Change Management
Presented by
Andrea Roberts
©©
2010,
Edvance
Research,
Inc.
2010,
Edvance
Research,
Inc.
“It takes a lot of courage to release
the familiar and seemingly secure, to
embrace the new. But there is no real
security in what is no longer
meaningful. There is more security in
the adventurous and exciting, for in
movement there is life, and in change
there is power.”
- Alan Cohen
© 2010, Edvance Research, Inc.
2
Module Outline
1. School Leadership in the 21st Century
2. Change and Change Management
3. Dynamics of the Change Process
4. Developing Relationships – The Human Element
5. Minimizing Resistance to Change
© 2010, Edvance Research, Inc.
3
Key Learning Objectives
At the end of this module, participants will walk away
with a:




Greater understanding of the dynamics of change and
challenges involved in change management
Clearer picture of the effects of change on people
Better understanding of the strengths and weaknesses of
your district’s ability to support change
Increased ability to serve as an agent of change within your
district
© 2010, Edvance Research, Inc.
4
Discussion
Understanding yourself as an instrument of change
What has been your reaction when
it has been obvious that the
district needs a change?
How have you embraced change
as a team?
© 2010, Edvance Research, Inc.
5
Four Leadership Capacities

Moral purpose

Understanding change

Developing relationships

Building knowledge
- Fullan
© 2010, Edvance Research, Inc.
6
Moral Purpose

Making a difference in the lives of students
Use strategies that mobilize many people to
“tackle tough problems”
Be held accountable by measured and debatable
indicators of success (performance management)
Mobilize everyone’s sense of “moral purpose”
- Fullan
© 2010, Edvance Research, Inc.
7
CHANGE AND
CHANGE MANAGEMENT
© 2010, Edvance Research, Inc.
8
Change and Change Management

Definitions of change

Types of change

Change management

Theories of change management and
advice from the experts

Case studies
© 2010, Edvance Research, Inc.
9
Definitions of Change

To make different in some particular

To make radically different

To replace with another
--Merriam-Webster
© 2010, Edvance Research, Inc.
10
All Change Is Not the Same

Incremental change
Fine tuning, minor adjustments, usually does not
disrupt patterns

Fundamental change
Altering the very essence of the system
Requires new ways of thinking and behaving

Adaptive change
A result of changes that are happening in society,
communication systems, and the global economy
- McREL
© 2010, Edvance Research, Inc.
11
Change Management

Structured approach to transitioning individuals,
teams, and organizations from a current state to a
desired future state.

Includes the knowledge, processes, tools and other
resources necessary to deal with change.
© 2010, Edvance Research, Inc.
12
Benefits of Change Management

Lowers risk associated with change, eliminates
resource conflicts and redundancies, and learns
from successes and mistakes from the past to save
money

Provides a comprehensive picture of the
organization change and enable managers to make
contingency plans based on real-time project
status

Increases internal teamwork and external end-user
satisfaction as everyone is in the loop and projects
become more effective
© 2010, Edvance Research, Inc.
13
Discussion
What key components do you need to
consider for change management to
be successful in your district?
Why? When? Who? What?
© 2010, Edvance Research, Inc.
14
Theories of Change Management
Unfreezing
Movement/Change
[Re]freezing
© 2010, Edvance Research, Inc.
15
Theories of Change Management (cont.)

Preparing ourselves, and/or
others, before the change
(ideally creating a situation in
which we want the change)

Unfreezing and getting
motivated for the change is all
about weighing the advantages
and disadvantages
Unfreeze
© 2010, Edvance Research, Inc.
16
Theories of Change Management

Moving toward a new way of doing
things

This is not an easy time as people
are learning about the changes,
and need to be given time to
understand and work with them

Support is important here and can
be in the form of training,
coaching, and expecting mistakes
as part of the process
Movement/Change
Keep communicating a clear
picture of the desired change and
the benefits to people so they
don’t lose site of where they are
17
© 2010, Edvance Research,heading
Inc.

Theories of Change Management (cont.)
[Re] freeze

This is about establishing stability
once the changes have been made

The changes are accepted and
become the new norm

People form new relationships and
become comfortable with their
routines

This can/will take time

Because change is a process there is
no ultimate “end”
© 2010, Edvance Research, Inc.
18
Theories of Change Management (cont.)
Lippitt’s Phases of Change

Diagnose the problem

Assess the motivation and capacity for change

Assess the resources and motivation of the
change agent

Choose progressive change objects (develop
strategies)

Ensure expectations are clear

Maintain the change
- Lippit, Watson and Westley
© 2010, Edvance Research, Inc.
19
Theories of Change Management (cont.)
Kotter Model
 Establish a sense of urgency
 Create a guiding coalition
 Develop a vision and strategy
 Communicate the change vision
 Empower broad-based action
 Generate short-term wins
 Consolidate gains and produce more change
 Anchor new approaches in culture
- Kotter
© 2010, Edvance Research, Inc.
20
Theories of Change Management (cont.)
ADKAR Model of Change

Awareness of the need for change

Desire to support and participate in the
change

Knowledge of how to change

Ability to implement the change

Reinforcement to sustain the change
© 2010, Edvance Research, Inc.
21
Theories of Change Management (cont.)
Concerns-Based Adoption Model

Conceptual framework that describes,
explains, and predicts probable teacher
concerns and behaviors throughout the
school change process
© 2010, Edvance Research, Inc.
22
Theories of Change Management (cont.)
Concerns-Based Adoption Model

