Leading Second Order Change General Session Implementation Dip Organizational Team Personal Jump the Gap Systems Schools Classrooms Leadership People ASSUMPTIONS ABOUT ORGANIZATIONAL CHANGE ID: 723386
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Slide1
The 21st Century Leadership Challenge: Leading Second Order Change
General SessionSlide2
Implementation DipOrganizationalTeamPersonalSlide3
Jump the Gap
Systems
Schools
Classrooms
Leadership
PeopleSlide4
ASSUMPTIONS ABOUT ORGANIZATIONAL CHANGECHANGE IS A PROCESS, NOT AN EVENTORGANIZATIONS CANNOT CHANGE UNLESS PEOPLE CHANGE
AT ANY GIVEN TIME MOST PEOPLE ARE NOT USING ALL THE KNOWLEDGE THEY HAVESUCCESSFUL CHANGE REQUIRES STABILITYWHERE THERE IS CHANGE, THERE WILL BE CONFLICTSlide5
THE IMPLEMENTATION
DIP….POSSIBILITY CURVE.. Fullan--1990 Slide6
Organizational
Implementation DipSlide7
Implementation
DipTeam Forming
Norming
Storming
PerformingSlide8
Performing Norming
Storming Forming
TransformingSlide9
Future
Implementation Dip
Personal Transitions
PastSlide10
Freeze
UnfreezeRe-Freeze Transition StateSlide11
Thoughts on ChangeSlide12
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.Slide13
THE GREATEST CHALLENGE OF CHANGEOrganizations rarely changeunless the people in the organizations change. This
includes leaders as well asemployees. Most adults findit difficult to change.Slide14
Change means bumps in the RoadSlide15
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)Slide16
JARED DIAMOND’S FOUR INVITATIONS TO DISASTERFailure to anticipate a problem
Failure to recognize a problem once it surfacesFailure to try and solve a problem once it is recognizedFailure to solve a problem, despite trying to solve itSlide17
Jump the GapLeadershipSlide18
JOHN KOTTER’S EIGHT STEPS TOTRANSFORMING YOUR ORGANIZATIONEstablish 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
)Slide19
Understanding of Change Cyclical Structural Slide20
Structural ChangeSubsystemCulturalTransformationalSlide21
There is a difference between cyclical
and structural change. Anything we’re trying to change away from will keep coming back unless we replace it with something new.Slide22
Types of ChangeSlide23
First and Second Order Change
A change is first-order when it is perceived as
A change is second-order
when it is perceived as
An extension of the past
A break with the past
Within existing paradigms
Outside of existing paradigms
Consistent with prevailing values and norms
Conflicted with prevailing values and norms
Incremental
Complex
Implemented with existing knowledge & skills
Requires new knowledge & skills to implement
Implemented by experts
Implemented by stakeholdersSlide24
First or Second Order Change?It’s a matter of perspective!Slide25
First-Order Change?Professional development to implement new editions of social studies textbooksReading The Five Dysfunctions of a Team
and establishing norms for faculty meetingsImplementing a new dress codeRevamping the master schedule, moving from 7 periods per day to 6Converting your school to International Baccalaureate (IB) status Slide26
PlanCreate Demand
ImplementMonitor and Evaluate
1
st
Order
The Four Phases of Change
McRELSlide27
First Order Second OrderWhen stakeholders see the change as:Consistent with existing values and norms
Advantageous for stakeholdersReadily implement-able with existing knowledge and resourcesWhen stakeholders:Are unclear about how it will make things better for themMust master new knowledge, practices, or approaches to implement the change
Feel the change conflicts with prevailing personal values and organizational normsSlide28
First or Second Order Change?It’s a matter of perspective!Slide29
PlanCreate Demand
ImplementMonitor and Evaluate
1
st
Order
The Four Phases of Change
McREL
Manage Personal
Transitions
Second Order
Second OrderSlide30
THE CHALLENGES INHERENT IN ANY CHANGE PROCESSCan 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?Slide31
THE CHALLENGES INHERENT IN ANY CHANGE PROCESSCan 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?”Slide32
Importance of paying Attention to People in the Change ProcessSlide33
ASSUMPTIONS ABOUT THE TRANSITION PROCESSPeople 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)Slide34
PlanCreate Demand
ImplementMonitor and Evaluate
1
st
Order
The Four Phases of Change
McREL
Manage Personal
Transitions
Second Order
Second Order
DenialSlide35
Future
Implementation DipTransitions
PastSlide36
STAGE 1: Transition: Ending /Denial
Letting go of the old ways and the old identity people had. People need help dealing with their losses.Slide37
STRATEGIES FOR Ending/DenialBe 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.Slide38
STAGE 2 OF TRANSTION:ResistanceGoing 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.Slide39
PlanCreate Demand
ImplementMonitor and Evaluate
1
st
Order
The Four Phases of Change
McREL
Manage Personal
Transitions
Second Order
Second Order
Denial
ResistanceSlide40
2nd order changeIs 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, McNultySlide41
Resistance Zone DANGERSAnxiety 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.Slide42
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.Slide43
Resistance Zone Strategies4. Listen and talk to the people, find out their feelings5. Don’t tell them what to feel
Support their willingness to express their feelingsRespond to concernsReiterate vision and information for successful transitionSlide44
The art of progress is to preserve order amid changeand preserve change amid order.
