By Julia Williams
Interim Dean of Cross-Cutting Programs and Emerging Opportunities
Writing for the Mind/Shift website (where the focus is on K-12 education), Katrina Schwartz takes up the issue of how school principals and administrators can help teachers and staff deal with change. In summarizing the work of psychologist Robert Evans, Schwartz suggests that change for many people isn’t about “growth or capacity-building or learning; it’s about loss.” Evans has written extensively about change, but his observations are somewhat surprising: “Resistance to change is normal and necessary . . . If you are part of some big change in your school and you aren’t expecting resistance, there’s something wrong with your plan.”
How often do we as change agents expect a positive, enthusiastic reaction to our plans for change? Working on our own or with a team, we devise a new approach, program, or initiative, and we expect others to be as excited about it as we are. Then we are surprised when we encounter initial resistance. We may dismiss the concerns of others with phrases like “They just don’t get it!,” or “They hate change!”, or “They will appreciate all of our hard work once they see the change in action!” The tendency of many change agents is to drive on, discounting this resistance, maintaining focus on the change itself and disregarding the associated interpersonal issues that surround it. In the end, the change might be in place, but the price paid by the change agents can impact any future effort.
Continue reading “When Change Means Loss”
By Kay C Dee
Associate Dean for Learning & Technology
This post is the second in a two-part series on executing strategic initiatives. Read the first one here.
In The 4 Disciplines of Execution, the authors claim that “People give less than their best and finest effort if no one is keeping score — it’s just human nature” (pg 155). I may be revealing too much about myself when I confess that I had a small fit of impotent fury over this (to be honest, brief fits of impotent fury are not uncommon events for me), but the claim in question sounded like an evidence-free assertion at best, and ‘begging the question’ at worst. While constructing fierce internal philosophical arguments on the question of whether one’s best and finest efforts can be intrinsically inspired, I began to mentally challenge the assertion that people “play differently when they are keeping score” (pg. 155).
I am mildly chagrined to report that it does appear that people play differently when they are keeping score. For example, a meta-analysis by Harkin et al., published in Psychological Bulletin and freely downloadable, found that monitoring progress toward a goal promoted the attainment of that goal. Furthermore, “…monitoring progress in public and physically recording progress had larger effects on goal attainment than monitoring that was done in private and not recorded” (pg. 219).
This aligns with suggestions in The 4 Disciplines of Execution about keeping a compelling scoreboard. The authors suggest that the individuals working toward a goal should be the ones who design and use the scoreboard to record/monitor progress (instead of, for example, the person to whom these individuals report). The authors also suggest that these individuals should all be able to see the scoreboard change quickly as measures of progress change.
Continue reading “The 4 Disciplines of Execution – Keeping Score”
By: Ella Ingram,
Associate Dean for Professional Development
This post is the first in a two-part series on executing strategic initiatives.
Change agents are faced with endless options for what to do next. Draft that strategic plan? Plan a team meeting? Read that new national report? All are important, and all are relevant to achieving the desired change, but it’s hard to decide where time is best spent. McChesney, Covey, and Huling’s Four Disciplines of Execution (4DX) gives us some guidance in answering this question. Lasting change – the kind change agents aspire to – must occur during the whirlwind, the authors’ term for the daily press of work centered on keeping the organization operational. The 4DX model addresses how to make change occur as the whirlwind continues. Although 4DX comes from the business world, it has been used successfully by academic organizations (see the 4DX website for examples).
The first discipline of 4DX is an easy one for change agents: focus on the wildly important, meaning the one strategic goal that matters more than all the others. In 4DX lingo, the Wildly Important Goal (WIG) is the outcome that everyone has bought into. Professionals driven to accomplish the hard work of change know where they are and where they want to be, what 4DX frames as “from X to Y by when” when defining the WIG. With a solid WIG in place, the second discipline – act on lead measures – is where the work of change agents really begins.
Continue reading “Do the Right Things”
An oft-heard claim is that compound interest is the most powerful force in the universe. I disagree. With apologies to the physicists, in my opinion, the most powerful force in the universe is inertia. The tendency to stay on course, regardless of the direction or pace (even if zero), provides comfort and protection. Defenders of the status quo say “Don’t fix what isn’t broken” or “We’re already great!”. Those sentiments reinforce systems and their convoluted and capricious rules, conservative procedures, and complaisant improvement processes.
