Transcript Advanced Placement (AP)
Waking the Sleeping Giant: Empowering Change in your Organization
How many of you are currently engaged in a change effort?
How many of you are currently engaged in a change effort?
Change does not happen to us, it is something we do.
How do you do it?
Stages of the Systemic Change Model
Question: Developmental Stage: 1. What is it? Concept Development
Stages of the Systemic Change Model
Question: Developmental Stage: 1. What is it? Concept Development 2. Why should we do it? Value Development
Stages of the Systemic Change Model
Question: Developmental Stage: 1. What is it? Concept Development 2. Why should we do it? Value Development 3. Can it be done? Vision Development
Stages of the Systemic Change Model
Question: Developmental Stage: 1. What is it? 4. How do you do it?
Concept Development 2. Why should we do it? Value Development 3. Can it be done? Vision Development Skill Development
Participants of the Systemic Change Model
Trailblazers Pioneers Settlers Sit-at-home Saboteurs
“Trailblazer”
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Prepared to go where no one else has gone.
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Excited and self motivated. Go it alone.
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Needs only a vision and the opportunity.
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Innovative and self reliant.
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Require little support, encouragement or protection.
“Pioneers”
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Travel behind trailblazers in small clusters.
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Need vision and the concept developed.
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Require some support, encouragement and protection.
“Settlers”
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Travel behind Pioneers in larger bunches (wagon trains).
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Require extensive support, encouragement, and protection.
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Strong leadership is required to sustain efforts.
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Frustration is normal and should be expected.
“Sit at Home”
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Passive resistors to change efforts.
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Supportive, but do not want to participate personally.
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“I’ll support you, but don’t ask me to go…”
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“I think things are just fine.”
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“We’ve done this before …”
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These people are often former Trailblazers and Pioneers who have grown weary because of ineffective ventures… “I told you so!”
“Saboteurs”
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Active resistors to change efforts.
Non-supportive and do not want anyone to participate.
How does Successful Systemic Change Occur?
Systemic Change-Learning Theory Model
Systemic Change- Learning Theory Model
“A clear view of the next-higher level of performance should not be misconstrued as a straight change path, forward and upward.” Duffy (2003)
Systemic Change- Learning Theory Model
Systemic Change- Learning Theory Model
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Trouble occurs for Settlers in 2-4 years.
“Things were better before because we knew how to do things.”
Systemic Change- Learning Theory Model
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Trouble occurs for Settlers in 2-4 years.
“Things were better before because we knew how to do things.”
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As we learn and develop new skills, we then move back up the learning curve.
Systemic Change- Learning Theory Model
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Confusion and lack of organization can cause Settlers and Pioneers to return to the old familiar settings.
Systemic Change- Learning Theory Model
Clear communication Critical analysis Measurable results Disrupt status quo
Systemic Change- Learning Theory Model
Fostering Effective Change
Fostering Effective Change
C ultivate relationships “Leading in a culture of change means creating a culture of change” Fullan (2001) “Power in organizations is the capacity generated by relationships” Wheatley (1999) “Collaboration is the great multiplier” Duffy (2003).
Fostering Effective Change
Cultivate relationships Clearly communicate Forecast frequently Do not avoid conflict Empower with encouragement
Fostering Effective Change
Cultivate relationships Clearly communicate Develop human capacity Fullan (2001) affirms “good leaders foster good leadership at other levels”.
Fostering Effective Change
Cultivate relationships Clearly communicate Develop human capacity Institutionalize changes Reinforce policies and procedures Frequently assess progress
Fostering Effective Change
Cultivate relationships Clearly communicate Develop human capacity Institutionalize changes Monitor/celebrate success
Grayson County College “ collective vision of something akin to transformation , or at least significant improvement..We want to build an INSPIRED vision of excellence for the future of education at Grayson College. Let’s GO FOR IT!” Quote from Citizens Advisory Committee member
Inside-Out Transformation Facilities Renewal – Brick and Mortar Organizational Design – Heart and Soul
Strategic Leadership by Design External – Citizens Advisory Committee – Leadership Summit Internal – College Effectiveness Council – Goal Teams Value – Team Values – Staff Development Resource Team
Citizens Advisory Committee Charge With the end goal of advising and providing recommendations to the Trustees, the charge of the Citizens Advisory Committee is to: With the assistance of College staff and consultants, become familiar with the current state of Grayson County College; Identify and/or assess opportunities for the College to optimize its effectiveness within the context of its mission; Determine and prioritize facility improvements and/or additions necessary to optimize the College’s mission-effectiveness; and Identify the most viable strategy for funding those improvements and/or additions.
