Change Management for Schools: Moving Forward for Better Teaching and Learning - Coursework Example

Change Management for Schools: Moving Forward for Better Teaching and Learning Heraclitus is perhaps best d in his philosophy regarding change and has been quoted regarding it in many permutations: "Everything changes and nothing stays the same." What a person knows to be true at one time may no longer apply in the future. Humans have been and still are on a perpetual search for knowledge and discoveries in its long time struggle to understand the world and to affect it, adapting to it and shaping the environment to address ever-growing and ever-changing needs and wants. Scientific discoveries, shedding new light in how students learn or not learn as well as the most effective teaching methods, have brought about many reforms in the curricula of educational institutions. Social enlightenment, developments in political policies and even religious or spiritual reforms that affect culture have also given way to the need to update educational change. Take for example the fact that only a few centuries ago, children were not seen as any different from an adult aside from the fact that they are smaller. In the Victorian period, many children were employed in menial work and were given very little special attention. In modern times, we would consider this as abuse. Changes in our philosophical views on children gave birth to further study on childhood and has given us most of the practices schools and parents now employ. Given that there is continuous engagement from educators, philosophers, and researchers to improve the quality and effectiveness of education vis à vis social, political, cultural, and scientific innovations as well as overcome other long known barriers, it is safe to expect that many more educational changes will take place and continue to take place in the future. Although change is inherent to life, it is not painless. People have comfort zones and change, be it gradual or sudden, will always pose as a challenge. The mixed feelings of agony and excitement when moving to a new home, switching careers, breaking up to a long time partner is proof of how life changes greatly affect us. When considering a change in anything we must first consider that there are at least to sides to every coin and for every change, there will exist people going for and against it. What would matter is for the agents of change to prove the necessity and benefits of said changes in order to gain support from all parties that will in turn be affected by it. This paper will define change management and address how to bring about changes that need to be made in an educational institution or school and specify the steps in planning, communicating, and implementing said changes. Change Management: An Overview "Make room for change, as change will not be thought of if there is no need for it." -Blokdijk, 2008 What is change management? According to the World Bank (2002), "Change management is a systematic approach to dealing with change from the very beginning of a change program and during all planning and implementation stages." The most important goal in change management is to implement change in the organization or institution without negatively affecting the individuals in the organization or the organization itself too much or too drastically, at the very best keeping its adverse effects to its absolute minimum while achieving the most yield in advantages and benefits. It also corresponds the views of both the managers of change or the organization that wants to implement changes with that of the individual employees thus increasing the likelihood for success, expediting the process of change while decreasing the costs of implementation (World Bank, 2002). The requirements of effective change management are also listed from the same source, highlighting the importance of leadership commitment and participation, strategic planning, staff engagement, buy-in, and communication and information in all the stages of the change process. Good change management generally results in improved methods and innovations in procedures; improved methods and innovations in procedures then results in higher satisfaction from customers as well as better job perspectives from the individuals in the organization (Blokdijk, 2008). As noted in Telecommunications: Full Adoption of Sound Transition Planning Practices (n.d.), proper change management helps employees prepare for the change, making them more willing to support the process and committed in making things work. This in turn reduces the risk of failure and a "comprehensive understanding of the transition," the logic behind it, it comparative advantages, the stages that are needed and the roles each one will play in the change process, can be ensured. Successful change in schools will occur if educators truly believe that it can happen, it is reasonable and is needed, they are important catalysts for that change to happen, and if educators are validated by gaining even simple triumphs with the change (Fullan, 2007). Numerous empirical researches suggest that technology—particularly computer-based technology—can play a crucial part in developing a new and more conducive learning environment (Sandholtz, Ringstaff, & Dwyer; 1997). Technology provides more resources for students to use in the processes of solving problems, fostering critical thinking, and allowing reflection. Moreover, they even have more opportunities for