schools in the United States created in early 1600s (Education News, 2016)
In 1837, Horace Mann introduced standardization of public school curricula (PBS, 2016). Mann introduced teaching students by age in Massachusetts in 1848, which became the norm across the country (Education News, 2016).
Many advances implemented since first official school; however, many strides are still needed to fulfill needs of today’s workforce.
Current education system is built on one of original premises of individual and collective obedience, which creates “herding” environment. System is in need of adaptation to current trends that include alignment with needs of marketplace, which includes intelligent, well-adjusted, innovative, and engaged workforce.
This presentation includes a change plan that incorporates an on-line component supporting traditional instruction. Implementation encourages individualized learning and initiative, encourages student growth, increased self-esteem, and helps open the way for greater empowerment of students to become well-adjusted contributors to society.
OBJECTIVES
By the end of this presentation, you should be able to:
Recognize need for organizational change within education
system for grades K-6
Recognize Lewin’s Three-Stage Change Process and
Beckham & Harris’ Change Management Process Model
Appreciate training design used promotes change and uses job
performance to measure training’s success
Identify steps to address teams
Understand importance of a shared diagnosis
Identify strategic techniques that help overcome resistance and
create commitment
Recognize use of shared diagnosis in the change process
Understand importance of continuous improvement monitoring
ORGANIZATION SCENARIO: EDUCATIONAL INSTITUTION
Educational Institution
Typical public elementary school in the US (exists as part of larger
Federal public education system)
Public school education system cultural origins: Dates to the
Industrial Age, yet culture of organization has largely failed to
evolve
Industrial Age education sought to educate students sufficient to fill
factory worker and factory middle management jobs
Model of education that valued basic literacy, individual and
collective obedience over creativity and other 20th and 21st
century skills
School Leadership seeks to address fundamental issues related to
education system’s failure to engage student interest and
achievement
(Kincheloe, Slattery & Steinberg, 2000)
CHANGE SCENARIO
Issues:
Lack of student motivation and initiative
Declining performance on local, standardized and international
tests
Low student and teacher job satisfaction (VIDEO, n.d.)
Leadership Envisioned Solution (preliminary conception):
Transition to a traditional and e-learning, hybrid style classroom
Include individual empowerment material in addition to standard
subject material (reading, writing, history, math, etc.)
Integrate research-based change theories to support
development of a training program and use job performance
measures to gauge success
LEWIN’S THREE-STAGE CHANGE PROCESS
Three simple steps that encompass the process of organizational
change include:
Unfreeze: motivate for the change and create a dissatisfaction
with the status quo
Change: transition from the current state to the new state
Refreeze: reinforce and stabilize the new state and provide
recognition and rewards (Study.com, 2016)
This theory offers a framework for dislodging ingrained beliefs
and assumptions about education that are one of the primary impediments to change, as well as to help create a sense of
urgency around the need for change
(Cawsey, Deszca & Ingols, 2012)
LEWIN’S THREE-STAGE CHANGE PROCESS
How the theory helps facilitate the change process.
(Unfreezing)
• Awareness - Initiate awareness campaign regarding the opportunity to improve traditional public school education through hybrid methodologies (Study.com, 2016).
• Provide statistical information to compare success rate of e-learning and hybrid style institutions.
• Faculty Training - Hold weekly seminars to instruct faculty and support personnel on new technology and answer questions or concerns regarding the transition to hybrid style learning.
How theory promotes change through job performance.
(Changing)
• Conduct Learning Coach Training seminars to prepare learners and educators for implementation.
• Utilize Message Boards for effective communication.
• Utilize Blog Sites to encourage parental involvement.
• Create incentives for Educators and Learners participating in change program.
Measurement of Success (Refreezing)
• Graduation Rate Increase
• Enrollment Count Increase
• Pre and Post Engagement Surveys
• Employee Turnover Rate Decrease
• Standardized Test Scores (Local and National) Increase
• Incentive System post go-live for learners and educators.
