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

2. 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

3. Leadership
Jump the Gap
Systems
Schools
Classrooms
People

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

5. Implementation Dip

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

7. Unfreeze
change
Re-Freeze
Freeze
Transition State

8. Implementation Dip
Performing
Norming
Forming
Storming

9. Performing
Norming
Forming
Storming
Transforming

10. 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.

11. 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.

12. Structural Change
Subsystem
Cultural
Transformational

13. 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.

14. 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

15. Three Key Functions Setting Direction Developing People
Redesigning the Organization

16. 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)

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

18. 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)

19. 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

20. Jump the Gap
Leadership

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

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

23. The “Practice” of Leadership Largest-ever Sample for Research on Leadership Practice
All studies,
> 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

24. 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

25. 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

26. 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

27. 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

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

29. 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

30. 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

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

32. 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

33. 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**

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

35. Performing
Norming
Forming
Storming
Transforming

36. 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?

37. 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?”

38. Disruptive Innovation Can Create Positive Turbulence

39. 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)

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

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

42. 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.

43. 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.

44. 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

45. 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.

46. 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.

47. 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

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

49. 7 Responsibilities Critical to Support Second-Order Change
Change Agent
Flexibility
Ideals & beliefs
Intellectual stimulation
Knowledge of Curriculum Instruction, Assessment
Monitor and evaluate
Optimizer

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

51. 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 challenges

52. 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!

53. 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.

54. 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

55. 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

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

57. 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

58. 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

59. Instructional Core
Content
Pedagogy
Engagement

60. William Daggett

61. 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

62. Monitoring and Evaluating
The Core

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

64. 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

65. 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

66. 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

67. 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)

68. 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.

69. 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

70. Implementation Dip
Commitment
Exploration
Denial
Resistance

71. 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.

72. 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

73. Hershey and Blanchard

74. 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

75. 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 /

76. Gentle Pressure
Relentlessly Applied

77. 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

78. 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.