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”
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”