Module 3 focused on the process of implementing and leading change in an organisation. Ideas covered included management of change, impact of technology, internal and external forces of change, incentives, factors of stress, processes to lead change (eg. Kotter’s 8 step model), impact of specific teams and communication, conflict within organisations and teams, and how to be a change leader.
Through 3.1 (change in organisations) ideas about mandated change in education arose in the readings. Mandated change will always be around, but it is necessary to have a suitable mindset towards it. Clement’s (2014) discussion around the way change is introduced being highly important towards perceptions of the change is relevant. It is necessary to introduce change in a way which will encourage staff to embrace it. Mandated change should also be integrated into site priorities. In addition, change fatigue needs to be downgraded or eliminated if possible (as discussed by Dilkes, Cunningham and Gray, 2014). Through this discussion I can see the importance of implementing change slowly and not having too many initiatives being introduced at one time. Staff need the opportunity to learn and embed one change of practice before beginning another. I think it is also necessary for connection between potential initiatives to be identified. How does one initiative support the next etc? How do they support site priorities and improve teaching and learning?
3.2 (leading change) looked at the development of teams and the importance of good communication. Kotter’s 8 step model for change management was introduced here, along with 7 step problem solving. I think that together these models can support the implementation of change within an organisation quite well. Development of teams which support each other and work well together is necessary when leading change. Aguilar (2015) highlighted the importance of a clear purpose, alignment to school vision and team needs, and the provision of time to meet. Being willing to mix teams up if personalities are clashing or if there aren’t the right people in specific roles is sometimes necessary when building teams for a purpose. Having the right types of people in roles will make the team run a lot smoother and more efficiently than not. Discussion about conflict (organisational vs personal) also comes into leading change and the creation of teams. It is necessary to deal with conflict when it arises, not let it fester. The information given in this module about dealing with conflict is important to me. This is an area which I do not have much experience, and I am someone who would like to avoid conflict where possible. The problem solving and change models will be useful for implementation of change in the future, and in dealing with conflict.
3.3 (change leader) focused on innovation and management vs leadership. I think it makes a lot of sense for a leader to be a successful manager first, if you cannot manage your role and your people how can you expect to be able to lead a team through an innovative change. The reading by Oberg (2011) highlights how the TL can influence and change school culture. I think it is necessary to ensure changes still align to school priorities and vision/mission, and meet teaching and learning objectives.
This module has provided steps and information about how to implement change in a workplace. I now understand the pitfalls of too much change and implementing it too quickly. As noted in my earlier blog post, if I were to change the perception of the TL role I would do so over a 2-year period, providing opportunities for staff input and practice sessions.
References:
Aguilar, E. (2015, July 15). Cultivating healthy teams in schools [Blog post]. Retrieved from http://www.edutopia.org/blog/cultivating-healthy-teams-schools-elena-aguilar
Clement, J. (2014). Managing mandated educational change. School Leadership & Management, 34(1), 39-51. doi: 10.1080/13632434.2013.813460
Dilkes, J., Cunningham, C., & Gray, J. (2014). The new Australian Curriculum, teachers and change fatigue. Australian Journal of Teacher Education, 39(11). Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss11/4
Madsen, S. (2016, October 24). Kotter’s 8 step change management model [Video file]. Retrieved from https://youtu.be/7qlJ_Y8w5Yk
Oberg, D. (2011). Teacher librarians as cultural change agents. SCIS Connections, 79. Retrieved from https://www.scisdata.com/media/1353/connections-79.pdf
