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Leading Change Daren Lewis, FC 76
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Explore use of the model for planning and for troubleshooting
Agenda Introduce a model of the components of successful change (Ambrose 1987, Managing Complex Change) Explore use of the model for planning and for troubleshooting …an invitation to troubleshoot
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Components of a change strategy
Vision Skills Incentive Resources Action Plan Results/Change + + + + = 1. Vision. What is the guiding vision? Does it provide valid goals and objectives? What are the goals and objectives? Is it a shared vision? has everyone bought into these? Are these goals achievable, measurable and manageable 2. Skills What skills are needed? What skills do the staff/community have? What skills will the staff/community be provided with? How will you provide them? What support systems, processes etc are staff/community provided with? 3. Incentives. What are the incentives for adoption of the project? are they: tangible - financial, temporal, classroom facilities or intangible - recognition, prestige, personal achievement 4. Resources. What are the resources that are available? Are they suitable and appropriate? Are they reusable, flexible, engaging, portable? How are they distributed or accessed? Do they through availability and distribution enhance integration and adoption? What resources are you going to add? Is the distribution of resources equitable? Do the resources suit the needs of all aspects of the community? 5. Action Plan. What is the action plan? Has the staff/community been involved in developing this? Have they bought into this? Is it valid given the rapidly changing nature of the ICT? Is it measurable and manageable? Ambrose 1987, Managing Complex Change
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What happens when a component is missing
Vision Skills Incentive Resources Action Plan Results/Change + + + + = Vision Skills Incentive Resources Action Plan + = Confusion Vision Skills Incentive Resources Action Plan + = Anxiety Vision Skills Incentive Resources Action Plan + = Resistance Vision Skills Incentive Resources Action Plan + = Frustration 1. Vision. What is the guiding vision? Does it provide valid goals and objectives? What are the goals and objectives? Is it a shared vision? has everyone bought into these? Are these goals achievable, measurable and manageable 2. Skills What skills are needed? What skills do the staff/community have? What skills will the staff/community be provided with? How will you provide them? What support systems, processes etc are staff/community provided with? 3. Incentives. What are the incentives for adoption of the project? are they: tangible - financial, temporal, classroom facilities or intangible - recognition, prestige, personal achievement 4. Resources. What are the resources that are available? Are they suitable and appropriate? Are they reusable, flexible, engaging, portable? How are they distributed or accessed? Do they through availability and distribution enhance integration and adoption? What resources are you going to add? Is the distribution of resources equitable? Do the resources suit the needs of all aspects of the community? 5. Action Plan. What is the action plan? Has the staff/community been involved in developing this? Have they bought into this? Is it valid given the rapidly changing nature of the ICT? Is it measurable and manageable? Vision Skills Incentive Resources Action Plan + = False start Ambrose 1987, Managing Complex Change
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Understanding emotional responses
Understanding, preparing for, and responding to emotional responses is key to leading change …our people are not robots Confusion Anxiety Resistance Frustration 1. Vision. What is the guiding vision? Does it provide valid goals and objectives? What are the goals and objectives? Is it a shared vision? has everyone bought into these? Are these goals achievable, measurable and manageable 2. Skills What skills are needed? What skills do the staff/community have? What skills will the staff/community be provided with? How will you provide them? What support systems, processes etc are staff/community provided with? 3. Incentives. What are the incentives for adoption of the project? are they: tangible - financial, temporal, classroom facilities or intangible - recognition, prestige, personal achievement 4. Resources. What are the resources that are available? Are they suitable and appropriate? Are they reusable, flexible, engaging, portable? How are they distributed or accessed? Do they through availability and distribution enhance integration and adoption? What resources are you going to add? Is the distribution of resources equitable? Do the resources suit the needs of all aspects of the community? 5. Action Plan. What is the action plan? Has the staff/community been involved in developing this? Have they bought into this? Is it valid given the rapidly changing nature of the ICT? Is it measurable and manageable? False start
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Vision Vision Skills Incentive Resources Action Plan + = Confusion Vision = a compelling future state which provided direction and a sense of unity Lack or failure of Vision = leaves people feeling confused “Why?” “What are they thinking?” “Here we go again?” From the matrix, we see that vision – a compelling future state – provides direction and a sense of unity in a group. Without it, people are likely to feel confused. 1. Vision. What is the guiding vision? Does it provide valid goals and objectives? What are the goals and objectives? Is it a shared vision? has everyone bought into these? Are these goals achievable, measurable and manageable
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Skills Vision Skills Incentive Resources Action Plan + = Anxiety Skills = to change we must move into new territory which often requires new skills Lack of Skills or Training = without the skills, or the promise of skills from a source we trust, we will feel anxiety… “I can’t” “I don’t know how” “Will there be a place for me?” Change requires that people move into new territory, but if they don’t feel that they have the necessary skills to effectively carry out their part, they will more than likely experience anxiety. 2. Skills What skills are needed? What skills do the staff/community have? What skills will the staff/community be provided with? How will you provide them? What support systems, processes etc are staff/community provided with?
