Lessons in Change

1. Lessons in Change University of Cinncinati 30 April 2001 Dr. Karan L. Watson (in collaboration with Jeff Froyd) Funded in part by the National Science Foundation through the Foundation Coalition

2. Presentation • Motivation for change, with diversity as an example • Case Study- TAMU’s Integrated First-year • Ideas about change- How should we model the process of change • Major components of the Change Model • Discussion

3. 1999/2000 Graduation Ratio: Inst % Women Engr/Nat’l % Women Engr UCinn 0.70

4. 1999/2000 Graduation Ratio: Inst % Women Engr/Nat’l % Women Engr UCinn 1.03

5. 1999/2000 Graduation Ratio: Inst % Women Engr/Nat’l % Women Engr UCinn 0.58

6. fields S BUT, percentages are so different from one field to the next, SO I’ll ratio by comparing to national average per field and weighting the size of the program (% women grad. in field local)(# grads in that field local) (% women grad. In field Nat'l) (# grads in engr. local) Total BS MS PhD UCinn 0.78 0.62 1.05 0.46 TAMU 1.05 1.08 0.89 0.94 Purdue 1.04 1.07 0.94 1.11 UIll-ChU 0.88 0.91 0.97 0.67 UMich 1.18 1.42 1.15 1.02 UWash 1.18 1.20 1.23 1.09 PennSt 0.86 0.76 0.88 0.94

7. Faculty at TAMU

8. Various TAMU Interventions • In 1997: Total for college was n=1265 • Total for FC Integrated Courses was 230 • Total for CREW Womens’ 1 Yr Dorm Clusters was 65 • Total for MAPs Women Student/Pro Mentoring was 85 • Total for Phase 1 5wk summer students needing Math Remediation was 44

9. Texas A&M University CURRICULUM INTEGRATION changed first- and second-year engineering, math, physics and chemistry for all students (6 coordinators) upper-division changes in CVEN, PETE, INEN, AERO, MEEN TEAMING & ACTIVE LEARNING faculty workshops, student profiles, industry diversity training TECHNOLOGY ENABLED ROOMS 13 redesigned classrooms

10. Texas A&M University INCLUSIVE LEARNING COMMUNITIES Clusters- 70% first-year students & 25% second-year students, 94 faculty members Industry case studies with all first-year students Group Study Workshops ASSESSMENT & EVALUATION New professional staff, focus on faculty needs in course revisions

11. % Gain Greater Test than Traditional Standardized Critical Thinking 16% Force Concept Inventory 15% Mechanics Baseline Test 10% Calculus Concept Test 10% 0 5 10 15 20 Texas A&M UniversityPerformance Benefit: Grades & Standardized Tests When compared to equivalent students in traditional engineering programs, after one year, students in the new curriculum perform better on standardized tests and better in grades for follow on courses.

12. Texas A&M University FOCUS ON UNDER-REPRESENTED GROUPS Better retention

13. Precalc, Chem, Engr 0( 300 ) Independent Courses( 200 ) Calc 1, Phys 1, Engr 1, Engl 1 ( 100 ) Calc 2, Phys 2, Engr 2, Chem ( 300 ) 500 Calc 1, Phys 1, Engr 1( 600 ) Calc 2, Phys 2, Engr 2( 200 ) Calc 2, Engr 2, Chem( 300 ) Calc 1, Engr 1 ( 150 ) 1000 Independent Courses( 300 ) Independent Courses( 150 ) 300 Calc 2, Engr 1( 50 ) Independent Courses( 250 ) Numerous Integrated Models to Serve Students PRECALC CALCULUS 1 Clusters are offered to students at each level. BEYONDCALCULUS 1

14. Examples of Texas A&M Engineering Data In 1994: Women’s 1st yr retention was 3% lower than men’s And Underrep min. was 6% lower than non-minorities In 1999: Women’s 1st yr retention was 1% higher than men’s And Underrep min. was 1% higher than non-minorities

15. Lessons from Foundation Coalition Curriculum Change Experiences • Focus on faculty behavior, not the curriculum or technology. • People outside the pilot groups need to be engaged from the beginning. • Assessment data is necessary but not sufficient. • Successful change requires energy and time. • Don’t become surprised or defensive when resistance appears. • Persevere through turmoil. • Zealous change champions cannot institutionalize the change by themselves. • Articulate an explicit process for the change.

16. Change: Oblivious to Need to Action • Change occurs in stages • If you want to facilitate change, then you need to facilitate movement from one stage to the next. Don’t expect a person to change all at once. • Different people understand different things about change

17. Concepts in Organizational Change Nature of Change Nature of Resistance Organizational Culture Leadership Change Dynamics

18. Nature of Change • Who has to change? • Behavior • Attitude • Belief • Value • What is the timeline for change? • What are the available resources to fuel change?

