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Marybeth Flachbart, Ed.D.Deputy Superintendent
Idaho State Department of Education
Managing Change
What is it you want to change?
Professional
Relational
Personal
The Million Dollar QuestionDoes the situation call for change or
acceptance?
Case for Acceptance:A matter of lawImportant to supervisor (or significant other)
Important to my colleagues (or family)
Not that big a dealIt just is…
Cycle of Inquiry
Case for ChangeIt is causing you or someone else pain
or lossThere is sufficient evidence that a
change is neededThere is a solution or potential
solutionBenefits outweigh risksBenefits go beyond self
Change Process
Accept Change
ADKAR Model
AwarenessDesireKnowledgeAbilityReinforcement
Jeffrey M. Hiatt ADKAR: A Model for Change in Business,
Government and Our Community
Awareness of the Need for Change
1. Why is the change necessary?
2. Why is the change happening now?
3. What is wrong with what we are doing today?
4. What will happen if we don’t change?
AWARENESS
Garnering Support
Executive Sponsor
Agent Advocate
Implementer
Phase 1: Preparing for Change
Elevator SpeechCommunicate the need for change and explain why the change is necessary; provide the compelling reasons for the change and emphasize the risk of not changing now.
Two minutesStick to the facts (evidence)Provide incentivesCreate a sense of urgency and teaming
1. What the change is and how they wi l l be impacted
2. The organizat ional or env ironmental context for change
3. An indiv idual ’s personal s i tuat ion4. What mot ivates them ( intr ins ic
mot ivators that are unique to the indiv idual )
DESIRE
You get the best effort from others not by lighting a fire beneath them, but by building a fire within
Bob Nelson, Buffalo Bills
Things to Consider during Phase 2
Desire Factor 1 – A person’s view of the current
state Factor 2 – How a person perceives problems Factor 3 – The credibility of the sender Factor 4 – Circulation of misinformation or
rumors Factor 5 – Contestability of the reasons for
change
And above all else WIIFM (What’s in it for me?)
Building Consensus
An advocate without an executive sponsor is a pest
Accept input from othersDecide what you’ll go to the mat for and what
you can let go ofEnroll othersBe the lead learnerCheck ego at the door (respectful and open)Enthusiasm is contagiousPositive Pressure
Establish Norms
Establish operating principlesEncourage shared accountabilityEstablish measurable goals related to processDevelop a theory of actionRevisit, refine, reflect on your communication
strategyConsistently balance relationships vs.
outcomesUse every opportunity to lean-in
When a person has the awareness of the need to change and the desire to partic ipate and
support a change, knowledge is the next bui lding block for real izing that change.
1. The current knowledge base of the individual
2. The capacity or capabi l i ty of this person to gain addit ional knowledge
3. The resources avai lable for education and training
4. The access to, or existence of, the required knowledge
KNOWLEDGE
KNOWLEDGE
Knowledge of how to change
Coaching
Zone of proximal developmentPermission to be imperfect beginnersBuild capacityReward effortProvide specific, constructive, feedbackDanielson Framework 2, 3, 4?
If you want to go fast, go alone;If you want to go far, go together.
African Proverb
1. Psychological blocks2. Physical abilities3. Intellectual capability4. Time available to develop
needed skills5. Availability of resources to
support skill development
Ability
Psychological Blocks
Can’t vs. Won’t
Fear of being seen as less than
Fear of change
Fear of isolation
Fear of loss
Fear of failure
Coaching your way through… Empathize Build Capacity Take from a place of comfort Baby steps Encourage risk taking Culture of Candor Model Co-teach (lead, facilitate, etc.) Rehearsal time Buddy system
Time Available
Time is our most precious commodity
Lose yourself in the service of others
What are the time constraints?Establish a deadline by when
the expected behavior, practice must be established
Set incremental benchmarksCollect dataSet a limit and turn to
executive sponsor
Resources
We learn best when we are surrounded by friends that want us to succeed.
Positive pressure is a necessity for change
Is there an expert within the system?
Is there an external “agent” that can provided scaffolded support?
Are there resources such as online classes, virtual learning communities, web sites?
Is there a program, a person, or an initiative offered by the district, SDE, or other external organizations?
1. The degree to which the reinforcement is meaningful to the individual
2. The association of the reinforcement with actual demonstrated progress
3. The absence of negative consequences4. Accountabil i ty systems to reinforce
change
Reinforcement
Meaningful Reinforcements
The recognition or reward applies to the person being recognized
The person providing the recognition or reward is someone the individual respects
The reward is relevant or valuable to the person being recognized
Theory of Action
If this
Then that
What is a Theory of Action?
Theory of ActionArgyris: “A set of rules that individuals use
to design and implement their own behavior as well as understand the behavior of others” (p.7)
City… & Elmore: “A story line that makes a vision and a strategy concrete… a narrative… a map” (p. 40)
Building Consensus around the change
Some final thoughts about communicating change:
A simple and incomplete theory of action is better than no theory at all.
More heads in developing a theory of action are better than fewer.
Clutter is the enemy of clarity and coherence.Communicate the organization’s theory of action
with audiences inside and outside of the organization.
You can never communicate enough.
Resources
ADKAR: A Model for Change Management in Business, Government and Our Community, J. Hiatt
Managing at the Speed of Change, D. ConnerChange Wars, A. Hargreaves, M. FullanThe Six Secrets of Change, M. FullanDrive, D. PinkInfluencer, K. Patterson, J. Grenny, D.
Maxfield and R. McMillan
Ticket out the door
1. Act and talk as if you were in control and project confidence
2. Take credit and some blame3. Talk about the future4. Be specific about a few things that matter
and keep repeating themPfeffer & Sutton, 2006
Let’s revisit that elevator speech!