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CHANGE MANAGEMENT. The School Leader as Change Agent. Why Change?. MOST SCHOOLS HAVE BEEN DESIGNED TO SOLVE YESTERDAY’S PROBLEMS, RATHER THAN CAPITALIZING ON TODAY’S OPPORTUNITIES TO EFFECTIVELY CONFRONT THE ISSUES OF TOMORROW.

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change management

CHANGE MANAGEMENT

The School Leader as Change Agent

slide3

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 change
Barriers to Change

Why do people resist change?

  • The status quo provides a certain comfort zone
  • Need for stability
  • Need for predictability
  • Fear of the unknown
  • Others???
tools to facilitate change

Tools to Facilitate Change

Managing Complex Change

Force Field Analysis

Consensus Building

management of complex change critical components
Management of Complex Change: Critical Components
  • Vision

–Strategic Planning

  • Skills
  • Incentives
  • Resources
  • Action Plan
management of complex change
Management of COMPLEX CHANGE

ACTION

+

+

+

+

=CHANGE

VISION

SKILLS

INCENTIVES

RESOURCES

PLAN

ACTION

SKILLS

INCENTIVES

RESOURCES

=CONFUSION

+

+

+

+

PLAN

ACTION

+

+

+

+

=ANXIETY

VISION

INCENTIVES

RESOURCES

PLAN

ACTION

VISION

SKILLS

RESOURCES

+

+

+

+

PLAN

=GRADUAL

CHANGE

ACTION

VISION

SKILLS

INCENTIVES

+

+

+

+

PLAN

=FRUSTRA-

TION

=FALSE

VISION

SKILLS

INCENTIVES

RESOURCES

+

+

+

STARTS

management of complex change activity
Management of Complex ChangeActivity

With 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 components
Force Field Analysis:Critical Components
  • Desired Change
  • Driving Forces –Favoring Change
  • Restraining Forces –Resisting Change
  • Equilibrium or Current Status
force field analysis
FORCE FIELD ANALYSIS

State Desired Change Here

DRIVING FORCES

RESTRAINING FORCES

Forces favoring the change

Forces resisting the change

(EQUILIBRIUM OR CURRENT STATUS)

force field analysis activity
Force Field AnalysisActivity

With 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
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
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
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
slide26
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
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 leader
You as a Leader
  • Your 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 others
Relationship to Others
  • Nearly 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
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
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
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 consensus
Steps in Facilitating Consensus

1.   Identify and define problem, situation, or issue

2.   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 writing

5.   Later, review and evaluate results; revise as needed

consensus building activity
Consensus Building:Activity

As 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.

summary
Summary
  • To be effective as a change agent, consider and understand:
    • The system or context in which you work
    • Yourself as a leader
    • What it takes to motivate and involve others