Administrator s Institute Handbook

Transcription

1 Administrator s Institute Handbook prepared by Thomas V. Mecca, Ed. D. Educational Consultant Gastonia, NC Pacifi c Crest 906 Lacey Ave, Suite 211 Lisle, IL (630)

2 Table of Contents Institute Agenda... 1 Process A Establishing a Vision for Change... 3 A1. Identifying the Why for Change... 3 A2. Creating the Vision for Change... 3 A3. Articulating the Vision Gap... 5 A4. Communicating the Vision... 6 Form A Assessing Change Management in Your Institution... 7 Form B Assessing Leadership Readiness for Change... 9 Process B Planning the Change Implementation B1. Designing the Change Implementation Plan B2. Establishing the Implementation Management Structure B3. Assessing the Implementation Form C Assessing the Change Initiative Impact Form D Predicting the Level and Type of Participant Response to Change Process C Planning for the Transition C1. Pre-assessment for Planning a Transition C2. Beginning the Transition (Endings Letting Go) C3. Middle of the Transition (The Neutral Zone) C4. Ending the Transition (The New Beginning...) ii

3 DAY 1 Thursday, October 12th 8:30 Welcome, Introductions and Overview Administrator s Institute Agenda 9:30 Identification and selection of change projects and teams. 11:00 The Concepts of Organizational Change (PowerPoint presentation) 12:00 Lunch 1:00 Establishing a Vision for Change (Process A) Developing a Vision (PowerPoint presentation) Identifying the Why for Change (A1) Creating the Vision for Change (A2) Articulating the Gap between the Vision and the Present Situation (A3) Communicating a compelling vision (A4 ) 3:00 Assessing Change Readiness (FORM A Assessing Change Management in Your Institution) 5:00 Adjourn (Note: Participants in the workshop will be asked to complete Form B Assessing Leadership Readiness for Change at home) DAY 2 Friday, October 13th 8:30 Discussion and Sharing of Results from Form B 9:30 Planning the Change Implementation (Process B) Elements of the Change Implementation Plan (PowerPoint presentation) Designing the Change Implementation Plan (B1) Establishing the Implementation Management Structure (B2) Assessing the Implementation (B3) 11:00 Assessing the Change Impacts (completion of Form C Assessing the Change Initiative Impact and Form D Predicting the Level and Type of Participant Response to Change) 12:00 Lunch 1:00 Planning for the Transition (Process C) The Transition Phase of Change (PowerPoint presentation) Pre-assessment for Planning a Transition (C1) Planning for the Ending (C2) Planning for the Neutral Zone (C3) Planning for Beginnings (C4) 3:00 Implementing the Change Process (PowerPoint presentation) Continuous communications Aligning systems Integrating the change 4:00 Recap and Next Steps at UDC 5:00 Adjourn 1

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5 A1. Identifying the Why for Change Process A Establishing a Vision for Change What are the external and /or internal forces driving the change? What problem must be solved or what need must be met by the change? How will the institution (or functional unit) benefit from the change? What will happen if the institution (or functional unit) does not make this change? A2. Creating the Vision for Change In general, what will the institution (or functional unit) look like when the change is in place? 3

6 What will the faculty and staff be doing when the change is in place? What new services and/or programs will the institution (or functional unit) provide? What new standards will be set when the change occurs? What new values will the institution (or functional unit) need in this future state? 4

7 A3. Articulating the Vision Gap In general, what does the institution (or functional unit) look like now? What are the significant discrepancies between the vision and the present situation of the institution (or functional unit)? What must change in the institution (or functional unit) to support the vision? What should stay the same when the vision is implemented? Why is this gap important and critical enough to motivate people to change? 5

8 A4. Communicating the Vision How can a sense of the discrepancies between the present state and the future state be articulated? How can a sense of urgency be built in others about the need for the change? How can the vision of the future/desired state be communicated in a compelling way? What communication strategies can be used to convey the vision to the rest of the institution (or functional unit) and to encourage two-way communications about the vision? 6

