1. INTO THE FRONTLINE OF THE WAR OF
DYNAMICS.
THE ROLES OF THE ACADEMIC MIDDLE
MANAGERS
Ton Kallenberg
ROC Leiden - March 18, 2011
2. THE QUESTION
An introduction about:
(1) the role(s) of middle managers
within innovation and change;
Discuss:
(2) change into competency focused
education
(3) management-tools of the middle
manager.
3. (AND ... MAYBE YOU CAN TELL US A LITTLE BIT MORE ASOUT ... )
1) What about change management?
2) How to prepare?
3) Where do I have to pay attention
to?
4) What are [in relation to change
processes] differences and similarities
between small and big schools?
5) Can you give us some ideas and
tips?
6) Can you indicate some pitfalls?
4. I AM ...
... in the last phase of my Ph.D. about
the role of academic middle managers
in strategic innovation in Higher
Education.
... teacher, head educational affairs,
educational manager, interuniversitair
coordinator, head Staf Education,
Director Centre of Excellence Learning
and Teaching, Professor Teacher
Training, Director Education.
... basketball trainer/coach, head
trainer Dutch Basketball Association.
... always busy with change and
innovation ...
TON KALLENBERG
5. THREE
BLOCKS
1. ROC Leiden and change
2. Why change and
innovation?
2. Academic Middle
Manager and change
10. THE QUESTION
•Suggest on basis of the
Strategic Plan to a
prioritization of three
subjects for change
•join as much as possible the
existing initiatives
•Form a projectteam and a
sounding board (arrange the
feedback)
february 10, 2010
11. STRATEGIC POLICY PLAN
2010-2015
The mission for education:
•Clarify our educational
concept,
•Improve our educational
quality,
•Take care of an tailored
educational logistics (on the
new building)
•Unburden teachers by
improving the supportive
processes
March 16, 2010
12. THEME’S EDUCATION
1. articulation of the
educational vision (now!)
2. working through
The Leiden Educational
Model (from sept 2011)
3. realization of educational
yields (in terms of
efficiency / quality)
(from sept 2011)
April 19, 2010
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16. THE LEIDEN
EDUCATIONAL MODEL
Building blocks are:
• customing (student aimed)
• collaborative learning
• professional context
• workplace learning
May 21, 2010
17.
18. UPCOMING PERIOD
1. fine tuning of the text
Leiden Educational
Model
1. master piece (scientific secured)
2. markt/student proof
2. building the change
organization:
1. activities
2. et cetera
19 september 2010
19. THREE
BLOCKS
1. ROC Leiden and change
2. Why change and
innovation?
3. Academic Middle
Manager and change
20. WHY CHANGE AND
INNOVATION?
Social trends
Educational trends
21. waves of renewal
SOCIAL TRENDS
•social-cultural
(ageing, individualization,
cultural variety)
• market (from an industrial to a
knowledge society, globalization,
competitive)
• legislation
(step-down government)
• technologic (intelligent systems)
• scientific (new educational
insight)
These developments lead to new prospects toward: learning, education and the organization
22. EDUCATIONAL TRENDS
1. from teaching to learning
•learning process is the starting-
point
•teaching is not the same as
learning
•learning is an active process of
(knowledge) construction
•effective studying is hard and
motivated working on relevant
tasks in a inspiring learning-
environment
23. EDUCATIONAL TRENDS
2. from individual learning
to collaborative learning
•learning in teams
•together responsible for proces
and product
•future work in teams
•more effective learning
processes
•peer-review with work-pieces
and projects
24. EDUCATIONAL TRENDS
3. from subjects to
intellectual capabilities
•methodological ways in
solving problems
•communicative skills
•professional content as tools for
productive tasks
25. EDUCATIONAL TRENDS
4. from summative to
formative grades
•grades drives the activities of
students and teachers
•regular feedback is necessary
for the learning process of the
student
•formative grading rules the
feedback
•summative grading is needful,
but doesn’t have a function in
the process
26. EDUCATIONAL TRENDS
5. from separate subjects to
integration of subjects
(modules)
•current programms exist of
separated subjects.
•New programms are aimed at the
integration of knowledge and skills
by theme’s, projects, cases and
problem solving education
•learning situations which are equal
on subsequent working situations
•competence aimed environment
27. EDUCATIONAL TRENDS
6. from once graduated to life
long learning
•fast changes in knowledge are
typical for the knowledge society
•Therefore life long learning is
necessarity
•The educational programm has to
prepare the student for this, and
not seem if it’s all over after
graduating
28. EDUCATIONAL TRENDS
7. integration of IT in
Education
•The importance of IT is raising in
content as well in methodology
•Digital information sources,
digital communication,
simulations, modelling,
databases, …
•Connectivity (everywhere)
•Ubiquitous learning (24 * 7)
•Any time, any device, any how!
