K-12 SUMMER INSTITUTE 2015
For School and System Leaders
August 25-26 DAY TWO
See today’s powerpoint @
http://sim.abel.yorku.ca
Dr. Gene Deszca
Associate MBA Director,
Wilfrid Laurier University
Questions and Reflections from Day One
Breakouts
9:00 a.m. – 12:00 p.m.
Participants
Facilitator Theme
Location
Supervisory
Officers
Steven
Katz
Harbour A
and B
Principals,
Gene
Vice Principals Deszca
and Program
Staff
Supervisory Officer
school visits that
make a difference
on the instructional
leadership capacity
of principals
Nurturing a Learning
Culture in Your
School
Metropolitan
Grand
Ballroom
Please move to the tables at the front of the room.
Ensure that you are seated with
colleagues from different boards.
Introduce yourself to the group.
Building Trust and Influencing Change
Building and Sustaining Trust
Integrity
Openness
Loyalty
Trust
Competence
Consistency
Change Occurs When:
Dissatisfaction with the Status Quo
X
Perceived Benefits of the Change
X
Perceived Probability of Success
>
Perceived Costs of the Change
Push and Pull Approaches
Push Approaches
Use of facts, logic and/or pressure
(e.g., use of guilt and fear) to push
people towards the change
Pull Approaches
Inspirational appeals and other influence
tactics designed to attract and pull people
toward the change
Influence Strategies for Change (page 17)
1. Education and communication
2. Participation and involvement
3. Facilitation and support
4. Negotiation and agreement
5. Manipulation and co-optation
6. Explicit and implicit coercion
7. Systemic or system adjustments
Influence Tactics
a. Inspirational appeal
b. Consultation (seeking the participation of others)
c. Relying on the informal system (existing norms
and relationships)
d. Personal appeals (appeals to friendship and
loyalty)
e. Ingratiation (praise, flattery, friendliness)
f. Rational persuasion (use of facts, data, and logic)
Influence Tactics
g. Exchange or reciprocity (mutual transaction)
h. Altruism (willingness to help)
i. Coalition building (creation of sub-groups)
j. Using rules or legitimating tactics
k. Direct pressure (guilt, threats)
l. Appeals to higher authorities
m. Repetition, repetition, repetition
Implementation Tactics and Success
% Use
Initial
Adoption
Rate
Ultimate
Adoption
Rate
Time to
Adopt
(months)
Intervention
16%
100%
82%
11.2
Participation
20
81
71
19.0
Persuasion
35
65
49
20.0
Edict
29
51
35
21.5
Tactic
Task # 7: page 18
20
min.
Thinking about the change on which you are
focusing, which of the influence tactics will
you use?
How will using these tactics help you develop
relational trust?
Share with colleagues at your table.
Building Support for the Change
So it means I actually have to work
with all of my partners?
Stakeholders’ Predisposition to Change
Innovators
Early Adopters
Early Majority
Late Majority
Late Adopters
Non-Adopters
Crossing the Adoption Chasm
The chasm or tipping point of support
that needs to be crossed: 25-33%
Innovators
Early
Majority
2.5% Early
Adopters 34.0%
13.5%
Late
Majority
34.0%
Late Adopters
Non Adopters
16.0%
Stages in the Change Continuum
Initial
Awareness
Interested in
the Change
Wanting the
Change to
Happen
Ready to
Take Action
Type of Commitment Exhibited
•
Opposed to the change
•
Let it happen
•
Help it happen
•
Make it happen
Task # 8: page 19
30
min.
First, reflect on and identify the significant
stakeholders (individuals or groups) involved in the
change that you have identified.
Then, identify the stakeholders according to their
individual predisposition to change.
Next, categorize the same stakeholders on the
change continuum.
Finally, determine what influence tactics might be
used to move the stakeholders along the change
continuum?
Communicating for Change
 Message and media redundancy are key for
message retention
 Face-to-face communication is most effective
 Line authority is effective in communications
 The immediate supervisor is key
 Opinion leaders need to be identified and engaged
 Employees pick up and retain personally relevant
information more easily than other types of
information
 Monitoring, learning and adjusting
Communication Needs for Different
Phases in the Change Process (page 23)
Initiation Phase
Communication
and engagement
plans to initiate
the change. (Is
approval
needed?)
