Leading and Managing Change

1. Leading and Managing Change Workshop 2: Exploring Issues and Problem Solving

2. Workshop 2 Programme Introductions and aims Sharing progress Introducing tools for change Identifying and testing solutions –Force Field Analysis Investigating Root Causes – Fishbone 10.45am Coffee Investigating Root Causes – 5 Whys Identifying and Testing Solutions - PSTB School based tasks, plenary and evaluation and questions Depart

3. Objectives • To review the progress made since workshop 1 • To analyse the desirability of a particular project • To consider possible barriers to change and look at tools to overcome them

4. Tools for leading and managing change Workshop 1. Identifying issues: Brainstorm Prioritisation matrix Motivating the team: TFSD Workshop 2. Investigating root Fishbone analysis causes: Five Whys Identifying and testing PSTB solutions: Forcefield analysis Workshop 3. Planning: (Brainstorm and prioritisation) (TFSD) Brown paper plan Fan plan

5. Sharing Progress • Identify what you wish to share in relation to the process that you used to identify the issues • What barriers and problems you have encountered and overcome

6. Introducing tools for change • Forcefield analysis • Fishbone • 5 Whys • PSTB

7. Force-field analysis What is it? • Kurt Lewin, a pioneer in the study of change, developed the concept of force-field analysis to enable people to manage change better • Lewin suggests that change results from the relative strengths of competing, driving and restraining forces – the driving forces push the organisation towards change; the restraining forces push against change • Force-field analysis helps to understand the balance of driving forces and restraining forces in respect of a particular change. Based on this understanding a group can identify appropriate restraining forces to remove or decrease and identify appropriate driving forces to increase

8. Forcefield Analysis When would you use it? • This tool can be used to assess viability or desirability of a project Output • Team analyse and understand prevailing forces which should be dealt with and start to inform an action plan

9. Forcefield Analysis Protocol • Clear statements of problem or issue • State goal or outcome sought • List forces which drive towards desired outcome • List impeding forces • Score forces 1-4 (1 being weak, 4 being strong) • Total columns

10. Schools example of force-field analysis Employing study supervisors to undertake cover Parental objections Pupils know the supervisors Lessons/materials on line Supervisors need ICT training Supervisors know the students Can they cope? Less staff absences Pupils missing out on learning opportunities? Reduction in admin to arrange cover Cost of ICT Supervisors cannot set work No teachers doing cover – better prepared, less stress -ve impact +ve impact Driving forces Restraining forces

11. Fishbone Analysis and Five Whys What are these and when would you use them? • It encourages the team to study all parts of a problem or issue before making a decision • It helps show the relationships between causes and the relative importance of those causes • It helps the team see the total problem or issue as opposed to focusing on a narrow part of it • It offers a way to reduce the scope of the problem and solve less complex issues rather than more complex ones

12. Income heavily reliant on LEA formula Staffing costs 86% of the budget Beacon school funding not renewed Teachers are 70% LEA uses January PLASC for Fair Funding formula Low numberof TAs Etc ... Issue Premises staff costs 3.5% New Council sports centre opened locally Revenue budget not balanced School not used for external events 5 year routine maintenance plan undercosted Schools facilities are underused Premises costs 8.5% Fishbone Analysis - example

13. Remember the emotional curve: the dip before motivation picks up … Confidence +ve • We have a plan to success • We have an answer Emotional State • Made the right decision • We have some news We have a solution • There is a solution • We have some options • It’s difficult • It is not the best news • Not sure how to solve • It looks like this…. -ve

14. Revenue budget not balanced Five Whys - Example Staffing very stable Teachers are 70% Staffing costs 86% of the budget. Large number of management points Low number of TAs Teachers used to support pupils with SEN. Historic. Costs too high Employ own cleaning staff at high rates. Premises staff costs 3.5% Cleaners local people with strong connection to school. Premises costs 8.5% 5 year routine maintenance plan undercosted. Have allowed some queue jumping. Plan still has 3 years to run. School decided not to reapply 2 years ago. Beacon school funding not renewed Income heavily reliant on LEA formula. Co-ordinator’s salary now in main school budget. LEA uses January PLASC for Fair Funding formula. Roll drop in January Income too low Knock-on impact in other areas e.g. FSM, SEN Greater variety of facilities available. New Council sports centre opened locally Schools facilities are underused LEA cut back on community use of school. School not used for external events. Health and safety issues. Governing body have stopped s/keeper overtime.

15. Using the tools • Choose one technique to address one of the problems that your group has identified.

16. Problem Solving/Team Building (PSTB) What is it? • It is first and foremost a structured approach to problem solving • One of its greatest strengths is that the “Owner” of the issue will walk away with an action plan When would you use it? • Whenever you have an issue or problem that requires a team solution • Whenever you require a rigorous process to address an issue

17. Facilitator • Focused on the process • Keeps the meeting on track • Promotes creativeness Owner • Decision maker • Owns the problem and goes away with an action plan • Focused on content Resources • Contribute ideas and expertise • Follow the process • Help the team attain the goal Roles and responsibilities

18. PSTB – Protocols • Good team behaviour needs to be emphasised • Headlining i.e. keep the discussion at the right level • No idea is a bad idea • Be open-minded • Listen as well as contribute • One at a time • Participate actively • Value the silence • Agree the time contract (e.g. 30, 45 or 60 mins) • Only the problem owner makes decisions

19. 30 min example Problem Statement 5 mins Background Idea Generation 10 mins Idea Selection Benefits/ Concerns Analysis 10 mins Work Critical Concerns Action Plan 5 mins How is the tool used? The process has 7 steps for the team to work through

20. School based action • Use the Forcefield Analysis to assess appropriateness of a chosen issue • Taking the identified issue use either the Fishbone Analysis or the 5 Whys to look deeper at root causes • Bring outcomes to workshop 3

21. The next session We will: • Review your progress and use of tools • Plan for the future

22. Recap of the session • To review the progress made since workshop 1 • To analyse the desirability of a particular project • To consider possible barriers to change and look at tools to overcome them

23. Capture feedback on today and close What went well? Even better if …