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Transcript of Change Leadership Plan
Running head: THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 1
The Change Leadership Team Development Plan
Marilyn Saucedo
EDOL 706 – Dr. Marvin Abrams
Team and Group Dynamics
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 2
Abstract
This Change Leadership Development Plan attempts to identify the organization in which
the change initiative will take place. The plan will include a process for the development of a
team charter which defines and includes mechanisms to which team members can agree. Also
included in this plan is a description of the conditions for success and high performance.
This plan includes a list of personnel in the organization that will take on the specific
roles needed to implement the change initiative. Characteristics of individual roles are delineated
with rationale for the participants, and expectations for their participation are included. The
methodology that was used to determine who would participate as team member and the skills
needed to perform their identified roles is discussed. Diversity is a determining factor in the
selection of the participants and the definition of diversity as pertains to this team is provided.
Within this plan, the timeline, resources, and decision-making process are addressed and
the group interaction is defined. Also discussed is the issue of building trust and the procedures
to do so while maintaining an effective level of individual and group accountability. Finally, this
plan provides strategies for course corrections that may be necessary.
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 3
Table of Contents
Abstract ................................................................................................................................................ 2
The Organization ................................................................................................................................ 4
Identification of the Organization .................................................................................................... 4
Why Change is Crucial ..................................................................................................................... 4
Preliminary “Change” ....................................................................................................................... 5
Team Charter ..................................................................................................................................... 6
Conditions for Success and High Performance ............................................................................... 8
Change Leadership Team: Roles ...................................................................................................... 9
Methodology ...................................................................................................................................... 10
The Team Members ........................................................................................................................ 12
Diversity on the Team .................................................................................................................... 13
Timelines and Resources ................................................................................................................. 13
Timelines ......................................................................................................................................... 14
Resources ......................................................................................................................................... 14
The Decision Making Process ......................................................................................................... 16
Group Processes ................................................................................................................................ 17
Building Trust ................................................................................................................................. 18
Accountability ................................................................................................................................. 19
Course Correction and Group Dysfunction ................................................................................... 20
Conclusion .......................................................................................................................................... 21
References .......................................................................................................................................... 22
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 4
The Organization
Identification of the Organization
This Change Leadership Development Plan will focus on the implementation of a
transformational change initiative by the leadership team of a suburban comprehensive high
school located in The Pass area of Riverside County. Currently, the Site Leadership Team is
comprised of the Principal, two assistant principals, an athletic director, an associated student
body advisor, an AVID coordinator, a career technical education coordinator, a head counselor, a
special education student advisor, a bookkeeper, and eight department chairs. These department
chairs represent the technology, world languages, science, math, English language arts, social
studies, fine arts, and physical education departments. With a total of eighteen members on the
current Leadership Team, it is impossible to use meeting time to seriously address the school’s
mission to provide a challenging educational program in a positive, multicultural learning
environment that meets students’ academic, social, physical, and psychological needs through a
shared commitment involving students, staff, parents, and community. Instead, meetings with the
Leadership Team have become predominantly a conduit for the dissemination of information.
Why Change is Crucial
While the introduction of Common Core State Standards (CCSS) has only begun to roll
out to school districts in California, it has become clear that a paradigm shift in instructional
pedagogy must occur. Marketplace requirements have become a change driver such that there is
a clear need for students to gain higher level skills in many areas in order to compete in the
global market. With this focus on 21st century skills, there is an expectation that the content
taught in mathematics courses have greater focus, and be more coherent. Students will need not
only to learn mathematical skills, but will also need to possess a deeper conceptual
understanding of these skills in order to apply them in situations that may be completely new.
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 5
Reimer (2009) elaborates that “when it comes to education, to paraphrase computer scientist
Alan Key, the best way to prepare students for the future is to equip them to invent it” (p. 1). In
English language arts, student learning will need to focus more on nonfiction and evidentiary
reading as well as on expository writing so that students are able to “integrate ideas from
different disciplines or spheres into a coherent whole and to communicate that integration to
others” (Friesen, 2009, p.5).