• Feedback & Parental Involvement Incentive Program for Parents and Learners.
Lewins’s Three Stage Change Process will provide a smooth transition for
hybrid style learning for educational institutions. The integration of
empowerment material, in addition to the standard subject material will
increase performance scores.
BECKHARD & HARRIS’ CHANGE
MANAGEMENT PROCESS MODEL A simple change model that prescribes five steps for successful
change:
• Internal organizational analysis
• Why change
• Gap analysis
• Action planning
• Managing the transition
Helps organizations increase internal awareness, identify need for change, analyze current and preferred states, and devise action plan to achieve desired state (Cawsey, Deszca & Ingols, 2012)
This theory was chosen because it attempts to understand the driving forces for and against change, the organizational situation, the reasons for change, gap analysis, action planning and managing the transition, which are all critical steps in challenging an organization steeped in the status quo
BECKHARD & HARRIS’ CHANGE
MANAGEMENT PROCESS MODELHow the theory helps facilitate the change
process.
• Identify influences of change and current state of organization
•Determine need for change, degree of choice, and define vision
•Define organization's current state versus preferred state
•Assess present & future states to adopt action plan
• Implement plan (Cawsey, Deszca & Ingols, 2012)
How theory promotes change through job
performance.
•Employ Quinn's Competing Values Model to determine where change is needed
•Create powerful vision statement explaining why change is needed & direction of change
•Perform gap analysis to determine present state and goal for future state
•Assign roles and responsibilities
•Leaders evaluate plan and revise as necessary (Cawsey, Deszca, & Ingols, 2012)
•Leaders ensure training of staff, students and parents
How theory measures success of training.
•Student progress (e.g., attendance, grades, earned credits)
•Student satisfaction attained via surveys from students, parents, & teachers
• Increased student achievement (e.g., assessment results)
• Increased enrollment and graduation rates
•Parental involvement (Wallace Foundation, 2016)
TRAINING PROGRAM DESIGN
Training specific to each change participant group (faculty, parents, students)
Designed to transition from one-legged stool model (present state) to three-legged stool model (desired future state)
Focus on people alignment
Moves toward decentralized structure
Measured performance
Students
Parents
Faculty
Social/Emotional
Empowerment
Technology
Significance of the effort
Crucial Supporting Role
Impact to student success
Social/Emotional Empowerment Accountability, 21st Century Skills
COMMUNICATING THE VISION
CREATING THE EXPERIENCE
HOW THE TRAINING DESIGN PROMOTES
THE CHANGE PROCESS
Initial Organization Analysis
Unfreeze
Building and Energizing the Need
Shared Diagnosis
Action Planning & Implementation
Training
Refreeze
Measuring the Change
Training informs
and invites
participants to be
part of process;
helps to mobilize
change
participants
Building the
foundation for
later training
Implementation
opens window to
experiential training;
adds motivation
“Job performance”
measurements
institutionalize the
change and create a
barometer for success
HOW THE DESIGN USES JOB PERFORMANCE
TO MEASURE THE TRAINING’S SUCCESS• “Job Performance” tailored to Faculty, Parents and Student populations
Faculty
• Metrics
• Overall student mastery (achievement scores)
• Greater achievement levels from lower level students(achievement scores)
• Survey outcomes on job satisfaction survey at designated milestones – pre and post (% improvement in key indicators)
Parents
• Metrics
• Participation in monthly training sessions (% attendance)
• Survey outcomes at designated milestones – pre and post(% improvement in behavioral indicators)
Students
• Metrics
• Academic mastery (achievement scores)
• Increased initiative in extended programs (e.g., lab attendance)(% attendance)
• Increased motivation based on longitudinal survey response (% increase)
Metrics will provide necessary indicators to gauge effectiveness of both training and
overall change initiative. Data points will provide transparency to focus additional
resources where needed to drive continuous improvement
STRATEGIES TO OVERCOME RESISTANCE
Student
● Remove bad or negative language from the process
● Ask for help when needed
● Speak out
● Utilize all resources available
Parents
● Give support to student s and teachers
● Meet with faculty as needed
● Allow students to express their concerns
● Help identify challenges
Faculty
● Have a clear plan
● Identify the challenges
● Request feedback
● Gain buy in from all involved
STRATEGIES TO CREATE COMMITMENT
Primary commitment strategy (Spector, 2013):
Start by building a shared diagnosis
Involve faculty, parent and student representatives in the change process development and implementation
Supporting commitment strategies (Spector, 2013):
Build small wins by creating incremental results (achievement milestones)
Have clear educational goals for the new model
Influence formal and informal mechanisms
Build teamwork in interdependent tasks
Share information via frequent communications (e.g., blogs)
Incorporate organic controls (tied to incentives)
Provide leadership and professional development opportunities
STRATEGIES TO OFFER INCENTIVES
Participation
Participation in the following programs will qualify for Student/ Family incentives as well as Educator Incentives:
Student / Family: Email Sign-up, Attendance of Event & Information Sessions and Blog Participation = $100 Gift Card quarterly.