29. EDUCATIONAL TRENDS
CONSEQUENCES
new customers in education with
consequences for:
•establishment of education
•tasks and roles of teachers
•the learning environment
•educational management
30. THREE
BLOCKS
1. ROC Leiden and change
2. Why change and
innovation?
3. Academic Middle
Manager and change
31. Introduction: (1) the role of middle management
within change
MIDDLE MANAGEMENT
(1) “...directly above the level of
the frontline supervisors and
straight under the management
level with the total responsibility
of the whole firm / school or an
strategic business unit (depends
on the size of the
organization).” (Mintzberg)
(2) line versus staff
32. Introduction: (1) the role of middle management
within change
MIDDLE MANAGEMENT
(3) Academic middle manager:
...is integral responsible for the
curriculum of the programm(s) (from
strategy - including participation
during the decisionmaking process of
institutional strategy and responsibility
for School/faculty strategy - until
educational management - including
the oversee about education and
researchprogramms and student
relations) within the bound of the
central board of the organization.
(Kallenberg, 2007).
33. Introduction: (1) the role of middle management
within change
MIDDLE MANAGEMENT
(4) Paradoxal position:
“You’re damned if you do and you’re
damned if you don’t.”
“You’re in the line of fire whether
you want it or not”
•top down versus bottom up
processes
•professionalism versus
managerialism
•education versus research
•hierarchy versus collegiality
35. VARIABLES
• organizational variables
(i.r.t. innovation)
topics: actual dependencies, borders of
the playing field
• professional variables (i.r.t.
innovation)
topics: qualifications, skills, knowledge,
loyality
• personal variables (related
to innovation) (“what’s in it
for me?”)
uncertainty about own function, status,
authonomy
topics: values, motives, trust, norms
36. Relation between Small influence Large influence
Organizational variables
Context Stable Turbulence
Structure Fixed Lose
Culture Conservative Innovative
Personal variables
Age Old Joung
Sexe Man Women
Education level Low High
Professional Variables
Commitment Indifferent Driven
Autonomy Limited Independent
Academic leaderschip / authority Manager Leader
37. Introduction: (1) the role of middle management
within change
MIDDLE MANAGEMENT
(5) Tasks
Control (quality education; education plan;
finance)
Coordination (time-table, students,
administration)
Governing (vision, strategy, plans)
Producing (correspondence, returns [of
investments)
Associate (bring in ideas; contacts; representing
the school)
Innovating (update developments,
Escort (performance appraisals, orientate
programms, coaching, training)
Facilitating (meetings, teambuilding,
conflictmanagement, knowledge dissimination)
38. Introduction: (1) the role of middle management
within change
CHANGE
(Kotter)
1. determine urgency or need of change
2. form a leading coalition (stakeholders) with a
great degree of willingness to change
3. develop vision and strategy with this leading
coalition
4. communicate this vision in “hundred
ways” (who ever wants to hear it)
5. create an broad base by training and coaching
6. achieve and celebrate short term successes
(within the whole school or department)
7. communicate innovations, tune these together
(if need be more changes!)
8. anchor new approaches in the
organization(culture)
39. Introduction: (1) the role of middle management
within change
CHANGE
1.Question: WHAT does the middle
manager?
2.Answer: visible behavior / roles
•ascribed position
•achieved position
•assumed:
(on behalf of position: certain
appreciation / certain expectation) ->
role performance
•rolset, but not ‘definitive’
•‘role taking’ vs ‘role making’
40. MIDDLE MANAGEMENT
ON SMALL SCHOOLS
‣cooperative leader (problem
hierarchy-collegiality) frontline
management
‣limited policy making capacity
(quality and direction of change
depends on [interest] of some people)
‣high maneuverability on
possible developments
‣(inflatable) “row-boat”, which
means: amendable by all forcers.
41. MIDDLE MANAGEMENT
ON LARGE SCHOOLS
‣caught in the middle (problem
professionalism vs managerialism)
‣broad policy making capacity
(staff departments who create work
for each other)
‣limited maneuverability on
possible developments
‣“Tanker” (can resist a sturdy)
42. (And ...) (1) What about changemanagement?
HOW DOES IT LOOK LIKE?
Small schools
Concrete visible projects
External Coalitions
Limited political undercurrent
Visible “Hands on” - “Hands off”
Large schools
Several projects
Internal Coalitions
Several (political) undercurrent
Invisible commitment
43. EDUCATIONAL LEADERSHIP
• authority (Yieldler & Codling)
(1) content knowledge,
(2) experience in the field,
(3) respect among colleague’s
• expert leadership (Leithwood):
(1) charism, inspiration, vision
(2) attention, respect, care for teachers
(3) take care for intellectual incentives
44. LEADER VERSUS MANAGER
• academic leadership:
doing the good things
(vision, strategy, change)
• educational management:
doing the things good
(monitoring & controlling)
• academic leader = “in”
position
• managerial leader = “an”
position
45. Relation between Small influence Large influence
Organizational variables
Context Stable Turbulence
Structure Fixed Lose
Culture Conservative Innovative
Personal variables
Age Old Joung
Sexe Man Women
Education level Low High
Professional Variables
Commitment Indifferent Driven
Autonomy Limited Independent
Academic leaderschip / authority Manager Leader
46. (And ...) (2) How to prepare?
