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The 21 st Century Leadership Challenge: Leading Second Order Change

The 21 st Century Leadership Challenge: Leading Second Order Change. General Session. Implementation Dip. Organizational Team Personal. Leadership. Jump the Gap. Systems. Schools. Classrooms. People. ASSUMPTIONS ABOUT ORGANIZATIONAL CHANGE. CHANGE IS A PROCESS, NOT AN EVENT

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The 21 st Century Leadership Challenge: Leading Second Order Change

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  1. The 21st Century Leadership Challenge: Leading Second Order Change General Session

  2. Implementation Dip • Organizational • Team • Personal

  3. Leadership Jump the Gap Systems Schools Classrooms People

  4. ASSUMPTIONS ABOUT ORGANIZATIONAL CHANGE • CHANGE IS A PROCESS, NOT AN EVENT • ORGANIZATIONS CANNOT CHANGE UNLESS PEOPLE CHANGE • AT ANY GIVEN TIME MOST PEOPLE ARE NOT USING ALL THE KNOWLEDGE THEY HAVE • SUCCESSFUL CHANGE REQUIRES STABILITY • WHERE THERE IS CHANGE, THERE WILL BE CONFLICT

  5. THE IMPLEMENTATION DIP….POSSIBILITY CURVE..Fullan--1990

  6. Organizational Implementation Dip

  7. Implementation Dip Team Performing Norming Forming Storming

  8. Transforming • Performing Norming Storming Forming

  9. Implementation Dip Personal Transitions Past Future

  10. Unfreeze Re-Freeze Freeze Transition State

  11. Thoughts on Change

  12. Change is MESSY! • Fullan: “The more accustomed one becomes to dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change, or copes with unwanted change.

  13. THE GREATEST CHALLENGE OF CHANGE Organizations rarely change unless the people in the organizations change. This includes leaders as well as employees. Most adults find it difficult to change.

  14. Change means bumps in the Road

  15. The culture of change. Detailed Complexity - determining all thevariables in advance. (This is not reality) Dynamic Complexity – unexpected, unplanned for situations that surface as you implement a change effort. (This is reality)

  16. JARED DIAMOND’S FOUR INVITATIONS TO DISASTER • Failure to anticipate a problem • Failure to recognize a problem once it surfaces • Failure to try and solve a problem once it is recognized • Failure to solve a problem, despite trying to solve it

  17. Jump the Gap Leadership

  18. JOHN KOTTER’S EIGHT STEPS TOTRANSFORMING YOUR ORGANIZATION • Establish a sense of urgency (setting direction) • Form a powerful guiding coalition (setting direction) • Create a vision (setting direction) • Communicate the vision (setting direction) • Empower others to act on the vision (developing people) • Plan for and create short-term wins (developing people) • Consolidate improvements and produce still more change (redesign organization) • Institutionalize new approaches (redesign organization)

  19. Understanding of ChangeCyclicalStructural

  20. Structural Change • Subsystem • Cultural • Transformational

  21. There is a difference between cyclicalandstructural change. Anything we’re trying to change away from will keep coming back unless we replace it with something new.

  22. Types of Change

  23. First and Second Order Change

  24. First or Second Order Change?It’s a matter of perspective!

  25. First-Order Change? • Professional development to implement new editions of social studies textbooks • Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings • Implementing a new dress code • Revamping the master schedule, moving from 7 periods per day to 6 • Converting your school to International Baccalaureate (IB) status

  26. The Four Phases of Change Create Demand Plan 1st Order Monitor and Evaluate Implement McREL

  27. First OrderSecond Order When stakeholders see the change as: • Consistent with existing values and norms • Advantageous for stakeholders • Readily implement-able with existing knowledge and resources When stakeholders: • Are unclear about how it will make things better for them • Must master new knowledge, practices, or approaches to implement the change • Feel the change conflicts with prevailing personal values and organizational norms

  28. First or Second Order Change?It’s a matter of perspective!

  29. The Four Phases of Change Create Demand Second Order Manage Personal Transitions Plan 1st Order Monitor and Evaluate Second Order Implement McREL

  30. THE CHALLENGES INHERENT IN ANY CHANGE PROCESS • Can you generate a sufficient sense of urgency to overcome inertia? • Can you achieve consensus among stakeholders on the conditions that need to be changed? • Can you avoid harming those who benefitted from the status quo?