Educator: Attendance of Event & Information Sessions & Blog Participation = $100 Gift Card quarterly.
Performance / High Commitment Incentives
The performance incentive program will provide rewards for students and educators who meet individual and specific goals such as :
Student: Achievement Score improvement incentives can consist of Pizza Party and Gift Cards to local shopping centers.
Educator: Positive Survey Outcomes from Students & Parents can provide time Off, and free lunch incentives.
Competency Based Pay
Acquisition of knowledge and skills to enhance teaching delivery by obtaining certifications for new roll-out programs such as the Social / Emotional Empowerment Initiative can offer a quarterly bonus of $500.00 per certification.
Intrinsic Rewards: Learners will be given
the freedom to work at their own pace as an
incentive for their successful participation
in the Social / Emotional
Empowerment Initiative.
ADDRESSING TEAMS
Imp
lem
en
tatio
n T
ea
ms
Integration
A team comprised of leaders from each group. The leader of this group would be the
coordinator who would offer consultation to meet the needs of students, parents, teachers,
and other change agents
Information Technology
Technology coordinators who would support, maintain, and secure the network infrastructure
expansion and increased demand for tech support
Training
An administrator (instructional leader) who would build community support and
enthusiasm for the initiative within the school and community and ensure that the initiative
benefits instruction and learning
Teachers
Lead teachers who would be empowered and developed to be conduits of feedback from
the practice sites to the implementation team so that efforts are aligned with needs and
realities
Students
Students who would work together to provide each other support while transitioning from the
traditional herded classroom to the independent work of the lab
WHAT IS SHARED DIAGNOSIS?
Shared Diagnosis
A collaboration between leadership
and employees to analyze issues
within an organization. The goal is to
unfreeze social habits and create a
sense of dissatisfaction with the
status quo
(Spector, 2016).
Systematic FrameworkEmployees and leadership
discuss use of systematic
framework for guiding
diagnosis
(Spector, 2016). Everyone
within organization enters the
change process as a group
Climate of Silence Exploration
Engage in effective dialogue encouraging employee feedback
without fear of negative consequence (Spector,
2016).
Diagnostic Intervention
Contracting consultants to perform data collection, discovery, and provide feedback to leadership
(Spector, 2016).
