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Leading Change

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by

David Condon

on 10 August 2015

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Transcript of Leading Change

"You can't step
into the same river twice."
Kotter's 8 Steps:

1. Sense of urgency
2. Guiding coalition
3. Vision & Strategy
4. Communicate the Vision
5. Empowering action
6. Short-term wins
7. Consolidating gains
8. Anchor new approach in existing culture
1. Love your employees
2. Connect peers with purpose
3. Capacity building prevails
4. Learning is the work
5. Transparency rules
6. Systems learn

+3 Avenues for Action
+5 Levels of Mastery for Anticipating and Initiating Change
+5 Minds for the Future
+5 Practices of Exemplary Leadership
+The Fifth Discipline
-7 Self-Destructive Habits
+8 Roles of Symbolic Leaders
+10 Must Reads on Change Management
+12 Elements of Great Managing
+21 Responsibilities of the School Leader


From Faculty School Climate Survey:
The biggest challenge that faces us is the innovation craze that sways the direction of the school. In our quest to be innovative we are ignoring important foundations and principles that should guide us. We need to recognize that top-down organizational models, wherein the ideas, plans and prescribed action come from a small group of individuals and are funneled to the larger community who are expected to happily follow along, may not be successful. When innovation is perceived as another set of hoops to jump through by the shareholders, we need to question the effectiveness of that change. Change seems to be dictated from the leadership to be implemented by the faculty. We should consider a shift in direction of this model, with the faculty initiating discussion by expressing the needs of the students and suggesting how to best accommodate those needs and then leadership supplying the resources and support to allow teachers to best serve the students.
The biggest challenge that faces us is the innovation craze that sways the direction of the school. In our quest to be innovative we are ignoring important foundations and principles that should guide us.
Responding to problems...
Responding to changing conditions
Growth for its own sake...
Seizing opportunities...
Bad reasons...
Jumping on the bandwagon
Building a monument to oneself
Top Down...
from Faculty School Climate Survey

Change seems to be dictated from the leadership to be implemented by the faculty. We should consider a shift in direction of this model...
The Whole Greater than the Sum of its Parts
Why are we doing this?
The Value of Emergence

Fullan: "Love your Employees"

more: Trust your Teachers
Care for your Colleagues
Provide avenues for input
Avenues for Emergence:
1:1 meetings in teacher's own space
School Climate surveys
Employee Advisory Council (EAC)
Town Hall meetings
Wednesday afternoon PD sessions
Core Planning Team meetings
Headmaster's Symposium series






Accept that some changes and decisions will be top down
Dealing with Resistance
Reeves (2006):

Surveys on 17 change
initiatives
6000+ respondents

Findings:
17% willing to lead the effort
53% willing to try change efforts
28% "fence sitters"
2% "the Toxic 2"
From Faculty Climate Survey

"...the larger community who are expected to happily follow along"

"When innovation is perceived as another set of hoops to jump through by the shareholders, we need to question the effectiveness of that change."
Key Point(s):

Don't expect 100% buy-in
ever
Get to 60-70% critical mass
Get remaining 28% by achieving results
The Toxic 2%?
Fuhgedaboudem!
Key Point(s):

Classic example of not being "either/or" but "both/and"
Be prepared to be both Top Down and Bottom Up
Consider degree of urgency and the amount of time available (Top Down faster)
Key Point(s):

Be clear about what's driving the change
Accept that people and schools have difficulty accepting change
Remember that "Good is the Enemy of Great"
Some Practical
Considerations
Building Support/Buy-in
Very difficult to create a sense of urgency in an Asian international school
But you can tell
STORIES

"Day in the Life" stories set in the future
Appeal to Ideals
What's in it for me stories
Focus on Clear Results
Identify what will
not
change
Maintain Focus on Results
Leading Change
by D.J. Condon
Canadian Academy

Focus on People
from Faculty School Climate Survey

...top-down organizational models, wherein the ideas, plans and prescribed action come from a small group of individuals and are funneled to the larger community...may not be successful
Bottom Up...
Regarding annual Operational Plans...
Use UbD approach for school improvement plans
State in Noun Form--describes end state, not activity to get there
Chunk it down so it's achievable within one school year (Kotter's "Creating Short Term wins"
Create separate one page poster announcing that year's goals
Realize that Action Steps may change, but Desired Results and Evidence of Success should not
Bet on the horses that want to run
Empower those out front
Build coalition of support
Engage the "connectors" to reach "tipping point"
"Connect peers with purpose" (Fullan)
= ???
Note similarity to Kubler-Ross's Grief Cycle: Denial, Anger, Bargaining, Depression, Acceptance
Valence
Instrumentality
Expectancy
Value in achieving the goal
Will lead to promised consequences
If I try, I can achieve the goal
from Vroom's Theory of Expectancy of Motivation
Jump through these hoops...
--Heraclitus
Transformational Change =
Cultural Change
from Fullan:
"Transparency Rules"
"Capacity Building Prevails"


And don't forget to Celebrate!
(Some things aren't really that funny,
but you find yourself laughing anyway)
Don't Pile it On
Benevolent Dictatorship
VS.
Messy Democracy
Full transcript