collaborating with their peers and teachers in working with ICT projects (Means, Blando, Olson, Middleton, Morocco, Ramz, & Zorfass, 1993). This is especially useful for students since they shall soon form part of a workforce that emphasizes computer-based collaboration through virtual teams (Dube & Pare, 2001), flexible work schedules enabled by technology (Golden, 2001), outsourcing (Regus Group, 2006) and cultural diversity in a technology-enabled project teams and workplaces (John & Roberts, 1996). Proposed Change Model Lewins organizational model consists of three steps: 1) unfreezing, shaking the current organizational behavior by presenting the need for change; 2) moving, development of "new behaviors, values and attitudes" that result in the "shift in behaviour of an organization" perceived to be solutions or answers to the need for change; and 3) refreezing, the institutionalization of change where the organization has "achieved a new state of equilibrium" (Harigopal, 2006). Borkowski (2005) explains the action research model by saying that its goal is to make research as the foundation for change and afterwards using feedback in determining adjustments that would ultimately lead to additional research. Bullock and Battens integrative mode of planned change is based on the fact there are different states that organizations may be in at different times and that an understanding this and the processes needed for change from one state to another is required (Harigoapal, 2006). The innovative model that is put forth by this paper is a combination of these change models. The following steps are proposed to make the use of ICT acceptable in a particular school. Planning Change Taking on from the action research model of Borkowski (2005), there is a need to build a business case towards ICT migration. Most parties who are likely to resist the change will say that things are already working well as they are, so they are likely to be convinced about the need for change. Moreover, Jones (2006) lists five tasks that should be completed when planning change: "finding a compelling reason for change; evaluating readiness, capability, and commitment for change; defining a recognizable and achievable future; navigating transition; and ensuring that change sticks." The steps listed need to be done in sequence as each builds on top of the last one. Without reason for change, there will also be a reason for people not to support it, without manpower the future is cloudy and transition cannot be achieved and the thought of make it stay or stick is without hope. A "compelling" reason for change makes even the most unwilling individual in the organization see the necessity for change, although they still might not want to. According to Jones (2006), changes in the external environment of the organization such as political changes (a judicial change for example that would outlaw previous practices) and economic changes (the fall of the stock market, leading to lower incomes and displaced employees can be one) are usually strong enough to convince people that change is needed in order to adapt, spearhead, compete, and most of all just to stay afloat and survive in the market or environment that the institution or organization is in. The reason for change must be well thought out to encourage participation from the stakeholders. Therefore, to be able to build this business case, the first thing that may be done is the conduct of an attitudes survey towards ICT. The proponent of change may design a survey customized for the school and deploy it to the principal and administrators, teachers, and even the students and their parents. The results of the survey shall serve as input on how to plan for the change. The next step is to address all the concerns put forth by the different parties on ICT implementation. In carrying out this task, there has to be transparency. This is supported by Cushman (1997) cites who cites the tools for implementation and facilitation of change used by Nancy Mohr when she was University Heights High Schools principal that proved effective. Given the resonance in environments, it will be useful to consider these in the implementation stage in the change process, which includes transparent facilitation. This means a continuous conscious effort to include stakeholders (administrators, teachers, principals, students, and parents) in the process, gathering their opinions and suggestions and factoring it in the change process design and sharing the reasons behind the decisions made. Moreover, even before the deployment of the change, the norms that are to be expected from each party has to be made explicit. In this step, the ground rules are asked for. One should ask for what is important for the group at the start of the process, set this as guidelines and enlist everyone in the group to agree on it. Since it will come from the group they will feel ownership and have confidence to push things forward. This also prevents a disconnect between the sender (one who provides information about the change) and the receiver (one who gets information about the change) and facilitates a meeting between the need to change and individual considerations such as their perceived risks if the change pushes through (Hiatt, et. al., 2003) Carrying Out the Change Picking up from the other component of the innovative model, Lewins organizational model shall also be used. This involves unfreezing, and shaking the current organizational behavior by presenting the need