This paradigm shift in how educational institutions do business will require greater focus
on common purpose, expectations, and goals. Commitment to student learning as a result of
implementation of effective instructional practices, consistent teacher performance levels and
collective accountability will be essential if our students are to be able to meet the rigor of 21st
century learning.
Preliminary “Change”
To meet the demands of the paradigm shift taking place, the Leadership Team must
address the effectiveness of the practices, protocols, policies, and procedures that exist within the
organization; however, a group with seventeen members is not conducive to the level of work
that is required. The new Change Leadership Team (CLT) will decrease from seventeen to nine
members. This change in the school organizational structure will cause some challenges for
staff members as being a part of the Leadership Team is a status they covet. There will be some
eliminated team members for whom, “the achievement of specific results might be desirable, but
not necessarily worthy of great sacrifice or inconvenience” (Lencioni, 2002, p. 217). To mitigate
this perceived absence of inclusion, the CLT must be diligent about providing access to
information throughout the organization (Harvey & Drolet, 2006).
Although change in the current team’s structure is a new concept, redefining the role of
the CLT is the transformational change initiative. Increasing demands for results and 21st
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 6
century skills require that existing systems of operation change; therefore, the CLT must remain
aware of The Five Dysfunctions of a Team in order to develop a successful plan for school
improvement.
Due to the formation of a Change Leadership Team, norms will be reestablished so that
there is consistent understanding by all members as to the behavioral expectations within the
group (Harvey & Drolet, 2006). This understanding will allow the CLT to begin the work of
developing a plan for implementing transformational changes that must take place in order for
students to meet the demands of the 21st century marketplace.
Team Charter
The CLT will consist of a Sponsor, an Executive Team, a Change Leadership Team, and
a Change Consultant (Anderson & Anderson, 2010). Clarification of these team members and
their roles are presented in a later section.
At the first meeting, the CLT will develop a charter using the sample shown in Table 1.
This team charter will document important information that will be used throughout the change
process to address criteria for building effective teams (Harvey & Drolet, 2006).
CHANGE LEADERSHIP TEAM CHARTER
Team Member Information
Principal 2 Assistant Principals
6 Department Chairs: English Head Counselor Social Studies
Math World Languages Science
Mission:
The mission is to provide a challenging educational program in a positive, multicultural learning environment that meets
students’ academic, social, physical, and psychological needs through a shared commitment involving students, staff, parents, and community.
Team Goals and Vision
What are the specific goals of our team?
What is our shared vision for what we will all accomplish together?
Team Member Strengths Inventory
Special Skills: Characteristics: Special Knowledge:
Principal:
Assistant Principal: Assistant Principal:
Head Counselor:
English Chair:
Math Chair: Social Studies Chair:
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 7
Science Chair:
World Languages Chair:
Time Line: (see p. 13)
Norms:
1. 2.
3.
4.
Conflict Management:
What conflicts might arise?
How will we deal with conflict?
Accountability:
Communication:
Signature of Approval:
Principal:
Assistant Principal: Assistant Principal:
Head Counselor:
English Chair:
Math Chair: Social Studies Chair:
Science Chair:
World Languages Chair:
A lack of common purpose and trust has created a group of individuals with contrasting
guiding principles, expectations, and goals for student learning. Staff members have differing
beliefs regarding the ability of our students to learn and our role in the learning process. There is
an inconsistent commitment to student learning as well as varying levels of performance and
results among departments and its members. There is a lack of accountability and there is
discomfort on the part of many staff members to hold their peers responsible for below standard
performance. CST results indicate that proficiency levels in mathematics are low. Teachers
often blame these scores on a lack of student preparation and motivation and/or incorrect student
placement into classes rather than on implementation of effective instructional practices and
teacher performance (Anderson & Anderson, 2010).
Looking more closely at how adult behavior affects student learning is a transformational
change requiring a shift in “mindset, organizing principles, behavior, and culture as well as
organizational changes”, all of which are designed to support the goal to move in a new direction
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 8
(Anderson & Anderson, 2010, p. 60). The team charter will help facilitate conversations that are
essential for building an effective team that will address these complex issues.