Environmental Scanning Citizens Advisory Committee represents pulse of the community – Focus groups – Appreciative Inquiry for Future State Initiatives – Demographic Analysis & Enrollment Projections – Telephone Survey Poll
Citizens Advisory Committee Accountants Executives Day Care Owners Students Manufacturing Reps Media Reps Financial Planners Educators Small Businesses Ministers Health Care Reps Economic Developers Bankers Service Industry Reps Travel Industry Reps Insurance Agents Realtors Civic Agencies
Leadership Summit Partnerships – Among Cities and Colleges – Among Public Schools and Colleges – Between Colleges – Among Business/Industry & Workforce Education
Leadership Summit Cities and Schools explore the logistics of housing GCC administration, city hall, school districts, Chamber of Commerce in one facility. This arrangement would foster better communication, internships, and more. Create a center of school, city, county, college administration. Get more information about our graduates to business and municipalities, which would foster internships, and job opportunities.
Leadership Summit CCCC and GCC work together to offer technical programs to North Texas region and to develop 2+2 articulation agreements with 4-year institutions.
Enhance dual credit offerings by combining advanced placement and dual credit and developing an individual plan for each school district. Provide incentives for teachers to get credentialed and/or to teach dual credit.
Leadership Summit Develop partnerships between high schools and colleges to provide many more opportunities for students who are interested in a career or technology program. Build Economic Development Alliances between schools, colleges, and economic development entities to promote seamless connection between college curriculum and needs of emerging industries
Internal Perspective Solid Ground College Effectiveness Council Goal Teams Staff Development Resource Team
GCC Financial Condition: Solid Ground Revenue Mix Fund Balances or Operating Reserves Focus on Facilities Renewal
College Effectiveness Council www.grayson.edu/~stark/CEC.asp
1. Dream Catchers Goal Team (8-12) 6. Summit Goal Team (8-12) College Effectiveness Council (38) 5. Supportive Learning Environment (SLE) Goal Team (8-12) 4. No Job Left Behind Goal Team (8-12) 2. Resource Management Goal Team (8-12) 3. Recruit and Retain “R & R” Goal Team (8-12)
Staff Admn Faculty Student Resource Person(s)
Admissions & Records Retreat
GIVE EACH OTHER A HAND
Saturday cross training retreat
March 3, 2007 – 4 pm 9 am GCC Boardroom (lunch provided) Entering applications Residency requirements Texas Success Initiative/GCC policy Admission requirements for all classifications Required documents for all classifications Document tracking/missing info letter Application acknowledgements/acceptance letters Migrating files to the Regmenu Comm flow for admitted vs. accepted files
CEC Team Values Be present….be involved Be open minded Not self-serving Respect time Be prepared Have fun Be productive Don’t take things personally Trust Positive Attitude Share Compromise Gather facts Integrity (Do the right thing consistently) NO BLAME See end result, fruition Be committed and loyal to the CEC, colleagues and process See the big picture/little picture
Are you currently engaged in a change effort?
Are you currently engaged in a change effort?
Change does not happen to us, it is something we do.
References
Donaldson, G. A. (2001). Cultivating leadership in schools: connecting people, purpose, and practice. New York: Teachers College Press.
Duffy, F. M., & Dale, J. D. (2001). Creating successful school systems: Voices from the university, the field, and the community. Norwood, MA: Christopher-Gordon.
Duffy, F. M. (2003). Courage, passion, and vision: a guide to leading systemic school improvement. Lanham, MD: The Scarecrow Press.
Duignan, P., & Bhindi, N. (1996). Authenticity in leadership: An emerging perspective. Journal of Education Administration, 35(3), 195-209.
Center for Leadership in School Reform- Phil Schlechty, Director 950 Breckenridge Lane #200 Louisville, KY 40207 Short, P. M. (1998). Empowering leadership. Contemporary Education, 69(2), 70-72.
Short, P. M. & Johnson, P. E. (1994). Exploring the links among teacher empowerment, leader power, and conflict. Education, 114(4), 581-594.
Starratt, R. J. (2001). Democratic leadership theory in late modernity: an oxymoron or ironic possibility?. International Journal of Leadership in Education, 4(4), pp. 333-352.
Wheatley, M. J. (1999). Leadership and the new science: Discovering order in a chaotic world. San Francisco, CA: Berrett-Koehler.