ORGANIZATIONAL

CHANGE PROCESS -

EDUCATION INSTITUTION

Team A:

Talmea Anderson, Makeisha Barnes, Belinda Garcia, Joseph Infante, Daphne McGill

AET/560

August 22, 2016

Ms. Melanie Latin

OVERVIEW

Public schools in the United States created in early 1600s (Education News, 2016)

In 1837, Horace Mann introduced standardization of public school curricula (PBS, 2016). Mann introduced teaching students by age in Massachusetts in 1848, which became the norm across the country (Education News, 2016).

Many advances implemented since first official school; however, many strides are still needed to fulfill needs of today’s workforce.

Current education system is built on one of original premises of individual and collective obedience, which creates “herding” environment. System is in need of adaptation to current trends that include alignment with needs of marketplace, which includes intelligent, well-adjusted, innovative, and engaged workforce.

This presentation includes a change plan that incorporates an on-line component supporting traditional instruction. Implementation encourages individualized learning and initiative, encourages student growth, increased self-esteem, and helps open the way for greater empowerment of students to become well-adjusted contributors to society.

OBJECTIVES

By the end of this presentation, you should be able to:

Recognize need for organizational change within education

system for grades K-6

Recognize Lewin’s Three-Stage Change Process and

Beckham & Harris’ Change Management Process Model

Appreciate training design used promotes change and uses job

performance to measure training’s success

Identify steps to address teams

Understand importance of a shared diagnosis

Identify strategic techniques that help overcome resistance and

create commitment

Recognize use of shared diagnosis in the change process

Understand importance of continuous improvement monitoring

ORGANIZATION SCENARIO: EDUCATIONAL INSTITUTION

Educational Institution

Typical public elementary school in the US (exists as part of larger

Federal public education system)

Public school education system cultural origins: Dates to the

Industrial Age, yet culture of organization has largely failed to

evolve

Industrial Age education sought to educate students sufficient to fill

factory worker and factory middle management jobs

Model of education that valued basic literacy, individual and

collective obedience over creativity and other 20th and 21st

century skills

School Leadership seeks to address fundamental issues related to

education system’s failure to engage student interest and

achievement

(Kincheloe, Slattery & Steinberg, 2000)

CHANGE SCENARIO

Issues:

Lack of student motivation and initiative

Declining performance on local, standardized and international

tests

Low student and teacher job satisfaction (VIDEO, n.d.)

Leadership Envisioned Solution (preliminary conception):

Transition to a traditional and e-learning, hybrid style classroom

Include individual empowerment material in addition to standard

subject material (reading, writing, history, math, etc.)

Integrate research-based change theories to support

development of a training program and use job performance

measures to gauge success

LEWIN’S THREE-STAGE CHANGE PROCESS

Three simple steps that encompass the process of organizational

change include:

Unfreeze: motivate for the change and create a dissatisfaction

with the status quo

Change: transition from the current state to the new state

Refreeze: reinforce and stabilize the new state and provide

recognition and rewards (Study.com, 2016)

This theory offers a framework for dislodging ingrained beliefs

and assumptions about education that are one of the primary impediments to change, as well as to help create a sense of

urgency around the need for change

(Cawsey, Deszca & Ingols, 2012)

LEWIN’S THREE-STAGE CHANGE PROCESS

How the theory helps facilitate the change process.

(Unfreezing)

• Awareness - Initiate awareness campaign regarding the opportunity to improve traditional public school education through hybrid methodologies (Study.com, 2016).

• Provide statistical information to compare success rate of e-learning and hybrid style institutions.

• Faculty Training - Hold weekly seminars to instruct faculty and support personnel on new technology and answer questions or concerns regarding the transition to hybrid style learning.

How theory promotes change through job performance.

(Changing)

• Conduct Learning Coach Training seminars to prepare learners and educators for implementation.

• Utilize Message Boards for effective communication.

• Utilize Blog Sites to encourage parental involvement.

• Create incentives for Educators and Learners participating in change program.

Measurement of Success (Refreezing)

• Graduation Rate Increase

• Enrollment Count Increase

• Pre and Post Engagement Surveys

• Employee Turnover Rate Decrease

• Standardized Test Scores (Local and National) Increase

• Incentive System post go-live for learners and educators.

• Feedback & Parental Involvement Incentive Program for Parents and Learners.

Lewins’s Three Stage Change Process will provide a smooth transition for

hybrid style learning for educational institutions. The integration of

empowerment material, in addition to the standard subject material will

increase performance scores.

