Day 2 Curriculum – Leadership Academy for Middle Managers | November 20141 A Service of the...

Day 2 Curriculum – Leadership Academy for Middle Managers | November 20141

A Service of the Children’s Bureau, a Member of the T/TA Network

Changing . . .

Leading . . .

Learning . . .


Welcome to the Leadership Academy for Middle Managers

Curriculum Day 2



Module II: Leading Change



Unit 6: Stages and Drivers in Implementing Change

Training Competency 6: Able to describe the stages and key issues in implementing a Change Initiative.

Objectives• 6a. Explains the stages in the implementation process as

exploration, installation, initial implementation, and full implementation, and identifies how these stages relate to the participant’s experiences and Change Initiative.

• 6b. Describes the key issues and provides examples of mid-level management leadership behavior related to the leadership competency framework in each of the implementation process stages.

• 6c. Describes the implementation drivers or organizational supports (internal and external) needed to promote sustainable change.



The Implementation Challenge

It is one thing to say as the prophet Amos, “Let justice roll down like mighty waters,” and quite another to work out the irrigation system.

William Sloane CoffinSocial activist and clergyman



Implementation Gaps

• Knowledge to Practice Gap

• Vision to Reality Gap

• Fidelity (Faithfulness) Gap

(National Implementation Resource Network, 2010)



Key Features of the NIRN Framework

• Defining the “What”• Stages of Implementation• Implementation Drivers• Implementation Teams• Improvement Cycles• Transformation Zones• Policy to Practice Loops• System Alignment(National Implementation Resource Network, 2010)



Web Based Resources

• California Evidence-Based Clearinghouse for Child Welfare: http://www.cebc4cw.org/

• Child Welfare Information Gateway: https://www.childwelfare.gov/

• National Child Welfare Workforce Institute: www.ncwwi.org

http://www.cebc4cw.org/



Defining the “What”

From what current state of practice to what future state of

practice?

To operationalize




Linking the What and the How

The WHAT (Intervention)

AND

The HOW (Implementation)




Translating System Change to Real World

PracticesRequires changing the thinking

and behavior of:

• Human service professionals

• Administrators in organizations

• System directors, policy makers, and funders




Handout 2:1 Questions #1 and #2

• 1. Our “operationalized what” (the intervention) is_____________________

• 2. Our “how” (implementation and sustainability frameworks) includes__________________________



Translating System Change to Real World

PracticesWhen your systems change has been developed and implemented as intended…

– What will look different than current practice? How will it be different?

– What will child welfare staff, supervisors, managers, leaders, and partner agency personnel be saying and doing more often? Less often?

– Which child welfare activities and processes will be affected?




Name the7 behaviors

ofAdaptive

Leadership



NIRN Stages of Implementation

• Exploration• Installation• Initial Implementation• Full Implementation

http://www.fpg.unc.edu/~nirn/





Exploration

• Assess potential match between community needs, the new practice or innovation requirements, and community resources.

• Process assesses potential barriers to implementation relating to funding, staffing, referrals, and system changes.

• Make decision to proceed (or not).• Result is a clear implementation plan with tasks

and time lines to facilitate the installation and initial implementation of the program.



Exploration

Critical Adaptive Behaviors Might Include:

• Getting on the balcony • Thinking politically • Being open to all voices



Installation

• Uses resources in active preparation for actually doing things, keeping with the principles of the new practice, program, or policy.

• Necessary structural supports put in place to initiate the new practice, innovation, or policy.

• Supports include: availability of funding streams, human resource strategies, and policy or procedure development.



Installation


• Regulating distress• Orchestrating conflict



Initial Implementation

• Forces of fear of change, inertia, and investment in the status quo combine with the difficult and complex work of implementation.

• Overarching goal is to survive this awkward stage of high expectations and a very bumpy highway.

• Hand in hand with survival is the ability to learn from mistakes and develop system solutions.



Initial Implementation


• Regulate distress• Orchestrate conflict• Be open to all voices• Hold steady



Full Implementation

• Full implementation can occur once agencies integrate the new learning into practitioner, organizational, and community practices, policies, and procedures.

• Over time, the innovation becomes “accepted practice”.

• Operationalization of “business as usual” takes its place in the community.



Full Implementation


• Give the work back to the people• Hold steady



Handout 2:4

What NIRN stage is our change initiative?

o Explorationo Installationo Initial Implementationo Full Implementation

Consider how you are doing and what could be done better



Sustainability

• Ensure funding streams are in place for services and infrastructure.

• Ensure high fidelity and positive outcomes through infrastructure improvement and maintenance.



(Fixsen & Blase, 2008)

Graphics by Steve Goodman, 2009

Performance Assessment

Coaching

Training

Selection

SystemsIntervention

Facilitative Administration

Data Driven

Adaptive Technical

Integrated & Compensatory

Com

pet

ency

Drive

rs

Com

pet

ency

Drive

rsO

rgan

ization

Drivers

Org

anization

Drivers

LeadershipLeadership

NIRN Implementation Drivers



Leadership and Competency Drivers

• Leadership Drivers: Leadership is the foundation of implementing change.. Leadership must provide a clear and sustaining vision to manage technical problems and deal with adaptive challenges.