Conditions for Success and High Performance
Conditions for success and high performance must be established in order for a
transformational change initiative to be successful. Strategic planning must take place to ensure
the establishment of the factors that create an environment for these conditions to flourish.
According to Anderson and Anderson (2010), addressing conditions for success “set the stage for
an expedient journey and a positive outcome from the beginning” (p. 140). These conditions
include the development and implementation of a master plan which introduces strategies for
building capacity for change and for maximizing the resources of time, energy, time, people,
facilities, money, and ideas.
To provide an effective environment for change, it is necessary to provide opportunities
for building capacity for change within the organization. Kegan and Lahey (2001) suggest that
“it is very hard to bring about significant changes in any human group without changes in
individual behaviors” (p. 3). Providing the “support structures such as training or coaching for
the people expected to do the work”, therefore is key (Anderson & Anderson, 2010).
Consequently, the CLT will need to identify an assessment tool that can be used to determine the
professional development needs of the staff.
Regular progress updates of the change initiative need to be incorporated into the change
plan. Providing the opportunity for those who are impacted by the change initiative to have
“input to the design, impact analysis, and course corrections affecting them” is crucial (Anderson
& Anderson, 2010, p. 141). It is essential that the CLT develops a communication plan that will
allow for stakeholder input. With continued improvement in technology, communication does
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 9
not need to be in person and instead can be done virtually if necessary. This would allow for a
collaborative process which is easier and, at times, more practical (Derosa & Lepsinger, 2010).
Change Leadership Team: Roles
Comprehensive high schools are traditionally delineated into work teams which are either
organized by subject matter, by program, or by job-alike departments and have a common
supervisor who participates on the site Leadership team where discussions typically revolve
around activities, policies, and other operational items. It is within the departments that
instructional discussions occur. Such is the case for our comprehensive high school. What has
become evident, however, is that the reference to a team, in these instances, is a misnomer.
According to Denning (2011), “[r]elatively few communities are teams, because their typical
goals relate to enhancing understanding rather than doing something” (p. 155). Denning (2011)
adds that teams possess characteristics which include a clearly articulated common purpose and
goal, interdependence and collective accountability for performance and behavior (Denning,
2011).
There are specific roles that will be identified within the CLT so that the team performs
effectively and efficiently and so all members of the team know explicitly what their role is and
what skills are required for that role. According to Harvey and Drolet (2006), “too often, this
recognition is implicit” (p.19).
CLT Role Why the role is necessary Expectation for each individual within their
role
Sponsor Is the “highest level of authority over the change effort”
and has “primary influence over desired outcomes and
breakthrough results” (Anderson & Anderson, 2010, p.41).
Supports change process leader
Sets direction, path, and expectations
Balances transformational and operational needs
Ensures conditions for success
“Generates valid information” (Schwarz,
2002, p. 24). Celebrates team successes
Models transformational behaviors
Executive Team
“The executive leadership team of the organization within
which the change efforT is occurring” (Anderson &
Anderson, 2010, p. 42).
Maintain organization’s operational needs
Maintain clear “vision for the organization”
(Harvey & Drolet, 2006, p.16).
Model transformational behaviors
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 10
Change Leadership
Team
“Cross-functional, initiative leaders…with delegated
authority to create change strategy and high-level process
plan to execute it” (Anderson & Anderson, 2010, p.42).
Develop change strategy and plan that
produce results
Monitor change process and implement
course corrections as needed by “monitoring and assessing performance”
(DeRosa & Lepsinger, 2010, p. 48)
“Goal-oriented and “big picture thinker”
(DeRosa & Lepsinger, 2010, p. 47). Identify appropriate resources
Change Process Leader
An “executive as high as possible in the organization being changed (that) has delegated authority from s ponsor to
lead change effort” and who “oversees design and
execution of change strategy (and) overall change process” (Anderson & Anderson, 2010, p.43.
