Waking the Sleeping Giant: Empowering Change in your Organization

1. Waking the Sleeping Giant: Empowering Change in your Organization

2. How many of you are currently engaged in a change effort?

3. How many of you are currently engaged in a change effort? Change does not happen to us, it is something we do.

4. How do you do it?

5. Stages of the Systemic Change Model Question: Developmental Stage: 1. What is it? Concept Development

6. Stages of the Systemic Change Model • Question: Developmental Stage: • 1. What is it? Concept Development • Why should we do it? Value Development

7. Stages of the Systemic Change Model • Question: Developmental Stage: • 1. What is it? Concept Development • Why should we do it? Value Development • Can it be done? Vision Development

8. Stages of the Systemic Change Model • Question: Developmental Stage: • 1. What is it? Concept Development • Why should we do it? Value Development • Can it be done? Vision Development • How do you do it? Skill Development

9. Participants of the Systemic Change Model Trailblazers Pioneers Settlers Sit-at-home Saboteurs

10. “Trailblazer” • Prepared to go where no one else has gone. • Excited and self motivated. Go it alone. • Needs only a vision and the opportunity. • Innovative and self reliant. • Require little support, encouragement or protection.

11. “Pioneers” • Travel behind trailblazers in small clusters. • Need vision and the concept developed. • Require some support, encouragement and protection.

12. “Settlers” • Travel behind Pioneers in larger bunches (wagon trains). • Require extensive support, encouragement, and protection. • Strong leadership is required to sustain efforts. • Frustration is normal and should be expected.

13. “Sit at Home” • Passive resistors to change efforts. • Supportive, but do not want to participate personally. • “I’ll support you, but don’t ask me to go…” • “I think things are just fine.” • “We’ve done this before …” • These people are often former Trailblazers and Pioneers who have grown weary because of ineffective ventures… “I told you so!”

14. “Saboteurs” • Active resistors to change efforts. • Non-supportive and do not want anyone to participate.

15. How does Successful Systemic Change Occur?

16. Systemic Change-Learning Theory Model Desired Future Present

17. Systemic Change- Learning Theory Model Desired Future Present “A clear view of the next-higher level of performance should not be misconstrued as a straight change path, forward and upward.” Duffy (2003)

18. Systemic Change- Learning Theory Model Desired Future Present frustration

19. Systemic Change- Learning Theory Model Desired Future Present • Trouble occurs for Settlers in 2-4 years. • “Things were better before because we knew how to do things.” frustration

20. Systemic Change- Learning Theory Model Desired Future Present • Trouble occurs for Settlers in 2-4 years. • “Things were better before because we knew how to do things.” frustration • As we learn and develop new skills, we then move back up the learning curve.

21. Systemic Change- Learning Theory Model Desired Future Present frustration • Confusion and lack of organization can cause Settlers and Pioneers to return to the old familiar settings.

22. Systemic Change- Learning Theory Model Desired Future Present CHANGE Clear communication Critical analysis Measurable results Disrupt status quo

23. Systemic Change- Learning Theory Model Success Incrementally Sustained Systemic Change

24. Fostering Effective Change

25. Fostering Effective Change • Cultivate relationships • “Leading in a culture of change means creating a culture of change” Fullan (2001) • “Power in organizations is the capacity generated by relationships” Wheatley (1999) • “Collaboration is the great multiplier” Duffy (2003).

26. Fostering Effective Change • Cultivate relationships • Clearly communicate Forecast frequently Do not avoid conflict Empower with encouragement

27. Fostering Effective Change • Cultivaterelationships • Clearly communicate • Develop human capacity • Fullan (2001) affirms “good leaders foster good leadership at other levels”.

28. Fostering Effective Change • Cultivaterelationships • Clearly communicate • Develop human capacity • Institutionalize changes Reinforce policies and procedures • Frequently assess progress

29. Fostering Effective Change • Cultivaterelationships • Clearly communicate • Develop human capacity • Institutionalize changes • Monitor/celebrate success

30. Grayson County College • “collective vision of something akin to transformation, or at least significant improvement..We want to build an INSPIRED vision of excellence for the future of education at Grayson College. Let’s GO FOR IT!” • Quote from Citizens Advisory Committee member

31. Inside-Out Transformation • Facilities Renewal – Brick and Mortar • Organizational Design – Heart and Soul

32. Strategic Leadership by Design • External • Citizens Advisory Committee • Leadership Summit • Internal • College Effectiveness Council • Goal Teams • Value • Team Values • Staff Development Resource Team

33. Citizens Advisory Committee Charge With the end goal of advising and providing recommendations to the Trustees, the charge of the Citizens Advisory Committee is to: • With the assistance of College staff and consultants, become familiar with the current state of Grayson County College; • Identify and/or assess opportunities for the College to optimize its effectiveness within the context of its mission; • Determine and prioritize facility improvements and/or additions necessary to optimize the College’s mission-effectiveness; and • Identify the most viable strategy for funding those improvements and/or additions.

