T h e Adaptive School  

Managing Transitions Clarifying and

Creating New Identity

NESA Fall Leadership Conference Doha, Qatar

October 22, 2016

Seminar Leader:

Carolyn McKanders Director Emeritus

Thinking Collaborative www.thinkingcollaborative.com 2016

 

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“Identity is at the core of every organization, fueling its creation.” Margaret Wheatley A Simpler Way, p. 85 "Marshaling, focusing and developing energy, information and relationships become the role of leaders." Margaret Wheatley, 1992 Leadership and the New Science  GROUNDING Grounding is an excellent inclusion activity for meetings. It serves several purposes:

1. Establishes a norm for respectful listening 2. Brings people into the here and now 3. Gets every person’s voice in the room in a non-confrontive way, establishing a

verbal territory for each participant from which it will be easier to speak at a later time

4. Allows people to connect with one another 5. Allows for the expression of hopes and apprehensions 6. Values both affective and analytical thought 7. Surfaces hidden agendas such as concerns on the topic or having to leave early

Directions The facilitator names a person to start. (The person sitting closest to the back wall or nearest the southern door.) Each person, in round robin fashion speaks to these points:

• my name, title, organization • my relationship to this topic • how I feel about being here • my expectations for today

What makes the grounding special is that two ground rules are followed:

1. 1) People must attend nonverbally to each speaker. This means no verbal interactions, e.g., “uh huh,” ”Me too,” “Can you clarify that?”

2. 2) The first person to speak offers a summary paraphrase to the group a tthe completion of the round robin sharing

Tips • This activity works on earth time, not clock time. It takes as long as it takes. Do

not rush it. • If the group is large, small groups are formed to do the grounding. • When all groups are finished, the starting person for each group paraphrases the

gist of their grounding to the total group. • Any grounding should elicit both thinking and feeling responses from participants.

 

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TRANSITIONS Change vs. Transition

Change = a shift in the external situation

Transition = the psychological reorientation in response to

change

CHANGE+HUMAN BEINGS=TRANSITION

Three Phases of Transition

ending neutral zone

beginning

CHANGE TRANSITION

External Internal Situational Psychological Event-based Experience-based Defined by outcomes Defined by process Can occur quickly Always takes time

Transitions books by William Bridges Transitions: Making Sense of Life’s Changes, 1980 Surviving Corporate Transitions, 1988 Managing Transitions: Making the Most of Change, 1991 The Way of Transition: Embracing Life’s Most Difficult Moments, 2001

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FROM WILLIAM BRIDGES, TRANSITIONS: MAKING SENSE OF LIFE’S CHANGES

Introduction The work of William Bridges is a useful guide during times of change and transition. He points out that change in organizations is not the problem; it is transitions that are bewildering. Transitions are the psychological readjustments to change. They have three phases: (a) endings, (b) a neutral zone, and (c) new beginnings. Each phase has special characteristics and special requirements for it to be navigated successfully. Bridges writes: “Our society confuses them constantly, leading us to imagine that transition is just another word for change. But it isn't. Change is your move to a new city or your shift to a new job. It is the birth of your new baby or the death of your father. It is the switch from the old health plan at work to the new one, or the replacement of your manager by a new one, or it is the acquisition that your company just made. In other words, change is situational. Transition, on the other hand, is psychological. It is not those events, but rather the inner reorientation and self-redefinition that you have to go through in order to incorporate any of those changes into your life. Without a transition, a change is just a rearrangement of the furniture. Unless transition happens, the change won't work, because it doesn't "take." Whatever word we use, our society talks a lot about change, but it seldom deals with transition. Unfortunately for us, it is the transition that blind-sides us and is often the source of our troubles...” Endings Bridges explains the first phase of transition: “One of the most important differences between a change and a transition is that changes are driven to reach a goal, but transitions start with letting go of what no longer fits or is adequate to the life stage you are in. You need to figure out what exactly that no-longer-appropriate thing is... [But whatever it is, it is internal. Although it might be true that you emerge from a time of transition with the clear sense that it is time for you to end a relationship or leave a job, that simply represents the change that your transition has prepared you to make. The transition itself begins with letting go of something that you have believed or assumed, some way you've always been or seen yourself, some outlook on the world or attitude toward others.” “Every transition begins with an ending. We have to let go of the old thing before we can pick up with the new one--not just outwardly, but inwardly, where we keep our connections to people and places that act as definitions of who we are...” Endings must be marked concretely and symbolically. Many change processes stall because the people in the organization have not let go of the old. Curriculum changes in schools often meet this difficulty. Teachers cling to the tried-and-true, and in some cases they hope to leap to the new like a trapeze artist high above the crowd.

