Waking the Sleeping Giant: Empowering Change in your Organization

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Waking the Sleeping Giant Empowering Change in
your Organization
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How many of you are currently engaged in a change
effort?
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How many of you are currently engaged in a
change effort?
Change does not happen to us, it is
something we do.
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How do you do it?
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Stages of the Systemic Change Model
Question Developmental Stage 1. What
is it? Concept Development
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Stages of the Systemic Change Model

• Question Developmental Stage
• 1. What is it? Concept Development
• Why should we do it? Value Development

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Stages of the Systemic Change Model

• Question Developmental Stage
• 1. What is it? Concept Development
• Why should we do it? Value Development
• Can it be done? Vision Development

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Stages of the Systemic Change Model

• Question Developmental Stage
• 1. What is it? Concept Development
• Why should we do it? Value Development
• Can it be done? Vision Development
• How do you do it? Skill Development

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Participants of the Systemic Change Model
Trailblazers Pioneers Settlers Sit-at-home Saboteu
rs
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Trailblazer

• Prepared to go where no one else has gone.
• Excited and self motivated. Go it alone.
• Needs only a vision and the opportunity.

• Innovative and self reliant.
• Require little support,
  
  
  encouragement or protection.

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Pioneers

• Travel behind trailblazers in small clusters.
• Need vision and the concept developed.
• Require some support, encouragement and
  protection.

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Settlers

• Travel behind Pioneers in larger bunches (wagon
  trains).
• Require extensive support, encouragement, and
  protection.
• Strong leadership is required to sustain
  efforts.
• Frustration is normal and should be expected.

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Sit at Home

• Passive resistors to change efforts.
• Supportive, but do not want to participate
  personally.
• Ill support you, but dont ask me to go
• I think things are just fine.
• Weve done this before

• These people are often former Trailblazers and
  Pioneers who have grown weary because of
  ineffective ventures I told you so!

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Saboteurs

• Active resistors to change efforts.
• Non-supportive and do not want anyone to
  participate.

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How does Successful Systemic Change Occur?
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Systemic Change-Learning Theory Model
Desired Future
Present
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Systemic Change- Learning Theory Model
Desired Future
Present
A clear view of the next-higher level of
performance should not be misconstrued as a
straight change path, forward and upward. Duffy
(2003)
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Systemic Change- Learning Theory Model
Desired Future
Present

frustration
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Systemic Change- Learning Theory Model
Desired Future
Present

• Trouble occurs for Settlers in 2-4 years.
• Things were better before because we knew how to
  do things.

frustration
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Systemic Change- Learning Theory Model
Desired Future
Present

• Trouble occurs for Settlers in 2-4 years.
• Things were better before because we knew how to
  do things.

frustration

• As we learn and develop new skills, we then move
  back up the learning curve.

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Systemic Change- Learning Theory Model
Desired Future
Present
frustration

• Confusion and lack of organization can cause
  Settlers and Pioneers to return to the old
  familiar settings.

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Systemic Change- Learning Theory Model
Desired Future
Present
CHANGE

• Clear communication
• Critical analysis
• Measurable results
• Disrupt status quo

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Systemic Change- Learning Theory Model
Success
Incrementally Sustained Systemic Change
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Fostering Effective Change
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Fostering Effective Change

• Cultivate relationships
• Leading in a culture of change means creating a
  culture of change Fullan (2001)
• Power in organizations is the capacity generated
  by relationships Wheatley (1999)
• Collaboration is the great multiplier
  
  Duffy (2003).

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Fostering Effective Change

• Cultivate relationships
• Clearly communicate
• Forecast frequently
  Do not avoid
  conflict Empower with encouragement

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Fostering Effective Change

• Cultivate relationships
• Clearly communicate
• Develop human capacity
• Fullan (2001) affirms good leaders foster good
  leadership at other levels.

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Fostering Effective Change

• Cultivate relationships
• Clearly communicate
• Develop human capacity
• Institutionalize changes
• Reinforce policies and procedures
  
• Frequently assess progress

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Fostering Effective Change

• Cultivate relationships
• Clearly communicate
• Develop human capacity
• Institutionalize changes
• Monitor/celebrate success

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Grayson County College

• collective vision of something akin to
  transformation, or at least significant
  improvement..We want to build an INSPIRED vision
  of excellence for the future of education at
  Grayson College. Lets GO FOR IT!
• Quote from Citizens Advisory Committee member

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Inside-Out Transformation

• Facilities Renewal Brick and Mortar
• Organizational Design Heart and Soul

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Strategic Leadership by Design

• External
• Citizens Advisory Committee
• Leadership Summit
• Internal
• College Effectiveness Council
• Goal Teams
• Value
• Team Values
• Staff Development Resource Team

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Citizens Advisory Committee Charge

• With the end goal of advising and providing
  recommendations to the Trustees, the charge of
  the Citizens Advisory Committee is to
• With the assistance of College staff and
  consultants, become familiar with the current
  state of Grayson County College
• Identify and/or assess opportunities for the
  College to optimize its effectiveness within the
  context of its mission
• Determine and prioritize facility improvements
  and/or additions necessary to optimize the
  Colleges mission-effectiveness and
• Identify the most viable strategy for funding
  those improvements and/or additions.