So, beyond that indictment, what’s wrong with the status quo?
The status quo has winners and losers that have been winners and losers for a long time. Often there’s no logical or defensible reason why certain people should be winners and others losers. It just is, and that situation is one that we shouldn’t accept. I contend that we should seek change that creates more winners and fewer losers. This change will almost necessary make former winners feel like losers even if they aren’t really losing, but that’s OK. Change-competent leaders find strategies to celebrate new winners and affirm previous winners.
Continue reading “What’s Wrong with the Status Quo?”
Wisdom on academic change seems founded on seeing your desired shift from varying perspectives. For example, Bolman and Deal’s “Four frames,” which we use in our MACH workshops — that’s seeing a change from Political, Symbolic, Human Resource and Structural dimensions. Stopping to consider each of these points of view can generate ideas about how one’s hoped-for change will impact your organization, and ideas about what approaches are likely to be successful.
Left — Participants at the 2015 MACH Workshop categorize their problems in different dimensions. What perspective will turn out to be the most productive, in guiding change?So, you may be thinking, for the most sweeping changes, perhaps the broadest possible perspectives can be useful? Well, what are those?
It turns out we have already wrestled with that question in engineering — especially on large, multi-disciplinary projects which could affect people or things that aren’t in our direct line of sight. The field of “systems engineering” is the generic name for this area of work. Systems engineers love wicked, open-ended problems which seem almost impossible to solve, and they have developed ideas and methods to deal with these. They try to see these conundrums and their alternative solutions over time, via different angles, and from the eyes of many people.
Continue reading “Should we “systems-think” about academic change?”
In her 2003 book “The Paradox of Organizational Change,” Dr. Maria Malott challenges our conventional assumptions about the nature of organizational change. Change, Malott suggests, is not something unusual, but is a constant part of what we do as members of organizations. Our organizations are always adapting, constantly in the process of blending what is new into what is established, that is, the underlying values and processes of the organization. In this way, our organizations feel stable and consistent while they are, in reality, constantly dealing with changing customers, staff, regulations, technologies, and other elements.
How is it possible, given that change is the “constant,” that at times change in our organizations is disruptive, appearing to be at odds with organizational culture? Malott adopts the concept of “victim blaming” to explaining this aspect of organizational behaviors. In this case, if an organizational suffers from less than optimal performance or results, there is a tendency to blame those individuals who suffer the most from a poor performing organization, as if they are the culprits. Malott argues that almost everyone in an organization is trying to do a good job, so it is the underlying system that creates successes and failures. And organizations frequently reward individuals who possess perfect track records, rather than recognizing those who try new things with the intent to move the organization forward and perhaps fail. Continue reading “The Paradox of Organizational Change”
There have been many calls for change in higher education. Successfully implementing change – especially broad change – requires faculty and administrators to develop new competencies. Our ‘Making Academic Change Happen’ (MACH) workshop was created to bring research-based change strategies and skills to higher education faculty and administrators.
Continue reading “A Workshop to Develop Change Agents in Higher Education”
No one likes to get caught without a response in a challenging situation. Change agents know challenging situations are coming. One strategy for managing these scenarios is to practice ahead of known events. Practicing is supported by conversational models. Many conversation models exist; the trick is knowing how to deploy and practicing in advance.
A typical exchange might be…
Angry Colleague: Serious attack that contains no specific points but predicts disaster.
Change Agent: Neutral response.
Angry Colleague: Escalating attack that makes further dire claims.
Change Agent: Heated response.
Angry Colleague: Character assassination.
Other Colleague: Calming and embarrassed intervention. Continue reading “The Power of Practice”
Change agents are individuals who see a need and take action to meet that need. They are also individuals who appreciate the perspective of dispassionate observers. But, when to request outside perspectives isn’t always clear – keeping in mind that the majority of the change agent’s work is deep inside the project, it is hard to remember to step aside and take the long view. Consider the signals below as indicators that another perspective might be beneficial for revealing simmering challenges. Continue reading “When to Seek An Outside Perspective”