• Competency Drivers: As we know, agencies need competent and committed people to carry out the work and. need systems in place for selection, training, coaching, and performance evaluation to assure those competencies. We’ll go quickly through the competency drivers as they are most familiar to you.



Com

pet

ency

Dri

vers

Com

pet

ency

Dri

vers

Selection of Staff

• Will we hire new staff?• How will we select staff?• Which staff are needed to successfully

implement & how should they be involved? Frontline, support, IT???

• Does this initiative change anything for our current hiring process?

• What staff skills are needed?• Other staff issues to consider





Com

pet

ency

Dri

vers

Com

pet

ency

Dri

vers

Training

• Whom do we train on what?• Do we need training other than

“the What”? (i.e., coaching, data, managing change . . . )

• Pre-service training• Ongoing training• Best training methods





Com

pet

ency

Dri

vers

Com

pet

ency

Dri

vers

Coaching

• Training alone will not accomplish the change in practice

• Trainees retain 10% of learning from traditional

• Slightly more than 10% if strong skills-based methods

• Coaching increases transfer to almost 80%

• Coaching increases worker retention (Aarons et al, 2009)





Com

pet

ency

Dri

vers

Com

pet

ency

Dri

vers

Performance Assessment: Staff Performance

• Do we need to revise performance evaluations to include competencies & skills specific to this initiative?

• Assess individual skills• Use assessments to

increase skills• Staff assessment AND

organizational assessment• Celebrating accomplishments

consistently, ongoing (Fixsen & Blase, 2008)




Performance Assessment

Staff Performanc

e


Com

pet

ency

Drive

rs

Com

pet

ency

Drive

rsO

rgan

ization

Drivers

Org

anization

Drivers


Program Performanc

e

Implementation Drivers





Program Performance

• Outcome data AND fidelity data

• Quality assurance in place?

• Measures of consumer satisfaction?

Org

anization

Drivers

Org

anization

Drivers






Org

anization

Drivers

Org

anization

Drivers

• Have administrators put appropriate policies, procedures, structures, culture, and climate in place to meet the needs of those implementing the change?





Systems Intervention

Org

anization

Drivers

Org

anization

Drivers

• Strategies with external systems

• Ensure availability of financial, organizational, and human resources





Adaptive Technical


Com

pet

ency

Drive

rs

Com

pet

ency

Drive

rs

Org

anization

Drivers

Org

anization

Drivers


Integrated and Compensatory





Integrated

Successful implementation

depends on purposeful use of all the drivers

functioning together in one implementation

process.Adaptive Technical

Com

pet

ency

Drive

rs

Com

pet

ency

Drive

rs

Org

anization

Drivers

Org

anization

Drivers






How does training link to facilitative administration? How do data systems inform coaching strategies? How can supervisors be prepared to link training, coaching, and facilitative administration into a supervisory model?

Questions



Compensatory

Using the strengths of one driver to

overcome or assist with identified weaknesses in another driver.



Strategic Analysis of the Implementation Drivers

Driver

What is this Driver doing currently to

support the Change Initiative?

How could you use this Driver more

purposefully to support this change?

As a leader, what do I need to do next to

improve the usefulness of this Driver?

Competency Drivers

Recruitment and Selection

Training

Coaching

Staff Performance Assessment

Organizational Drivers

Systems Intervention


Data-Driven Decision MakingProgram Performance

Leadership DriversTechnicalAdaptive



Unit 7: Implementing Change

Training Competency 7: Able to apply a systems perspective to the process and drivers of implementing change.

Objectives• 7a. Applies concepts of Getting on the Balcony and

valuing diverse perspectives. • 7b. Relates the key components of the implementation

process (roles and characteristics of innovation) to the Leadership Model quadrants.

• 7c. Reviews personal strengths in Strategic Thinking and applies to Leading Change quadrant of Leadership Model.



Aspects of Implementation

• Characteristics of the Successful Change Initiative

• Roles people play



Characteristics of the Successful Change Initiative

• Continuity• Accessibility • Ownership• Value



Continuity

• Builds on existing values

• Builds on existing skills

• “We already do this . . .”



Accessibility

• Clarity of key components of the practice.

• Chance to observe or “try it out”.

• Realistic expectations within current contracts, budget, caseload, timeframes.



Ownership

• People have input and feel that they have created a piece of the practice.

• Clarity on what fidelity looks like.

• Clarity on options for individualization.



Value

• What’s in it for me?

• How does this impact the other aspects of my work that I value? (e.g., impact on families and children, safety, etc.)



Roles People Play

Stages: • Early adopters • Middle adopters • Later adopters • Resisters• Champions

• Minders



Module III: Leading in Context



NCWWI Leadership Model: Leading in Context



Unit 8: Introduction to Leading in Context

Training Competency 8: Knows the components and strategies for developing partnerships internally and externally in implementing sustainable systems change.

