Getting Ready to Go Back Home

1. Getting Ready to Go Back Home • How do I tend to interpret the world around me? • How does change ripple through an organization? • How do people react to change? • Where will the resources come from to invest in this? • What do I do if I am not in charge? • What do I do if I am in charge?

2. What do you see and what solutions do you employ? • Structural Frame: definitions of roles, allocation of work, blueprints for change • Human Resources Frame: emphasis on communication, investment in people, management of conflict, empowerment • Political Frame: organizations are coalitions, management of scarce resources, exercise of power, negotiation • Symbolic Frame: management of meaning, belief, stories and rituals, attention to organizational culture Adapted from Bolman and Deal

3. Getting Ready to Go Back Home • How do I tend to interpret the world around me? • How does change ripple through an organization? • How do people react to change? • Where will the resources come from to invest in this? • What do I do if I am not in charge? • What do I do if I am in charge?

4. What influences the rate of adoption of ideas and strategies in good times or bad? (adapted from Rogers 1995) • Relative advantage: Is this way better? • Compatibility: Is this consistent with the values, experiences and needs of people who will use it? • Complexity: Is this easy to understand? • Scalability: Can you start small and grow? • Observability: Are the result visible and compelling? • Adaptability: Can this way be adjusted to different settings, disciplines/perspectives and situations?

5. Getting Ready to Go Back Home • How do I tend to interpret the world around me? • How does change ripple through an organization? • How do people react to change? • Where will the resources come from to invest in this? • What do I do if I am not in charge? • What do I do if I am in charge?

6. Deep Organizational Change is Uneven The institutional response to change can be confusing. Some of the stages can be co-mingled or may occur at different rates throughout an organization, affected by multiple mini-cultures and environments characterized by different decision-making conventions, time frames and sense of urgency, priorities, and constituencies. • Academic Disciplines • Academic and administrative cultures and values

7. Barriers to Change Resisters [1] Skeptics [2] Cautious [3] Committed [1] Risk Management [2] Culture of Evidence Barrier [3] Disciplinary Barrier and Definitions of Scholarship

8. Diffusion of Change Across Academic Units: A Bell-Shaped Curve of Barriers • The Committed: Support and reward them. • The Cautious: Provide infrastructure, leadership behavior and incentives that make it safe to experiment. • The Skeptics: Offer visible and compelling evidence. • The Resisters: Do not let them dominate the scene.

9. How do people react to change? • Who may oppose your plans and what can you do to win them over, or, at least, keep them from derailing your efforts? • How do reactions unfold and what can you do to help people adapt to the “new reality?” • Are there other changes going on that you can use to clear a path for your curricular agenda?

10. Getting Ready to Go Back Home • How do I tend to interpret the world around me? • Does my institution have a common framework for understanding change? • How does change ripple through an organization? • How do people react to change? • Where will the resources come from to invest in engagement? • What do I do if I am not in charge? • What do I do if I am in charge?

11. Where will the resources come from to invest in building an engagement agenda? • Recruiting People: Use the strategies of the Bell shaped Curve • Creating the capacity for change: Remember the phases of the change cycle • Identifying resources: finding time and money

12. Recruiting People: Use the Bell Shaped Curve! • Move from right to left and do not be drawn into the depths of the far left. • You only need to convince about 25% of the people. • There are strategies available to lower or remove the barriers between the cautious and the committed. • Skeptics require evidence that the new way is valid. They do not need to adopt those practices themselves.

13. Creating the Capacity for Change:Think of change as a form of participatory action research and apply a theory of change. • Build a compelling case. • Create clarity of purpose. • Work at a significant scale and in a scholarly mode. • Develop a conducive campus environment. • Create the capacity to continue the process over time and to learn from the experience.

14. Where will the Resources Come From? • Cutbacks and doing more with less “ This continuous downsizing-it is corporate anorexia. You can get thin but it’s no way to stay healthy.” (Gary Hamel, Fortune Magazine 1994) • Doing better with less This will buy you time but won’t work forever. • Design your way out and invest in the future. “ You can’t achieve prosperity with a savings plan. You need an investment plan.” (Francis Mertz, Fairleigh Dickinson University

15. Releasing Frozen Assets • Restructuring and bringing related units together- Do not start here! It just upsets everybody. • Redesign of campus operations and academic programs • Quality initiatives and improvement of services • Faculty and staff development • Creative use of partnerships, internal and external • Use of external validation to encourage and reward new behavior

16. Getting Ready to Go Back Home • How do I tend to interpret the world around me? • Does my institution have a common framework for understanding change? • How does change ripple through an organization? • How do people react to change? • Where will the resources come from to invest in this? • What do I do if I am not in charge? • What do I do if I am in charge?

17. What if you are not in a position of real influence? • Do you have a mandate for change? If so, from whom? How influential is your sponsor? • What other priorities are competing with yours? • How are important decisions made at your institution? • Who already buys into this agenda? • How can you recruit additional advocates? • How can you attach this agenda to the ambitions and goals of campus leadership?

18. Getting Ready to Go Back Home • How do I tend to interpret the world around me? • Does my institution have a common framework for understanding change? • How does change ripple through an organization? • How do people react to change? • Where will the resources come from to invest in this? • What do I do if I am not in charge? • What do I do if I am in charge?

19. Getting started: Design a participatory model of changeto create a compelling sense of purpose.Professional Learning Communities • Who names the problems/asks the questions? • Who identifies and evaluates the options? • Who shares resources to advance the agenda? • Who cares about the choices being made? • Who bears the risk and who enjoys the benefits? • Who interprets the results and defines success? Adapted from David Mathews (2006) Reclaiming Public Education by Reclaiming our Democracy

20. Model the scholarship of learning and teaching. • Understand your institutional history and the lessons it offers about how your campus has responded to external threats or change initiatives in the past. • Avoid decision traps. Take time to frame the questions, assess your situation, use the tools of scholarship and learn from your experiences. • Remember that you are part of a community of learners. Approach your task as a scholarly act.

21. Model the scholarship of learning and teaching • Be clear about your educational philosophy and goals and link your response to that agenda. • Take time to learn about the process of change itself. Hold yourself to high standards of proof and conduct. • Listen to how people talk about what is happening and be ready to respond to rumors and confusion. Be open, be clear, communicate frequently.

22. Creating an Urgency for Change • Campus Forums and Roundtables; frequent communication • Send teams to workshops and conferences or participate in webinars • Clarify your mission and the core strengths required to accomplish your mission • Review your strengths and weaknesses • Conduct self-studies and reviews of relevant data • Create new ways of working together and new patterns of learning.