Waking the Sleeping Giant: Empowering Change in your Organization

Waking the Sleeping Giant: Waking the Sleeping Giant: Empowering Change Empowering Change in your Organizationin your Organization

How many of you are currently How many of you are currently engaged in a change effort?engaged in a change effort?

How many of you are currently How many of you are currently engaged in a change effort? engaged in a change effort?

Change does not happen to us, Change does not happen to us, it is something we do.it is something we do.

How do you do it?How do you do it?

Stages of the Systemic Stages of the Systemic Change ModelChange Model


QuestionQuestion:: Developmental Developmental StageStage::

1. What is it? 1. What is it? Concept Development Concept Development





2.2. Why should we do it? Value DevelopmentWhy should we do it? Value Development






3.3. Can it be done? Can it be done? Vision Development Vision Development






3.3. Can it be done? Can it be done? Vision Development Vision Development

4.4. How do you do it?How do you do it? Skill Development Skill Development

Participants of the Systemic Participants of the Systemic Change Model Change Model

Participants of the Systemic Participants of the Systemic Change Model Change Model

TrailblazersTrailblazers

PioneersPioneers

SettlersSettlers

Sit-at-homeSit-at-home

SaboteursSaboteurs

““Trailblazer”Trailblazer”““Trailblazer”Trailblazer”• Prepared to go where no one else has gone.Prepared to go where no one else has gone.

• Excited and self motivated. Go it alone.Excited and self motivated. Go it alone.

• Needs only a vision and the opportunity.Needs only a vision and the opportunity.

• Innovative and self reliant.Innovative and self reliant.

• Require little support, Require little support, encouragement or encouragement or protection.protection.

““Pioneers”Pioneers”““Pioneers”Pioneers”

• Travel behind trailblazers in small clusters.Travel behind trailblazers in small clusters.

• Need vision and the concept developed. Need vision and the concept developed.

• Require some support, encouragement and protectionRequire some support, encouragement and protection.

““Settlers”Settlers”““Settlers”Settlers”

• Travel behind Pioneers in larger bunches (wagon trains).Travel behind Pioneers in larger bunches (wagon trains).

• Require extensive support, encouragement, and protection. Require extensive support, encouragement, and protection.

• Strong leadership is required to sustain efforts. Strong leadership is required to sustain efforts.

• Frustration is normal and should be expected.Frustration is normal and should be expected.

““Sit at Home”Sit at Home”““Sit at Home”Sit at Home”• Passive resistors to change efforts.Passive resistors to change efforts.

• Supportive, but do not want to Supportive, but do not want to participate personally.participate personally.

• “ “I’ll support you, but don’t ask I’ll support you, but don’t ask me to go…”me to go…”

• “ “I think things are just fine.”I think things are just fine.”

• “ “We’ve done this before …”We’ve done this before …”

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

““Saboteurs”Saboteurs”““Saboteurs”Saboteurs”

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

How does Successful Systemic How does Successful Systemic Change Occur?Change Occur?

How does Successful Systemic How does Successful Systemic Change Occur?Change Occur?

Systemic Change-Learning Systemic Change-Learning Theory ModelTheory Model

Systemic Change-Learning Systemic Change-Learning Theory ModelTheory Model

Systemic Change- Learning Systemic Change- Learning Theory ModelTheory Model


““A clear view of the next-higher level of A clear view of the next-higher level of performance should not be misconstrued performance should not be misconstrued as a straight change path, forward and as a straight change path, forward and upward.” Duffy (2003)upward.” Duffy (2003)





• Trouble occurs for Trouble occurs for SettlersSettlers in 2-4 years. in 2-4 years.

““Things were better Things were better before because we knew before because we knew how to do things.”how to do things.”



• Trouble occurs for Trouble occurs for SettlersSettlers in 2-4 years. in 2-4 years.

““Things were better Things were better before because we knew before because we knew how to do things.”how to do things.”

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



• Confusion and lack of organization can cause Confusion and lack of organization can cause SettlersSettlers and and PioneersPioneers to return to the old familiar settings. to return to the old familiar settings.



Clear communicationClear communication Critical analysisCritical analysis Measurable resultsMeasurable results Disrupt status quoDisrupt status quo



Incrementally Sustained Systemic Change

Fostering Effective ChangeFostering Effective ChangeFostering Effective ChangeFostering Effective Change


CCultivate relationshipsultivate relationships““Leading in a culture of change means Leading in a culture of change means creating a culture of change” Fullan (2001)creating a culture of change” Fullan (2001)

““Power in organizations is the capacity Power in organizations is the capacity generated by relationships” Wheatley (1999)generated by relationships” Wheatley (1999)

““Collaboration is the great multiplier” Collaboration is the great multiplier”

Duffy (2003).Duffy (2003).


Cultivate Cultivate relationshipsrelationships

Clearly communicateClearly communicate Forecast frequently Forecast frequently Do not avoid conflictDo not avoid conflictEmpower with encouragementEmpower with encouragement


CultivateCultivate relationshipsrelationships

Clearly communicateClearly communicate

Develop human capacityDevelop human capacity

Fullan (2001) affirms “good leaders Fullan (2001) affirms “good leaders foster good leadership at other levels”.foster good leadership at other levels”.





Institutionalize changesInstitutionalize changesReinforce policies and procedures Reinforce policies and procedures

Frequently assess progressFrequently assess progress





Institutionalize changesInstitutionalize changes

Monitor/celebrate Monitor/celebrate successsuccess

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. Let’s GO FOR IT!”

Quote from Citizens Advisory Committee member

Inside-Out Transformation

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

Strategic Leadership by Design

External– Citizens Advisory Committee– Leadership Summit

Internal– College Effectiveness Council– Goal Teams

Value– Team Values– Staff Development Resource Team

Citizens Advisory Committee ChargeWith 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 College’s mission-effectiveness; and Identify the most viable strategy for funding those improvements and/or additions.

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

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

Leadership Summit

Partnerships – Among Cities and Colleges– Among Public Schools and Colleges– Between Colleges– Among Business/Industry & Workforce

Education

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.

Leadership Summit

CCCC and GCC work together to offer technical programs to North Texas region and to develop 2+2 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.

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

Internal Perspective

Solid Ground College Effectiveness Council Goal Teams Staff Development Resource Team

GCC Financial Condition: Solid Ground Revenue Mix

Fund Balances or Operating Reserves

Focus on Facilities Renewal

College Effectiveness Council

www.grayson.edu/~stark/CEC.asp

6. Summit Goal Team(8-12)

5. Supportive Learning

Environment (SLE) Goal

Team (8-12)

4. No Job Left Behind Goal

Team (8-12)

3. Recruit and Retain “R & R”

Goal Team(8-12)

2. Resource Management Goal Team

(8-12)

1. Dream Catchers Goal

Team(8-12)

College Effectiveness

Council (38)

Faculty

ResourcePerson(s)

StudentAdmn

Staff

Admissions & Records Retreat

GIVE EACH OTHER A HAND

Saturday cross-training retreat

March 3, 2007 9 am – 4 pm

GCC Boardroom (lunch provided)

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

CEC Team Values

Be present….be involved

Be open minded

Not self-serving

Respect time

Be prepared

Have fun

Be productive

Don’t 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

Are you currently engaged in a Are you currently engaged in a change effort?change effort?

Are you currently engaged in a Are you currently engaged in a change effort?change effort?

Change does not happen to us, Change does not happen to us, it is something we do.it is something we do.

ReferencesDonaldson, 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.

Documents

Waking the Sleeping Giant: Empowering Change in your Organization