34. Environmental Scanning • Citizens Advisory Committee represents pulse of the community • Focus groups • Appreciative Inquiry for Future State Initiatives • Demographic Analysis & Enrollment Projections • Telephone Survey Poll

35. Citizens Advisory Committee Accountants Executives Day Care Owners Students Manufacturing Reps Media Reps Financial Planners Educators Small Businesses Ministers Health Care Reps Economic Developers Bankers Service Industry Reps Travel Industry Reps Insurance Agents Realtors Civic Agencies

36. Leadership Summit • Partnerships • Among Cities and Colleges • Among Public Schools and Colleges • Between Colleges • Among Business/Industry & Workforce Education

37. Leadership Summit Cities and Schools explore the logistics of housing GCC administration, city hall, school districts, Chamber of Commerce in one facility. This arrangement would foster better communication, internships, and more. Create a center of school, city, county, college administration. Get more information about our graduates to business and municipalities, which would foster internships, and job opportunities.

38. Leadership Summit • CCCC and GCC work together to offer technical programs to North Texas region and to develop 2+2 articulation agreements with 4-year institutions. • Enhance dual credit offerings by combining advanced placement and dual credit and developing an individual plan for each school district. Provide incentives for teachers to get credentialed and/or to teach dual credit.

39. Leadership Summit • Develop partnerships between high schools and colleges to provide many more opportunities for students who are interested in a career or technology program. • Build Economic Development Alliances between schools, colleges, and economic development entities to promote seamless connection between college curriculum and needs of emerging industries

40. Internal Perspective • Solid Ground • College Effectiveness Council • Goal Teams • Staff Development Resource Team

41. GCC Financial Condition:Solid Ground • Revenue Mix • Fund Balances or Operating Reserves • Focus on Facilities Renewal

42. College Effectiveness Council • www.grayson.edu/~stark/CEC.asp

45. GIVE EACH OTHER A HAND Saturday cross-training retreat March 3, 2007 9 am – 4 pm GCC Boardroom (lunch provided) Entering applications Residency requirements Texas Success Initiative/GCC policy Admission requirements for all classifications Required documents for all classifications Document tracking/missing info letter Application acknowledgements/acceptance letters Migrating files to the Regmenu Comm flow for admitted vs. accepted files Admissions & Records Retreat

46. Be present….be involved Be open minded Not self-serving Respect time Be prepared Have fun Be productive Don’t take things personally Trust Positive Attitude Share Compromise Gather facts Integrity (Do the right thing consistently) NO BLAME See end result, fruition Be committed and loyal to the CEC, colleagues and process See the big picture/little picture CEC Team Values

47. Are you currently engaged in a change effort?

48. Are you currently engaged in a change effort? Change does not happen to us, it is something we do.

49. References Donaldson, G. A. (2001). Cultivating leadership in schools: connecting people, purpose, and practice. New York: Teachers College Press. Duffy, F. M., & Dale, J. D. (2001). Creating successful school systems: Voices from the university, the field, and the community. Norwood, MA: Christopher-Gordon. Duffy, F. M. (2003). Courage, passion, and vision: a guide to leading systemic school improvement. Lanham, MD: The Scarecrow Press. Duignan, P., & Bhindi, N. (1996). Authenticity in leadership: An emerging perspective. Journal of Education Administration, 35(3), 195-209. Center for Leadership in School Reform- Phil Schlechty, Director 950 Breckenridge Lane #200 Louisville, KY 40207 Short, P. M. (1998). Empowering leadership. Contemporary Education, 69(2), 70-72. Short, P. M. & Johnson, P. E. (1994). Exploring the links among teacher empowerment, leader power, and conflict. Education, 114(4), 581-594. Starratt, R. J. (2001). Democratic leadership theory in late modernity: an oxymoron or ironic possibility?. International Journal of Leadership in Education, 4(4), pp. 333-352. Wheatley, M. J. (1999). Leadership and the new science: Discovering order in a chaotic world. San Francisco, CA: Berrett-Koehler.