9 Form A Assessing Change Management in Your Institution For each statement below, check the response that best reflects how change is managed in your institution. Statement 1. We take time to thoroughly plan for changes. Strongly disagree Disagree Unsure Agree Strongly agree 2. People affected by a change take part in the planning and implementation of that change whether or not they were involved in the change decision 3. The goals, purposes, and potential benefits of change efforts are clearly communicated to everyone in the institution. 4. When changes are announced, there is open dialogue about the disruptions they may create and the difficulties we may need to address in order to make the changes successful. 5. When people have problems implementing changes, they communicate freely and ask for help. 6. People who express negative feelings about change are listened to and their concerns are addressed. 7. When difficulties and disruptions arise, people are quick to address and fix them rather than to affix blame. 8. When changes are being implemented, people who should care about the success of the changes continue to ask about them and show interest in them. 9. We have experienced recent success in implementing major change. 10. We have spent time learning from recent efforts at change that did not succeed. 11. Successful change efforts are recognized and celebrated. 12. When changes are implemented, systems are instituted and maintained that assess the impacts of change on the institution. 13. The institution can rearrange systems and structures quickly and effortlessly when change requires it to do so. 14. People are encouraged to experiment and think creativity when addressing organizational problems. ` 15. People are recognized and rewarded for innovative and creative solutions to problems. Adapted with permission from Assessing Change Management in Your Organization by the Positive Employee Practices Institute. 7 continlued on next page

10 All of the above (from the previous page) are indicators of good change management practices. What areas do you note in which your institution may be weak? These are the areas that need to be strengthened to improve the successful implementation of organizational change. 8

11 Form B Assessing Leadership Readiness for Change The behaviors listed below encompass behaviors that are important in meeting the challenges facing you in implementing change. Think about the changes you have implemented or will be responsible for implementing. For each statement, assess whether you presently exhibit that behavior or you need to exhibit that behavior more often to meet these challenges. When you have completed your self assessment, review your responses. You may also want to verify your perspective by discussing your assessments with other individuals. Change Leadership Behaviors 1. I role-model the flexibility, action oriented, and personal commitment needed to respond and adapt successfully to change. Presently Exhibit Exhibit More Often 2. I spend time orienting myself to the external and internal threats and opportunities facing my institution so that when change is needed, I can map it into this larger context. 3. When change is called for, I articulate a sense of urgency and vision for a new and different future that responds to the drivers of change and makes the institution more efficient and effective in meeting its mission. 4. I influence others and effectively build coalitions in order to win needed buy-in, commitment, and resources for change planning and implementation. 5. I take time to plan for the aspects of change over which I have control and try to ensure that all people involved in the change take part in its planning and implementation. 6. When I plan for change, I use an institutional perspective so that systems impacts can be identified. 7. I try to anticipate for other s reactions to change and mitigate the negative reactions by providing the information and support needed to help people through their transitions. 8. I model effective problem solving, decision making, and project management skills throughout the change planning and implementation process. 9. I invest in building and maintaining trusting relationships with the individuals I supervise so that they will follow my leadership during change. 9

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13 Process B Planning the Change Implementation B1. Designing the implementation Plan Given the change your team is planning to implement, what are major areas, functions and/or processes of the institution (or functional unit) that need to align to accomplish the change? What activities and sub-activities are needed to align each of these major areas in order to implement the change? How long will each activity or sub-activity take? What personnel (i.e. faculty or staff) will be needed to implement each activity or sub-activity? What other resources will be needed to accomplish each activity or sub-activity? What is the sequence in which the activities and sub-activities should occur? Where should the team build in extra time? What are the milestones or major implementation events that need to be achieved? 11

14 What are the cost estimates for each activity and sub-activity? What assumptions and constraints has the team used in making these estimates? How will you handle cost variances? How will the team monitor the progress of the implementation of the change? B2. Establishing the Implementation Management Structure What group(s) is/are needed to oversee the details of the implementation? What roles will each group play? What issues will need to be considered in selecting and chartering this group? Who are the individuals who will play the role of the change sponsor? Change agent(s)? Change advocate(s)? What group(s) of individuals will have to change their behaviors and/or learn new skills for the change to be successful? 12

15 B3. Assessing the Implementation What core measures (i.e. results and processes) will need to be measured in order to assess the change outcomes? From what sources will data be gathered to assess the outcomes? How will it be gathered? What will be the cycle for assessing the outcomes, including the collection of before and after data? What resources are needed to carry out the plan for assessing the outcomes? Who will be responsible and accountable for assessing the results of the effort? How and to whom will this person communicate the results of the assessment? 13

16 What process will be used to determine any corrective action? How will the organization continue to gather data on the impact of the changes? What long-term strategies can be developed to align the organization and the change to one another? 14