for change. The proponent of change has to set up focus group discussions and cascade sessions where the benefits of the change may be presented. This is also the perfect venue for addressing the concerns of all parties involved. Once such concerns have been resolved, it is only then that the process may move into development of "new behaviors, values and attitudes" that result in the "shift in behaviour of an organization" perceived to be solutions or answers to the need for change. Finally, there may be refreezing, which is the institutionalization of change where the organization has "achieved a new state of equilibrium" (Harigopal, 2006). Throughout the whole process, there has to be explicit leadership. The change process will fail without a central figure or figures that will motivate people in the group, someone who will facilitate and direct the change process. Luckily, teachers are very familiar with this role and should be able to redirect this skill (Harigopal, 2006). Moreover, there should likewise be facilitative membership. Though the planning and designing will be coming from the leaders, they must consider themselves part of the mechanisms of the group as well and must take a hands on approach, not merely giving out commands and directives. Therefore, in this case, the teachers, students, and parents also have to consulted and heard throughout the whole process to be able to check on their reception of each phase of the change. Moreover, Harigopal (2006) further asserts that their has to be structured tasks and directions. Innovation and creativity may be achieved if the design for change is attacked not merely as a recipe but rather, a search for diverse solutions to a problem. The proponent of ICT should then be aware that the solutions that have been put forth in proposing the change may not be the same ones that they will end up with or that they will actually deploy. This is an outcome of the collabaration among all the parties involved. Finally, Harigopal (2006) further notes that dialogues, stories, and creative activities between members and groups, build a strong sense of community and learning and may even lead to unorthodox ideas beneficial to the groups development. Continuous dialogue gives you an accurate assessment of your progress towards change. Measures for Monitoring Progress Once change is achieved, the next challenge is to determine how to "make this change stick" or how to refreeze the organization by institutionalizing change. Stakeholders or key power groups (Wyman, n.d.) are the people who will be in the middle of the change. Changing Minds.org (n.d.) identifies the key stakeholders in the change process: sponsors, people in power who can either support or reject the change proposition like the board of directors for a school; targets, people directly affected by change like the teachers in a school facility for example; other people who may also be unintentionally affected like the IT industry if a school decides to completely revolutionize their teaching methods by making everything computerized. Stakeholders are the ones who will plan, implement, and evaluate the change process and will also ultimately be the ones affected or benefited by the changes that will take place. Identifying who they are and assessing if their mindsets and skills will allow for their contribution in the change process is essential. Jones (2006) suggests grouping them based on readiness and capability under low, medium, and high. The ideal of course is to have all stakeholder groups at the highest level of readiness and capability before undertaking the change. If necessary, or if the initial assessment concludes that the workforce is not ready or capable, sufficient training and development must also be included in the plan. For commitment assessment, a four-point scale has been developed, grouping stakeholders based on their willingness to support the change, namely: 1) opposed to change, who would absolutely resist the change and may even pull those in the 2) willing to let change happen group to their side; the 3) supportive group; and lastly the 4) make it happen group, who will go to all ends to make sure that the change will take place (Jones, 2006). Wyman (n.d.) groups them simply as: those who get in the way , those who let it happen, those who help it happen, and those who make it happen. He also suggests a number of techniques that can be used for each group to get the engagement of the people crucial to the effort and to lessen the effect of those who can negatively impact it and are as follows: participation, persuasion, incentives, isolation, and "ventilation". First thing to do is to enlist the participation of everybody and get the most number of people you can on board the project. It will be best to start with the make it happen and help it happen groups as this will give a strong center in the support group. Persuasion is best used for those people in the let it happen and the get in the way group especially if their specific skill sets are crucial to the completion and implementation of the change process. Giving career-related incentives to engender support may also be used though support achieved through this method is less potent than the others. Isolation is best for those who get in the way but are important to the workings of the institution. Isolating them would put them far from the change process by reassigning them to a separate project altogether. Ventilation is more likely to be taken as a last