2008 MiBLSi State Conference Managing Change and Transitions How to successfully get past what...

2008 MiBLSi State Conference2008 MiBLSi State Conference

Managing Change and TransitionsManaging Change and Transitions How to successfully get past what we’ve How to successfully get past what we’ve always done.always done.

John Vail, Ed.S.Kalamazoo RESA

April 23, 2008

[email protected]

Primary SourcesPrimary Sources

““Diffusion of Innovations – Fifth Edition”Diffusion of Innovations – Fifth Edition” Everett M. Rogers, 2003.Everett M. Rogers, 2003.

““Managing Transitions – 2Managing Transitions – 2ndnd Edition: Making the Most Edition: Making the Most of Change”of Change” William Bridges, 2003.William Bridges, 2003.

Balanced Leadership “School Leadership that Works”Balanced Leadership “School Leadership that Works” Mid-continent Research for Education and Learning (McREL), Mid-continent Research for Education and Learning (McREL),

2006.2006. ““Professional Learning Communities at Work: Best Professional Learning Communities at Work: Best

Practices for Enhancing Student Achievement”Practices for Enhancing Student Achievement” Richard DuFour & Robert Eaker, 1998.Richard DuFour & Robert Eaker, 1998.

What changes and What changes and initiatives have you initiatives have you experienced during experienced during your careers in your careers in education?education?

Changes and InnovationsChanges and Innovations(off the top of my head)(off the top of my head)

Brain-based ResearchBrain-based Research Dimensions of LearningDimensions of Learning MLPPMLPP ISLLC standardsISLLC standards Bully-proofingBully-proofing Positive Behavior SupportPositive Behavior Support Top-down processingTop-down processing Site-based managementSite-based management The excellence movementThe excellence movement GLCEs and High School GLCEs and High School

requirementsrequirements Response to InterventionResponse to Intervention

The restructuring movementThe restructuring movement Standards-based educationStandards-based education NCLBNCLB Data-based decision makingData-based decision making Balanced LeadershipBalanced Leadership Reading FirstReading First 90/90/90 90/90/90 DIBELSDIBELS MiBLSiMiBLSi Budget cuts/economyBudget cuts/economy Personnel changesPersonnel changes

Reasons for failureReasons for failure The change moved too fastThe change moved too fast The change lacked strong The change lacked strong

principal leadershipprincipal leadership The change was too bigThe change was too big The change was top-down The change was top-down

without buy-in from the staffwithout buy-in from the staff Gains were celebrated too Gains were celebrated too

soon – urgency was lostsoon – urgency was lost Schools were unwilling to Schools were unwilling to

changechange Leaders failed to develop a Leaders failed to develop a

critical level of supportcritical level of support

The change moved too slowThe change moved too slow The change relied too heavily on a The change relied too heavily on a

strong principalstrong principal The change was too smallThe change was too small The change was bottom-up without The change was bottom-up without

the support of central admin.the support of central admin. Gains were not celebrated and Gains were not celebrated and

momentum was lostmomentum was lost Schools took on every change that Schools took on every change that

came alongcame along Leaders mistakenly insisted on Leaders mistakenly insisted on

overwhelming supportoverwhelming support

Based on ideas from DuFour & Eaker

SYST

EMS

PRACTICES

Information

SupportingStaff

Performance

SupportingDecisionMaking

SupportingStudent Performance

OUTCOMES

Social Competence,Academic Achievement, and Safety

Outcomes clearly defined &Communicated

Formative AssessmentsGoals, decisionrules

Researched and EvidenceBased practices

Time, PD, Collaboration

A Brief Outline for TodayA Brief Outline for Today

Part 1(The facts) Part 1(The facts) Change is a way of lifeChange is a way of life Change is hardChange is hard Not all change if for the betterNot all change if for the better Not all changes are possibleNot all changes are possible Most changes have unintended consequencesMost changes have unintended consequences

Part 2 (The Good News)Part 2 (The Good News) There is a predictability to changeThere is a predictability to change

In terms of processIn terms of process In terms of people’s responseIn terms of people’s response

There are things you can doThere are things you can do To increase the likelihood of successTo increase the likelihood of success To increase rate of adoptionTo increase rate of adoption To increase sustainabilityTo increase sustainability

Change is Hard!Change is Hard!