Oversees the change iniative and change process plan
Effectively handles team and human
interaction “through a systems approach to facilitation” (Schwarz, 2002, p. 13).
Models transformational behaviors
Change Consultant A “change process expert and coach” who provides
feedback and advocates for conditions for success”
(Anderson & Anderson, 2002, p. 45).
Provides support to the sponsor
“Pushes the team to make efficient,
effective progress” (DeRosa & Lepsinger,
2010, p. 47). Advocates for course corrections when
necessary
Models tranformational behaviors
Methodology
The selection process used to determine membership on the CLT was strategic and based
on a variety of factors. Anderson and Anderson (2010) caution that while the assignment of
roles and responsibilities should be based on competency, those in the “best position to
successfully lead the effort” must also be considered (p. 41).
There is already formal hierarchical leadership in existence at the school where the
transformational change will take place, and those site leaders who possess positional authority
have been selected to continue to serve in leadership roles on the CLT. The position of Sponsor
will be held by the site Principal. As the Sponsor, she must “find ways to elevate the success of
others and to make everyone believe in the potency of the group” (Harvey & Drolet, 2006, p.
18). In addition, her role will require that she possess skills to interact effectively with others in
ways that are consistent with her core values and the ability to “reflect on how well [she does] in
acting congruently with the values” (Schwarz, 2002, p.8).
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 11
The Change Process Leader will also be selected from the Site Administrative Team.
The Assistant Principal of Curriculum and Instruction possesses a global understanding of the
school site through the building of the master schedule, through her work with the counseling
department, and through the supervision of school programs and staff members. Redefining her
role as “a line manager” (Anderson & Anderson, 2010, p.43) with the authority to oversee the
change process and to lead the CLT is consistent with the role she currently holds.
Redefining the role of the Site Leadership Team suggests the need to reevaluate team
membership. Implementation of Common Core State Standards and a focus on 21st
century skills,
however, drives the need to add the core department chairpersons to the CLT. Representatives
from several departments, therefore, will serve on the CLT as “cross-functional, initiative
leaders…with delegated authority to create change strategy and high-level process plan to
execute it” (Anderson & Anderson, 2010, p.42). In order to effectively address the practices,
protocols, policies, procedures that exist within the organization, membership on the CLT will
decrease to nine members. Six department chairpersons, representing the mathematics, English
language arts, science, social studies, world languages, and counseling departments, will serve on
the team based on the formal leadership roles they currently hold within the organization.
The Assistant Superintendent of Student Support Services was selected as the Change Consultant
because she currently serves in a supportive role to the Principal. As the Change Consultant, she will
provide advice and coaching to the Sponsor and the CLT but will remain “substantively neutral”
(Schwarz, 2010, p. 41). Although a member of the larger organization, as Change Consultant to the CLT,
her role will be to help “increase the effectiveness [of the team] by diagnosing and interening largely on
group process and structure” (Schwarz, 2010, p. 41). In addition, her guidance will serve as a rudder for
course corrections when needed.
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 12
The Team Members
Position Role Role Expectation
Principal Serves as Sponsor:
The “highest level of authority over
the change effort” and has “primary
influence over desired outcomes and breakthrough results” (Anderson &
Anderson, 2010, p.41).
Model the transformational behaviors identified in the Five
Dysfunctions Model (Lencioni, 2002) Is responsible for the change effort.
Will garner the commitment necessary through collective ownership (Anderson & Anderson, 2010, p. 174).
Provide support and input as needed, provides environmental
conditions that support the change and is charged with
balancing the roles of management and change leader. (Anderson & Anderson, 2010, p. 202).
Demonstrate awareness and understanding of the role that
Emotional Intelligence plays in supporting others through a
transformation change process (Bradberry & Greaves, 2009).
Assistant Principals
Serve as the Executive Leadership
Team :
“Executive(s) as high as possible in
the organization being changed (that
have) delegated authority from sponsor to lead change effort” and
who “oversee design and execution
of change strategy (and) overall
change process” (Anderson & Anderson, 2010, p.43.