BECKHARD & HARRIS’ CHANGE

MANAGEMENT PROCESS MODEL A simple change model that prescribes five steps for successful

change:

• Internal organizational analysis

• Why change

• Gap analysis

• Action planning

• Managing the transition

Helps organizations increase internal awareness, identify need for change, analyze current and preferred states, and devise action plan to achieve desired state (Cawsey, Deszca & Ingols, 2012)

This theory was chosen because it attempts to understand the driving forces for and against change, the organizational situation, the reasons for change, gap analysis, action planning and managing the transition, which are all critical steps in challenging an organization steeped in the status quo

BECKHARD & HARRIS’ CHANGE

MANAGEMENT PROCESS MODELHow the theory helps facilitate the change

process.

• Identify influences of change and current state of organization

•Determine need for change, degree of choice, and define vision

•Define organization's current state versus preferred state

•Assess present & future states to adopt action plan

• Implement plan (Cawsey, Deszca & Ingols, 2012)

How theory promotes change through job

performance.

•Employ Quinn's Competing Values Model to determine where change is needed

•Create powerful vision statement explaining why change is needed & direction of change

•Perform gap analysis to determine present state and goal for future state

•Assign roles and responsibilities

•Leaders evaluate plan and revise as necessary (Cawsey, Deszca, & Ingols, 2012)

•Leaders ensure training of staff, students and parents

How theory measures success of training.

•Student progress (e.g., attendance, grades, earned credits)

•Student satisfaction attained via surveys from students, parents, & teachers

• Increased student achievement (e.g., assessment results)

• Increased enrollment and graduation rates

•Parental involvement (Wallace Foundation, 2016)

TRAINING PROGRAM DESIGN

Training specific to each change participant group (faculty, parents, students)

Designed to transition from one-legged stool model (present state) to three-legged stool model (desired future state)

Focus on people alignment

Moves toward decentralized structure

Measured performance

Students

Parents

Faculty

Social/Emotional

Empowerment

Technology

Significance of the effort

Crucial Supporting Role

Impact to student success

Social/Emotional Empowerment Accountability, 21st Century Skills

COMMUNICATING THE VISION

CREATING THE EXPERIENCE

HOW THE TRAINING DESIGN PROMOTES

THE CHANGE PROCESS

Initial Organization Analysis

Unfreeze

Building and Energizing the Need

Shared Diagnosis

Action Planning & Implementation

Training

Refreeze

Measuring the Change

Training informs

and invites

participants to be

part of process;

helps to mobilize

change

participants

Building the

foundation for

later training

Implementation

opens window to

experiential training;

adds motivation

“Job performance”

measurements

institutionalize the

change and create a

barometer for success

HOW THE DESIGN USES JOB PERFORMANCE

TO MEASURE THE TRAINING’S SUCCESS• “Job Performance” tailored to Faculty, Parents and Student populations

Faculty

• Metrics

• Overall student mastery (achievement scores)

• Greater achievement levels from lower level students(achievement scores)

• Survey outcomes on job satisfaction survey at designated milestones – pre and post (% improvement in key indicators)

Parents

• Metrics

• Participation in monthly training sessions (% attendance)

• Survey outcomes at designated milestones – pre and post(% improvement in behavioral indicators)

Students

• Metrics

• Academic mastery (achievement scores)

• Increased initiative in extended programs (e.g., lab attendance)(% attendance)

• Increased motivation based on longitudinal survey response (% increase)

Metrics will provide necessary indicators to gauge effectiveness of both training and

overall change initiative. Data points will provide transparency to focus additional

resources where needed to drive continuous improvement

STRATEGIES TO OVERCOME RESISTANCE

Student

● Remove bad or negative language from the process

● Ask for help when needed

● Speak out

● Utilize all resources available

Parents

● Give support to student s and teachers

● Meet with faculty as needed

● Allow students to express their concerns

● Help identify challenges

Faculty

● Have a clear plan

● Identify the challenges

● Request feedback

● Gain buy in from all involved

STRATEGIES TO CREATE COMMITMENT

Primary commitment strategy (Spector, 2013):

Start by building a shared diagnosis

Involve faculty, parent and student representatives in the change process development and implementation

Supporting commitment strategies (Spector, 2013):

Build small wins by creating incremental results (achievement milestones)

Have clear educational goals for the new model

Influence formal and informal mechanisms

Build teamwork in interdependent tasks

Share information via frequent communications (e.g., blogs)

Incorporate organic controls (tied to incentives)

Provide leadership and professional development opportunities

STRATEGIES TO OFFER INCENTIVES

Participation

Participation in the following programs will qualify for Student/ Family incentives as well as Educator Incentives:

Student / Family: Email Sign-up, Attendance of Event & Information Sessions and Blog Participation = $100 Gift Card quarterly.