Three Diagnostic Dimensions of CBAM:
Stages of Concern
Levels of Use
Innovation configurations
- SEDL
© 2010, Edvance Research, Inc.
23
Theories of Change Management (cont.)
Three Diagnostic Dimensions of CBAM- Stages of
Concern:
 Seven reactions that educators experience when
they are implementing a change/new program.
Awareness: What is it?
Information: How does it work?
Personal: How does this impact me? What’s my plan to do it?
Management: How can I master the skills and fit it all in?
Consequence: Is this worth it? Is it working?
Collaboration: It’s working fine, but how do others do it?
Refocusing: Is there anything else that’s better?
© 2010, Edvance Research, Inc.
24
Theories of Change Management (cont.)
Three Diagnostic Dimensions of CBAM-Levels of Use of
the Innovation:

Typical Behaviors
0.
Non-Use-The user has no interest, is taking no action
0I.
Orientation-The user is taking the initiative to learn more about
the innovation
II.
Preparation-The user has definite plans to begin using the
innovation
III.
Mechanical-The user is making changes to better organize use of
the innovation
© 2010, Edvance Research, Inc.
25
Theories of Change Management
Three Diagnostic Dimensions of CBAM-Levels of Use of
the Innovation:
 Typical Behaviors
IV. (a) Routine-The user is making few or no changes and has an
established use of the innovation
IV. (b) Refinement-The user is making changes to increase outcomes
V.
Integration-The user is making deliberate efforts to coordinate
with others in using the innovation
VI.
Renewal-The user is seeking more effective alternatives to the
established use of the innovation
© 2010, Edvance Research, Inc.
26
Discussion
What theory of change management
better applies to your district?
Why?
What steps can you follow to help ensure success of
your performance management efforts?
© 2010, Edvance Research, Inc.
27
DYNAMICS OF THE CHANGE
PROCESS
© 2010, Edvance Research, Inc.
28
Dynamics of the Change Process

Resistance

Lewin’s Force Field Analysis Model
© 2010, Edvance Research, Inc.
29
Resistance

Resistance is a common and natural response

Typically people assume that it is others—not
themselves—who need to change

Leaders typically view resistance as an
unreasonable, dysfunctional and irrational response
to a desirable initiative (us vs. them)
© 2010, Edvance Research, Inc.
30
Resistance (cont.)

According to the CBAM model of change, individuals
involved in change can be identified as one of the
following:
Innovator
Leader
Early Majority
Late Majority
Resister
© 2010, Edvance Research, Inc.
31
Resistance as a Resource

Merging view among change management experts
is that resistance needs to be seen as a resource
rather than an impedance to change

Signals that the leader has not sufficiently
addressed the underlying condition that supports
the change

Employees may be worried about old habits and
new skills
© 2010, Edvance Research, Inc.
32
Some Reasons for Resistance

Surprise, Surprise
Decisions or requests that are sprung on administrators
and teachers without notice

Excess Uncertainty
Not knowing enough about the change will result in the
“walking off a cliff blindfolded” syndrome

Loss of control
Feeling that changes are being done to, rather than done
by, those affected
- Rosabeth Moss Kanter
© 2010, Edvance Research, Inc.
33
Some Reasons for Resistance (cont.)

Loss of Routine
Concerns that change will require administrators and
teachers to question familiar (and comfortable) routines
and habits

We’ve Seen this Before
Expectation that the initiative is temporary and it will stay
incomplete, meaning the best strategy is to lay low and not
contribute to success
- Rosabeth Moss Kanter
© 2010, Edvance Research, Inc.
34
Some Reasons for Resistance (cont.)

Loss of Face
Change implies that the former way of doing things was
wrong—some administrators and teachers may feel
embarrassed in front of their peers or staff

Concerns About Future Competence
Educators can question their ability to be effective after a
change: Can I do it? How will I do it? Will I make it in the
new situation?
- Rosabeth Moss Kanter
© 2010, Edvance Research, Inc.
35
Some Reasons for Resistance (cont.)

Ripple Effects
Change in one area can disrupt other projects or activities,
even ones outside of work

More Work
Organizational change often increases workloads

Sometimes the Threat Is Real
Change often creates real winners and losers, and people
worry about where they will end up when the project is
complete
- Rosabeth Moss Kanter
© 2010, Edvance Research, Inc.
36
Lewin’s Force Field Analysis Model


Developed by Kurt Lewin
Restraining
Forces
Driving Forces
Push organizations toward
change
External forces or leader’s vision

Restraining Forces
Driving
Forces
Resistance to change -- employee
behaviors that block the change
process
© 2010, Edvance Research, Inc.
37
Force Field Analysis Model
Restraining
Forces
Restraining
Forces
Restraining
Forces
Driving
Forces
Driving
Forces
Driving
Forces
© 2010, Edvance Research, Inc.
38
Discussion
In regards to your intervention already
selected, what will be the main driving
forces and resistance forces that you
will encounter as you implement it?
How will you manage the resistance?
© 2010, Edvance Research, Inc.
39
Understanding the Change Process

The goal is not to innovate most

It is not enough to have the best ideas

Appreciate the implementation dip

Redefine resistance

Re-culturing is the name of the game

Never a checklist, always complexity
- Fullan 2002
© 2010, Edvance Research, Inc.
40
• Example of Change: The “Khan Academy”
http://www.khanacademy.org/
“We must change with the times!”
© 2010, Edvance Research, Inc.
41
Questions, Comments, and Closure
© 2010, Edvance Research, Inc.
42