Provide support so that commitment to accomplishement of common goals is possible
Assure that the operational needs of the organization runs
smoothly while the change process takes place (Anderson &
Anderson, 2010). Model the transformational behaviors identified in the Five
Dysfunctions Model (Lencioni, 2002).
Demonstrate awareness and understanding of the role that
Emotional Intelligence plays in supporting others through a transformation change process (Bradberry & Greaves, 2009).
Department Representatives:
Math
ELA
Social Studies Science
World Languages
Counseling
Serve as Change Leadership Team:
“Cross-functional, initiative
leaders…with delegated authority to
create change strategy and high-level
process plan to execute it” (Anderson & Anderson, 2010, p.42).
Develop change strategy and plan that produce results Monitor change process and implement course corrections as
needed by “monitoring and assessing performance” (DeRosa
& Lepsinger, 2010, p. 48)
Serve as a barometer for resources and pacing of the change process, and for the organization’s cultural needs (Anderson
& Anderson, 2010).
“Goal-oriented and “big picture thinker” (DeRosa &
Lepsinger, 2010, p. 47). Provide a diversity of perspectives which comes from the
differences in subject content. This diversity in thinking and
approach is essential since “Interdisciplinary teams =
interdisciplinary thinking and innovative solutions” (World Press, 2010).
Identify appropriate resources
Model the transformational behaviors identified in the Five
Dysfunctions Model (Lencioni, 2002). Help motivate others to work toward goals at the expense of
their own self-interests (Crowther, Ferguson, & Hann, 2009).
Assistant Principal
of Curriculum and
Guidance
Serves as Change Process Leader:
An “executive as high as possible in
the organization being changed (that) has delegated authority from s
ponsor to lead change effort” and
who “oversees design and execution
of change strategy (and) overall change process” (Anderson &
Anderson, 2010, p.43.
Oversees the change iniative and change process plan
Effectively handles team and human interaction “through a
systems approach to facilitation” (Schwarz, 2002, p. 13). Model the transformational behaviors identified in the Five
Dysfunctions Model (Lencioni, 2002). Responsible for providing necessary feedback as needed to
Change Leadership Team members, and to other stakeholders.
Oversee implementation of strategies and initiatives
developed by the Change Leadership Team and will be a
source for resources necessary for successful change process (Anderson & Anderson, 2010).
Honestly address issues when the behaviors of a group
creates problems and therefore affects their effectiveness
(Shwartz, 2002).
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 13
Assistant
Superintendent of
Student Support
Services
Serve as Change Consultant:
A “change process expert and
coach” who provides feedback and
advocates for conditions for success” (Anderson & Anderson, 2002, p.
45).
Serve as an outside resource to serve as support the Sponsor. “Pushes the team to make efficient, effective progress”
(DeRosa & Lepsinger, 2010, p. 47).
Provide guidance as needed to ensure a successful change process.
Advocates for course corrections when necessary
Models tranformational behaviors
Diversity on the Team
Diversity allows for perspective through different lenses. Teams are stronger when
members bring diverse skills, experiences, and viewpoints. A team of people with a singular
perspective is crippled with potential. By including a variety of curricular areas and areas of
focus, we “design teams to embrace diversity of backgrounds, training, etcetera, we broaden our
perspective” (DeSimone, 2012).
Diversity within the team is addressed through differing perspectives, as well as through
the life and career experiences that its members bring to the group. For example, as
representative of the four core subject area, and two other “cross-functional areas” (Anderson &
Anderson, 2010, p.42), the department chairs bring diversity in subject matter perspective. It is
this collaborations between disciplines [where teams are able] to achieve innovative solutions
during the creation process” (World Press, 2010).
The Sponsor, the Executive Team, and the Change Consultant also bring diversity to the
team through differing perspective gained through unique leadership experiences. They can
“contribute to group learning through the exchange of stories” from their vast experiences as a
means to inspire and improve performance (Denning, 2011, p. 177).