““Faced with the choice between changing Faced with the choice between changing one’s mind and proving that there is no one’s mind and proving that there is no need to do so, almost everybody gets need to do so, almost everybody gets busy on the proof.”busy on the proof.”

John Kenneth Galbraith, American EconomistJohn Kenneth Galbraith, American Economist

Activity- Activity- Change is Hard!Change is Hard!

Scurvy and the British NavyScurvy and the British Navy

Processing QuestionProcessing Question

Why do you think it took so long for a change Why do you think it took so long for a change that clearly produced desirable outcomes to that clearly produced desirable outcomes to become a way of doing business?become a way of doing business?

A little closer to homeA little closer to home

The are numerous varied schools across the The are numerous varied schools across the country who are being extremely successful country who are being extremely successful substantially improving the learning of all of their substantially improving the learning of all of their students (especially the at-risk populations).students (especially the at-risk populations).

These schools have all made similar substantive These schools have all made similar substantive changes in the way they do business.changes in the way they do business.

Leaders in these buildings have succeeded Leaders in these buildings have succeeded because of an intense and unrelenting focus.because of an intense and unrelenting focus.

Why aren’t more schools doing the same things to Why aren’t more schools doing the same things to be successful?be successful?

Providing a Frame of Providing a Frame of ReferenceReference

Select a change initiative that you either Select a change initiative that you either believe should be done or you are believe should be done or you are already in the process of implementing.already in the process of implementing.

As you hear information about managing As you hear information about managing changes, think about the initiative you changes, think about the initiative you have selected and the factors that made have selected and the factors that made it successful or unsuccessful.it successful or unsuccessful.

Not all change is Not all change is beneficialbeneficial

Any given change or initiative mightAny given change or initiative might focus on the wrong thingfocus on the wrong thing propose practices that are inefficient or propose practices that are inefficient or

ineffectiveineffective

Example from the world Example from the world of special education of special education servicesservices

InterventionIntervention Eff. SizeEff. SizeMatch Instruction withMatch Instruction with

aud/vis strengthsaud/vis strengths +.03+.03

Focus on right brain-Focus on right brain-

left brain processingleft brain processing +.04+.04

Instruction based onInstruction based on

cultural learning sty.cultural learning sty. +.00+.00

InterventionIntervention Eff. SizeEff. SizeExplicit instructionExplicit instruction

and prob. Solvingand prob. Solving +.70 – +.70 – 1.501.50

Comprehension Comprehension

StrategiesStrategies +1.00+1.00

Formative assessmentFormative assessment

and graphingand graphing +1.00+1.00

Information compiled from Daniel J. Reschly, Ph.D., Vanderbilt Univ.

Is your changeIs your change

Necessary?Necessary? Effective?Effective? Efficient?Efficient?

Not all change is possibleNot all change is possible

Any given change or initiative mightAny given change or initiative might not be supported/communicated/held not be supported/communicated/held

accountable to resultsaccountable to results be one more in a series or combination of be one more in a series or combination of

initiatives (Christmas Tree Schools)initiatives (Christmas Tree Schools)

Not all change is Not all change is possible.possible.

““Changes of any sort – even though they Changes of any sort – even though they may be justified in economic or may be justified in economic or technological terms – finally succeed or technological terms – finally succeed or fail on the basis of whether the people fail on the basis of whether the people affected do things differently.”affected do things differently.”

Bridges, 2003Bridges, 2003

Does your changeDoes your change

Have commitment from leadership?Have commitment from leadership? Have the resources (or at least the Have the resources (or at least the

potential for the resources) to be potential for the resources) to be successful?successful?

A Review of A Review of Leadership Decision RulesLeadership Decision Rules(before implementation)(before implementation) Is there a need? (based on data)Is there a need? (based on data) Is there evidence of effectiveness? (also Is there evidence of effectiveness? (also

based on data)based on data) Do you have commitment?Do you have commitment? Do you have the infrastructure and Do you have the infrastructure and

resources?resources?