How is the change
identified? Who is
responsible?
Developing the Need
for Change Phase
Midstream Change
Phase
Confirming the
Change Phase
Communication plans
to explain the need
for change, provide a
rationale, reassure
stakeholders and
clarify the steps in
the change process.
Communication plans
to inform people of
progress and to obtain
feedback on attitudes
and issues, to
challenge any
misconceptions and to
clarify new
organizational roles,
structures and
systems.
Communication
plans to inform
stakeholders of the
success, to celebrate
the change and to
prepare the
organization for the
next change.
After Action Review
The role of measurement throughout the
process
Reviewing and celebrating along the way
Reviewing and celebrating when the change
has been implemented and setting the stage
for next change initiatives
Minimizing Cynicism to Change
How to manage and minimize cynicism
about change. See page 20.
Task # 9: page 23
30
min.
Identify the communication and
engagement strategies in relation to the
change on which you are focusing.
 What will you communicate?
 Who will be responsible?
 When will this communication occur?
 With whom will the communication be shared?
 How will it occur? Why?
Change Competency #1
Self Awareness is Critical
Know Yourself!!
• Egos and existing leadership practices can get in
the way
• Past successes reinforce existing practices
• Embedded systems, processes and culture
influence what you see and do
• Existing relationships can become shackles
Change Competency # 2
Understanding the Internal and External
Environment
• Continuing Capacity and Commitment to Learning
– where and how to look, see and hear
Change Competency # 3
Sense Making and Visioning Skills
• The ability to:
– (a) see and make sense of patterns
– (b) articulate the need for change and the
vision for the change
Change Competency # 4
Communication Skills That Advance the
Conversation
• The ability to communicate with and engage
others
– Active engagement and participation builds
communities of shared interest, a sense of
urgency and commitment
– Effective communications is a two-way
process
Change Competency # 5
Interpersonal Competence
• Ability to build trust and work with others
– Authenticity and presence matter
• Develop your Emotional Intelligence
• Energy, commitment, and courage to follow through
• Flexibility, adaptiveness, resilience, and a sense of
humour
Change Competency # 6
Implementation Skills – Closing the
Knowing-Doing Gap
• Project management skills
• Team management skills
• Coalition building skills
• Measurement skills
12:00 -12:45 p.m.
Turning School and Board Plans to Action
Action/Implementation Tools
page 27
Action/Implementation Tools
To Do List
Responsibility Charting
Contingency Planning
Surveys, Survey Feedback and Appreciative
Inquiry
Project Planning and Critical Path Methods
Force Field and Stakeholder Analysis
Commitment Charts
Adoption or Awareness, Interest, Desire,
Adoption (AIDA) Continuum
Leverage Analysis
Measuring/Monitoring Tools
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 change goal requires a
‘stop and take stock time’.
Are your substeps small enough to allow you to
assess your impact?
Facilitating Alignment and
Realignment is an Ongoing Challenge
• Things don’t stand still!!!
• Periods of evolutionary change, followed by
more disruptive changes, followed by periods
of evolutionary changes .... that is the norm
• Hone and apply your skills; be courageous;
actively & constructively engage others
• Your ability to accomplish things is inversely
related to your concerns about who gets the
credit
Task # 10: page 27/28
80
min.
Consider the action/implementation tool chart on
page 28 as you delve deeper into your
implementation and monitoring plans for the change
on which you are focusing.
School Board
York Region DSB
Toronto DSB
Breakout locations: Durham DSB
Algonquin &
Lakeshore CDSB
CSC Franco-Nord
London CDSB
Breakout Room
Harbour A
Harbour B
Harbour C
Queen’s Quay 1
Queen’s Quay 2
Bay
“And the day came when the risk it took to
remain tight in a bud was more painful than the
risk it took to blossom.”
Anaïs Nin
http://sim.abel.yorku.ca