The 21st Century Leadership Challenge: Leading Second Order Change General Session The 21st Century Leadership Challenge: Leading Second Order Change

ASSUMPTIONS ABOUT ORGANIZATIONAL CHANGE CHANGE IS A PROCESS, NOT AN EVENT ORGANIZATIONS CANNOT CHANGE UNLESS PEOPLE CHANGE AT ANY GIVEN TIME MOST PEOPLE ARE NOT USING ALL THE KNOWLEDGE THEY HAVE SUCCESSFUL CHANGE REQUIRES STABILITY WHERE THERE IS CHANGE, THERE WILL BE CONFLICT

Leadership Jump the Gap Systems Schools Classrooms People

THE IMPLEMENTATION DIP…. POSSIBILITY CURVE.. Fullan--1990

Implementation Dip

Implementation Dip Transitions Denial Commitment Past Future Resistance Exploration Productivity Past Future

Unfreeze change Re-Freeze Freeze Transition State

Implementation Dip Performing Norming Forming Storming

Performing Norming Forming Storming Transforming

Change is MESSY! Fullan: “The more accustomed one becomes to dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change, or copes with unwanted change.

There is a difference between cyclical and structural change. Anything we’re trying to change away from will keep coming back unless we replace it with something new.

Structural Change Subsystem Cultural Transformational

THE GREATEST CHALLENGE OF CHANGE Organizations rarely change unless the people in the organizations change. This includes leaders as well as employees. Most adults find it difficult to change.

TRANSFORMATIONAL LEADERSHIP …requires leaders to function like organization designers. “This means that they make clear the emerging values and norms of the organization. They involve themselves in the culture of the organization and help shape its meaning. People need to know their roles and understand how they contribute to the greater purposes of the organization. Northouse, 2007

Three Key Functions Setting Direction Developing People Redesigning the Organization

JOHN KOTTER’S EIGHT STEPS TO TRANSFORMING YOUR ORGANIZATION Establish a sense of urgency (setting direction) Form a powerful guiding coalition (setting direction) Create a vision (setting direction) Communicate the vision (setting direction) Empower others to act on the vision (developing people) Plan for and create short-term wins (developing people) Consolidate improvements and produce still more change (redesign organization) Institutionalize new approaches (redesign organization)

WHAT DO DESIGNERS DO? Question sacred assumptions Explore a variety of possibilities Think systemically

The culture of change. Detailed Complexity - determining all the variables in advance. (This is not reality) Dynamic Complexity – unexpected, unplanned for situations that surface as you implement a change effort. (This is reality)

JARED DIAMOND’S FOUR INVITATIONS TO DISASTER Failure to anticipate a problem Failure to recognize a problem once it surfaces Failure to try and solve a problem once it is recognized Failure to solve a problem, despite trying to solve it

Jump the Gap Leadership

Change is like a planned journey into uncharted waters on a leaky boat with a mutinous crew. Michael Fullan

Q - If you LEAD an organization over time, and it significantly improves, what happened to the organization? A- CHANGE

The “Practice” of Leadership Largest-ever Sample for Research on Leadership Practice All studies, 1971-2001 > 5,000 studies of relationship between school leadership & achievement examined 69 met McREL’s criteria for rigor 2,802 schools, all levels, K-12 represented 14,000 Teachers 1.4 million students Marzano, Waters, & McNulty, 2005

Findings School-level leadership impacts student achievement Principals use 66 leadership practices to fulfill 21 essential responsibilities that correlate with student achievement. Strong principals can have either a positive or negative impact on student achievement

Finding #1: School leadership impacts student achievement. School Leadership that Works: The Effect of Principal Leadership on Student Achievement If principal’s leadership improves from 50th to 84th percentile, researchers predict a 10 percentile gain in student achievement

Finding #2 The “Practice” of Leadership Identified 21 Principal responsibilities that positively correlate with student achievement All 21 responsibilities are important for raising student achievement. All are important in First-order change. 7 responsibilities are essential for Second-Order change. Marzano, Waters, & McNulty, 2005

Balanced Leadership Framework Responsibilities Affirmation Change Agent Communication Contingent Rewards Culture Curriculum, Instruction, Assessment involvement Discipline Flexibility Focus Ideals/beliefs Input Intellectual stimulation Knowledge of C, I, A Monitors/evaluates Optimizer Order Outreach Relationship Resources Situational awareness Visibility

First or Second Order Change? It’s a matter of perspective!

