initiating change leading from your position n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Initiating Change: Leading from Your Position PowerPoint Presentation
Download Presentation
Initiating Change: Leading from Your Position

Loading in 2 Seconds...

play fullscreen
1 / 31

Initiating Change: Leading from Your Position - PowerPoint PPT Presentation


  • 112 Views
  • Uploaded on

Initiating Change: Leading from Your Position. NACADA Summer Institute 2011 Joanne K. Damminger , Ed.D . Salem Community College. Thank you to Ruth Darling, Jenny Bloom , Charlie Nutt, and Pamela Marsh-Williams for content provided in this presentation. Overview. Defining Leadership

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Initiating Change: Leading from Your Position' - diem


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
initiating change leading from your position

Initiating Change:Leading from Your Position

NACADA Summer Institute 2011

Joanne K. Damminger, Ed.D.

Salem Community College

Thank you to Ruth Darling, Jenny Bloom , Charlie Nutt, and Pamela Marsh-Williams for content provided in this presentation .

overview
Overview
  • Defining Leadership
  • Leadership Application
  • Fullan’s Change Framework
  • Leadership Strategies
  • Assessment
  • Impact of Change
  • Reflections – Just Do It!
leading change are you
Leading Change…ARE YOU
  • A person who makes change happen?
  • A person who watches change happen?
  • A person who wonders what happened?

Why?

Super, 1980

what we have learned this week
What We Have Learned This Week

“The History and Organization of

Academic Advising”

Maura Reynolds

  • Advising is core to the services offered to students
  • Advising must be congruent with organizational mission
  • There is need to create shared vision for student success
what we have learned
What We Have Learned

“Advising and the Campus Environment”

Blane Harding

Know your institution:

  • Organizational structure
  • Leadership
  • Mission and goals
  • Desired outcomes
  • Opportunities
  • No one size fits all
what we have learned1
What We Have Learned

“Designing Effective Advisor

Development Programs”

Becky Ryan

  • Advising is grounded in student success and retention
  • Advising must be done well
  • Advisor training and development is crucial to a successful program
what we have learned2
What We Have Learned

“Assessment of Academic Advising”

Charlie Nutt

Advising:

  • Involves developing consensus about student learning
  • Involves understanding student learning
  • Is designed to support improvements in advising that will contribute to improvements in learning
leadership
Leadership

Burns (1995) posits that leadership is one of the most studied but least understood concepts on earth.

“I’m talking about leadership as the development

of vision and strategies, the alignment of relevant

people behind those strategies, and the

empowerment of individuals to make the vision

happen, despite obstacles.”

Kotter, 1999

what is leadership
What is Leadership?

“Leadership is an influence

relationship among leaders

and followers [constituents]

who intend real changes

that reflect their mutual

purposes” (p. 102).

Rost, 1993

reflections take a minute to stand
Reflections…Take a Minute to STAND…

THINK OF:

  • An improvement (change) that you lead successfully

or

  • A specific improvement you want to lead (Action Plan)

or

  • A change initiative in which you were not included

or

  • All three
what we know about successful leadership
What We Know about Successful Leadership

FIRST: Leaders must know thyself!

SECOND: Leaders must know the

Culture/Institution/Organization/Family

  • Organizational structure
  • Leadership
  • Mission and goals
  • Desired outcomes
  • Opportunities
  • No one size fits all
leading from your position
Leading From Your Position

THIRD: Adopt a model for change

  • Examine institutional culture and change
  • Consider data and assessment as key components of initiatives that focus on change
  • Minimize the risks and calculate the benefits
  • Rebound from setbacks
  • Institutionalize change

You Can Lead from Your Position!