19. Nature of Change Profound Change “... we use the term “profound change” to describe organizational change that combines shifts in people’s values, aspirations, and behaviors with “other” shifts to processes, strategies, practices, and systems.... In profound change there is learning. The organization doesn’t just do something new, it builds its capacity for doing things in a new way--indeed, it builds capacity for ongoing change.... It is not enough to change strategies, structures, and systems, unless the thinking that produced those strategies, structures, and systems also changes.” Senge, Peter, et. al., The Dance of Change

20. Resistance • Resistance is inevitable, not bad • People are at different stages in changing • People move from stage to stage at different rates • People move from stage to stage in response to different stimuli • Resistance is similar to turbulence • Ignorance facilitates resistance; resistance facilitates ignorance • Responses to resistance • Dismissal: “You’re an idiot.” • Bulldozer: “You just don’t understand and I will try again to convince you of the correctness of my approach.” • Let’s talk: “What you say has merit. Let me understand your concerns and let’s review how an alternate proposal might address your concerns.” • Anticipate: Don’t be placed in a position of selling a curriculum proposal; instead position yourself as responding to a felt need

21. Resistance How to Recognize Resistance • Confusion • Immediate Criticism • Denial • Malicious Compliance • Sabotage • Easy Agreement • Deflection (changing the subject) • Silence • In-Your-Face Criticism Maurer, Rick, Beyond the Wall of Resistance, Austin, Texas: Bard Press, 1996, chapter 2

22. How Intense is the Resistance • Level 1: The Idea Itself (primarily intellectual) • Communicating the Idea -- Relative Advantage -- Simplicity -- Compatibility -- Easy to Test • Involvement • Level 2: Deeper Issues (primarily emotional) • Listen for and address: Distrust, Bureaucratic Culture, Punishments and Rewards, Loss of Respect and Face, Fear of Isolation, Events in the World • Level 3: Deeply Embedded (viewed as enemy) • Pay attention and attend to issues around --Historic Animosity -- Conflicting Values and Vision Maurer, Rick, Beyond the Wall of Resistance, Austin, Texas: Bard Press, 1996, chapter 8

23. What is it?Culture “Culture eats change for breakfast” James Hunt http://www.top7business.com/archives/management/20000208.html Jim Hunt, Principal James W. Hunt & Associates The "Change II" Management Consulting Firm Web address: www.jameswhunt.com

24. What is it?Levels of Culture • Artifacts • visible organizational structures and process • easy to observe, difficult to decipher, ambiguous • Espoused values, rules, behavioral norms • strategies, goals, espoused rationalizations • articulated reasons for actions, (theories of action, Argyris) • Basic underlying assumptions • unconscious, taken-for-granted beliefs • theories-in-use (Argyris) Edgar Schein, Organizational Culture and Leadership, second edition

25. Leadership • “Leadership takes place every day. It cannot be the responsibility of the few, a rare event, or a once-in-a-lifetime opportunity.” Heifetz, Ronald and Donald Laurie, “The Work of Leadership,” Harvard Business Review, Jan-Feb 1997 • Leadership is too important to be left in the hands of the few people near the top of the organizational hierarchy.

26. Change is hard work. Leadership begins with values Intellectual leads physical Real changes takes real change Leadership is a team sport Expect to be surprised Today competes with tomorrow Better is better Focus on the future Learning from doing Grow people Reflect Leadership for Change Sullivan and Harper, Hope is not a Method

27. Leadership for Change • “Get on the balcony”, get perspective • Identify the adaptive challenge • Regulate distress: not too high, not too low • Maintain disciplined attention • Give the work back to people • Protect voices of leadership from below Heifetz, Ronald and Donald Laurie, “The Work of Leadership,” Harvard Business Review, Jan-Feb 1997

28. Challenge Change Ready Zone Skill level required, Speed of change, Effort to learn Panic Zone Drone Zone Resources Competencies, Time, Reserves Change DynamicsChange Ready Zone Kriegel & Brandt “Sacred Cows Make the Best Burgers”

29. Change Dynamics Type and Distribution of Adopters Late Majority 34% Early Majority 34% Early Adopters 13% Laggards 16% Innovators 3% Rogers, Everett M., Diffusion of Innovations, fourth edition

30. Oblivious to needs, desires, or efforts Awareness that things are happening Passive Information Gathering Interest in the things that are happening Decisions about what is happening Commitment to aid or resist the changes that are happening Active Information Gathering Action Change: Oblivious to Action

31. Individual’s Approach to Change Energy for the Job Betrayal Search for Solution Denial Crisis Time

32. Group’s Approach to Change Search for Solutions Identity Crisis Denial Betrayal TIME