General Session st The Century Leadership Challenge: Leading Second Order Change Leadership Implementation Dip Unfreeze change Freeze change Re-Freeze chang e change change Transition State.
Download ReportTranscript General Session st The Century Leadership Challenge: Leading Second Order Change Leadership Implementation Dip Unfreeze change Freeze change Re-Freeze chang e change change Transition State.
General Session st 21 The Century Leadership Challenge: Leading Second Order Change Leadership Implementation Dip Unfreeze change Freeze change Re-Freeze chang e change change Transition State Performing Norming Storming Forming Transforming 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. Implementation Dip 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. Structural Change Subsystem Cultural Transformational Three Key Functions Setting Direction Developing People Redesigning the Organization Leadership Change is like a planned journey into uncharted waters on a leaky boat with a mutinous crew. Michael Fullan Q - If you LEAD an organization over time, and it significantly improves, what happened to the organization? A- CHANGE The “Practice” of Leadership Largest-ever Sample for Research on Leadership Practice All studies, 1971-2001 > 5,000 studies of relationship Marzano, Waters, & McNulty, 2005 between school leadership & achievement examined 69 met McREL’s criteria for rigor 2,802 schools, all levels, K-12 represented 14,000 Teachers 1.4 million students Findings School-level leadership impacts student achievement Principals use 66 leadership practices to fulfill 21 essential responsibilities that correlate with student achievement. Strong principals can have either a positive or negative impact on student achievement Finding #1: School leadership impacts student achievement. School Leadership that Works: The Effect of Principal Leadership on Student Achievement If principal’s leadership improves from 50th to 84th percentile, researchers predict a 10 percentile gain in student achievement Finding #2 The “Practice” of Leadership Identified 21 Principal responsibilities that positively correlate with student achievement All 21 responsibilities are Marzano, Waters, & McNulty, 2005 important for raising student achievement. All are important in First-order change. 7 responsibilities are essential for Second-Order change. Balanced Leadership Framework Responsibilities Affirmation Change Agent Communication Contingent Rewards Culture Curriculum, Instruction, Assessment involvement Discipline Flexibility Focus Ideals/beliefs Input Intellectual stimulation Knowledge of C, I, A Monitors/evaluates Optimizer Order Outreach Relationship Resources Situational awareness Visibility 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 stakeholders First-Order Change? 1. Professional development to implement new editions of social studies textbooks 2. Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings 3. Implementing a new dress code 4. Revamping the master schedule, moving from 7 periods per day to 6 5. Converting your school to International Baccalaureate (IB) status First or Second Order Change? It’s a matter of perspective! The Four Phases of Change Create Demand 1st Order Monitor and Evaluate First Order Change Implement McREL Setting Direction Optimizer Ideals/Beliefs Developing People Affirmation Visibility Situational Awareness Relationships Redesigning the Organization Communication Culture Input First Order Second Order When stakeholders see the change as: When stakeholders: Consistent with existing values Are unclear about how it will and norms Advantageous for stakeholders Readily implement-able with existing knowledge and resources 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 7 Responsibilities Critical for 2nd Order Change** Affirmation Change Agent** Contingent Rewards Communication Culture Discipline Flexibility** Focus Ideals/beliefs** Input Intellectual stimulation** Involvement in C,I,A Knowledge of C,I,A** Monitoring/Evaluating** Optimizer (Optimist)** Order Outreach Relationships Resources Situational Awareness Visibility Performing Norming Storming Forming Transforming The Four Phases of Change Create Demand Implement Monitor and Evaluate 2nd Order Manage Personal Transitions McREL Change will be uncomfortable at times. “Can’t say that I was lost, but I was bewildered once . . . for three days.” Daniel Boone nd 2 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 The art of progress is to preserve order amid change and preserve change amid order. ~ Alfred North-Whitehead 7 Responsibilities Critical to Support Second-Order Change 1. 2. 3. 4. 5. 6. 7. Change Agent Flexibility Ideals & beliefs Intellectual stimulation Knowledge of Curriculum Instruction, Assessment Monitor and evaluate Optimizer Setting Direction Optimizer Developing People Knowledge of Curriculum and Instruction Intellectual Stimulation Redesigning the Organization Change Agent Monitoring and Evaluating Flexibility Responsibility Definition Practice 1. Change Agent Actively challenge status quo •Challenges status quo •Comfortable leading change •Looks for new, better ways 2. Adapts behavior; OK with dissent •Comfortable making change •OK w/ diverse opinions Flexibility •Well-defined beliefs •Behavior models beliefs 3. Ideals and 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 effectiveness of practice •Continually monitors C-I-A •Impact of practice on achievement 7. Optimizer Inspires, leads new & challenging innovation •Inspires; driving force •Positive attitude @ challenges Ideals and Beliefs What 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! 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. 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) Communication Order Input Possible perceptions of principal leading 2nd order change Team 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) 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 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, 2005 Build a purposeful community Focus on the right things Assess and manage the magnitude of change Focus Magnitude Leadership Leadership Leadership Leadership Leadership Focus Magnitude of Change On the right things Gentle pressure, applied relentlessly Leadership Purposeful Community Purposeful Community Leadership Leadership Purposeful Community Purposeful Community Content Pedagogy Engagement Knowledge of Curriculum and Instruction Quadrant C - Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Quadrant A - Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. Quadrant D - Adaptation Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. Quadrant B - Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations Monitoring and Evaluating The Core Intellectual Stimulation Rigor Rigor of Task Rigor of Task predicts Performance Accountability is the rigor of the task 20th Century Expectation: TIME 21st Century Expectation: PROFICIENCY Perspective The Welsh Congregation’s Dilemma We must build the new system while we’re in the old system Balancing Leadership for Change Flexibility What an organization needs from its leader depends on the magnitude of change occurring for the organization / Direct ------------------------- Support / / / Answer ------------------------ Question / / / Step up / Manage ----------- Step back / Learn / Leadership—A Balancing Act Adaptive 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. Heifitz 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.” Leithwood Leadership 1. Leadership matters. 2. In difficult times, leadership matters even more. 3. In periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance. Video Reflection… Change First or Second Order Change? It’s a matter of perspective! “Second-Order” Change* A break with the past Outside of existing paradigms Conflicts with prevailing values and norms Complex Requires new knowledge and skills to implement Marzano, Waters, McNulty, 2005 “First-Order” Change* An extension of past knowledge Implemented with existing knowledge and skills Within existing paradigms Consistent with prevailing values and norms Incremental *Marzano, Waters, McNulty, 2005 Gentle Pressure Relentlessly Applied Leadership Focus Magnitude Classroom Research School Research Student Research Create demand Implement change Manage transitions Monitor/Evaluate Leadership Purposeful Community Purposeful Community Leadership Leadership Purposeful Community Purposeful Community Balancing Leadership Principal leadership in highly effective schools is: Helpful but not threatening, Directive but not overbearing, Facilitative but not laissez faire. Rosenholtz, 1989 Louis & Murphy, 1994 The Challenges of Leadership The more complex society gets, the more sophisticated leadership must become. Michael Fullan The most essential pre- requisite for success is commitment from leaders. Joseph Murphy Leadership is second only to classroom instruction among all factors that contribute to what students learn in school. Kenneth Leithwood Leaders . . . challenge people’s habits, beliefs, and values. Ron Heifitz 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.