Unintended Unintended consequencesconsequences

TechnologyTechnology Snowmobiles, computers, and cell phonesSnowmobiles, computers, and cell phones

EnvironmentEnvironment Tortillas, eggs, and global warmingTortillas, eggs, and global warming

EducationEducation Your examplesYour examples

Unintended Consequences Unintended Consequences and and what to dowhat to do

Before committing to an initiative, do your Before committing to an initiative, do your homeworkhomework Invite multiple perspectivesInvite multiple perspectives Try to think in terms of secondary impactsTry to think in terms of secondary impacts Perform cost-benefit analysesPerform cost-benefit analyses Determine proven effectiveness for your specific Determine proven effectiveness for your specific

needsneeds Once decided, move decisively but realize that Once decided, move decisively but realize that

some consequences will be unforeseen. Be some consequences will be unforeseen. Be flexible. flexible.

Looking aheadLooking ahead

What are the possible “unintended What are the possible “unintended consequences” of your change initiative?consequences” of your change initiative?

The Good NewsThe Good News

There is reliable predictability to There is reliable predictability to change.change.

Predictability in the Change Process Predictability in the Change Process

Stages of Innovation-DecisionStages of Innovation-Decision (Rogers, (Rogers, 2003)2003)

People who are a part of the change need …People who are a part of the change need …

1.1. KnowledgeKnowledge

2.2. PersuasionPersuasion

3.3. DecisionDecision

4.4. ImplementationImplementation

5.5. ConfirmationConfirmation

KnowledgeKnowledge

Individuals consciously or unconsciously avoid Individuals consciously or unconsciously avoid messages that are in conflict with their existing messages that are in conflict with their existing predispositions…predispositions…

Selective ExposureSelective Exposure(Individuals) seldom expose themselves to (Individuals) seldom expose themselves to

messages about an innovation unless they first messages about an innovation unless they first feel a need for the innovation … perceive it as feel a need for the innovation … perceive it as relevant and consistent with their attitudes and relevant and consistent with their attitudes and beliefs.beliefs.

Selective PerceptionSelective Perception

Rogers, 2003

KnowledgeKnowledge

Awareness KnowledgeAwareness Knowledge – information that – information that an innovation existsan innovation exists

How-to KnowledgeHow-to Knowledge – information – information necessary to use an innovation properlynecessary to use an innovation properly

Principles KnowledgePrinciples Knowledge – information – information dealing with the functioning principles dealing with the functioning principles underlying how a principle worksunderlying how a principle works

KnowledgeKnowledge

““Change agents could perhaps play their most Change agents could perhaps play their most distinctive and important role in the innovation-distinctive and important role in the innovation-decision process if they concentrate on the decision process if they concentrate on the how-tohow-to knowledge.” knowledge.”

““Consideration of a new idea does not go beyond Consideration of a new idea does not go beyond the knowledge function if an individual does not the knowledge function if an individual does not define the information as relevant to his or her define the information as relevant to his or her situation, or if sufficient knowledge in not situation, or if sufficient knowledge in not obtained…”obtained…”

Rogers, 2003

PersuasionPersuasion

At the persuasion stage, people seek At the persuasion stage, people seek messages that reduce uncertainty about an messages that reduce uncertainty about an innovation’s expected consequences. (Rogers, innovation’s expected consequences. (Rogers, 2003)2003)

Sometimes it is necessary for change agents to Sometimes it is necessary for change agents to create a demandcreate a demand for the change by creating a for the change by creating a discontent with the current reality and discontent with the current reality and developing a vision of a more attractive reality.developing a vision of a more attractive reality.

(McREL, 2006)(McREL, 2006)

DecisionDecision

Individual or group engages in activities that Individual or group engages in activities that lead to a choice to adopt or reject an lead to a choice to adopt or reject an innovationinnovation

Most individuals do not adopt an innovation Most individuals do not adopt an innovation without first trying it out on a probationary basis without first trying it out on a probationary basis to determine its usefulness in their own to determine its usefulness in their own situation.situation.

A A demonstration or pilot sitedemonstration or pilot site can be quite can be quite effective in speeding up the diffusion process.effective in speeding up the diffusion process.