Objectives• 8a. Reviews personal strengths in Influencing and applies to

Leading in Context quadrant and Building Partnerships in implementation process.

• 8b. Applies a systems perspective to map key partners in the agency’s external environment.

• 8c. Applies concepts of partnering, negotiating, and influencing to engage key partners in the agency’s external environment.



The Leadership Competencies of Leading in Context

• Partnering

• Negotiating

• Influencing



Partnering

• Ability to develop networks and build alliances and collaborate across boundaries to build strategic relationships and achieve common goals.



Negotiating

• Building consensus through give and take; gaining cooperation from others to accomplish goals.

• Requires stepping outside own world view to consider another world view.

• Each person owns distinct points of view and perspectives, while focusing on common goals and shared interests.



Influencing

• Persuading others to act toward a point of view or course of action.



Continuum of Power

Power

Over

Power

For

Power

With



Ecomaps on a Systems Level

Identifying and Assessing Partnerships in Systems

Change



“Cultures are like underground rivers that run through our lives and relationships, giving us messages that shape our perceptions, attributions, judgments, and ideas of self and

other.”

~Michelle LeBaron



Cultural Responsiveness: A Leadership Competency

• Respects and relates well to people from varied backgrounds.

• Open to understanding diverse worldviews.

• Sees diversity as an opportunity to learn about cultural groups while appreciating the complexity of individual differences.

• Challenges bias and intolerance.• Seeks ongoing learning on cultural issues.



What is Cultural Humility?

• A process, not an outcome.• An approach to interacting with

others that is humble (not arrogant or prideful, marked by modesty in behavior and attitude) and respectful.

• A stance of leaning toward collaboration and attention to power differences.



Handout 2:8 Cultural Humility Practice Principles

1. Take some time to review principles 2. Then, take a few minutes to discuss

at your table:oHow do you live by these principles?oWhat are things you’ve done that illustrate these principles?



Cultural Humility

Requires:

• Self-reflection and self-awareness

• Check for power imbalances

• Focus on mutual respect, partnership, and advocacy



Apply Concepts of Cultural Humility to Change Initiative

• How might different worldviews affect implementation of your Change Initiative?

• What implications does this have for action in your Change Initiative?



Leading in Context:Culturally Responsive Leadership

Leaders must: Engage in collaborative leadership

(power with, rather than power over)

Be less deterministic/rigid and more flexible

Engage in continuous self-reflection

Check for the effects of power imbalance within the organization

Attend to the organizational culture and climate



Unit 9: Orchestrating Conflict

Training Competency 9: Able to orchestrate conflict as well as to integrate and defuse opposition to create partnerships.

Objectives• 9a. Demonstrates politically savvy approach to

managing conflict and garnering support with the external environment especially as related to a change initiative.

• 9b. Applies strategies to encourage creative tension while managing and resolving conflicts in a constructive manner and creating a safe environment for the expression of diverse opinions.



Change Means Movement

“Change means movement. Movement means friction. Only in the frictionless vacuum of a nonexistent abstract world can movement or change occur without that abrasive friction of conflict.”

~ Saul Alinsky



The Artful Use of Conflict

“Conflict is an essential resource in getting to the real, as opposed to superficial, [organizational] harmony.”

(Heifetz, Grashow, & Linsky, 2009, p. 151)



Seven Steps to Orchestrating Conflict

1. Prepare: Do your homework and talk in advance

2. Establish ground rules

3. Get each view on the table

4. Orchestrate the conflict

5. Encourage accepting and managing losses

6. Generate and commit to experiments

7. Institute peer leadership consulting(Heifetz, Grashow, & Linsky, 2009, p.152-153)



Orchestrating Conflict: Find the Courage

• Push the boundaries of your own tolerance for conflict.

• Interact with antagonistic or even hostile individuals and engage them on their own terms.

• Accept support from those with whom you would not necessarily agree.

• Adapt your style of communication as needed.(Heifetz, Grashow, & Linsky, 2009, p. 154)



Discussion Questions

• What were some examples of how a strength challenged ( or may challenge) you in orchestrating conflict?

• What were some examples of how a strength contributed (or could contribute) to your success in orchestrating a conflict?



• Address the aspects of the conflict that have the most obvious and technical solutions

• Provide structure by breaking the problem into parts and creating time frames, decision rules, and role assignments

• Temporarily reclaim responsibility for the tough issues

• Employ work avoidance mechanisms

• Slow down the process of challenging norms and expectations

Regulate the Temperature

To Raise the Temperature

To Lower the Temperature

• Draw attention to the tough questions

• Give people more responsibility than they’re comfortable with

• Bring conflicts to the surface

• Tolerate provocative comments

• Name and use some of the dynamics in the room



Key Points From Today’s Training

• Partnership/collaboration is essential for sustainable change.

• Cultural differences and power differences will impact engagement.

• Conflict contributes to collaboration.• Partnering with stakeholders and community at all

levels of the organization adds valuable expertise.• Leaders move to the balcony often.• Implementation science can be of great use.





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www.NCWWI.org

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