  31. THE CHALLENGES INHERENT IN ANY CHANGE PROCESS • Can people do as well with execution as they do with planning? • Can people maintain focus and momentum as the year wears on? • Can people avoid premature celebration and disappointment over “implementation dips?”

  32. Importance of paying Attention to People in the Change Process

  33. ASSUMPTIONS ABOUT THE TRANSITION PROCESS • People have characteristic ways of ending things and beginning things. • Transitions are not the same as changes. Changes are situational. Transitions are psychological. • A change without transition is likely to be unsuccessful. • We lack a vocabulary for talking about transitions. BRIDGES, Managing Transitions (2003)

  34. The Four Phases of Change Create Demand Denial Second Order Manage Personal Transitions Plan 1st Order Monitor and Evaluate Second Order Implement McREL

  35. Implementation Dip Transitions Past Future

  36. STAGE 1: Transition: Ending /Denial Letting go of the old ways and the old identity people had. People need help dealing with their losses.

  37. STRATEGIES FOR Ending/Denial • Be sure people understand the purpose and the outcome being sought. • Paint a picture of how the desired outcome will look and feel. • Lay out a step-by-step plan regarding how the new outcome will be achieved. • Give each person a part to play in the plan. People need a tangible way to contribute.

  38. STAGE 2 OF TRANSTION:Resistance Going through an in-between time when the old is gone but the new isn’t fully operational. In this “resistance zone” psychological realignments are taking place.

  39. The Four Phases of Change Create Demand Denial Second Order Manage Personal Transitions Plan 1st Order Monitor and Evaluate Second Order Resistance Implement McREL

  40. 2nd order change • Is a horse of a different color from a leadership perspective. To successfully implement a second order change initiative, a school leader must ratchet up her/his idealism, energy, and enthusiasm. • Additionally, he must be willing to live through a period of frustration and even anger from some staff members. No doubt this takes a great personal toll on a school leader and might explain why many promising practices have not led to improved student achievement and ultimately have been abandoned. Ron Heifitz Marzano, Waters, McNulty

  41. Resistance Zone DANGERS • Anxiety rises and motivation falls. People feel disoriented. Energy is drained away from work into coping tactics. • Employee absenteeism increases. • Old weaknesses in the organization reemerge and old resentments surface anew.

  42. Resistance Zone DANGERS (con’t) 4. People feel overloaded and priorities are confused. As uncertainty grows, confidence in the organization is lost. 5. Polarization occurs among employees. Some want to rush forward; others want to go back to the way things were. 6. The organization becomes vulnerable to outside criticism.

  43. Resistance Zone Strategies 4. Listen and talk to the people, find out their feelings 5. Don’t tell them what to feel • Support their willingness to express their feelings • Respond to concerns • Reiterate vision and information for successful transition

  44. The art of progress is to preserve order amid changeand preserve change amid order. ~ Alfred North-Whitehead

  45. 7 Responsibilities Critical to Support Second-Order Change • Change Agent • Flexibility • Ideals & beliefs • Intellectual stimulation • Knowledge of Curriculum Instruction, Assessment • Monitor and evaluate • Optimizer

  46. Optimizer Inspires teachers and staff to accomplish things that might seem beyond their grasp Portrays a positive attitude about the ability of teachers and staff to accomplish substantial things Is a driving force behind major initiatives • Helps people find JOY in tackling the • tough challenges

  47. Ideals and BeliefsWhat Is Our Purpose? • To improve the quality of human life. • To create schools in which every child learns at high levels. To secure America’s future—one student at a time!

  48. What Do We Value? • We putservice to studentsabove all else. • We takeresponsibilityfor the success of all students. • Wecare passionatelyabout our work with children. • We build strong,positive relationshipswith students, staff, parents, and community. • We model and promotecivilityandintegrity.

  49. Collective Efficacy: “We can make a difference.”Building a Purposeful Community • Collective Efficacy - The group members’ shared perception or belief that they can dramatically enhance the effectiveness of an organization. The collective efficacy of the teachers in a school is a better predictor of student success in schools than is the socioeconomic status of the students. Goddard, Hoy, and Hoy, 2004

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