After Action ReviewsMutual engagements
between leadership and
employees to find solutions
for quick corrections
(Spector, 2016). Change is
accomplished
Employee Engagement
At beginning of effective change implementation, leaders engage employees in a process of shared
diagnosis (Spector, 2016). Employees and leadership discover
and discuss problems together
USE OF SHARED DIAGNOSIS IN CHANGE
PROCESS Support
Ensuring parents, students, teachers and executive level management actively involved with change
Involvement
Parents play role in education, design, and implementation of changes for their students
Buy-in
Needed from students, parents, teachers, & anyone affected by the change
Impact
Evaluate how change impacts students, teachers, & parents and how it affects student learning
Communication
Maintain open lines of communication & notifying all involved when there are changes
Preparedness
Getting teachers ready by ensuring they are well-informed and properly trained
DATA COLLECTED FOR CONTINUOUS
IMPROVEMENT MONITORINGChange agents who are continuous improvers will gather multiple data
points (Cawsey, Deszca, & Ingols, 2012)
Primary data points:
Student behavioral improvements and engagement
Overall student achievement score improvements
Student, faculty, and parent satisfaction
Other data to monitor and track the change:
Number of faculty who attended the training and number of
participating students
Number of classes held
Feedback on training classes
Feedback on media and technology improvements
Number of other organizations adopting the course
Return on investment for the program (is it worth the resources)
WHAT CONTINUOUS IMPROVEMENT LOOKS LIKE
Initial focus will be on the informal design
Expectation of faculty, students and parents working collaboratively
through integrated change implementation team (ICIT)
Data related to each participant group retrieved by leadership before review with change implementation team
Systemic and strategic approach to engage each change participant
group
Initial data to be documented as baseline with appropriate weekly, monthly
and quarterly metrics review to measure incremental change
Organic controls through articulation of shared vision by change
champions and open communication
Sustained success will be codified through formal design (structure and
rewards)
Decision-making authority located with leadership
(school administration) under recommendations
of consultant group armLeadership &
Integrated Change
Implementation Team
Faculty
StudentsParents
Integrated Communication to
Ensure Mutual Engagement
WHAT CONTINUOUS IMPROVEMENT LOOKS LIKE
Data Collection by change participant category: Faculty, Students, Parents
Baseline data documentation from
which to measure incremental change
Leadership and Integrated Change
Implementation Team review
After-Action assessment of
strengths/weaknesses
Sustained success to be codified through
formal structure
CONCLUSION OF THE FINDINGS Key measures to minimize resistance and facilitate a smoother transition:
1. Change vision — defining the need for change, creating dissatisfaction with the status quo, and describing what is possible
Clearly outlined, data-supported documentation of traditional education system failures, the drivers of those failures (status quo)
Communicate a vision of the future state, potential gains for students, parents, teachers and the national economy drawing on data of successful models demonstrated in other parts of the country who are teaching 21st century skills
2. Change model — selecting a suitable model to guide the change process (Lewin and Beckhard & Harris models)
3. Build teams to support the change effort — Integrated, with representation from key groups (Faculty, Parents, Students) and focused on key areas to include Information Technology (new on-line curriculum) and necessary training
4. Shared diagnosis — Essential to achieve stakeholder buy-in, change participant commitment, comprehensive analysis , and multi-perspective solutions to challenges; engage teams in shared diagnosis to build initial support and participate through the change process, including after-action reviews
5. Training — design training to support change plan and measures performance to use as indicators of success or areas needing greater support
6. Implement approaches to overcome resistance and create commitment — clear goals, engagement, incentives tied to incremental success, safe environment that promotes honest, two-way communication, providing additional support
7. Continuous improvement—systemic, strategic approach based on data collection and after action reviews to drive new norms
REFERENCES
Cawsey, T. F., Deszca, G., & Ingols, C. (2012). Organizational change: An action-oriented toolkit (2nd
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http://www.cited.org/index.aspx?page_id=188
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http://www.connectionsacademy.com/online-school/students/whom-we-serve
Covey, S. R. (1998). The 7 habits of highly effective people. Provo, UT: Franklin Covey.
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Education News. (2016). American public education: An origin story. Retrieved from http://www.educationnews.org/education-policy-and-politics/american-public-education-an-origin-story
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REFERENCES
Myers, M. S. (2011). Organizational change: Creating change through strategic communication.
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PBS. (2016). Only a teacher: Horace Mann (1796-1859). Retrieved from
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Spector, B. (2013). Implementing organizational change: Theory into practice (3rd ed.). Upper Saddle
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