Educator: Attendance of Event & Information Sessions & Blog Participation = $100 Gift Card quarterly.

Performance / High Commitment Incentives

The performance incentive program will provide rewards for students and educators who meet individual and specific goals such as :

Student: Achievement Score improvement incentives can consist of Pizza Party and Gift Cards to local shopping centers.

Educator: Positive Survey Outcomes from Students & Parents can provide time Off, and free lunch incentives.

Competency Based Pay

Acquisition of knowledge and skills to enhance teaching delivery by obtaining certifications for new roll-out programs such as the Social / Emotional Empowerment Initiative can offer a quarterly bonus of $500.00 per certification.

Intrinsic Rewards: Learners will be given

the freedom to work at their own pace as an

incentive for their successful participation

in the Social / Emotional

Empowerment Initiative.

ADDRESSING TEAMS

Imp

lem

en

tatio

n T

ea

ms

Integration

A team comprised of leaders from each group. The leader of this group would be the

coordinator who would offer consultation to meet the needs of students, parents, teachers,

and other change agents

Information Technology

Technology coordinators who would support, maintain, and secure the network infrastructure

expansion and increased demand for tech support

Training

An administrator (instructional leader) who would build community support and

enthusiasm for the initiative within the school and community and ensure that the initiative

benefits instruction and learning

Teachers

Lead teachers who would be empowered and developed to be conduits of feedback from

the practice sites to the implementation team so that efforts are aligned with needs and

realities

Students

Students who would work together to provide each other support while transitioning from the

traditional herded classroom to the independent work of the lab

WHAT IS SHARED DIAGNOSIS?

Shared Diagnosis

A collaboration between leadership

and employees to analyze issues

within an organization. The goal is to

unfreeze social habits and create a

sense of dissatisfaction with the

status quo

(Spector, 2016).

Systematic FrameworkEmployees and leadership

discuss use of systematic

framework for guiding

diagnosis

(Spector, 2016). Everyone

within organization enters the

change process as a group

Climate of Silence Exploration

Engage in effective dialogue encouraging employee feedback

without fear of negative consequence (Spector,

2016).

Diagnostic Intervention

Contracting consultants to perform data collection, discovery, and provide feedback to leadership

(Spector, 2016).

After Action ReviewsMutual engagements

between leadership and

employees to find solutions

for quick corrections

(Spector, 2016). Change is

accomplished

Employee Engagement

At beginning of effective change implementation, leaders engage employees in a process of shared

diagnosis (Spector, 2016). Employees and leadership discover

and discuss problems together

HOW WILL SHARED DIAGNOSIS IN THE

CHANGE PROCESS BE USED?

USE OF SHARED DIAGNOSIS IN CHANGE

PROCESS Support

Ensuring parents, students, teachers and executive level management actively involved with change

Involvement

Parents play role in education, design, and implementation of changes for their students

Buy-in

Needed from students, parents, teachers, & anyone affected by the change

Impact

Evaluate how change impacts students, teachers, & parents and how it affects student learning

Communication

Maintain open lines of communication & notifying all involved when there are changes

Preparedness

Getting teachers ready by ensuring they are well-informed and properly trained

DATA COLLECTED FOR CONTINUOUS

IMPROVEMENT MONITORINGChange agents who are continuous improvers will gather multiple data

points (Cawsey, Deszca, & Ingols, 2012)

Primary data points:

Student behavioral improvements and engagement

Overall student achievement score improvements

Student, faculty, and parent satisfaction

Other data to monitor and track the change:

Number of faculty who attended the training and number of

participating students

Number of classes held

Feedback on training classes

Feedback on media and technology improvements

Number of other organizations adopting the course

Return on investment for the program (is it worth the resources)

WHAT CONTINUOUS IMPROVEMENT LOOKS LIKE

Initial focus will be on the informal design

Expectation of faculty, students and parents working collaboratively

through integrated change implementation team (ICIT)

Data related to each participant group retrieved by leadership before review with change implementation team

