BINA SMK: REFERENSI MANAJEMEN KUR 2013 ChangeManagement
CHANGE MANAGEMENT
The School Leader as Change Agent
Why Change?
MOST SCHOOLS HAVE BEEN
DESIGNED TO SOLVE YESTERDAY’S
PROBLEMS, RATHER THAN
CAPITALIZING ON TODAY’S
OPPORTUNITIES TO EFFECTIVELY
CONFRONT THE ISSUES OF
TOMORROW
THAT WHICH GOT US WHERE WE ARE IS
NOT VERY LIKELY TO GET US WHERE WE
WANT TO GO!
PEOPLE USUALLY SUPPORT IMPROVEMENT
--IT’S CHANGE THEY DON’T LIKE!
“THERE IS NOTHING PERMANENT
EXCEPT CHANGE”
Barriers to Change
Why do people resist change?
The status quo provides a certain
comfort zone
Need for stability
Need for predictability
Fear of the unknown
Others???
Model of Employee Decision to Actively
Resist an Organizational Change Effort
Tools to Facilitate Change
Managing Complex Change
• Force Field Analysis
• Consensus Building
•
Management of Complex Change:
Critical Components
Vision
–Strategic Planning
Skills
Incentives
Resources
Action
Plan
Management of COMPLEX CHANGE
VISION
VISION
VISION
+
SKILLS
+
SKILLS
+
+
SKILLS
+
INCENTIVES
+
ACTION
PLAN
=CHANGE
+
RESOURCES
+
ACTION
PLAN
=CONFUSION
+
RESOURCES
+
ACTION
PLAN
=ANXIETY
+
RESOURCES
ACTION
PLAN
=GRADUAL
+
RESOURCES
+
INCENTIVES
+
INCENTIVES
+
+
CHANGE
VISION
VISION
+
+
SKILLS
SKILLS
+
+
INCENTIVES
INCENTIVES
+
+
+
RESOURCES
ACTION
PLAN
=FRUSTRA-
TION
=FALSE
STARTS
Management of Complex Change
Activity
With a person sitting next to you, go
through the complex change matrix with
this situation:
You are asking every staff member to
incorporate cooperative learning
strategies into their lessons.
Decide what must be done to make sure
each
component of the matrix has been
addressed.
Force Field Analysis:
Critical Components
Desired
Change
Driving Forces –Favoring Change
Restraining Forces –Resisting
Change
Equilibrium or Current Status
FORCE FIELD ANALYSIS
State Desired Change Here
DRIVING FORCES
Forces favoring the change
RESTRAINING FORCES
Forces resisting the change
(EQUILIBRIUM OR CURRENT STATUS)
Force Field Analysis
Activity
With a person sitting next to you, work
with the force field analysis using this
situation:
You have decided to ask staff to help you
increase parent involvement at your
school.
What are the driving and restraining forces
involved? How can you increase the
driving forces and decrease the
restraining forces?
How Can Leaders Best
Support the Improvement
Effort?
(From McREL, 2000)
I. Recognize the Differences
Between Leadership &
Management
II. Give Up the Notion of the
“Hero-Leader”
III. Develop Broad-Based
Leadership
IV. Encourage Individual
Initiative
V. Develop a Learning
Organization
VI. Take a Balcony View
Effective School Leaders Must:
Increase their own knowledge base
Take risks, break new ground, and cultivate
a climate of experimentation
Share leadership with competent staff --put
less competent staff “on a short leash”
Help others to acquire reform-related
knowledge and skills
Be persistent
Appreciate incremental change (baby steps)
Overlapping Arenas of Management Expertise
Needed for Change to Take Root & Thrive
Management of day
to day school issues
Management of long
term school issues
Maintenance of
relationships with
the governing body
Maintenance of
relationships with
the community
Conclusions from a Body of Recent
Research:
Effective
school leaders are those
who are visionary and skillful
learners, as well as strong and
competent partners in facilitating
and sustaining reform
Conclusion:
One can become a
notably successful school leader
given any of a considerable array of
gifts and tendencies.
It’s what you do with what you have
that really counts!
How Do These Puzzle Pieces Fit
Together to Make a Coherent
Whole?
