Case Study: National Competency Standards for Organisational Change Management
Change Management
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Transcript of Change Management
MOST SCHOOLS HAVE BEEN DESIGNED TO SOLVE YESTERDAY’S PROBLEMS, RATHER THAN CAPITALIZING ON TODAY’S OPPORTUNITIES TO EFFECTIVELY CONFRONT THE ISSUES OF TOMORROW
Barriers to ChangeWhy do people resist change? The status quo provides a certain comfort zone
Need for stabilityNeed for predictabilityFear of the unknownOthers???
Management of Complex Change: Critical ComponentsVision
–Strategic PlanningSkillsIncentivesResourcesAction Plan
Management of COMPLEX CHANGE
=CHANGE
=CONFUSION
=ANXIETY
=GRADUALCHANGE
=FRUSTRA-TION=FALSESTARTS
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VISION SKILLS RESOURCESINCENTIVESACTIONPLAN
SKILLS INCENTIVESACTION
PLANRESOURCES
INCENTIVES RESOURCESVISION
VISION
VISION
VISION
SKILLS
SKILLS
SKILLS INCENTIVES
INCENTIVES
RESOURCES
RESOURCES
ACTIONPLAN
ACTIONPLAN
ACTIONPLAN
Management of Complex ChangeActivityWith a person sitting next to you, go through the complex change matrix with this situation:
You are asking every staff member to incorporate cooperative learning strategies into their lessons.
Decide what must be done to make sure each
component of the matrix has been addressed.
Force Field Analysis:Critical ComponentsDesired ChangeDriving Forces –Favoring Change
Restraining Forces –Resisting Change
Equilibrium or Current Status
FORCE FIELD ANALYSIS
DRIVING FORCES RESTRAINING FORCES
State Desired Change Here
(EQUILIBRIUM OR CURRENT STATUS)Forces resisting the change Forces favoring the change
Force Field AnalysisActivityWith a person sitting next to you, work with the force field analysis using this situation:
You have decided to ask staff to help you increase parent involvement at your school.
What are the driving and restraining forces involved? How can you increase the driving forces and decrease the restraining forces?
Effective School Leaders Must:
Increase their own knowledge base Take risks, break new ground, and cultivate a climate of experimentation
Share leadership with competent staff --put less competent staff “on a short leash”
Help others to acquire reform-related knowledge and skills
Be persistent Appreciate incremental change (baby steps)
Overlapping Arenas of Management Expertise Needed for Change to Take Root & Thrive
Management of day to day school issues
Management of long term school issues
Maintenance of relationships with the governing body
Maintenance of relationships with the community
Conclusions from a Body of Recent Research:Effective school leaders are those who are visionary and skillful learners, as well as strong and competent partners in facilitating and sustaining reform
Conclusion: One can become a notably successful school leader given any of a considerable array of gifts and tendencies.
It’s what you do with what you have that really counts!
Effective School-wide Leadership Requires Understanding of… The System- context in which you
operate, including school/agency/district norms, local, state, and federal policies, and standards of accrediting bodies for public & private programs
Yourself- leadership style, preferences for change, facilitation skills, philosophy of teaching and learning
Others- those who serve as “levers” and those who must make changes
You as a LeaderYour own orientation to change, leadership and management styles, and philosophy of teaching and learning provide the pathways for determining how you, as a unique individual, can be successful
Relationship to OthersNearly all studies show that without buy-in from teachers, change is “doomed”.
At the very least, you need a critical mass of support.
Building Consensus:What Is Consensus? Group decision-making process Everyone's opinion is encouraged and valued
Differences are viewed as helpful rather than hindering
All voices are heard and understood before an effort to finalize a decision is made
After full discussion, those who continue to disagree indicate willingness to experiment for a prescribed period of time
All members share in final decision-making
Advantages of Decision-Making by Consensus Can be informal or use formal procedures
Members are more likely to support the decision
Provides for a win-win solution Facilitates open communication Requires members to listen and understand all sides of the issue
Sets the stage for action - who, what, where, when, how & why
Disadvantages of Decision-Making by Consensus Trust is needed among members of group to encourage sharing
Group leaders must use facilitation rather than control
Takes more time to reach consensus, especially in larger groups
7 magic number for reaching group consensus
One or two people tend to dominate larger groups
Steps in Facilitating Consensus1. Identify and define problem,
situation, or issue2. Brainstorm list of alternatives –
suspend judgment; do not discuss or reject any ideas
3. Review, change, consolidate, rewrite and set priorities as a group through discussion
4. Make a decision and put in writing5. Later, review and evaluate results;
revise as needed
Consensus Building:ActivityAs a group, come to consensus in regard to the following scenario:
Everyone in the group is a teacher at the same school and each staff member must have 15 clock hours of professional development per year. All have personal preferences for the topics of upcoming professional development workshops.
You must decide as a group what areas you want further training in and reach consensus on three topics.