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The Six Secrets of Change Michael Fullan

The Six Secrets of Change Michael Fullan. www.michaelfullan.ca. Tri-Level Reform. — Fullan, 2005. Triple ‘P’ Core Components. — Fullan, Hill, Crévola, 2005. Have Theory Will Travel. Nothing is as practical as good theory. — Kurt Lewin, 1948. Recent books.

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The Six Secrets of Change Michael Fullan

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  1. The Six Secrets of ChangeMichael Fullan www.michaelfullan.ca

  2. Tri-Level Reform — Fullan, 2005

  3. Triple ‘P’ Core Components — Fullan, Hill, Crévola, 2005

  4. Have Theory Will Travel • Nothing is as practical as good theory. — Kurt Lewin, 1948

  5. Recent books • What’s Worth Fighting for in the Principalship (Teachers College Press, January, 2008) • The Six Secrets of Change (Jossey Bass, March 2008)

  6. — Fullan, 2008

  7. The Six Secrets of Success : 1 • Love Your Employees

  8. 1. Love Your Employees • Everyone knows what a miserable job is. • It’s the one you dread going to and can’t wait to leave. — Lencioni, 2007

  9. 1. Love Your Employees • Over a 10 year horizon, FoEs outperformed the ‘Good to Great’ companies 1,026 percent return versus 331 percent (a 3-to-1 ratio). — Sisodia et al, 2007

  10. 1. Love Your Employees • Our aim is to treat our candidates as well as we treat our customers. In essence it is to turn every employee into a potential recruiter. — Taylor and Labarre, 2006 (regarding Starbucks)

  11. The Six Secrets : 2 • Connect Peers with Purpose

  12. 2. Connect Peers with Purpose • Companies that are serious about what makes people tick equip their people with a serious understanding of what makes the company tick. — Taylor and LaBarre, 2006

  13. 2. Connect Peers with Purpose • Employees begin to take a greater interest in their colleagues, help them find meaning and relevance in their work, and find better ways to gauge their own success, and they do all this without specific direction from their bosses. — Lencioni, 2007

  14. The Six Secrets : 3 • Capacity Building Prevails

  15. 3. Non-judgmentalism • Assume to dictate to his judgment, or to command his action, or to mark him as one to be shunned or despised, and he will retreat within himself, close all avenues to his head and his heart; and tho’ your cause be naked truth itself, transformed to the heaviest lance harder than steel can be made, and tho’ you throw it with Herculean force and precision, you shall no more be able to pierce him than to penetrate the hard shell of a tortoise with a rye straw. — Lincoln, in Miller, 2002

  16. 3. Non-judgmentalism • For those who had never fallen victim to drink have been spared more from an absence of appetite than from any mental or moral superiority. — Lincoln, in Miller, 2002

  17. 3. Capacity Building Over Judgmentalism • We can succeed only in concert. It is not ‘can any of us “imagine” better, but can we “all” do better’. — Miller, 2002(regarding Lincoln)

  18. 3. Capacity Building • People who thrive here have a certain humility. They know they can get better; they want to learn from the best. We look for people who light up when they are around other talented people. — Taylor and LaBarre, 2006

  19. The Six Secrets : 4 • Learning is the Work

  20. 4. Learning is the Work • If we were to identify the single greatest difference between Toyota and other organizations it would be ‘the depth of understanding’ among Toyota employees regarding their work. — Lier and Meier, 2006

  21. The Six Secrets : 5 • Transparency Rules

  22. 5. Transparency Rules • To fix medicine we need to do two things: • - measure ourselves, and • - be open about what we are doing. — Gawande, 2007

  23. 5. Classroom Improvment • Transparency • + • Non-judgmentalism • + • Good Help

  24. 5. Promising Change Forces • Strategies with potential • Recruitment and succession • Clusters, networks, and partnerships • International benchmarks

  25. 5. Problematic Change Forces • Initiativitis • High stakes vulnerability • Managerial diversion • Unfit for purpose

  26. 5. Leading • Leading legacies • Leading knowledgeably • Leading learning communities • Leading systems

  27. 5. WWFFP : For Principals • De-privatize teaching • Model instructional development • Build capacity first • Grow other leaders • Divert the distractors • Be a system leader

  28. 5. WWFFP : For System Leaders • Elevate and invest in the instructional leadership of the principal • Combine direction and flexibility • Mobilize the power of data • Use peers to change district culture • Manage the managerial requirements • Stay the course

  29. The Six Secrets : 6 • Systems Learn

  30. 6. Systems Learn • The fact that Toyota can succeed over decades...and that the company shows no “leadership effects”— or changes from succession — speaks to building a robust set of interrelated management practices and philosophies that provide advantage above and beyond the ideas or inspirations of single individuals. — Pfeffer and Sutton, 2006

  31. 6. Systems Learn • Some people I’ve encountered seem more certain about everything than I am about anything. — Rubin, 2003

  32. 6. Systems Learn • Wisdom is using your knowledge while doubting what you know. — Pfeffer and Sutton, 2006

  33. The Ontario Strategy • Guiding coalition • Peace and stability/distractors • The literacy numeracy secretariat • Negotiating aspirational targets • Building capacity • Enhanced and targeted resources • The evolution of positive pressure • Connecting the dots with key complementary components

  34. The Ontario Strategy:Assumptions • A few critical key goals with public targets • A comprehensive strategy focused on capacity building with a link to results • A careful focus on sector engagement and developing and implementing the strategy • Creation of the necessary infrastructure (people and resources) to support effect implementation

  35. The Ontario Strategy:Assumptions • Leadership development at all levels • Proactive management of competing agendas and potential distractors to ensure a continuous focus on key goals • Research and evaluation strategy such that transparent results and effective practice inform further action • Constant open two-way conversation with the sector and the public

  36. Top Performing Systems • The performance of the top school systems in the world suggests three things that matter most: • 1. Getting the right people to become teachers • 2. Developing them into effective instructors • 3. Ensuring that the system is able to deliver the best possible instruction for every child (intervene early to address gaps) — Barber and Mourshed, 2007

  37. Public Confidence • The ultimate goal of educational improvement is increasing the public’s confidence in the public education system.

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