Effective School-wide
Leadership Requires
Understanding of…
The System- context in which you
operate, including school/agency/district
norms, local, state, and federal policies,
and standards of accrediting bodies for
public & private programs
Yourself- leadership style, preferences
for change, facilitation skills, philosophy
of teaching and learning
Others- those who serve as “levers”
and those who must make changes
Relational Leadership Model
SYSTEM
OTHERS
SELF
You as a Leader
Your
own orientation to change,
leadership and management styles,
and philosophy of teaching and
learning provide the pathways for
determining how you, as a unique
individual, can be successful
Relationship to Others
Nearly
all studies show that without
buy-in from teachers, change is
“doomed”.
At
the very least, you need a critical
mass of support.
Building Consensus:
What Is Consensus?
Group decision-making process
Everyone's opinion is encouraged and valued
Differences are viewed as helpful rather than
hindering
All voices are heard and understood before an
effort to finalize a decision is made
After full discussion, those who continue to
disagree indicate willingness to experiment for
a prescribed period of time
All members share in final decision-making
Advantages of Decision-Making by
Consensus
Can be informal or use formal procedures
Members are more likely to support the
decision
Provides for a win-win solution
Facilitates open communication
Requires members to listen and understand all
sides of the issue
Sets the stage for action - who, what, where,
when, how & why
Disadvantages of Decision-Making
by Consensus
Trust is needed among members of group to
encourage sharing
Group leaders must use facilitation rather than
control
Takes more time to reach consensus,
especially in larger groups
7 magic number for reaching group consensus
One or two people tend to dominate larger
groups
Steps in Facilitating Consensus
1. Identify and define problem, situation, or
issue
2. Brainstorm list of alternatives –suspend
judgment; do not discuss or reject any ideas
3. Review, change, consolidate, rewrite and set
priorities as a group through discussion
4. Make a decision and put in writing
5. Later, review and evaluate results; revise as
needed
Consensus Building:
Activity
As a group, come to consensus in regard to the
following scenario:
Everyone in the group is a teacher at the same
school and each staff member must have 15
clock hours of professional development per
year. All have personal preferences for the
topics of upcoming professional development
workshops.
You must decide as a group what areas you want
further training in and reach consensus on
three topics.
Summary
To be effective as a change agent,
consider and understand:
• The system or context in which
you work
• Yourself as a leader
• What it takes to motivate and
involve others
The School Leader as Change Agent
Why Change?
MOST SCHOOLS HAVE BEEN
DESIGNED TO SOLVE YESTERDAY’S
PROBLEMS, RATHER THAN
CAPITALIZING ON TODAY’S
OPPORTUNITIES TO EFFECTIVELY
CONFRONT THE ISSUES OF
TOMORROW
THAT WHICH GOT US WHERE WE ARE IS
NOT VERY LIKELY TO GET US WHERE WE
WANT TO GO!
PEOPLE USUALLY SUPPORT IMPROVEMENT
--IT’S CHANGE THEY DON’T LIKE!
“THERE IS NOTHING PERMANENT
EXCEPT CHANGE”
Barriers to Change
Why do people resist change?
The status quo provides a certain
comfort zone
Need for stability
Need for predictability
Fear of the unknown
Others???
Model of Employee Decision to Actively
Resist an Organizational Change Effort
Tools to Facilitate Change
Managing Complex Change
• Force Field Analysis
• Consensus Building
•
Management of Complex Change:
Critical Components
Vision
–Strategic Planning
Skills
Incentives
Resources
Action
Plan
Management of COMPLEX CHANGE
VISION
VISION
VISION
+
SKILLS
+
SKILLS
+
+
SKILLS
+
INCENTIVES
+
ACTION
PLAN
=CHANGE
+
RESOURCES
+
ACTION
PLAN
=CONFUSION
+
RESOURCES
+
ACTION
PLAN
=ANXIETY
+
RESOURCES
ACTION
PLAN
=GRADUAL
+
RESOURCES
+
INCENTIVES
+
INCENTIVES
+
+
CHANGE
VISION
VISION
+
+
SKILLS
SKILLS
+
+
INCENTIVES
INCENTIVES
+
+
+
RESOURCES
ACTION
PLAN
=FRUSTRA-
TION
=FALSE
STARTS
Management of Complex Change
Activity
With a person sitting next to you, go
through the complex change matrix with
this situation:
You are asking every staff member to
incorporate cooperative learning
strategies into their lessons.