ImplementationImplementation

Involves overt behavior change as the new Involves overt behavior change as the new idea is actually put into practiceidea is actually put into practice

Reinvention (changes or modifications to an Reinvention (changes or modifications to an innovation by the users) innovation by the users) ProsPros

Faster rate of adoptionFaster rate of adoption Higher degree of sustainabilityHigher degree of sustainability

ConsCons Loss of integrity of implementationLoss of integrity of implementation Could lead to ineffective practice in terms of outcomesCould lead to ineffective practice in terms of outcomes

ConfirmationConfirmation

Humans often seek to get rid of the Humans often seek to get rid of the discomfort of change by confirming their discomfort of change by confirming their new direction or behavior. new direction or behavior.

Data can serve as the evidence that the Data can serve as the evidence that the change was either positive or negative.change was either positive or negative.

In terms of your change In terms of your change initiative, have you initiative, have you considered …considered …

The knowledge people will need to have and how The knowledge people will need to have and how many ways and times they will need to hear it.many ways and times they will need to hear it.

Who will need persuasionWho will need persuasion What is needed to support a decision to tryWhat is needed to support a decision to try What possibilities you can create for trial runs or What possibilities you can create for trial runs or

pilot sitespilot sites How much reinvention is allowedHow much reinvention is allowed The kinds of information needed to confirm the The kinds of information needed to confirm the

effectiveness of the changeeffectiveness of the change

Predictability in the people:Predictability in the people:People and Their Responses to People and Their Responses to ChangeChange

The InnovatorsThe Innovators

The Early AdoptersThe Early Adopters

The Early MajorityThe Early Majority

The Late MajorityThe Late Majority

The LaggardsThe Laggards

Categories by Rate of AdoptionCategories by Rate of AdoptionEverett M. RogersEverett M. Rogers

Innovators

2.5%

Early Adopters

13.5%

Early Majority

LateMajority

Laggards

34% 34%

16%

TIME

Brief Characteristics by Brief Characteristics by Innovator TypeInnovator Type

Innovators – Innovators – venturesomeventuresome, tend to be out of , tend to be out of the local circle of peer networks, able to work the local circle of peer networks, able to work with a high degree of uncertainty about an with a high degree of uncertainty about an innovation at the time they adoptinnovation at the time they adopt

Early Adopters – considered by many to be the Early Adopters – considered by many to be the “person to check with”, “person to check with”, respectedrespected by peers, by peers, role model, maintains central position in the role model, maintains central position in the communication networks of the system, listen communication networks of the system, listen to and seeks out research and experts.to and seeks out research and experts.

Everett M. Rogers

Brief Characteristics by Brief Characteristics by Innovator TypeInnovator Type

Early Majority – Early Majority – deliberatedeliberate, interact frequently , interact frequently with their peers but seldom hold positions of with their peers but seldom hold positions of opinion leadership.opinion leadership.

Late Majority – Late Majority – skepticalskeptical, pressure of peers is , pressure of peers is necessary to motivate adoption, system norms necessary to motivate adoption, system norms must favor an innovation before they are must favor an innovation before they are convinced to adopt.convinced to adopt.

Laggards – Laggards – traditionaltraditional, tend to possess almost , tend to possess almost no leadership opinion, point of reference is no leadership opinion, point of reference is what has been done in the past, tend to be what has been done in the past, tend to be suspicious of changes and change agents.suspicious of changes and change agents.

Everett M. Rogers

Things to keep in mindThings to keep in mind

Categories are specific to the innovation Categories are specific to the innovation being initiated. People can change being initiated. People can change categories for different innovations.categories for different innovations.

Innovators and Early Adopters tend to Innovators and Early Adopters tend to seek out experts and listen to research.seek out experts and listen to research.

The early and late majority look to the The early and late majority look to the early adopters, and not the experts, for early adopters, and not the experts, for their reasons to change.their reasons to change.

Magnitude of changeMagnitude of change

A change is defined by the implications it has A change is defined by the implications it has for the people expected to implement it and/or for the people expected to implement it and/or those who will be impacted by it.those who will be impacted by it.

Important!!Important!! The same change can be perceived differently by The same change can be perceived differently by

different stakeholders!different stakeholders!

Leaders sometimes underestimate the impact Leaders sometimes underestimate the impact and reaction to change or do not manage the and reaction to change or do not manage the transitions well. transitions well.

