aspiring leaders for teaching and learning session 4: managing change and monitoring performance dr...

Aspiring Leaders for Teaching and Learning

Session 4:

Managing Change and Monitoring Performance

Dr Vincent Stroud

March 28th 2012

Activity

Individually

Consider a positive point about

each person in the group

Activity

Individually

Consider a

development point about

each person in the group

Outline of Session

• Motivating change

• Managing teams through change

• Leading and evaluating learning – Current debate ensuring theories of learning link to practical learning in the classroom

• Making Lesson Observations Developmental

• Managing Difficult Conversations

• AL and C agree focus for development and support strategy

http://networkedlearning.ncsl.org.uk/knowledge-base/programme-leaflets/learning-about-learning-networks-international-issue.pdf

Three Fields of Knowledge

Activity

On individual post-its,

write down

What change means to you

Change is:

Inevitable Natural

Constant A process

It is not so much that we are afraid of change, or so in love with the old days,

but it’s the place in between

we fear

…and few people like it.

Sense of loss

Sense of gain

• Fear

• Anxiety

• Loss

• Danger

• Panic

• Exhilaration

• Risk-taking

• Excitement

• Improvements

• Energising

Adapted from Fullan

Chaotic

Change

Embracing change

Sabotage

Misuse

Compliance

Utilisation

Innovation

Ignore

Source: Bitter Experience - Boud 2001

Embrace

Resist

What characterises a successful school? Manages, rather than copes with, change Focused on teaching and learning Inclusive at all levels Flexible Collaborative inside and outside the school Everyone works in a way that fosters individual and

team improvement

Making Changes

For a change programme to be successful and sustainable, there must be:

• A compelling reason to change

• A clear vision for the future

• A coherent plan for getting there

Principles of an effective change process

Open inclusive

leadership

Positive and ambitious

culture

Constructive collaboration

Inclusive change teams

Process for managing

change

Rational, political and emotional

Activity

chat with a partner

How far does your school

reflect these principles and

characteristics?

For successful change, emotional and political barriers must be overcome

• Clear vision/ understanding

• Case for change

• Plan of activities

• Agreed way forwardRational Political

Emotional

• Active involvement

• Groundswell of support

• Senior management consensus

• Personal staff commitment

• Visible stakeholder support

• Enthusiasm

• Appreciation of need

• Clear role(s)

• Engagement

• Willingness to act

Conditions eg working day

Colleagues

Training

Team

Manager

Career Path

Performance measures

Tasks

Processes

Location

Rational, Political and Emotional

DiscoverIdentify issues as well as opportunities for children, school, cluster and community – a long list

DeepenEvaluate the opportunities in terms of their impact against desired outcomes and determine a shortlist

DevelopDevelop the vision and strategy, combined with the delivery plan

Deliver Deliver the change plan

Mobilise Develop awareness of what is possible and what it means for our children, school, cluster and community

Sustain Evaluate, update and adjust

Activity

chat with a partner

What are the potential

implications of this for you?

Mobilise(the

stakeholders)

Discover(open our minds and

behaviours to spot theopportunities)

Deepen(Evaluate and choose

the opportunities)

Develop(Vision & Plan )

Deliver(Establish the

enterprise) Results

… continuing to assessthe needs of the schooland adapt to deliver those needs

Desired change

School Change Teams

• A School Change Team (SCT) should not just involve the headteacher and/or the senior management team.

• It represents a cross-section of the staff in a school including teachers, administrators, and support staff, and others representing the wider school community including governors, parents, and pupils.

Role of the Change Team

SCT members should:• Represent other members of the school workforce who are not in

the SCT • Bring along their own, and others' issues and views on workload

to the change meetings, and contribute in a constructive way • Act as a communications channel back to the school workforce • Be prepared to oversee and, where appropriate, be part of

change initiatives

• Change will fail

Unless

• HT, SCT and SLT are prepared to lead others through the change programme

• Change will be ignored / blocked

Unless

• emotion is managed coaching given + teamwork cascaded

Take various routes to a failed endeavour

Unless

Proven change process is deployed

Cultural Change

Change Management Process

AdaptiveLeadership

Confidence

+ve

-ve

• Made the right decision• We have some news

• It’s difficult• It is not the best news

• Now I understand, but . .• Not sure how to solve

• There is a solution• We have some options

• We have a plan to success• We have the answer

Mobilise Discover Deepen Develop Deliver

Em

oti

onal Sta

te

Sustain

We have a solution

The Change Process

Changes we agree withO

pti

mis

m level

Timeweeks

Uninformed optimism:

“This is easy, it hardly needs my attention”

Informed pessimism:

“This is more difficult than I thought”

Informed optimism:“We know how to do it”

New normality:“We’re just

getting on with it”

Numb

Anger

Denial

Bargaining

Depression

TestingNew normality

Acti

vit

y level

TimeHours / months

Changes we disagree with

Rational Political

Emotional

…so be ready for…

Barriers to Change

• identity-based - resisting any change

• culturally-based - not right for us

• resource-based - insufficient time, money

Cicmil and Kekale (1997)

Barriers to Change

value barriers, either challenging one's value systems or proposing values with which one cannot agree

power barriers, where innovation is acceptable if it increases one's power base, but not if it diminishes it

psychological barriers, if security, confidence or emotional well-being are threatened by the change.

Dalin (1978)

Overcoming barriers

Highlight inconsistencie

s

Time out

Ask direct questions

Unmask the

concealed Ask for expansion

Research and plan

Overcoming barriers

Give direct feedback

Activity

As a group

What are the main features of

giving feedback?

Giving constructive feedback•Be specific

•Start with positives

•Only refer to behaviour which can be changed

•Ask people to do different things rather than be different

Giving constructive feedback

•Offer alternatives

•Address only one or two areas at a time

• Leave the recipient with choices

• Maintaining silence (allow the other person to reflect)

• Open-ended questioning

• Active listening

• Reflecting back

Techniques to use for feedback

Activity

As a trio

Address the issue

you raised earlier

with an observer

Receiving feedback

• Listen carefully to what is being said.

•Don’t immediately reject

•Seek clarification

•Ask for the feedback you want

•Say “Thank-you!”

Tools used to manage change

Discover Deepen DevelopFrame Mobilise

– 1 –

© 2004 National Re modelling Team

Frame: Challenge classification brown paper

Time frame

Whole school issue

½ term

1 term

2 terms

1 ½ terms

I nvolvement: HTs SLT H.o.Y Dept. School staff Staff and community

– 23 –

© 2004 National Re modelling Team

Frame: Sign-up brown paper

Challenge1

Challenge2

Challenge3 Challenge Challenge

4 Challenge Challenge

Names

– 26 –

© 2004 National Remodelling Team

Mobilise: Graffiti Brown Paper- What are the barriers to change?

Practical obstacles People

The way we do things: culture, politics,communication…

Anything else

432Challenge 1

432Challenge 1

432Challenge 1

432Challenge 1

– 39 –

© 2004 National Re modelling Team

Discover: stakeholder involvement

Me

LocalAuthority

Caretaker

HT

Parents

Children

Indicate:Distance = Accessibility to meSize = Potential impact on challenge

HoY

– 46 –

© 2004 National Re modelling Team

Effectiveness Brown Paper – WWW, So-so, Not so well

Big Challenge (1/ 2/ 3/ 4)

What’s Working?

What’s workingSo-so?

Not so well

6

1 .2 .3 .4 .5 .6 .

Sub-Challenges

1

2 3

4

5

Quick wins

– 52 –

© 2004 National Remodelling Team

Mind-mapping the root causes

Behaviour

Curriculum

Parental involvementTeacher authority

Local facilities

– 56 –

© 2004 National Re modelling Team

Prioritisation matrix - solutions

Is it easy to resolve?

Impact

1

2

3

4

1 2 3 4

1

2

4

5

6

789

10Therefore the high priority options are:6.,4.,10.,3.

High

Low

Hard Easy

3

– 59 –

© 2004 National Re modelling Team

Challenges 10 4

Develop: sharing best practice

6 3

etc. . .

What we’ve done

What we could do

– 61 –

© 2004 National Re modelling Team

Nov/ Dec Jan/ Feb etc..

Develop: planning for success

Sept/ Oct March/ Apr

etc. . .

End date

Milestones

Sub-Challenge 6

Sub-Challenge 4

Sub-Challenge10

DS

FT

DS

FT

DS

FT

– 65 –

© 2004 National Re modelling Team

The 30 second message

• What’s in it for the audience (the hook)?

• What is the key point?

• Why do you care?

• What do you want them to do as a result of hearing your message?

Your feedback on today

Even better ifEven better ifWhat went wellWhat went well

The Reflective Journal

The Learning Journal:

There are 3 key questions in the Learning Journal:

1. The main points I have learnt from this session are…

2. How I can develop my skills as a result of this session

3. How I could develop my knowledge and understanding as a result of this session