Systemic and strategic approach to engage each change participant

group

Initial data to be documented as baseline with appropriate weekly, monthly

and quarterly metrics review to measure incremental change

Organic controls through articulation of shared vision by change

champions and open communication

Sustained success will be codified through formal design (structure and

rewards)

Decision-making authority located with leadership

(school administration) under recommendations

of consultant group armLeadership &

Integrated Change

Implementation Team

Faculty

StudentsParents

Integrated Communication to

Ensure Mutual Engagement

WHAT CONTINUOUS IMPROVEMENT LOOKS LIKE

Data Collection by change participant category: Faculty, Students, Parents

Baseline data documentation from

which to measure incremental change

Leadership and Integrated Change

Implementation Team review

After-Action assessment of

strengths/weaknesses

Sustained success to be codified through

formal structure

CONCLUSION OF THE FINDINGS Key measures to minimize resistance and facilitate a smoother transition:

1. Change vision — defining the need for change, creating dissatisfaction with the status quo, and describing what is possible

Clearly outlined, data-supported documentation of traditional education system failures, the drivers of those failures (status quo)

Communicate a vision of the future state, potential gains for students, parents, teachers and the national economy drawing on data of successful models demonstrated in other parts of the country who are teaching 21st century skills

2. Change model — selecting a suitable model to guide the change process (Lewin and Beckhard & Harris models)

3. Build teams to support the change effort — Integrated, with representation from key groups (Faculty, Parents, Students) and focused on key areas to include Information Technology (new on-line curriculum) and necessary training

4. Shared diagnosis — Essential to achieve stakeholder buy-in, change participant commitment, comprehensive analysis , and multi-perspective solutions to challenges; engage teams in shared diagnosis to build initial support and participate through the change process, including after-action reviews

5. Training — design training to support change plan and measures performance to use as indicators of success or areas needing greater support

6. Implement approaches to overcome resistance and create commitment — clear goals, engagement, incentives tied to incremental success, safe environment that promotes honest, two-way communication, providing additional support

7. Continuous improvement—systemic, strategic approach based on data collection and after action reviews to drive new norms

REFERENCES

Cawsey, T. F., Deszca, G., & Ingols, C. (2012). Organizational change: An action-oriented toolkit (2nd

ed.). Thousand Oaks, CA: Sage.

CITEd Research Center. (2016). Implementation teams make it happen. Retrieved from

http://www.cited.org/index.aspx?page_id=188

Connections Academy. (2016). Who benefits from online education? Retrieved from

http://www.connectionsacademy.com/online-school/students/whom-we-serve

Covey, S. R. (1998). The 7 habits of highly effective people. Provo, UT: Franklin Covey.

Dunigan, S. (2016). The motivational push: incentives in training. Retrieved from

http://www.trainingindustry.com/workforce-development/articles/the-motivational-push-

incentives-in-training.aspx

Education News. (2016). American public education: An origin story. Retrieved from http://www.educationnews.org/education-policy-and-politics/american-public-education-an-origin-story

Khiyara, S. (2016). 5 ways to overcome passive resistance and drive organizational transformation.

Retrieved from http://www.huffingtonpost.com/shail-khiyara/5-ways-to-overcome-

passiv_b_8940732.html

Kincheloe, J. L., Slattery, P., & Steinberg, S. R. (2000). Contextualizing teaching: Introduction to

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doi:10.1002/csr.1290

REFERENCES

Myers, M. S. (2011). Organizational change: Creating change through strategic communication.

Choice, 49(4), 730. Retrieved from

http://search.proquest.com/docview/1016747778?accountid=458

PBS. (2016). Only a teacher: Horace Mann (1796-1859). Retrieved from

http://www.pbs.org/onlyateacher/horace.html

Spector, B. (2013). Implementing organizational change: Theory into practice (3rd ed.). Upper Saddle

River, NJ: Pearson.

Study.com. (2016). Unfreezing, changing & refreezing. Retrieved from

http://study.com/academy/lesson/lewins-3-stage-model-of-change-

unfreezing-changing-refreezing.html

The National Implementation Research Network’s (NIRN) Active Implementation Hub. (2013). Module 3:

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http://implementation.fpg.unc.edu/book/export/html/186

VIDEO. (n.d.). The state of the American education system. University of Phoenix Media Library.

Wallace Foundation. (2016). Measuring success: The school turnaround field guide. Retrieved from

http://www.wallacefoundation.org/knowledge-center/pages/measuring-success-school-

turnaround-field-guide.aspx