Order of Change Order of Change (McREL, 2006)(McREL, 2006)

First order changesFirst order changes are changes that are are changes that are perceived to be a continuation and refinement perceived to be a continuation and refinement of existing beliefs and practices. They can be of existing beliefs and practices. They can be implemented with current knowledge, skills, implemented with current knowledge, skills, and resources.and resources.

Second order changesSecond order changes are changes that are are changes that are perceived to be a significant break from current perceived to be a significant break from current practices and will require new knowledge, practices and will require new knowledge, skills, beliefs and/or resources.skills, beliefs and/or resources.

First or Second Order?First or Second Order?

Based on the change you have selected, Based on the change you have selected, can you identify people for which your can you identify people for which your particular change would be… particular change would be… A first-order change (i.e. an extension of A first-order change (i.e. an extension of

what they already do, are, believe in …)? what they already do, are, believe in …)? Why?Why?

A second-order change (i.e. a significant A second-order change (i.e. a significant break from what they already do, are, break from what they already do, are, believe in …)? Why?believe in …)? Why?

Predictability in the Transition Predictability in the Transition Process:Process:The Three PhasesThe Three Phases

To start, you must endTo start, you must end A time of uncertainty is to be expected A time of uncertainty is to be expected

and embraced.and embraced. The new beginning is a time to establish The new beginning is a time to establish

focus and a new sense of purpose.focus and a new sense of purpose.

Three Phases of TransitionThree Phases of TransitionWilliam BridgesWilliam Bridges

The New Beginning

The Neutral Zone

Ending, Losing,Letting Go

Time

Understanding Understanding TransitionsTransitions

““I have learned how self-defeating it is to try to I have learned how self-defeating it is to try to overcome people’s resistance to change without overcome people’s resistance to change without addressing the threat the change poses to their addressing the threat the change poses to their world.”world.”

Change is situational, transition is psychological. It Change is situational, transition is psychological. It is the transitions that will do you in.”is the transitions that will do you in.”

Quotes from “Managing Transitions – 2nd Edition”William Bridges

The First Phase – The First Phase – The EndingThe Ending

Letting go of the old ways and the Letting go of the old ways and the old identity people hadold identity people had

William Bridges: “Managing Transitions”

“The failure to identify and get ready for endings and losses is the largest difficultyfor people in transition … leads to more problems for organizations in transition thananything else.”

How to get people to let goHow to get people to let go

Identify who is losing whatIdentify who is losing what Accept the reality and importance of the Accept the reality and importance of the

subjective lossessubjective losses Don’t be surprised at overreactionDon’t be surprised at overreaction Acknowledge the losses openly and Acknowledge the losses openly and

sympatheticallysympathetically



Expect and accept the signs of grievingExpect and accept the signs of grieving Compensate for the lossesCompensate for the losses Give people information repeatedlyGive people information repeatedly Define what is over and what isn’tDefine what is over and what isn’t



Mark the endingsMark the endings Treat the past with respectTreat the past with respect Let people take a piece of the old way Let people take a piece of the old way

with themwith them Show how endings ensure the continuity Show how endings ensure the continuity

of what really mattersof what really matters



Finally, whatever must end, must end! Finally, whatever must end, must end! Don’t drag it out. Plan carefully, allow time Don’t drag it out. Plan carefully, allow time for healing, but make sure that the action for healing, but make sure that the action is large enough to get the job done!is large enough to get the job done!In taking possession of a state, the conqueror should well reflect as to the harsh measures that may be necessary, and then execute them at a single blow…Cruelties should be committed all at once.

Niccolo’ Machiavelli, Italian Political Philosopher

It doesn’t work to leap a 20-foot chasm in two 10-foot jumps.American Proverb


Considering your Considering your initiativeinitiative

Did you consider the endings people will Did you consider the endings people will need to make?need to make?

Was there a plan to handle that?Was there a plan to handle that? Have you communicated clearly and Have you communicated clearly and

repeatedly what is over and what is repeatedly what is over and what is beginning?beginning?

Keys to Responding to Keys to Responding to ResistersResisters(DuFour & Eaker, 1998)(DuFour & Eaker, 1998)

Assume good intentionsAssume good intentions Identify specific behaviors essential to the Identify specific behaviors essential to the

success of the initiativesuccess of the initiative Focus on behavior, not attitude. Monitor Focus on behavior, not attitude. Monitor

behavior.behavior. Acknowledge and celebrate small victoriesAcknowledge and celebrate small victories Confront incongruent behavior with specific Confront incongruent behavior with specific

concerns and communicate logical concerns and communicate logical consequences.consequences.