~ Alfred North-WhiteheadSlide45
7 Responsibilities Critical to Support Second-Order ChangeChange AgentFlexibilityIdeals & beliefs
Intellectual stimulationKnowledge of Curriculum Instruction, AssessmentMonitor and evaluateOptimizerSlide46
Responsibility
DefinitionPractice
1. Change Agent
Actively challenge status quo
Challenges status quo
Comfortable leading change
Looks for new, better ways
Flexibility
Adapts behavior; OK with dissent
Comfortable making change
OK w/ diverse opinions
3. Ideals and Beliefs
Well-defined beliefs
Behavior models beliefs
4. Knowledge of CIA
Content, instruction, and assessment
Extensive knowledge
Provides guidance -teachers
5. Intellectual
Stimulation
Discusses current theory, practice
Keeps informed
Fosters discussions, etc.
6. Monitor and
Evaluate
Impact and effective- ness of practice
Continually monitors C-I-A
Impact of practice on achievement
7. Optimizer
Inspires, leads new & challenging innovation
Inspires; driving force
Positive attitude @ challengesSlide47
OptimizerInspires teachers and staff to accomplish things that might seem beyond their graspPortrays a positive attitude about the ability of teachers and staff to accomplish substantial thingsIs a driving force behind major initiatives
Helps people find JOY in tackling the tough challengesSlide48
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!Slide49
What Do We Value?We put service to students above all else.
We take responsibility for the success of all students.We care passionately about our work with children.We build strong,
positive relationships with students, staff, parents, and community.
We model and promote
civility
and
integrity
.Slide50
Collective Efficacy: “We can make a difference.”Building a Purposeful CommunityCollective 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, 2004Slide51
Definition: Purposeful Community “A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed-upon processes.” Marzano, Waters, McNulty, 2005Slide52
Build a purposeful community Focus on the right things Assess and manage the magnitude of change
FocusMagnitude
Leadership
Leadership
Leadership
LeadershipSlide53
Focus
MagnitudeClassroom Research
School Research
Student Research
Create demand
Implement change
Manage transitions
Monitor/Evaluate
Purposeful Community
Purposeful Community
Purposeful Community
Purposeful Community
Leadership
Leadership
Leadership
LeadershipSlide54
Why We Must Change: TheKnowledge-Implementation GapSociety Changes Constantly & Education Needs to Adapt
Expert Knowledge of Best Educational Practices
Our Knowledge of Best Educational Practices
Our Implementation if We Maintain Knowledge of BEP
Our Implementation w/ Moderate Knowledge of BEP
Our Implementation with No New Knowledge
No New Knowledge, Low EffortSlide55
Instructional CoreSlide56Slide57
Knowledge of Curriculum and InstructionSlide58
Monitoring and EvaluatingThe CoreSlide59
Intellectual StimulationRigorRigor of TaskRigor of Task predicts PerformanceAccountability is the rigor of the taskSlide60
Change Agent ~Leadership is Difficult!“Perhaps the most revealing aspect of analysis is that some responsibilities are negatively affected by second-order change:”Culture (Strongest negative relationship with 2nd order change)
CommunicationOrderInputSlide61
True Leadership is Risky Business“When exercising leadership, you risk getting marginalized, diverted, attacked, or seduced. Regardless of the form, however, the point is the same. When people resist adaptive work, their goal is to shut down those who exercise leadership in order to preserve what they have.”
LeithwoodSlide62
Possible perceptions of principal leading 2nd order changeTeam spirit, cooperation, and common language have deteriorated as a result of the innovation (Culture)Communication has deteriorated as a result of the innovation (Communication)
Order and routine have deteriorated as a result of the innovation (Order)The level of input from all members of the staff has deteriorated as a result of the innovation (Input)Slide63
Beginning to Trend UpOrganization TeamPeopleSlide64
PlanCreate Demand
ImplementMonitor and Evaluate
1
st
Order
The Four Phases of Change
McREL
Manage Personal
Transitions
Second Order
Second Order
Denial
Resistance
ExplorationSlide65
STAGE 3 OF TRANSITION:ExplorationThis is when people develop the new identity, experience the new energy, and discover the new sense of purpose that make the change begin to work.Slide66
Exploration: Stage Three TransitionLots of new ideas/energy Focus on prioritiesToo much to do Set short term goals
Can’t focus Follow up on projectsTrying new approaches Develop peopleSlide67
Implementation Dip
Denial
Resistance
Exploration
CommitmentSlide68
PlanCreate Demand
ImplementMonitor and Evaluate
1
st
Order
The Four Phases of Change
McREL
Manage Personal
Transitions
Second Order
Second Order
Denial
Resistance
Exploration
CommitmentSlide69
STAGE 4 OF TRANSITIONNEW BEGINNING: CommitmentThis is when people develop the new identity, experience the new energy, and discover the new sense of purpose that make the change begin to work.Slide70
Commitment:Stage 4 Transition
Team work is normRenewed energyClear FocusThey have a planEmpower others Create/support purposeful communitySet long term goalsMonitorFlexibleIntellectual stimulationValidate/RewardLook aheadSlide71
Leadership—A Balancing ActAdaptive work creates risk, conflict, and instability because addressing the issues underlying adaptive problems may involve upending deep and entrenched norms. Thus, leadership requires disturbing people—but at a rate they can absorb. HeifitzSlide72
Fullan Those individuals and organizations that are most effective do not experience fewer problems, less stressful situations, and greater fortune, they just deal with them differently.