First and Second Order Change Eyes Wide Open: System Change February 20, 2007 First and Second Order Change A change is first-order when it is perceived as A change is second-order when it is perceived as An extension of the past A break with the past Within existing paradigms Outside of existing paradigms Consistent with prevailing values and norms Conflicted with prevailing values and norms Incremental Complex Implemented with existing knowledge & skills Requires new knowledge & skills to implement Implemented by experts Implemented by stakeholders Leddick

First-Order Change? Professional development to implement new editions of social studies textbooks Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings Implementing a new dress code Revamping the master schedule, moving from 7 periods per day to 6 Converting your school to International Baccalaureate (IB) status

Setting Direction Developing People Affirmation Visibility Optimizer Ideals/Beliefs Developing People Affirmation Visibility Situational Awareness Relationships Redesigning the Organization Communication Culture Input

First Order Second Order When stakeholders see the change as: Consistent with existing values and norms Advantageous for stakeholders Readily implement-able with existing knowledge and resources When stakeholders: Are unclear about how it will make things better for them Must master new knowledge, practices, or approaches to implement the change Feel the change conflicts with prevailing personal values and organizational norms

7 Responsibilities Critical for 2nd Order Change** Affirmation Involvement in C,I,A Change Agent** Knowledge of C,I,A** Contingent Rewards Monitoring/Evaluating** Communication Optimizer (Optimist)** Culture Order Discipline Outreach Flexibility** Relationships Focus Resources Ideals/beliefs** Situational Awareness Input Visibility Intellectual stimulation**

First or Second Order Change? It’s a matter of perspective!

Performing Norming Forming Storming Transforming

THE CHALLENGES INHERENT IN ANY CHANGE PROCESS Can you generate a sufficient sense of urgency to overcome inertia? Can you achieve consensus among stakeholders on the conditions that need to be changed? Can you avoid harming those who benefitted from the status quo?

THE CHALLENGES INHERENT IN ANY CHANGE PROCESS Can people do as well with execution as they do with planning? Can people maintain focus and momentum as the year wears on? Can people avoid premature celebration and disappointment over “implementation dips?”

Disruptive Innovation Can Create Positive Turbulence

ASSUMPTIONS ABOUT THE TRANSITION PROCESS People have characteristic ways of ending things and beginning things. Transitions are not the same as changes. Changes are situational. Transitions are psychological. A change without transition is likely to be unsuccessful. We lack a vocabulary for talking about transitions. BRIDGES, Managing Transitions (2003)

Implementation Dip Transitions Denial Commitment Past Future Resistance Exploration Productivity Past Future

STAGE 1: Transition: Ending /Denial Letting go of the old ways and the old identity people had. People need help dealing with their losses.

STRATEGIES FOR Ending/Denial Be sure people understand the purpose and the outcome being sought. Paint a picture of how the desired outcome will look and feel. Lay out a step-by-step plan regarding how the new outcome will be achieved. Give each person a part to play in the plan. People need a tangible way to contribute.

STAGE 2 OF TRANSTION: Resistance Going through an in-between time when the old is gone but the new isn’t fully operational. In this “resistance zone” psychological realignments are taking place.

2nd order change Is a horse of a different color from a leadership perspective. To successfully implement a second order change initiative, a school leader must ratchet up her/his idealism, energy, and enthusiasm. Additionally, he must be willing to live through a period of frustration and even anger from some staff members. No doubt this takes a great personal toll on a school leader and might explain why many promising practices have not led to improved student achievement and ultimately have been abandoned. Ron Heifitz Marzano, Waters, McNulty

Resistance Zone DANGERS Anxiety rises and motivation falls. People feel disoriented. Energy is drained away from work into coping tactics. Employee absenteeism increases. Old weaknesses in the organization reemerge and old resentments surface anew.

Resistance Zone DANGERS (con’t) 4. People feel overloaded and priorities are confused. As uncertainty grows, confidence in the organization is lost. 5. Polarization occurs among employees. Some want to rush forward; others want to go back to the way things were. 6. The organization becomes vulnerable to outside criticism.

Resistance Zone Strategies 4. Listen and talk to the people, find out their feelings 5. Don’t tell them what to feel Support their willingness to express their feelings Respond to concerns Reiterate vision and information for successful transition

The art of progress is to preserve order amid change and preserve change amid order. ~ Alfred North-Whitehead

7 Responsibilities Critical to Support Second-Order Change Change Agent Flexibility Ideals & beliefs Intellectual stimulation Knowledge of Curriculum Instruction, Assessment Monitor and evaluate Optimizer

Setting Direction Developing People Optimizer Change Agent Developing People Knowledge of Curriculum and Instruction Intellectual Stimulation Redesigning the Organization Monitoring and Evaluating Flexibility

Responsibility Definition Practice 1. Change Agent Actively challenge status quo Challenges status quo Comfortable leading change Looks for new, better ways Flexibility Adapts behavior; OK with dissent Comfortable making change OK w/ diverse opinions 3. Ideals and Beliefs Well-defined beliefs Behavior models beliefs 4. Knowledge of CIA Content, instruction, and assessment Extensive knowledge Provides guidance -teachers 5. Intellectual Stimulation Discusses current theory, practice Keeps informed Fosters discussions, etc. 6. Monitor and Evaluate Impact and effective- ness of practice Continually monitors C-I-A Impact of practice on achievement 7. Optimizer Inspires, leads new & challenging innovation Inspires; driving force Positive attitude @ challenges

Ideals and Beliefs What Is Our Purpose? To improve the quality of human life. To create schools in which every child learns at high levels. To secure America’s future—one student at a time!

