Managing Organizational Change for Schools

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Managing Organizational Change for Schools
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Terminology

• Invention
• The process of developing new technologies,
  projects, or procedures for an organization.
• Innovation
• Deliberate, novel, specific change, which is
  thought to be more efficacious in accomplishing
  the goals of a system.
• Organizational change
• The process of altering the behavior,
  structures, procedures, purposes, or output of
  some unit within an organization
• (Hanson, 1996)
• Difference between individual change and
  organization change
• Individual change determined by personality
  needs and values
• Organization change Determined by more formal,
  structured characteristics of a system (Katz and
  Kahn)

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• Government Transformation Program
• Institutionalization is a process of making a
  change routine it becomes part of the ordinary
  life of the school

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• Organizational innovation refers to organizations
  that strive to break through, change status quo,
  develop characteristics in terms of products,
  processes or services so that organizational
  performance can be enhanced. (Zhao and Ordonez
  de Pablos)

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Michael Fullen

• Educational change is a process of coming to
  grips with the multiple realities of people who
  are the main participants in implementing change.
  The leader who presupposes what the change
  should be and acts in ways which preclude others
  realities is bound to fail.

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Books/Chapters Dealing with Change

• The Third Wave by Outlet
• Megatrends Ten New Directions Transforming Our
  Lives by John Naisbitt
• Cunningham, W. G., Cordeiro, P. A. 2000.
  Educational Administration A Problem-Based
  Approach. Chapter 3 School Reform. Boston
  Allyn and Bacon.
• Mark, Hanson, E. 1996. Educational
  Administration and Organization Behavior.
  Chapter 12 Educational Change. Boston Allyn and
  Bacon.
• Lunenburg, F, C., Ornstein, A. C. 1996.
  Educational Administration Concepts and
  Practice. Chapter 8 Organizational Change.
  Belmont Wadsworth Publishing Company.
• Owens, Robert. 1998. Organizational Behavior in
  Education. Chapter 9 Organizational Change.
  Boston Allyn and Bacon.

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Journals
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Books
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Megatrends Ten New Directions Transforming Our
Lives John Naisbitt.1982

• Industrial society moving to an information
  society
• Forced technology moving to high technology
• National economy moving to world economy
• Short term moving to long term
• Centralization moving to decentralization
• Institutional help moving to self help
• Representative democracy moving to participatory
  democracy
• Hierarchies moving to networking
• Power base of north part of U.S moving to
  southern U.S.
• Either/or options moving to multiple options.

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Megatrends 2000 Ten New Directions for the
1990s. John Naisbitt and Patricia Aburdene
(1990)

• This is a new version of the original Megatrends
  (1982) book
• The new trends are
• Global economic boom of the 1990s
• Renaissance in the arts
• Emergence of free-market socialism
• Global lifestyles and cultural nationalism
• Privatization of the welfare state
• Rise of the pacific rim
• The 1990s as a decade of women in leadership
• The age of biology,
• Religious revival of the third millennium, and
• Triumph of the individual.

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Educational Reforms

• 21st Century American Education Action in U.S.A.
• Japan train the next generation with survival
  strength
• European Union transform member countries into
  knowledge Europe
• Singapore builds thinking schools and learning
  country

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Elements of Innovative Schools

• Schools excel when
• Their leaders are empowered to think big
• The entire community (all stakeholders) share a
  vision of change
• They collaborate and explore best practices
  world wide

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National Key Result Areas (NKRAs)

• Crime prevention
• Reducing government corruption
• Increased access to quality education
• Improvements in the standard of living for low
  income groups
• Upgrades rural infrastructure
• Improvement in public transportation

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Units of Change (Sergiovanni)

• The individual
• Needs, interests, relationships
• The school
• School climate and school culture
• The workflow
• The change goals, the change targets, the change
  protocols, the curriculum and teaching
  requirements, and the supervisory and staff
  development support
• The political system
• Administrative action, congruent reward system,
  budget available, teacher union acceptance,
  school board acceptance, administrative
  commitment, and community acceptance

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The Change Agent

• A change agent is a professional whose role is to
  influence the clients behavior in a desired
  direction
• The responsibilities of the change agent vary
  from complex to simplistic and tough to
  permissive
• The types of change agents
• White-hat Change Agent
• Machiavellians Change Agent
• Guerrillas Change Agent
• The Hatchet man Change agent

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• White-hat Change Agent
• Most change agents fall into this category
• The change agent has an engaging personality,
  maintains close bonds based on trust, and
  practises democratic procedures at all time.
• The steps to be taken by the change agent
  (Havelock)
• Relationship Establishes a viable relationship
  with the client system
• Diagnosis Determine whether the client is aware
  of his/her problems