resort, reserved for those who not only are opposed to change but will also cause others to feel the same. If the institution decides that letting them go would be beneficial to the parties involved, and if it will not infirm the organization, then ventilation, or letting them out the window, would be the most logical step to follow. The transition phase is where old meets new and this can be the most challenging part in the change process because this is when what was planned in ink will meet the real world. Including steps to minimize the "growing pains" while in this stage will be most beneficial and will keep everyone on track. This "is very critical because it involves a lot of training, skills transfer, and the most sensitive of all, personnel re-alignments and even reduction" (Blokdijk, 2008) There might be some things that seemed right in the planning stage but is actually not very feasible. Planning for adjustments and flexibility like having a plan B should anything go wrong with the original plan must also be covered. One means of monitoring progress at the transition phase is by running climate surveys and continually conducting focus groups. This way, the attitudes of stakeholders may be measured and monitored at all times. The future state or the achievable state is "the finish line. It is what done looks like" and putting it first directs you to the right path to take in the change process (Rumizen, 2002). The managers or agents of stage will define what the future state is, although they must be careful not to overlook opinions from other stakeholders. It will also be advisable to conduct meetings, interviews or focus group discussions to get an end product that everybody agrees with and will be willing to help fulfill. According to Wyman (n.d) change prompts different emotions in different individuals. Some might experience going back and forth from being excited to being afraid to just plain being angry. Many however give uncertainty as the most difficult emotion to tackle in times of change and knowing the future state will eliminate uncertainty. Having milestones or phases will help give you a sense of where you are in the process once the implementation takes place (Rumizen, 2002) and it will keep the people involved in the loop by having something to look forward to. Ensuring that change sticks or, if we take Kurt Lewins model, refreezing which "comes when the workforce has already embedded the change in their system" (Blokdijk, 2008) involves practices that support or reinforce new behavior and create resilience against the backsliding can also be assessed in terms of how committed the workforce is to the new system (Deutsch et.al, 2006). For the end state of change, sustainability is the key issue. Thus, there is a need for more stringent monitoring of key metrics expected from the change effort. For example, in the case of ICT, some metrics may be significantly higher scores on subjects where it is used; more planning time for teachers; an increased sense of work life balance for teachers, among others. All these stages must be completed in the planning stage of the change process before the next stage can be done which is the communicating stage. Numerous revisions maybe done in order to ensure that all parts of the change process is covered. Perfecting this stage or minimizing errors in this stage would save the company or institution from unnecessary expenses. It is better to do so in this stage than commit mistakes in the next stages of the process. Implications for Future Change Efforts Hiatt et.al. (2003) is right when he said that change management is more than just following a recipe for change and that before the hows are designed, the whys must first be determined. He enjoins us to gain an understanding of the psychology of change to enable customization according to specific goals. We could also look at the change management process as being subdivided into two categories that build on top of each other: 1) individual change is managing the change process at the staff level, the process of matching their current skill sets and tools to the ones they will be needing in the implementation stage of the change process and coaching will be a vital part of ensuring that the individual change is successful so that we may get to the goal of 2) organizational change and the achievement of the vision of change and of an improved educational system that will greatly benefit students, teachers, and other stakeholders. Individual change management creates buy in even from resistant staff. The ADKAR model developed by Prosci in 2002, details the five key phases in effective people management that would facilitate individual change favorable to organizational change (Bangheyi, n.d.): 1) Awareness of the need to change; 2) Desire to participate and support the change; 3) Knowledge of how to change (and what change looks like); 4) Ability to implement the change on a day to day basis; and 5) Reinforcement to keep the change in place. Following building a business case for change; communicating to all stakeholders involved; and monitoring progress, the proponent for change needs to ensure that its benefits are carried on through and through. Such follow through is critical in solidifying the positive benefits from the change process. Only then shall it be worthwhile. References Bangheyi, S.G., & Bangheyi, E.M. (n.d.) The art and science of change. STS Trust Blokdijk, G. (2008). 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