What Do We Value? We put service to students above all else. We take responsibility for the success of all students. We care passionately about our work with children. We build strong, positive relationships with students, staff, parents, and community. We model and promote civility and integrity.

Collective Efficacy: “We can make a difference Collective Efficacy: “We can make a difference.” Building a Purposeful Community Collective Efficacy - The group members’ shared perception or belief that they can dramatically enhance the effectiveness of an organization. The collective efficacy of the teachers in a school is a better predictor of student success in schools than is the socioeconomic status of the students. Goddard, Hoy, and Hoy, 2004

Definition: Purposeful Community “A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that matter to all community members through agreed-upon processes.” Marzano, Waters, McNulty, 2005

Build a purposeful community Focus on the right things Assess and manage the magnitude of change Leadership Focus Magnitude Leadership Leadership Leadership

Purposeful Community Purposeful Community Purposeful Community Leadership Focus Magnitude of Change On the right things Gentle pressure, applied relentlessly Purposeful Community Leadership Purposeful Community Leadership Leadership Purposeful Community

Purposeful Community Purposeful Community Purposeful Community Leadership Focus Magnitude Classroom Research School Research Student Research Create demand Implement change Manage transitions Monitor/Evaluate Purposeful Community Leadership Purposeful Community Leadership Leadership Purposeful Community

Instructional Core Content Pedagogy Engagement

William Daggett

Knowledge of Curriculum and Instruction Quadrant C - Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Quadrant D - Adaptation Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. Quadrant A - Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. Quadrant B - Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations William Daggett

Monitoring and Evaluating The Core

Intellectual Stimulation Rigor Rigor of Task Rigor of Task predicts Performance Accountability is the rigor of the task

20th Century Expectation: TIME 21st Century Expectation: PROFICIENCY Perspective The Welsh Congregation’s Dilemma We must build the new system while we’re in the old system

Change Agent ~ Leadership is Difficult! “Perhaps the most revealing aspect of analysis is that some responsibilities are negatively affected by second-order change:” Culture (Strongest negative relationship with 2nd order change) Communication Order Input

True Leadership is Risky Business “When exercising leadership, you risk getting marginalized, diverted, attacked, or seduced. Regardless of the form, however, the point is the same. When people resist adaptive work, their goal is to shut down those who exercise leadership in order to preserve what they have.” Leithwood

Possible perceptions of principal leading 2nd order change Team spirit, cooperation, and common language have deteriorated as a result of the innovation (Culture) Communication has deteriorated as a result of the innovation (Communication) Order and routine have deteriorated as a result of the innovation (Order) The level of input from all members of the staff has deteriorated as a result of the innovation (Input)

STAGE 3 OF TRANSITION: Exploration This is when people develop the new identity, experience the new energy, and discover the new sense of purpose that make the change begin to work.

Exploration: Stage Three Transition Lots of new ideas/energy Focus on priorities Too much to do Set short term goals Can’t focus Follow up on projects Trying new approaches Develop people

Implementation Dip Commitment Exploration Denial Resistance

STAGE 4 OF TRANSITION NEW BEGINNING: Commitment This is when people develop the new identity, experience the new energy, and discover the new sense of purpose that make the change begin to work.

Commitment:Stage 4 Transition Team work is norm Renewed energy Clear Focus They have a plan Empower others Create/support purposeful community Set long term goals Monitor Flexible Intellectual stimulation Validate/Reward Look ahead

Hershey and Blanchard

Leadership—A Balancing Act Adaptive work creates risk, conflict, and instability because addressing the issues underlying adaptive problems may involve upending deep and entrenched norms. Thus, leadership requires disturbing people—but at a rate they can absorb. Heifitz

Balancing Leadership for Change Flexibility What an organization needs from its leader depends on the magnitude of change occurring for the organization Direct ------------------------- Support Answer ------------------------ Question Step up / Manage ----------- Step back / Learn /

Gentle Pressure Relentlessly Applied

Leadership 1. Leadership matters. 2. In difficult times, leadership matters even more. 3. In periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance. Joe Murphy

Fullan Those individuals and organizations that are most effective do not experience fewer problems, less stressful situations, and greater fortune, they just deal with them differently.