Behavior – Attitude Behavior – Attitude InteractionInteraction

There is a large literature base There is a large literature base demonstrating that attitudes follow demonstrating that attitudes follow behavior. People accept new beliefs as behavior. People accept new beliefs as a result of changing their behavior.a result of changing their behavior. Pfeffer and SuttonPfeffer and Sutton

Behavior – Attitude Behavior – Attitude InteractionInteraction

Attitudes in this world are not changed Attitudes in this world are not changed abstractly … attitudes are partly the abstractly … attitudes are partly the result of working, attitudes are partly the result of working, attitudes are partly the result of action. You do not fold your result of action. You do not fold your hands and wait for attitude to change by hands and wait for attitude to change by itself.itself.

The Second Phase The Second Phase – – The Neutral ZoneThe Neutral ZoneThe psychological no-man’s land The psychological no-man’s land between the old reality and the new between the old reality and the new oneone


Dangers of the Neutral Dangers of the Neutral ZoneZone

Anxiety rises and motivation fallsAnxiety rises and motivation falls Productivity suffersProductivity suffers Old weaknesses reemerge with a vengeanceOld weaknesses reemerge with a vengeance People are overloaded and get mixed signals.People are overloaded and get mixed signals. People become polarized (poorly managed, People become polarized (poorly managed,

this can lead to terminal chaos)this can lead to terminal chaos) Organization is vulnerable to attack from the Organization is vulnerable to attack from the

outside and sabotage withinoutside and sabotage within


Helping people through Helping people through the Neutral Zonethe Neutral Zone

NormalizeNormalize RedefineRedefine Create temporary systemsCreate temporary systems Strengthen communications and Strengthen communications and

relationshipsrelationships Use the time creatively (leaders should Use the time creatively (leaders should

model this – start with yourself!)model this – start with yourself!)


The Third Phase – The Third Phase – Launching a New Launching a New BeginningBeginningA start can and should be carefully A start can and should be carefully planned. Starts take place on a schedule planned. Starts take place on a schedule as a result of decisionsas a result of decisionsThe Four P’sThe Four P’s


The Four P’sThe Four P’s

PurposePurpose Clarify and communicateClarify and communicate

PicturePicture Give them a visionGive them a vision

PlanPlan This is not a plan for the change but a plan for the This is not a plan for the change but a plan for the

transition (should be detailed, person-oriented, and transition (should be detailed, person-oriented, and step-by-step)step-by-step)

PartPart Integrate and show people how they fit into the new Integrate and show people how they fit into the new

schemescheme


Be Very Clear in Your Be Very Clear in Your DirectionDirection

If you cry, “Forward,” you must make it If you cry, “Forward,” you must make it clear the direction in which to go. Don’t clear the direction in which to go. Don’t you see that if you fail to do that and you see that if you fail to do that and simply call out the word to a monk and a simply call out the word to a monk and a revolutionary, they will go in precisely the revolutionary, they will go in precisely the opposite directions.opposite directions. Anton Chekhov, Russian WriterAnton Chekhov, Russian Writer

Reinforce the New Reinforce the New BeginningBeginning

Rule 1 – Be consistentRule 1 – Be consistent Rule 2 – Ensure quick successesRule 2 – Ensure quick successes Rule 3 – Symbolize the new identityRule 3 – Symbolize the new identity Rule 4 – Celebrate the successRule 4 – Celebrate the success


Some final quotes for Some final quotes for thoughtthought

If you have always done it that way, it is If you have always done it that way, it is probably wrong.probably wrong. Charles Kettering, American InventorCharles Kettering, American Inventor

Where we all think alike, no one thinks very Where we all think alike, no one thinks very much.much. Walter Lippmann, American JournalistWalter Lippmann, American Journalist

Beginnings are always messy.Beginnings are always messy. John Galsworthy, British NovelistJohn Galsworthy, British Novelist

2008 MiBLSi State Conference Managing Change and Transitions How to successfully get past what...

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