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Environmental Scanning

• Citizens Advisory Committee represents pulse of
  the community
• Focus groups
• Appreciative Inquiry for Future State Initiatives
• Demographic Analysis Enrollment Projections
• Telephone Survey Poll

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Citizens Advisory Committee

• Accountants
• Executives
• Day Care Owners
• Students
• Manufacturing Reps
• Media Reps
• Financial Planners
• Educators
• Small Businesses

Ministers Health Care Reps Economic
Developers Bankers Service Industry Reps Travel
Industry Reps Insurance Agents Realtors Civic
Agencies
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Leadership Summit

• Partnerships
• Among Cities and Colleges
• Among Public Schools and Colleges
• Between Colleges
• Among Business/Industry Workforce Education

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Leadership Summit

• Cities and Schools explore the logistics of
  housing GCC administration, city hall, school
  districts, Chamber of Commerce in one facility.
  This arrangement would foster better
  communication, internships, and more. Create a
  center of school, city, county, college
  administration. Get more information about our
  graduates to business and municipalities, which
  would foster internships, and job opportunities.

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Leadership Summit

• CCCC and GCC work together to offer technical
  programs to North Texas region and to develop 22
  articulation agreements with 4-year institutions.
• Enhance dual credit offerings by combining
  advanced placement and dual credit and developing
  an individual plan for each school district.
  Provide incentives for teachers to get
  credentialed and/or to teach dual credit.

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Leadership Summit

• Develop partnerships between high schools and
  colleges to provide many more opportunities for
  students who are interested in a career or
  technology program.
• Build Economic Development Alliances between
  schools, colleges, and economic development
  entities to promote seamless connection between
  college curriculum and needs of emerging
  industries

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Internal Perspective

• Solid Ground
• College Effectiveness Council
• Goal Teams
• Staff Development Resource Team

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GCC Financial Condition Solid Ground

• Revenue Mix
• Fund Balances or Operating Reserves
• Focus on Facilities Renewal

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College Effectiveness Council

• www.grayson.edu/stark/CEC.asp

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Admissions Records Retreat

• Entering applications
• Residency requirements
• Texas Success Initiative/GCC policy
• Admission requirements for all classifications
• Required documents for all classifications
• Document tracking/missing info letter
• Application acknowledgements/acceptance letters
• Migrating files to the Regmenu
• Comm flow for admitted vs. accepted files

• GIVE EACH OTHER
• A HAND
• Saturday cross-training retreat
• March 3, 2007 9 am 4 pm
• GCC Boardroom (lunch provided)

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CEC Team Values

• Be present.be involved
• Be open minded
• Not self-serving
• Respect time
• Be prepared
• Have fun
• Be productive
• Dont take things personally
• Trust
• Positive Attitude

• Share
• Compromise
• Gather facts
• Integrity (Do the right thing consistently)
• NO BLAME
• See end result, fruition
• Be committed and loyal to the CEC, colleagues and
  process
• See the big picture/little picture

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Are you currently engaged in a change effort?
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Are you currently engaged in a change effort?
Change does not happen to us, it is
something we do.
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References

• Donaldson, G. A. (2001). Cultivating leadership
  in schools connecting people, purpose, and
  practice. New York Teachers College Press.
• Duffy, F. M., Dale, J. D. (2001). Creating
  successful school systems Voices from the
  university, the field, and the community.
  Norwood, MA Christopher-Gordon.
• Duffy, F. M. (2003). Courage, passion, and
  vision a guide to leading systemic school
  improvement. Lanham, MD The Scarecrow Press.
• Duignan, P., Bhindi, N. (1996). Authenticity in
  leadership An emerging perspective. Journal
• of Education Administration, 35(3), 195-209.
• Center for Leadership in School Reform- Phil
  Schlechty, Director
• 950 Breckenridge Lane 200
• Louisville, KY 40207
• Short, P. M. (1998). Empowering leadership.
  Contemporary Education, 69(2), 70-72.
•  
• Short, P. M. Johnson, P. E. (1994). Exploring
  the links among teacher empowerment, leader
  power, and conflict. Education, 114(4), 581-594.
• Starratt, R. J. (2001). Democratic leadership
  theory in late modernity an oxymoron or ironic
  possibility?. International Journal of Leadership
  in Education, 4(4), pp. 333-352.
• Wheatley, M. J. (1999). Leadership and the new
  science Discovering order in a chaotic world.
  San Francisco, CA Berrett-Koehler.