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They are often unwilling to let go and hang suspended in midair with one hand on each trapeze. During an ending, a group needs to ask, “Who is losing what in this change?” and “Who needs what support to work through the transition?” People need opportunities to express their concerns, to have collegial conversations that offer emotional support. Neutral Zone The neutral zone is a time of anxiety and discomfort for many people, and it is also a time of great creativity. Dialogue, reflection, and the sharing of practical strategies, coping mechanisms, and tools—often temporary structures-- help organize this phase. Supportive, non-judgmental comments contribute to rapport and trust, the safe holding environment in which feelings and concerns can be expressed. Bridges suggests: “One of the difficulties of being in transition in the modern world is that we have lost our appreciation for this gap in the continuity of existence. For us, "emptiness" represents only the absence of something. So when what's missing is something as important as relatedness and purpose and reality, we try to find ways of replacing those missing elements as quickly as possible... You should not feel defensive about this apparently unproductive time-out during your transition points, for the neutral zone is meant to be a moratorium from the conventional activity of your everyday existence... There are three main reasons for the emptiness between the old life and the new. First, the process of transformation is essentially a death and rebirth process rather than one of mechanical modification... The second reason for the gap between the old life and the new is that the process of disintegration and reintegration is the source of renewal... The last reason for the emptiness between the stages of the life journey is the perspective it provides on the stages themselves... The neutral zone provides access to an angle of vision on life that one can get nowhere else. And it is a succession of such views over a lifetime that produces wisdom.” New Beginnings William Bridges admonishes his readers to remember the marathon effect. Thousands of runners compete in the Boston Marathon each year. The world-class runners, with their faster qualifying times, line up at the start of the pack. By the time the runners in the rear cross the starting line, these leaders are several miles up the course. In school-change processes, early adapters must remember and pay attention to those who are still at the starting line. To produce cumulative effect in schools, these

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early adapters, leaders, and those more “in the know” must pace themselves and support the learning of their colleagues who are not in the same place. The race is not fully underway until everyone crosses the starting line. Bridges distinguishes between "starts" and "beginnings." A start occurs when people start doing new things, when they start enacting the changes. A beginning only occurs, however, when the personal psychological and behavioral change takes place and people take on new behaviors and identities: “The beginning will take place only after they have come through the wilderness and are ready to make the emotional commitment to do things the new way and see themselves as new people . . . Beginnings involve new understandings, new values, new attitudes and -most of all - new identities.” A "start" and a "beginning" are two quite different things: “A start can and should be carefully designed . . . A beginning can and should be nurtured, like a plant. Starts take place on a schedule as a result of decisions. They are signaled by announcements . . . Beginnings, on the other hand, are the final phase of this organic process that we call "transition," and their timing is not set on the dates written on the implementation schedule. Beginnings follow the timing of the mind and the heart.”  

     

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NESTED LEVELS OF LEARNING Dilts, Robert. (1990) Changing Belief Systems with NLP Dilts, Robert. (1994) Effective Presentations

                                                                         

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SUMMARY OF INFLUENCE OF DIFFERENT LEVELS OF EXPERIENCE ON LEARNING Dilts, R. (1994). Effective Presentation Skills. Meta Publications: Capitola, CA, p. 41.

• Environment determines the external opportunities or constraints a person has to react to. Relates to the where and when of learning.

• Behaviors are the specific actions or reactions made by a person within the environment. Relates to the what of learning.

• Capabilities guide and give direction to behavioral actions through a mental map, plan or strategy. Relates to the how of learning.

• Beliefs and Values provide the reinforcement (motivation and permission) that supports or inhibits capabilities. Relates to the why of learning.

• Identity involves a person’s or group’s role, mission and/or sense of self. Identity influences all other levels. Relates to the who of learning.

                               www.thinkingcollaborative.com  2016  

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   DIALOGUE PROTOCOLS

• Slow down—breathe • Listen empathically to self and others • Speak to the center • Monitor your own need and purpose for speaking • Imagine the other person’s point of view • Balance inquiry and advocacy • Use self-awareness as a resource • Build shared meaning • Explore areas of disagreement Contributed by Judy Stevens and adapted from Peter Senge (1994)                                

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HOW MUCH DIALOGUE?

Brief dialogue when...

• Examining issues from various points of view. • Achieving mutual understanding prior to decision-making. • Bringing together people with shared interest who trust each other. • Getting leaders and followers to understand each other’s position on

specific issues. • Enhancing mutual understanding among groups or a community on a

specific issue.

Midrange dialogue when... • Working through an emotional-laden issue. • Reaching across style, gender and cognitive differences. • Bringing together people with shared interest who trust each other. • Surfacing the internal contradictions in change and leadership efforts

that often go unnamed and unaddressed. • Preparing the ground for decision making on a sensitive issue. • Seeking understandings among people who hold opposing views on

controversial issues as assessment, standards, and English as a second language.

