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Fís Foghlaim Forbairt www. pdst. ie © PDST 2014 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

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Fís

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www.pdst.ie

© P D S T 2 0 1 4

This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

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Leading & Managing Change

Misneach 4 – Spring 2016

@PDST_Leadership

“It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change”

– Charles Darwin

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Leading Learning

Leading People

Managingthe

Organisation

Managing Self

Leading Change

Leading Community

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Through the empowerment of others

MORAL PURPOSESITUATIONAL

AWARENESS

COURAGE TO ACT

Sustainability

MODELLING

“Walk the talk!”

Improving Learning

Core Principles of Leadership

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The Context for ChangeFactors driving change

External Internal

Government initiatives – e.g. curriculum – focussed (L&N Strategy, SSE, Integrated Languages Curriculum);mainstreaming SEN pupils

Changes or loss of teaching staff (temporary, substitutes, redeployment)

Integration of ICT in Teaching and Learning

Loss of experienced staff due to retirements

Budget constraints Reductions of staffing in Learning Support / SEN / EAL

Pupil Assessment Pupil “turnover”

Changes in Society

Moral Purpose

Being a leader involves leading and managing change. This is probably the most demanding aspect of leadership..

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Let’s remember!

Discuss in your group:

1. Your own experience of any change that was introduced in school

2. How well did it succeed?

3. What lessons were learned?

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Considerations

– Vision/Change

– Everyone is different

– Build TRUST first

– Ownership through dialogue

– Questioning, reflecting on and challenging the status quo

– Courage

– Patience and persistence

– Compromise

– Accept resistance

– You cannot change anyone – they can change themselves with your help.

– Timing

– Challenge and support

– Change is messy and there is no blueprint or formula

– Make a start!

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Case studies

• What do you see as the key issues that might arise for the Principal ?

• How would you advise the Principal to proceed?

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Levels of changeThere are at least four levels of change

1. Changing materials (textbooks, teaching equipment etc.) – FAIRLY EASY

2. Changing processes or procedures –OK

3. Changing classroom practice (old habits die hard) – NOT EASY

4. Changing beliefs, attitudes, values and assumptions about learning –DIFFICULT

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Think!

• Activity – Handout 1

• Think of a change that

you want to implement

in your school.

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Start by asking powerful questions

• Does the school need this change right now?

• Is it worthwhile?

• Is it feasible?

• Is it practical?

• Are the teachers ready for it?

• Are they able for it?

• What else is going on right now that might hinder the change?

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• Prepares the ground

• Makes sense of change

• Mediates the change

The Role of the Leader

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Vision

•Imaginable: conveys a clear picture of what the future will look like.

•Desirable: appeals to the long-term interest of those who have a stakein the enterprise.

•Feasible: contains realistic and attainable goals.

•Focused: is clear enough to provide guidance in decision making.

•Flexible: allows individual initiative and alternative responses in lightof changing conditions.

•Communicable: is easy to communicate and can be explained quickly.

Thinking

Feeling

Saying

Doing

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What does the Change Leader Look Like?

What are the personal traits of the effective Change Leader?

Discuss in groups what might be the desirable

• Knowledge

• Skills

• Dispositions

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Know your People!• Champions

• Allies

• Disinterested

• Saboteurs

• “Sheep” (could be quickly influenced by other groups)

• Open opponents

• Others!

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Readiness for change

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Attitudes to Change

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Building Relationships

Emotional Intelligence

– Self management of emotions

– Recognise the emotions of others

– Empathy towards others

• Encourage and develop those who are ready

• Motivate and energise the disaffected

• Forge relationships with those who are negative

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Suggestions for Managing Resistance

• Know your people!

• Handout 2 (from “Leading Change in Schools - Sian Case, 2005”)

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Change Leadership

• Moral Purpose – social responsibility

• Understanding change –the change process

• Building relationships – with diverse people and groups

• Creating and sharing knowledge

• Coherence making– dealing with overload and fragmentation

Michael Fullan (2002)

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Reminder - Considerations

– Everyone is different

– Build TRUST first

– Ownership through dialogue

– Questioning, reflecting on and challenging the status quo

– Courage

– Patience and persistence

– Compromise

– Accept resistance

– You cannot change anyone – they can change themselves with your help.

– Timing

– Challenge and support

– Change is messy and there is no blueprint or formula.

– Make a start21

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• “The Heart of Change – Field Guide Tools and Tactics for Leading Change in your Organisation” – Dan S. Cohen (Harvard Business Press)

• “Leading Change in Schools – A Practical Handbook” – Sian Case (Network Educational Press)

• www.wallacefoundation.org

Some Suggested Further Reading on this Topic