K-12 SUMMER INSTITUTE 2015
For School and System Leaders
August 25-26
See today’s powerpoint @
http://sim.abel.yorku.ca
Mary Jean Gallagher
Chief Student Achievement Officer
Assistant Deputy Minister
of
Student Achievement Division
K-12 Summer Institute Goals
Participants will:
• Deepen understanding of change leadership through
organizational analysis action planning and implementation
and monitoring of system and school goals;
• Apply this learning to system and school goals;
• Reflect on individual and collective roles and the
capacity needed to achieve shared goals; and
• Enhance understanding of the leader’s role in nurturing
a culture of learning.
TWEET WITH US!
SUMMERINSTITUTE15
CHANGELEADERSLEARN
@LNSSIM
Share your thoughts and questions.
Pace of Change: Accelerating
Messy and Getting Messier ...
Technological
Uncertainty ...
Economic
Uncertainty ...
Social
Uncertainty ...
Political
Uncertainty ...
Environmental
Uncertainty ...
Implications
???
The Onrushing Wave
Previous technological innovation has always
delivered more long-run employment, not less.
But things can change.
The Economist, Jan. 18, 2014
Rise of the Robots and the Internet of Things
The Economist, March 29, 2014
Driverless Trucks Could Mean
‘Game Over' for Thousands of Jobs
The Globe and Mail, July 26, 2015
The Future of Work: There’s an App for That
The Economist, Jan. 3, 2015
Hot New Jobs
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Social media/online community manager
Mobile applications developer
Search engine optimization specialist
Sustainability manager
Web content strategist and digital marketer
Elder-care services coordinator
Big data analyst and cloud computing architect
Talent manager – in-house and open source
User Experience Designer
Emerging technology specialists (Nano materials, etc.)
Drone operator
http://www.workopolis.com/content/advice/article/emerging-opportunity-ten-in-demand-jobs-that-didnt-exist-ten-years-ago/
Task # 1: page 5
30
min.
On what change do you want to
focus during the next two days?
Getting a Handle on the Change Challenge
Two distinct aspects in any change
management situation need to be addressed:
•
HOW to bring about that change
•
WHAT needs to change
The “How“ of Change: The Change Path Model
Awakening
Mobilization
Acceleration
Institutionalization
Change: Embracing Heads, Hearts and Hands
HEAD
The Head represents the cognitive function.
Think about how you, as a leader, can use
logic to influence others regarding the need
to change.
HEART The Heart is about affective function,
emotions and feelings. Think about how you,
as a leader, can use emotion to build buy-in
and commitment to the change.
HANDS The Hands are about practicality, action and
physical effect. Think about how you can
engage people through their active
involvement.
What to Change: Organizational Analysis
Monitoring
Measurement of a change needs to begin at its
inception. Measures help change agents to:
• Clarify expectations
• Assess progress and make mid-course
corrections
• Assess the extent to which initiatives are being
internalized and institutionalized
• Assess what has ultimately been achieved
• Set the stage for future change initiatives
Monitoring
What gets measured affects the direction, content
and outcomes achieved by a change initiative.
Measurements influence what people pay attention
to and what they do.
Each substep to a big change goal requires a
‘stop and take stock time’.
As you work through the day, think about
whether the substeps to your change goal are
small enough to allow you to assess your impact.
When it is obvious that the goals cannot
be reached, don’t adjust the goals,
adjust the action steps.
Confucius
Nadler and Tushman’s
Organizational Congruence Model
Transformation Process
Input
Environment
Resources
Output
Informal
Organization
(i.e. culture)
Strategy
System
People
Work
School
History /
Culture
Formal
Organization
(structures/
systems)
Individual
Nadler and Tushman’s
Organizational Congruence Model
Transformation Process
Input
Environment
Resources
Output
Informal
Organization
(i.e. culture)
Strategy
System
People
Work
School
History /
Culture
Formal
Organization
(structures/
systems)
Individual
Develop Your Understanding of the
Need for Change and
Create Awareness and Legitimacy
Seek Out
and Make
Sense of
External
Data
Seek Out
Seek Out
and Assess
and Make
Seek Out
Your
Sense of the
and Make
Personal
Perspectives
Sense of
Concerns
of Other
Internal Data
and
Stakeholders
Perspectives
Readying an Organization for Change
• Need for change is identified in terms of the gap
between the current state and the desired state
• People must believe that the proposed change
is the right change
• People must believe they can accomplish the
change
• The change is supported by key individuals
organizational members look to
• “What’s in it for me?” has been addressed
A Second Look at Readiness