Decide what must be done to make sure
each
component of the matrix has been
addressed.
Force Field Analysis:
Critical Components
Desired
Change
Driving Forces –Favoring Change
Restraining Forces –Resisting
Change
Equilibrium or Current Status
FORCE FIELD ANALYSIS
State Desired Change Here
DRIVING FORCES
Forces favoring the change
RESTRAINING FORCES
Forces resisting the change
(EQUILIBRIUM OR CURRENT STATUS)
Force Field Analysis
Activity
With a person sitting next to you, work
with the force field analysis using this
situation:
You have decided to ask staff to help you
increase parent involvement at your
school.
What are the driving and restraining forces
involved? How can you increase the
driving forces and decrease the
restraining forces?
How Can Leaders Best
Support the Improvement
Effort?
(From McREL, 2000)
I. Recognize the Differences
Between Leadership &
Management
II. Give Up the Notion of the
“Hero-Leader”
III. Develop Broad-Based
Leadership
IV. Encourage Individual
Initiative
V. Develop a Learning
Organization
VI. Take a Balcony View
Effective School Leaders Must:
Increase their own knowledge base
Take risks, break new ground, and cultivate
a climate of experimentation
Share leadership with competent staff --put
less competent staff “on a short leash”
Help others to acquire reform-related
knowledge and skills
Be persistent
Appreciate incremental change (baby steps)
Overlapping Arenas of Management Expertise
Needed for Change to Take Root & Thrive
Management of day
to day school issues
Management of long
term school issues
Maintenance of
relationships with
the governing body
Maintenance of
relationships with
the community
Conclusions from a Body of Recent
Research:
Effective
school leaders are those
who are visionary and skillful
learners, as well as strong and
competent partners in facilitating
and sustaining reform
Conclusion:
One can become a
notably successful school leader
given any of a considerable array of
gifts and tendencies.
It’s what you do with what you have
that really counts!
How Do These Puzzle Pieces Fit
Together to Make a Coherent
Whole?
Effective School-wide
Leadership Requires
Understanding of…
The System- context in which you
operate, including school/agency/district
norms, local, state, and federal policies,
and standards of accrediting bodies for
public & private programs
Yourself- leadership style, preferences
for change, facilitation skills, philosophy
of teaching and learning
Others- those who serve as “levers”
and those who must make changes
Relational Leadership Model
SYSTEM
OTHERS
SELF
You as a Leader
Your
own orientation to change,
leadership and management styles,
and philosophy of teaching and
learning provide the pathways for
determining how you, as a unique
individual, can be successful
Relationship to Others
Nearly
all studies show that without
buy-in from teachers, change is
“doomed”.
At
the very least, you need a critical
mass of support.
Building Consensus:
What Is Consensus?
Group decision-making process
Everyone's opinion is encouraged and valued
Differences are viewed as helpful rather than
hindering
All voices are heard and understood before an
effort to finalize a decision is made
After full discussion, those who continue to
disagree indicate willingness to experiment for
a prescribed period of time
All members share in final decision-making
Advantages of Decision-Making by
Consensus
Can be informal or use formal procedures
Members are more likely to support the
decision
Provides for a win-win solution
Facilitates open communication
Requires members to listen and understand all
sides of the issue
Sets the stage for action - who, what, where,
when, how & why
Disadvantages of Decision-Making
by Consensus
Trust is needed among members of group to
encourage sharing
Group leaders must use facilitation rather than
control
Takes more time to reach consensus,
especially in larger groups
7 magic number for reaching group consensus
One or two people tend to dominate larger
groups
Steps in Facilitating Consensus
1. Identify and define problem, situation, or
issue
2. Brainstorm list of alternatives –suspend
judgment; do not discuss or reject any ideas
3. Review, change, consolidate, rewrite and set
priorities as a group through discussion
4. Make a decision and put in writing
5. Later, review and evaluate results; revise as
needed
Consensus Building:
Activity
As a group, come to consensus in regard to the
following scenario:
Everyone in the group is a teacher at the same
school and each staff member must have 15
clock hours of professional development per
year. All have personal preferences for the
topics of upcoming professional development
workshops.
You must decide as a group what areas you want
further training in and reach consensus on
three topics.
Summary
To be effective as a change agent,
consider and understand:
• The system or context in which
you work
• Yourself as a leader
• What it takes to motivate and
involve others