JUST DO IT!

plan act observe reflect
Plan, Act, Observe, Reflect

PLAN

REFLECT

ACT

OBSERVE

PLAN

REFLECT

ACT

OBSERVE

Lewin; McTaggart

five practices of leadership
Five Practices of Leadership
  • Model the way
  • Inspire a shared vision
  • Challenge the process
  • Enable others to act
  • Encourage the heart

Kouzes and Posner, 2002

fullan s leadership of change
Fullan’s Leadership of Change
  • Sense of moral purpose
  • Understanding the change process
  • Establishing relationships
  • Knowledge creation and sharing
  • Coherence making

Fullan, 2001

moral purpose mp
Moral Purpose (MP)
  • Act to make a positive difference in lives of others and the organization (colleagues, administration, faculty, students).
  • MP is critical to the long-term success of what we do in organizations
understand the change process
Understand the Change Process
  • Recognize change is a process
  • Change is complex and confusing;
  • 6 guidelines:
    • Goal is not to innovate the most
    • Best ideas are not enough
    • Appreciate early difficulties (implementation dip)
    • Redefine resistance as a potential positive force
    • Change is transforming the culture
    • Never a checklist, always complexity
relationship building
Relationship Building
  • It is important to create and foster relationships with diverse people (people different than you) and groups
  • Effective leaders foster intentional and purposeful interaction
knowledge creation and sharing
Knowledge Creation and Sharing

There is continual need to increase knowledge in and out of educational organizations

Predicated on first 3 points

  • Moral purpose
  • Understanding change
  • Relationship building
coherence making
Coherence Making
  • Ambiguity accompanies change
  • Leaders try to clarify
  • Seeing valuable patterns brings about coherence
  • Tensions bring about the greatest accomplishments
why resistance to change
Why Resistance to Change?
  • Change as loss
  • Change challenges competence
  • Change creates confusion
  • Change causes conflict

Evans, 1996

Goal is to increase fear of “not trying.”

summary of loss
Summary of Loss

Too often we approach change with a powerful double

standard:

We see the value of change,

but by other people.

Changes we seek in

others we associate positively with

growth,

But change that others seek in us,

we associate negatively as

we experience a sense of loss

and resistance.

Evans, 1996

revisit your reflections what specific improvement do you want to lead
Revisit your Reflections…What specific improvement do you want to lead?

What will you do differently?

How will you lead in your culture of change?

  • Sense of moral purpose
  • Understanding the change process
  • Establishing relationships
  • Knowledge creation and sharing
  • Coherence making

Fullan, 2001

institutionalize the change
Institutionalize the Change
  • Create a tangible product to serve as an example of the accomplishment and guide further improvement
      • Hold a debriefing meeting
      • Write a report
      • Post results on the web
      • Present at a local or regional conference
      • Prepare a poster session
  • Be sure to include what has been learned and next steps
win by the littles
Win by the “Littles”

“When leaders deliberately

cultivate a strategy of small

wins, they actively make people

feel like winners and make it

easier for people to want to go

along with their requests” (p. 211).

Kouzes and Posner, 2002

avoid christmas tree effect
Avoid “Christmas Tree” Effect

It is not the goal to have the highest number of innovative projects that glitter from a

distance.

“So many innovations, so little time.”

(Fullan, 2001, p. 36)

put your plan into action
Put Your Plan into Action

Follow your change model!

Be strategic!

JUST DO IT!

Nike, June 1971

leading from your position1
Leading From Your Position

The first responsibility of a leader is to define reality.

The last is to say thank you.

(Max DePree)

references
References

Burns, J. M. (1995). Transactional and transforming leadership. In J. T. Wren (Ed.), Theleader’s companion: Insights on leadership through the ages. (pp.100-101). New York: The Free Press.

Collins, J. (2001). Good to great. NY: Collins.

Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. San Francisco: Jossey-Bass.

Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.

Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the

power of emotional intelligence. Boston: Harvard Business Press.

Kotter, J.P. (1999). John P. Kotter on what leaders really do. Boston: Harvard Business Review.

Kouzes, J. M., & Posner, B. Z. (2002). The leadership challenge. (3rd ed.) San Francisco: Jossey-Bass.

Cont

references1
References

Quinn, R. E. (2000). Change the world: How ordinary people can accomplish extraordinaryresults. San Francisco: Jossey-Bass.

Reiter, A. F. (2005, March/April). “Meet Joe White: New UI president talks about leadership, goals and responsibility.” Illinois Alumni Magazine, 17(5).

Rost, J. C. (1993). Leadership for the twenty-first century.

Westport, CT: Praeger.

Super, D.E. (1980). A life-span , life space approach to career development. Journal of Vocational Behavior, 16, 282-298.

Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21(2), 167-177.