Making Change Stick strategies
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1. The document discusses strategies for dealing with change in organizations and making changes stick, including knowing yourself, your team, and having a clear plan. 2. It emphasizes understanding the underlying causes of behaviors over time, as well as trends, to effectively address problems and prevent unintended consequences. 3. Sustaining change requires consistency from individuals connected to organizational values, while considering people and desired outcomes.
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Making Change Stick strategies
- 1. Making Change Stick Dr Cheryl Doig
- 2. Learning Intentions To introduce some basic systems thinking ideas and how they connect with change To develop some strategies for dealing with change in your organisation To gain insight into your role in sustaining change and the implications for your next personal learning www.thinkbeyond.co.nzlearning@schooll@s
- 3. Fixes that Fail Prevention Think about all the unintended consequences as part of your change strategy Accept that it might get worse before it gets better PROBLEM SYMPTOM FIX B1 If you get into a vicious cycle ask, “What can we do to bring this to a stop?” R1 UNINTENDED CONSEQUENCE
- 4. What is happening now Events Leverage Trends over time Patterns Underlying causal drivers of behaviour over time – policies, procedures, process, perceptions Structure
- 7. The private victory What am I doing to contribute to this? How did my behaviours and actions move us closer to our goal? Move us further away? How will others have perceived this? What assumptions am I making? What do I need to consider for the next stages of our change?
- 8. When we are no longer able to change a situation, we are challenged to change ourselves Victor Frankl
- 9. 2. Know your team
- 11. Peer Coaching Demonstrating in front of colleagues… …taking a risk
- 12. 3. Have a plan
- 13. Commitment Charting Teacher inquiry A (Induction) B (the D) Team Leaders Technology Board Adapted from the ESD Toolkit v2.0
- 14. Making Change Stick is all about what YOU do consistently, connected to the values of your organisation and considering the people and outcomes you are seeking. Support Challenge Learning
Editor's Notes
- The squeaky wheel sec school changed so teachers moved not kidsCause and effect are not always closely linked in timeSystem is interrelated parts eg car, rugby team, alter one part it alters others eg body as different from a collectionWe don’t have enough information on how our students are achieving– collect more data – the data collected and the ability to use the data to make instructional decisions don’t match Balancing loop – trying to bring the system into stasis or equilibriumReinforcing loop = engine of growth (virtuous cycle) or of decline (vicious cycle)What problem am I most pleased with today? What might be the unintended consequences?How often do we come up with a rule without discussing what the real issue is that we are trying to deal with?
- Systems archetypes – 12 causal loop diagrams that show stories of inter-related systems. Systems ThinkingGreatest leverage from understanding your organisationDeming – of you just have metrics for the parts the whole won’t changeMental models – the elephant – common language meaning the same thing
- http://www.addictinggames.com/whackamole.htmlMore pop up unless something changes in the structureChange of behaviour – get clear around language – learning conversations
- Teacher inquiry link – leader inquiry – what about meLeads self for learning – covey private victoryLadder of inferenceNeed to front up as a leader – discussion and dialogue – mistake difficult conversations as doing to rather than working withArt of Facilitation
- Relational trustIndividuals – career stagesCulture and ethnicityMental modelsNeuroscience – everything we do has an effect on us – neurons that fire together wire togetherThinking preferences
- High school use in preparation for staff meetings
- Adaptive leadership rather than a technical problem
- This is with big ideas – leaders do this naturally eg give a staff member info and leave them to think if they need more processing timeSmall school – close to the other teachers had to plan with this issue in mindDelegation planComunication planTimes – business plan or gantt chart
- Co-constructionKnowing strengths – yours and othersKnowing when to hold it, fold itRELENTESS PRESSURE CONSISTENTLY APPLIED _ Guy ClaxtonThat’s why you can’t do it alone