Timelines and Resources
Timeline
Change Process Timeline
Date Agenda Item(s)
February 2013 Continue to make case for change: “Wake Up Call” (Anderson & Anderson, 2010)
May 2013 Assign Change Leadership Roles
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 14
August 2013 First meeting of the Change Leadership Team
Development of Change Leadership Team Charter
School-wide staff meeting to revisit school vision and mission
Development of Change Leadership Team norms and preparation for creating a team vision
statement that aligns with the school’s
August - September
2013 Determine how our site vision and common purpose align
Make case for change initiative school-wide
Identify resources needed for change; review communication plan
September – December 2013
Assess the readiness and capacity of the team to participate in a transformational change. (Kegan & Lahey, 2001, pp. 28-32).
Use assessment data to shape strategies to build organizational readiness and capacity
(Anderson & Anderson, 2010, p. 83).
Change Leadership develops change strategy
January – June 2014 Initiate rollout of change; monitor communication plan implementation
Resources
Available resources are listed in Premium Content for The Change Leader’s Roadmap
and which may be downloaded from the authors’ website (Anderson & Anderson, 2010). These
resources include assessments which identify existing barriers to readiness and capacity for
change.
To build a strong and successful organization, the five building blocks that characterize
an effective organization must be addressed. They are creating effective teams, setting norms,
managing conflict and politics, endowing people with power, and inspiring entrepreneurship.
According to Harvey and Drolet (2006), while “rich and effective organizational climates
emerge from [these] five building blocks,” the structure of the team is less important than is its
understanding and its acceptance by everyone (p. 9).
Discussion that makes a case for the transformational change initiative at the school
began this academic year, and will extend into the next. In fact, in August, the CLT will convene
to begin norm-setting and to begin the process of creating a vision statement.
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 15
After addressing the five building blocks that characterize an effective organization, it is
crucial that we determine what resources we will need to maximize our potential. These
resources include time, people, facilities, money, and energy. Even more importantly, in this
information age, we will also want to include ideas as resources which can lead us to
opportunities not yet contemplated.
Unfortunately, time is a precious commodity of which we certainly have a limited
amount. What can be done with time, however, is to maximize it. As a team, we will want to
have crucial conversations during team meetings regarding organized abandonment. Are there
things that we are doing as an organization that do not lead us to the results we seek? This open
and honest environment will mean that we must ensure to make it safe to talk about anything. In
Crucial Conversations: Tools for talking when stakes are high, the authors suggest that “the first
condition of safety is mutual purpose” (Patterson, Grenny, McMillan & Switzler, 2002, p. 69).
Therefore, the team must focus its conversations and work toward a common outcome.
Regularly scheduled opportunities for these discussions will be placed on the team meeting
agendas.
People are also an important resource for the CLT. One of the items on the Team Charter
is a Team Member Strength Inventory. This is a list of characteristics that each member of the
team brings to the group. Recognizing and utilizing this information as tasks are assigned is
crucial to optimize the opportunity for success.
Another resource that will be considered as a condition for success is facilities. Although
the option of adding more room or moving to another location is not an option, it is important to
analyze whether there is maximum use of space. This topic can become important if there is a
programmatic change. This is not a current issue but would be addressed at a later time if
necessary.
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 16
As the sponsor member of the CLT, the Principal will meet with each department chair to
monitor that budgetary request and expenditures are consistent with the common purpose.
Furthermore, as the oversight committee for a school, School Site Council approves the school
site budget. Keeping the Council informed of the transformational change that is planned and
ensuring that appropriate fiscal resources are made available must be a priority.
In the beginning, members of the CLT will be filled with anticipation for the
possibilities that exist. However, as time passes or when the work becomes more challenging it
will be necessary to create opportunities for members to reflect and to recharge. There should be
periodic opportunities for taking stock of the emotional landscape of the team and the individuals
within and to “cultivate habits of mind and behavior that counter the negative effects of stress
and constant sacrifice” (Boyatzis, Johnston, & McKee, 2008, p. 37). Finally, there needs to be
the understanding that, at times, leadership can be distributed and even shared.