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• Resources Identifies and obtain the resources
• Solution Generates a range of alternatives and
  makes a choice
• Acceptance The change agent helps the client
  system to develop awareness and interests by
  describing, detailing, discussing and
  demonstrating and finally adopt the innovation
• Stabilization Develop the internal capability
  to sustain innovation without the continued
  presence of the change agent

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• The Machiavellian Change Agent
• The change agent might choose to be quite
  invisible, engineering events from behind the
  scene
• Rules for the agent (Baldridge)
• Concentrate your effort
• Know when to fight
• Learn the history
• Build a coalition
• Join external constituencies
• Use committees effectively
• Use the formal system

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• Follow through to push the decision flow
• Glance backward when the change is completed
• Hatchet men Change Agents
• Their arrival on the scene is a clear signal
  that major organizational surgery has been called
  for
• In the field of education, we dont see many
  hatchet men change agents

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• The organizational Guerrilla
• Guerrilla change agents work from inside the
  organization, usually as an employee
• The guerrilla works against the formal
  leadership in an attempt to bring about change
• Of all forms of the change agents, the guerrilla
  is probably the least understood

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Types of Change

• Planned change
• Conscious and deliberate attempt to manage
  events so that the outcome is redirected by
  design to some predetermined end.
• Anyone can initiate a program of planned change,
  whether or not he/she is formally charged with
  the responsibility of directing an organization.
• Spontaneous change
• An alteration that emerges in a short time frame
  as a result of natural circumstances and random
  occurrences
• It just happens
• No grand design directs the course of events

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• Evolutionary change
• Long-range, cumulative consequences of major and
  minor alterations in the organization

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Three Strategies of Planned Change(Robert Chin)

• Empirical-rational change
• Power-coercive change
• Normative-reeducation change
• Empirical-rational change
• The linkages between researchers and
  practitioners
• It is related to knowledge production and
  utilization (KPU)
• The aim is to bridge the gap between theory and
  practice
• Research, development, and diffusion (R, D, and
  D)

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• Power-coercive strategies
• Willingness to use sanctions in order to obtain
  compliance from adopters
• It requires that individuals comply with the
  wishes fo those who are in positions superior to
  theirs
• In empirical-rational and power coercive
  strategies, organizations are made to change
• Both empirical-rational and power-coercive
  strategies believe that best ideas are best
  developed outside of the organization and the
  organization is the target of external forces for
  change

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• A normative-reeducative strategy
• Norms of the organizations interaction-influence
  system (culture) can be deliberately shifted to
  more productive norms by collaborative action of
  people who populate the organization
• The shift from a close climate to a open climate
  (Andrew Halpin)
• Moving from System 1 management style to System 4
  (Rensis Likert)

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Force-field Analysis (Kurt Lewin)

• Force field analysis is a management technique
  developed by Kurt Lewin, a pioneer in the field
  of social sciences, for diagnosing situations.
• Diagnostic in nature
• It allows the preparation of plans for specific
  action designed to achieve the changes sought
• The success of such plans will depend on the
  clarity with which the likely consequences of
  proposed action are perceived
• For major organizational sub-systems are
• Task
• Technology
• Structure
• human

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• Lewin assumes that in any situation there are
  both driving and restraining forces that
  influence any change that may occur
• Driving Forces
• Driving forces are those forces affecting a
  situation that are pushing in a particular
  direction
• They tend to initiate a change and keep it going
• Restraining Forces
• Restraining forces are forces acting to restrain
  or decrease the driving forces
• Apathy, hostility, and poor maintenance of
  equipment may be examples of restraining forces
  against increased production
• Equilibrium is reached when the sum of the
  driving forces equals the sum of the restraining
  forces.

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To carry out a Force Field Analysis

• State the current situation
• Describe the ideal situation
• Identify where the current situation will go if
  no action is taken
• List all the forces driving change toward your
  ideal situation
• List all the forces resisting change toward your
  ideal situation
• Interrogate all of the forces Are they valid?
  Can they be changed? Which are the critical
  forces?
• Allocate a score to each of the forces using a
  numerical scale e.g. (1) extremely weak (10)
  extremely strong
• Chart the forces by listing (to strength scale)
  the driving forces on the left and restraining
  forces on the right
• The viability of the change programme can be
  affected by decreasing the strength of the
  restraining forces or by increasing the strength
  of driving forces.

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Pressures forOrganizational ChangeLunnerburg
Ornstein, 1996)

• Government intervention
• It is top-down hierarchy reforms
• Societys values
• Herzbergs hygiene factors such as salary, job
  security, working conditions, supervision,
  organizational policies, and status. The absence
  of these factors results in employee job
  dissatisfaction
• The quality of work life employee participation
  in the organization
• The values of equity and efficiency

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• Technological change and knowledge explosion
• Part of it is due to research and development
  efforts within an organization
• A great deal of development comes from outside
• Development of new technologies increases the
  accessibility to higher education such as
  continuing education courses, life-long learning
  and etc.
• ICT, smart schools, collaboration with British
  Aerospace and INTEL, e-book and etc.