Followers viewed as trustworthy and able to
dissent by leaders

Have capable champions of change

Involved middle management

Innovative culture

Accountable culture

Effective communications

Systems thinking
Task # 2: page 6
Task # 3: page 7
75
min.
Task #2: Apply your selected change initiative to
Nadler and Tushman’s Organizational
Congruence Model (pages 6-8).
Task #3: Complete the “Rate Your Organization’s
Readiness For Change” chart (pages 9-10).
George Zegarac
Deputy Minister of
Education
12:15 -1:00 p.m.
Need for Change and Vision for Change
By definition, improvement
requires change.
Bryk et al.
Creating a Need for Change
• Develop a transformational vision for the
change based on compelling values
• Find a transformational leader to champion
the change
• Focus on common or shared goals and work
out ways to achieve them
• Create dissatisfaction with status quo
through information and education
Value of a Vision for Change
What is a Vision Statement?
It is an attempt to articulate what
a desired future for an
organization would look like…
an organizational dream.
Visions are big pictures.
Organizational Vision and
Change Vision
•
The approach to vision crafting remains the same
but the focus shifts and becomes more specific
around the particular change you have in mind.
•
The change leaders’ goals are advanced when
they develop a compelling change vision that
appeals to groups critical to the change initiative
and are effectively communicated to them.
Good Change Visions
Good change visions are:
• Clear, concise, and easily understandable
• Memorable
• Exciting and inspiring
• Challenging
• Excellence-centered
• Stable but flexible
• Implementable and tangible
Tata’s Vision for the Nano
• Create a $2,000 “people’s car.” It has to be safe,
affordable, all weather transportation for a family. It
should adhere to regulatory requirements, and
• achieve performance targets such as fuel efficiency
and acceleration.
• The Result: The Nano gets 50 miles per gallon &
seats five. At $2,500 - the least expensive car in the
world.
Why do Change Visions Fail?
• Senior leaders’ walk doesn’t match the talk
• Ignores needs of those putting it into practice
• Unrealistic expectations develop that can’t be
met
• Lacks grounding in the reality of the present
• Either too abstract or too concrete
• Lack of creative input
• Poor management of participation
• Complacency – no sense of urgency
• Existing mental models and past success
Task # 4: page 12
50
min.
1. With your team, create your elevator pitch to
communicate your desired change. 35 min.
2. Tweet the key ideas/words from your elevator
pitch.
15 min.
3. After tweeting, share your pitch with someone
from a different board.
Navigating the Organization
Navigating Organizational Politics
and Culture
Force Field Analysis
Desired
State
Restraining
Forces
Current
State
Driving Forces
Force Field Analysis
• What are the forces for change? How strong and
committed are these forces (Who will let it happen; who
will help it happen; who will make it happen)?
• How could these forces be augmented or increased?
What forces could be added to those that exist?
• What are the forces that oppose change?
• How could these forces be weakened or removed?
What things might create major resentment in these
forces?
• Can you identify any points of leverage you could employ
to advance the change?
Stakeholder Analysis
A stakeholder is…
anyone who is influenced or could
influence the change you wish to make
happen.
A stakeholder analysis is…
the process of understanding of the
motives, power base, alliances, goals,
etc. of all crucial stakeholders.
Stakeholder Analysis
• Who are the stakeholders?
• What do they want?
• Do they support you? Why? Why not?
• What prevents them from supporting you?
• Who influences these stakeholders? Can you
influence the influencers?
• Can stakeholders be co-opted or involved in a
positive way?
Is it Resistance...
or is something else going on?
• We often misinterpret impediments to change
as caused by resistant recipients
• Impediments are much more likely to come from
problems related to the misalignment of
structures and systems than from individuals
engaged in resistance
• Blaming individuals rather than addressing
misaligned structures and systems will worsen
the situation
Ambivalence to Change is No Surprise
• Mixed feelings are common as recipients try to
make sense of the change
• Ambivalence generates discomfort as they
seek to resolve a multitude of issues about the
change:
People find it easier to voice concerns about
conflicting beliefs than about conflicting emotions
• Once they resolve their ambivalence, feelings
solidify and subsequent change to attitudes
become more difficult to change again
Invest the time needed at the front end of the
change to respond to ambivalence positively - or
prepare to face a more difficult task later, when it
turns to resistance
Common Causes of Negative Reactions
- Negative consequences are perceived to outweigh
the benefits
- Concern that the change has been ill-conceived
- Lack of experience with change and/or being locked
into old habits
- Prior negative experience with a similar change
- Prior negative experience with those advocating
change
- The negative reactions of others that recipients trust
and/or with whom they will work with in the future
- The change process is seen to lack procedural or
distributive justice and breaches their “contract”
- Fear that they lack skills they’ll need to perform well
Responding to Mixed Feelings
About the Change
•
Focus on helping people make sense of the
proposed organizational change
•
Listen for information that may be helpful in
achieving the change
•
Constructively reconcile their ambivalence
•
Sort out what actions are now needed
Psychological Contract
• The psychological contract represents the sum of
the implicit and explicit agreements we believe
we have with our organization
• It defines our perceptions of the terms of our
employment relationship and includes our
expectations for ourselves and for the organization,
including organizational norms, rights, rewards and
obligations
• Changes often disrupt recipients’ psychological
contracts
• When unilateral changes are made to psychological
contracts, negative reactions can be expected
Perceptions of Fairness and Justice
Distributive Justice
Was the end decision a fair one?
Procedural Justice
Was the process managed in a fair and
equitable way?
Interactional Justice
How well was I treated?
Leaders as Recipients
•
Supervisors, middle and even senior leaders are
often recipients of the organizational change
•
Leaders often try to manage up, down and laterally
to cope with change; they try to shape it and deal
with implementation on their own terms
•
Coping with change while trying to link, influence
and implement is difficult
•
If you are a change recipient in these middle roles,
be aware of how this can affect your judgment
Task # 5: page 13
Task # 6: page 14
70
min.
Task #5: In relation to the change on which you are
focusing, complete a force field analysis.
Use the questions on page 13 as a guide.
List the driving forces and the restraining forces for
your change.
Task #6: In relation to the change on which you are
focusing, complete a stakeholder analysis.
Use the questions on page 14 as a guide.
Consolidate your thinking using the chart on page 15.
The session tomorrow begins at 8:30 a.m.
http://sim.abel.yorku.ca