Ideas, as a resource, will come about through team interaction. The diverse perspectives
within the team composition and the exchange between team members will create an
environment where thoughts can “collide with others” to produces ideas “bigger than
themselves” (Johnson, 2010).
The Decision Making Process
There are several decision-making styles which can be entertained when deciding upon
group processes. The key goal when selecting a style is to have open discussion within the team
as to the group dynamic, and then to agree upon and make a commitment to one (Anderson &
Anderson, 2010). This process requires an understanding of the organizational culture and will
require open and honest dialogue regarding individual and team values and guiding principles
(Boyatzis, et al., 2008). Differing principles can act as “conflict pollutants in [an] organization”
(Harvey & Drolet, 2006, p. 89). They act as distracters to the decision-making process. The
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 17
following questions can provide direction for determining and assigning decision-making
responsibilities and would be included in team discussions as needed:
1. Who is closest to the problem or situation?
2. Who has the greatest expertise to make the decision?
3. Who has time to gather the information and to weigh the consequences in order to
make this decision?
4. Who can most easily make the decision in the shortest amount of time?
5. Who has the resources to implement the decision?
6. Who will ultimately be held accountable for the decision?
(Ramsey, 1999, pp. 12-13)
Group Processes
Effective teams create group processes which govern the behaviors of its members
(Harvey & Drolet, 2006). These processes include norms which are “expectations about how
people should or should not behave that all or many group members share” (Schwarz, 2002, p.
30). These norms are discussed and agreed upon during initial stages of team building and
members are expected to hold each other accountable for behaviors inconsistent with the norms
(Schwartz, 2002). Established team norms should be reviewed periodically to determine if they
are still relevant. They should also be reviewed any time a new member joins the team. The
CLT will develop norms at the first meeting by asking for contributions of all members. These
norms will be posted at each meeting and will be included in the team meeting agenda. At the
end of each meeting, adherence to the norms will be evaluated through a “fist of five” method
and modifications will be discussed if necessary.
Also a part of group processes is how the team will respond in times of conflict or when
stakes are high. The ability to handle crucial conversations is a characteristic of high performing
organizations (Patterson, et al., 2002). These moments that require crucial conversations will be
bound by the group norms but are not to be avoided. Harvey and Drolet (2006) indicate that
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 18
teams should “not be put off by the negative connotations of conflict. Rather, they should accept
conflict as a necessary and productive element in organizational growth” (p. 86).
Building Trust
Building trust requires continuous attention and must be addressed openly by all team
members. Mechanisms should be in place to ensure constant attention to trust throughout the
team’s work together. DeRosa and Lepsinger (2010) suggest that team-building opportunities
“help team members get to know each other better, strengthen working relationships, and create
team momentum that can enhance team effectiveness” (p. 149). An example of a trust-building
activity is included in the Change Leadership Team Charter within this Change Leadership Team
Development Plan. In the plan, each member of the CLT is asked to think of other team
members and then identify a specific positive contribution that they have made to the
organization/team. According to Harvey and Drolet (2006), “[y]ou empower people when you
give them praise and recognition” (p. 173).
Another way to get to know each other and build trust is through story-telling. We all
have stories that connect us and through this story-telling, conversations can be “broadened into
areas that would otherwise be impossible to broach” (Denning, 2011, p.274). Opportunities for
sharing will be provided at each team meeting.
Trust is built by talking about values early and often. This conversation will begin at the
first CLT meeting and will be used to develop the common purpose and guiding principles for
the team. When guidelines support beliefs that people share, they are more likely to respect
them. In fact, Harvey and Drolet (2006) encourage us to “remember to fight for principles not
for preferences” (p.89).
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 19
Responding to challenges constructively and not vindictively communicates that you
assume positive intentions. To build trust, assume positive intention and allow team members to
walk away with their dignity intact (Harvey and Drolet, 2006).
Conflict can build trust. Properly managed, conflict encourages thoughtful, civil debate.
When conflict is not honestly addressed, the team environment is toxic and encourages the
behavior it intended to avoid (Lencioni, 2002).
