K. HRIDAYA HALL, PH.D, NCCGARY GOODNOUGH, PH.D, NCC

THURSDAY, JULY 15 , 20108:30-11 :30AM

Leadership and the Challenges of Change

Overview of Today

Beginning activity: Progressive relaxationIntroduction to stages of changeOverview of tools and strategies to navigate barriers to

changeDiscussion of the role of leaders in facilitating change

Essential Questions: How can educational leaders best advocate for and

facilitate change in face of barriers? What are common frameworks for understanding the

change process?

Beginning Activity

Progressive Relaxation

Educational Leaders: Leading Through Change

Methods of leadership through change

Providing direct servicesAllying with those who

support changeLeading change efforts

Discussion point: In what ways have you provided or witnessed others providing leadership for change in Pakistan?

Understanding the Change Process: Individuals Navigating Change

Frameworks for addressing change

Advocacy CompetenciesStages of Change/

Transtheoretical Theory (Prochaska & DiClemente)

Change Theory (Lewin)Motivational Interviewing

(Miller & Rollnick)

Advocacy Competencies for Systemic Change

Community Collaboration Identify Environmental Factors That Impinge Upon

Student Development Develop Alliances With Groups Working For Change Identify the Skills that You Bring to the Collaborative

Effort

Lewis, Arnold, House, & Toporek (2002)

Lewis, Arnold, House, & Toporek (2002)

Advocacy Competencies for Systemic Change

Systems Advocacy Identify environmental factors that impact students

being able to deal with difficult events. What can these be?

Provide and interpret data to show the urgency for change. What types of data/information can you collect and share with others?

With others, develop a vision to guide change. What is the goal? What are intermediate steps to get there? What would be progress?

Systems Advocacy cont.

Analyze the sources of political power and social influence within the system. What are these sources? How do they exert influence on the school system?

Develop a step-by step plan for implementing the change process. How can you begin? What is a reasonable timeframe? How will others be involved?

Develop a plan for dealing with common responses to change Transtheoretical Model of Change Lewin’s Change Theory Motivational Interviewing

Common Responses to Change

Transtheoretical ModelIndividuals and systems may be at varying levels of readiness for changeLewin’s Change TheoryResistance may be encountered from forces that

work to keep the system stableChange may be perceived as threatening or

anxiety provokingMotivational InterviewingResistance can be minimized by accurately

assessing and responding to readiness for change

Procheska, DiClemente & Norcross (1992)

Stages of Change Supportive Strategies

Sharing informationRaising consciousness

of costs of doing nothing

Highlighting how status quo negatively effects educational environment

Listing pros and cons of changing

Transtheoretical Model

Preparation

Action

Maintenance

Contemplation

Pre-contemplation

Lewin (1958), Schein (1968)

Change Process Supportive Strategies

UnfreezingChangingRefreezing

Increasing awareness of how existing norms are limiting

Providing info that disconfirms existing ways of thinking

Listening to other’s fearsSupporting a sense of

psychological safety through change

Lewin’s Change Theory

Equ

ilib

rium

ChangeNo Change

Schein, 1993

Change Process Supportive Strategies

ListeningExpressing empathy Supporting self-

efficacyRolling with

resistanceDeveloping

discrepancies

Motivational Interviewing

Versus

Helping Change to Occur: General Methods

Use of dataIdentifying common goalsUnderstanding power

structures and lines of authority

Sharing a common understanding of ethical principles and how they apply

Lab Questions: Leadership and Change

In what ways have you provided or witnessed others providing leadership for change in Pakistan?

What are common frameworks for understanding the change process?

What examples can you think of from your educational experiences that highlight barriers to change at the systems level?

How can educational leaders best apply strategies discussed to advocate for and facilitate change in face of barriers?

References

Lewin, K. (1951). Field theory in social science: Selected theoretical papers. New York: Harper.

Lewis, J. A., Arnold, M. S., House, R., & Toporek, R. L. (2002). ACA Advocacy Competencies. Retrieved 6-10-10 from http://www.counseling.org/ Publications.

Miller, W. R., Zweben, A., DiClemente, C. C., & Rychtarik, R. G. (1992).  Motivational Enhancement Therapy manual: A clinical research guide for therapists treating individuals with alcohol abuse and dependence.  Rockville, MD: National Institute on Alcohol Abuse and Alcoholism.

Miller, W. R., & Rollnick (2002). Motivational Interviewing: Preparing People for Change (2nd ed.). New York, NY: Guilford.

Prochaska J.O., DiClemente C.C., Norcross J.C. (1992). In search of how people change. American Psychologist, 47, 1102-1104.

Schein, E. H. (1993). On Dialogue, Culture, and Organizational Learning. Organizational Dynamics, Winter, 40-51.