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• Processes and people
• Process factors include
• Communication which is inadequate
• Poor quality decision making
• Inappropriate leadership
• Nonexistent of motivation
• People factors include
• Poor performance of teachers and students
• High absenteeism
• High dropout rates
• High teacher turnover
• Low teacher morale and motivation
• Poor community relationns

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Targeting Process ofChange Management

• Elements of the targeting process
• Focus of change
• Level of change
• Potency of change
• Impetus of change
• Focus of change
• Its tasks from traditional forms of instruction
  to individualized instruction,
• Its structure decentralization,
  departmentalization, communication channels and
  etc.
• Its technology introduction of
  computer-assisted instruction and etc.
• Its people new skills, values, motivation and
  etc

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• Level of change
• Wilfred Brown has identified four levels of an
  organization
• Manifest organization Portrayed by
  line-and-staff chart that represents the formal
  organization
• Assumed organization The conventional wisdom
  about how the system actually works
• Extant organization How the system actually
  works
• Requisite organization This is an ideal
  organization, the way how an organization should
  function

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• Potency of change
• It refers to the degree which a change requires a
  significant departure from existing condition
• Level of potency depends on resources, time,
  energy, power, and goodwill that are involved in
  the change initiative
• Impetus for change
• Three types of change (Getzels)
• Enforced change Cultural dimension outside the
  organization brings external pressure on the
  system to which it must respond.
• Expedient change The mechanism of change is
  reaction
• Essential change The mechanism of change is
  volunteerism.

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Resistance to Change(Mark Hanson, 1996)

• Resistance to change occurs at organizational
  level and at the individual level
• Organizational level
• The educational system
• Centralized vs. decentralized system
• Bureaucratic organization
• Formal bureaucratic structure such as
  hierarchical levels, role relationships,
  standardized procedures, control from the top,
  values of disciplined and compliance and etc.
• Superordinates have rights and subordinates have
  obligations (Abbott)
• A study by Moeller and Charters found that
  teaches in highly bureaucratic systems had
  significantly higher, not lower, sense of power
  than those in less bureaucratic schools.
• Bureaucratic may not always be detrimental to
  change

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• Accountability
• If test score are low, teachers are blamed.
  This will lead to the wrong focus for initiating
  change
• Goal displacement
• Goal displacement refers to a situation when
  following the rules becomes the goal of the
  individual functionary or even of the
  organization itself (Robert Merton)
• Domesticated organization
• The domestication of schools builds in layers of
  protective insulation (can be penetrated but not
  easily)

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• Costs Time, energy, money
• In educational organizations, it is rather
  difficult to obtain accurate measures of benefits
  as they relate to costs
• Sunk costs also act as forces resistant to
  change
• Resistance cycle
• Four-stage cycle (Goodwin Watson)
• Stage one resistance appears massive
• Stage two The pro and con forces become visible
• Stage three The battle between the pro and con
  is on
• Stage four The supporters of change is
  victorious.

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• Resistance to change at individual level
• Vested interests
• Vested interests come in social (dissolve of
  inform group, social status), political (lost of
  power), economic (source of income) and
  psychological forms (insecure).
• Mobility expectations
• Three career motivational patterns (Presthus)
• Up-ward mobile
• Indifferent
• ambivalent

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• Search behavior
• There is evidence that the present procedures
  are not working well and results in anxiety
• Psychological systems
• Psychological forces that generate forces
  towards change (Goodwin Watson)
• Habit
• Primary (success from completing a task)
• Selective perception and retention
• Dependence
• Insecurity and regression

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• Rejection stages
• Ignorance/lack of dissemination (The infor is
  not easily available)
• Suspended judgment/data not logically compelling
  (I want to wait and see how good it is before I
  try)
• Situational/data not materially compelling (It
  costs too much to use in time and money)
• Personal/data not psychologically compelling (I
  dont know if I can operate the equipment)
• Experimental/present or past trials (I tried
  them once and they arent any good)

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• Resistance from the lowerarchy
• The power in the lowerarchy can generate forces
  that resist change
• Lack of experimental ethic

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Conditions for Successful ChangeTo Happen (Mark
Hanson)

• Anxiety, difficulties, and uncertainty are
  intrinsic to all successful change
• Change is a journey where learning and adjustment
  must take place
• Education change is a problem-solving process
• Change requires resources training, materials,
  new space, personnel, and etc.)
• Change in education needs an integrated source of
  power to direct it. Therefore the management of
  change is better when it is carried out by a
  cross-role group