Feedback which is constructive and meant for growth is important for building trust.
Regular feedback provides a clear assessment as to progress toward a goal or outcome. An
activity that the CLT will use and that provides this feedback is a team self-critique. This self-
critique provides structured feedback so that the team learns and can apply that learning to future
situations. This activity requires using a flipchart, and dividing the paper into two columns. One
column is labeled what we did well and the other is labeled what we need to do differently.
Guide the team through the process and then ask them to think of a situation where they could do
a self-critique regarding how they performed individually.
Finally, trust-building happens when team members remember to laugh and play
together. When tensions are high and the work is challenging, laughing can put things into
perspective. The point is to take the work, not ourselves, seriously.
Accountability
Accountability within a team exists in a variety of ways; however, it must be a collective
endeavor. Rather than diminish individual accountability, collective accountability strengthens it
(Kouses & Posner, 2007). As part of the collective accountability, norms are developed and
agreed upon early in the team building process as “operational principles or expectations that
implicitly or explicitly govern the actions of a group of people” (Harvey & Drolet, 2006, p. 58).
Along with the development of norms there are four other elements that will be used as guiding
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 20
principles to hold team members accountable for behavior and results. The first is the
establishment of expectations for each member of the team and a clear understanding of the role
that each person plays on the team. The second element is gaining commitment to and ownership
for the common purpose. To gain both of these, it is important to include a mechanism where
upon people can express their concerns and where the team can collectively help each other
achieve positive results. DeRosa and Lepsinger (2010) recommend accomplishing this by
“involv[ing] team members in discussions about setting or prioritizing goals” (p.99). The third
element that needs to be included into the team dynamic is follow-up. A mechanism that will be
put into place is an opportunity to check for progress from each person on the CLT. Knowing
that members are responsible to each other keeps us accountable on both a personal and group
level. The last element that will be incorporated into the team dynamic is providing an
opportunity for giving and receiving feedback. Giving feedback helps to build collective
commitment and receiving feedback provides progress indicators that allow for timely and
effective course corrections.
It is through trust in the common purpose and a collective commitment that the process of
accountability can move a team forward. Through this process, members of the CLT will hold
each other accountable with the reminder that focus is on the task at hand, not the person. In
other words, through accountability, comes ownership (Kouses & Posner, 2007).
Course Correction and Group Dysfunction
A plan for course correction and addressing group dysfunction must be incorporated into
the standard operating procedures for the CLT as an essential component of achieving results.
During times of course correction and group dysfunction, emotions can run high and
conversations become crucial (Patterson, et al., 2002). Course correction opportunities are
regular agenda items that are incorporated into the update portion of the team meeting
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 21
discussions. During this time, open and honest discussion is encouraged by first identifying the
results, noting any gaps that exist, and then soliciting suggestions for improving the process or
for course correction. This process allows the CLT to “design the future” so that the attention is
on “the results of achieving goals, fulfilling commitments, changing habits, and bringing a
compelling vision to life” rather than on the person (Kimsey-House, Kimsey-House, Sandahl, &
Witworth, 2011, p. 24). The CLT meetings focus on long-term strategic direction for the
organization and identify benchmark “goals that enable a group to measure its progress to
achieving them” (Schwarz, 2002, p. 28). This allows for opportunities not only to make course
corrections, but also to ensure results-based accountability on the part of all members of the
team. It is equally important to remember that “people are empowered when you give them
praise and recognition” (Harvey and Drolet, 2006, p. 173). Building opportunities to affirm the
parts of the plan that are working and to identify the strengths within the team as a way to
energize team members and the work that is being done is also essential.
Conclusion
Lencioni (2002) states that “organizations fail to achieve teamwork because they
unknowingly fall prey to five natural but dangerous pitfalls, which [he] calls the five
dysfunctions of a team” (p. 187). This Change Leadership Development Plan addresses the key
elements that characterize an effective team and provides a road map for a school site-level
transformational change initiative that will require new perspectives regarding resources,
decision-making processes, and group interaction.
THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 22
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