k. hridaya hall, ph.d, ncc gary goodnough, ph.d, ncc thursday, july 15, 2010 8:30-11:30am leadership...
TRANSCRIPT
K. HRIDAYA HALL, PH.D, NCCGARY GOODNOUGH, PH.D, NCC
THURSDAY, JULY 15 , 20108:30-11 :30AM
Leadership and the Challenges of Change
Overview of Today
Beginning activity: Progressive relaxationIntroduction to stages of changeOverview of tools and strategies to navigate barriers to
changeDiscussion of the role of leaders in facilitating change
Essential Questions: How can educational leaders best advocate for and
facilitate change in face of barriers? What are common frameworks for understanding the
change process?
Beginning Activity
Progressive Relaxation
Educational Leaders: Leading Through Change
Methods of leadership through change
Providing direct servicesAllying with those who
support changeLeading change efforts
Discussion point: In what ways have you provided or witnessed others providing leadership for change in Pakistan?
Understanding the Change Process: Individuals Navigating Change
Frameworks for addressing change
Advocacy CompetenciesStages of Change/
Transtheoretical Theory (Prochaska & DiClemente)
Change Theory (Lewin)Motivational Interviewing
(Miller & Rollnick)
Advocacy Competencies for Systemic Change
Community Collaboration Identify Environmental Factors That Impinge Upon
Student Development Develop Alliances With Groups Working For Change Identify the Skills that You Bring to the Collaborative
Effort
Lewis, Arnold, House, & Toporek (2002)
Lewis, Arnold, House, & Toporek (2002)
Advocacy Competencies for Systemic Change
Systems Advocacy Identify environmental factors that impact students
being able to deal with difficult events. What can these be?
Provide and interpret data to show the urgency for change. What types of data/information can you collect and share with others?
With others, develop a vision to guide change. What is the goal? What are intermediate steps to get there? What would be progress?
Systems Advocacy cont.
Analyze the sources of political power and social influence within the system. What are these sources? How do they exert influence on the school system?
Develop a step-by step plan for implementing the change process. How can you begin? What is a reasonable timeframe? How will others be involved?
Develop a plan for dealing with common responses to change Transtheoretical Model of Change Lewin’s Change Theory Motivational Interviewing
Common Responses to Change
Transtheoretical ModelIndividuals and systems may be at varying levels of readiness for changeLewin’s Change TheoryResistance may be encountered from forces that
work to keep the system stableChange may be perceived as threatening or
anxiety provokingMotivational InterviewingResistance can be minimized by accurately
assessing and responding to readiness for change
Procheska, DiClemente & Norcross (1992)
Stages of Change Supportive Strategies
Sharing informationRaising consciousness
of costs of doing nothing
Highlighting how status quo negatively effects educational environment
Listing pros and cons of changing
Transtheoretical Model
Preparation
Action
Maintenance
Contemplation
Pre-contemplation
Lewin (1958), Schein (1968)
Change Process Supportive Strategies
UnfreezingChangingRefreezing
Increasing awareness of how existing norms are limiting
Providing info that disconfirms existing ways of thinking
Listening to other’s fearsSupporting a sense of
psychological safety through change
Lewin’s Change Theory
Equ
ilib
rium
ChangeNo Change
Schein, 1993
Change Process Supportive Strategies
ListeningExpressing empathy Supporting self-
efficacyRolling with
resistanceDeveloping
discrepancies
Motivational Interviewing
Versus
Helping Change to Occur: General Methods
Use of dataIdentifying common goalsUnderstanding power
structures and lines of authority
Sharing a common understanding of ethical principles and how they apply
Lab Questions: Leadership and Change
In what ways have you provided or witnessed others providing leadership for change in Pakistan?
What are common frameworks for understanding the change process?
What examples can you think of from your educational experiences that highlight barriers to change at the systems level?
How can educational leaders best apply strategies discussed to advocate for and facilitate change in face of barriers?
References
Lewin, K. (1951). Field theory in social science: Selected theoretical papers. New York: Harper.
Lewis, J. A., Arnold, M. S., House, R., & Toporek, R. L. (2002). ACA Advocacy Competencies. Retrieved 6-10-10 from http://www.counseling.org/ Publications.
Miller, W. R., Zweben, A., DiClemente, C. C., & Rychtarik, R. G. (1992). Motivational Enhancement Therapy manual: A clinical research guide for therapists treating individuals with alcohol abuse and dependence. Rockville, MD: National Institute on Alcohol Abuse and Alcoholism.
Miller, W. R., & Rollnick (2002). Motivational Interviewing: Preparing People for Change (2nd ed.). New York, NY: Guilford.
Prochaska J.O., DiClemente C.C., Norcross J.C. (1992). In search of how people change. American Psychologist, 47, 1102-1104.
Schein, E. H. (1993). On Dialogue, Culture, and Organizational Learning. Organizational Dynamics, Winter, 40-51.