Extended dialogue when... • Preparing the ground for negotiations between groups who mistrust

one another and who come from different cultures. • Achieving higher levels of teamwork among organizations with

different sub-cultures. • Working together to develop a new paradigm for innovation. • Tapping into people’s pooled experience in the interest of achieving a

higher level of thought and intimacy. This information is adapted from Daniel Yankelovich’s book, The Magic of Dialogue: Transforming Conflict into Cooperation. New York: Simon & Schuster, 1999.

       

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THE SEVEN NORMS OF COLLABORATIVE WORK

Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decision-making. Paraphrasing Using a paraphrase starter that is comfortable for you – “So...” or “As you are...” or “You’re thinking...” – and following the starter with an efficient paraphrase assists members of the group in hearing and understanding one another as they converse and make decisions. Posing Questions Two intentions of posing questions are to explore and specify thinking. Questions may be posed to explore perceptions, assumptions and interpretations and invite others to inquire into their own thinking. For example, “What might be some outcomes we are envisioning?” Use focusing questions such as, “Which students, specifically?” or “What might be an example of that?” to increase the clarity and precision of group members’ thinking. Inquire into the ideas of others before advocating for one’s own ideas. Putting Ideas on the Table Ideas are the heart of a meaningful dialogue. Label the intention of your comments. For example, you might say, “Here is one idea...” or “One thought I have is...” or “Here is a possible approach...” Providing Data Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work. Data have no meaning beyond that which we make of them; shared meaning develops from collaboratively exploring, analyzing and interpreting data. Paying Attention to Self and Others Meaningful dialogue and discussion are facilitated when each group member is conscious of self and of others, and is aware of what (s)he is saying and how it is said, as well as how others are responding. This includes paying attention to learning styles when planning, facilitating, and participating in group meetings and conversations. Presuming Positive Intentions Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and discussion, and prevents unintentional put-downs. Using positive presuppositions in speech is one manifestation of this norm.

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Existing State--Desired State Map

1. Briefly Acknowledge Existing State. What is happening now? Process – Pairs Matchbook Summary (or Post-It Note Summary); Pyramid to arrive at agreed upon statement.

2. Develop an Ideal State or Outcome. Given the issue or concern, what would be the ideal state or outcome that we would want to achieve? The ideal outcome describes what we want to see, hear or feel taking place. Ideal outcomes are usually broad, global statements that describe a desired ideal state that we want to shoot for. Process - Depending upon the size of the group, individuals, partners or trios list possibilities. – The group reviews the possibilities and selects commonalities. – The group formulates an acceptable statement that describes the ideal.

3. Identifythedesiredbehaviorsthatwhenperformedwillenableindividualsin the group to move toward achieving the ideal state. What behaviors could we perform within the next 6 to 12 months that would tell us that we are moving towards achieving our ideal state? These behaviors are: achievable; congruent with our values, situation and the desired state; observable (we will know when and how they are being performed). Process - List possibilities - Select our best bets using the criteria of achievable, congruency, and observable.

4. Identify resources needed to perform the desired behaviors. What strategies, activities or tactics are most likely to assist us in reaching the desired state? What attitudes, knowledge, and/or skills will we need to have to be able to reach the desired state? Process – List possibilities – Select the most promising

5. Develop an Action Plan to develop resources. Process – List Outcome(s), Assessment Criteria, Strategy(ies), Resources, Person(s) Responsible, Timeline for each item.

   

ES-DS Map

Desired State Existing

State RESOURCES  

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Histomap Process:

1. Hang chart paper on the wall for a timeline. 2. Mark eras in the group’s history – the year the bond issue passed, the year

the new principal arrived, the loss of a federal program. 3. Use icons to illustrate the different events that occurred within each of the

eras. 4. Groups of people add words and icons to the timeline and share their

memories.

Alternatives : • Organize groups randomly or as intact working groups.

Tips: • When people hear about the same event from different perspectives, a more

complex history is understood. • What is expressed and understood can be released and does not have to

dominate the working space of the group.

Source: Garmston, R. & Wellman, B. (2009). The Adaptive School: A Sourcebook for Developing Collaborative Groups. Christopher Gordon: Norwood, MA.  

1970            1980     1990        2000                              2005        2010                  2015          2016…  

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Transition Too long and quickly have I lived to vow The woe that stretches me shall never wane, Too often seen the end of endless pain To swear that peace no more shall cool my brow. I know, I know- again the shriveled bough Will burgeon sweetly in the gentle rain, And these hard lands be quivering with grain- I tell you only: it is Winter now. What if I know, before the Summer goes Where dwelt this bitter frenzy shall be rest? What is it now, that June shall surely bring New promise, with the swallow and the rose? My heart is water, that I first must breast The terrible, slow loveliness of Spring.

--Dorothy Parker

                           www.thinkingcollaborative.com  2016