17 Form C Assessing the Change Initiative Impact Analyze the impact of the change initiative your team is proposing on each of the dimensions of organizational change. The analysis will help the team to obtain an overall indicator of the impact on the organization as a whole. The assessment also will help the team to identify the path that the change will take as the change plan and strategies are implemented. The dimensions with the highest impact scores are those dimensions that are critical to the success of the initiative. If the change strategies are not adequate to accommodate these high impacts on these dimensions, then it is likely that the initiative will stall because of resistance. A. Faculty and Staff Strongly Disagree Strongly Agree The change will alter the way that most faculty and staff perform their work. The change will raise faculty and staff insecurities about the status of their jobs. The change will alter the ways that individuals of the faculty and/or staff relate to each other. Sum of these three scores: = Score 3 B. Leadership Strongly Disagree Strongly Agree The change will require the administration to provide visionary leadership. The change will alter the way faculty and staff relate to their administrative supervisors. The change will require strong communications Sum of these three scores: = Score 3 15

18 C. Students Strongly Disagree Strongly Agree The change will alter faculty and staff relationships with students. The change will the institution to be more competitive in attracting students. The change will require that employees work together to increase quality for students. Sum of these three scores: = Score 3 D. Culture Strongly Disagree Strongly Agree The change requires a new atmosphere and style in the institution (or functional unit). The change will not be possible without a shift in the organization s culture. The change will require a break from views and roles traditionally held within the institution (or functional unit). Sum of these three scores: = Score 3 E. Strategy Strongly Disagree Strongly Agree The change will entail a new strategy direction for the institution (or functional unit). The change will require the institution (or functional unit) to cooperate closely with organizations. The change will require all institution to adopt new administrative and management processes and strategies in order to survive. Sum of these three scores: = Score 3 16

19 F. Organizational Structure Strongly Disagree Strongly Agree The change will alter our basic organizational structure. The change will lead to redefinition of core processes of the institution (or functional units). The change will reflect a new vision of what our business should look like in order to succeed. Sum of these three scores: = Score 3 The Overall Magnitude of the Impacts: Sum of all six dimension scores: = Impact of Change Initiative 6 17

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21 Form D Predicting the Level and Type of Participant Response to Change How well do these statements describe your feelings of agreement about (the change)? Please use the following scale: Not at all Definitely 1a. I expect to make less money as a result b. I worry my position may be put at risk Not at all Definitely 2a. I don t know what change may result in my position b. I worry a lot about the possible negative impacts of this change Not at all Definitely 3a. I fear my power and authority will be reduced b. I think administration will have a harder time controlling their staffs effectively. Not at all Definitely 4a. Many of my work methods and habits conflict with the changes b. I expect I ll try to do my work the way I always do because my methods work best. Not at all Definitely 5a. The changes are bound to be a big inconvenience to me b. It will likely be more difficult for me to work with the new people I have to deal with because of the change. Not at all Definitely 6a. I ve already been through changes like this in my work and I know they are bad. 6b. I have heard negative information about the methods we are adopting, and expect it to turn out much worse than administration predicts. Not at all Definitely 7a. I have clear evidence of one or more specific flaws in the plan that have been overlooked so far. 7b. Administration is not listening to real, practical concerns and suggestions made by the faculty and staff. Adpated from The Portable Conference on Change Management, Alexander Hiam, ed.,

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23 Process C Planning for the Transition C1. Pre-assessment for Planning a Transition In general how well have change transitions been managed in your institution/ functional unit in the past? What has been the impact of mismanaged or unmanaged transitions? C2. Beginning the Transition (Endings Letting go) What key groups of individuals will be impacted by the change? How will they be impacted? What will they be losing or perceived they are losing? What are some strategies for helping these groups deal with actual or perceive losses? 21

24 What are the strategies for communicating during this phase of the transition? What is the strategy for marking the ending of this phase of the transition? How can you involve others? C3. Middle of the Transition (The Neutral Zone) What are some specific ways that concern can be shown for the individuals affected by the change during this phase of the transition? What are some specific ways that the change team members and the appropriate administrator can show commitment to the change through consistency of words and actions? 22

25 What are the key elements about the change that need to be communicated to the individuals affected? Consider the following questions: o PURPOSE What is driving the change? What is the problem for which the change is the solution? What would happen if the organization didn t change? o VISION What will the organization become through the change? o PLAN How will the change be implemented? How will it affect groups/individuals? What support/assistance will be provided to deal with the change? What strategies that will be in place to facilitate two-way communications during the change? o ROLES What roles will be different after the change? What are some communication methods that can be used initially and ongoing to meet the communication needs of individuals affected by the change? What are some additional procedures, systems, and/or structures that will need to be established to meet the needs of the transition? 23

26 C4. Ending the Transition (The New Beginning ) What are some specific behaviors that will have to be demonstrated when the basic change has been made? What are some strategies for reinforcing these behaviors? What are some ways that early opportunities can be provided for recognizing and rewarding these behaviors? What kind of celebration can you sponsor when the transition is over? Who should be involved? 24