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Incentive Incentive = what’s the value? what’s in it for me?
Vision Skills Incentive Resources Action Plan + = Resistance Incentive = what’s the value? what’s in it for me? Lack of Incentive = why do the work if there is no value, no consensus is built “Don’t waste our time” “I just want to do the job, not deal with all this…” Additionally, if there is no incentive, if people don’t see the value of the change – what’s in it for them – they are bound to be resistant to it. Incentives, while giving a rational for change, also help to build consensus. 3. Incentives. What are the incentives for adoption of the project? are they: tangible - financial, temporal, classroom facilities or intangible - recognition, prestige, personal achievement
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Resources Resources = what do I have to work with?
Vision Skills Incentive Resources Action Plan + = Frustration Resources = what do I have to work with? Lack of Resources = without the physical and emotional resources to accomplish the change people will be frustrated “They ask the world and give us nothing to work with” “How can they expect us to do…?” Resources are those things that people feel they will need to carry out a change initiative. They could be physical or emotional resources. Without them they are likely to feel frustrated. 4. Resources. What are the resources that are available? Are they suitable and appropriate? Are they reusable, flexible, engaging, portable? How are they distributed or accessed? Do they through availability and distribution enhance integration and adoption? What resources are you going to add? Is the distribution of resources equitable? Do the resources suit the needs of all aspects of the community?
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Action Plan Plan = do we have a clear, manageable, measurable plan
Vision Skills Incentive Resources Action Plan + = False start Plan = do we have a clear, manageable, measurable plan Lack of a Plan = without a plan it is impossible to gain traction “We keep talking but nothing is happening” “We are going in circles” Finally, without a clear action plan, people will experience false starts – a sense of being on a treadmill, not really being able to get any traction. 5. Action Plan. What is the action plan? Has the staff/community been involved in developing this? Have they bought into this? Is it valid given the rapidly changing nature of the ICT? Is it measurable and manageable?
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Using the model
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Using the model: planning
Vision Skills Incentive Resources Action Plan Results/Change + + + + = When preparing for change ask: Are all the elements in place? Can you articulate each to your team? Ambrose 1987, Managing Complex Change
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Using the model: troubleshooting
Identify the emotions Work backwards to identify the problem(s) Vision Skills Incentive Resources Action Plan + = Confusion Work it backwards Vision Skills Incentive Resources Action Plan + = Anxiety Vision Skills Incentive Resources Action Plan + = Resistance Vision Skills Incentive Resources Action Plan + = Frustration Vision Skills Incentive Resources Action Plan + = False start Ambrose 1987, Managing Complex Change
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Using the model: understanding yourself
Are you being asked to change and finding yourself at odds with the program? Identify your emotions Work backwards to identify the problem(s) Can you fix them? Do you know what to ask to have changed/ added/removed to make the program work? Confusion Anxiety Resistance Frustration False start
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Let’s troubleshoot
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Troubleshoot a change initiative
Vision Skills Incentive Resources Action Plan Results/Change + + + + = What did you learn? Ambrose 1987, Managing Complex Change
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