PREPARATION
‣ Join the need / question
‣ Make the advantage / need clear
‣ Create space in the workload
‣ Take your time for problem
formulation
‣ Blueprint the idea, but not as a strait-
jacket
47. (And ...) (3) Where do I have to pay attention to?
PAY ATTENTION TO:
‣ Clarity content
‣ Obvious goals
‣ Celebrate (small) results
‣ Commitment
‣ Undercurrent
‣ Flexibility (input and participation)
‣ Anchor (pickets)
‣ Finance !
48. (And ...) (4) What are [in relation to change processes] differences and
similarities between small and big schools?
DIFFERENCES /
SIMILARITIES
Differences
‣ Dimension proces
‣ Endorsement / support
‣ Ambitions (think big start small)
‣ Progress (quirky vs. stickyness)
‣ Leadership vs. Manager
Similarities
‣ Importance of the role of the middle
manager (especially in turbulent
environment)
‣ Professionality: driven commitment,
independent autonomy; educational
leadership
49. (And ...) (5) Can you give us some ideas and tips?
TIPS FOR THE MANAGER
‣ Know how far you have to go
‣ No (surplus) rules and regulations
‣ Know your people
‣ Build a team (volunteers)
‣ Delegate
‣ Raise a sens of urgency
‣ Choose a short powerful slogan
‣ Focus on action (be flexibel, do not
hasitate, but act!)
‣ Communicate, communicate, ...
‣ Do not give up!
‣ Keep the moment
50. (And ...) (6) Can you indicate some pitfalls?
PITFALLS
‣ Know what you’re starting
‣ Strategic vs. tactical
‣ Paradox of change and stability
‣ Between say and act
‣ Distancing and quick fixes
‣ Change management Iceberg
‣ DIY (do it yourself)!
51. T H A N K Y O U F O R Y O U R AT T E N T I O N
Ton Kallenberg - Director Education - ROC Leiden
Hinweis der Redaktion
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1. Er is een groot verschil tussen relatief eenvoudige oppervlakkige veranderingen (andere software, nieuwe processen) en veel vluchtiger materie zoals waarden, denkrichtingen en mogelijkheden. Probeer te voorkomen dat je het project groter maakt dan het hoeft te zijn. Maar wees ook bereid tot de bodem te gaan als het succes van je project dat vereist.\n2. Als je weet wat de aanpak is. Duik er dan middenin. Van buitenaf kun je niets doen. Iedere verandering vraagt per definitie een op maat gesneden aanpak. Routinematige benaderingen mislukken altijd.\n3. Ieder verandertraject heft voor- en tegenstanders. Onder de tegenstanders zitten altijd mensen die bang zijn voor verandering en die je makkelijk kunt overtuigen, net zoals er onder de voorstanders mensen bij zitten die een afwachtende houding aannemen, en die je net zo makkelijk laten vallen als je leiderschap te wensen overlaat. As je niet weet welk vlees je in de kuip hebt, kun je het ook niet managen. Weet wie welke aandacht nodig heeft! Vaak helpt het om gercht te werken aan bereidheid en bekwaamheid d.m.v.training en professionalisering\n4. Verandering lukt alleen wanneer je een team achter je hebt staan (draagvlak). Veranderingen alleen door het management laten uitvoeren leidt tot verstarring. Speel daarop in en laat je verrassen door enthousiasme en commitment. Vertaal het einddoel in persoonlijke doelstellingen voor de medewerkers.\n5. Als je delegeert: loop hem/haar dan ook niet voor de voeten! Geef ze alles waar ze om vragen, maar GEEN INVLOED (het machtsspel moet je zelf spelen!). Zo min mogelijk hierarchie. Doch wel verantwoordelijkheid!! Vind de juiste balans tussen zelfwerkzaamheid en directe sturing (niet alleen sturen, maar ook aanspreken op verantwoordelijkheid en afrekenen op het resultaat)\n6. Zorg dat volstrekt helder is wat het doel van het traject is en wat het oplevert. Motiveren en inspireren is bij uitstek jouw taak!\n7. Veranderingen lukken alleen als voor iedereen duidelijk is wat het einddoel is. Wanneer je een korte en krachtige slogan kiest waarin de hele essentie is verpakt (b.v. “Verover de markt”) dan kun je het doel van je project continu helder houden\n8. Zorg ervoor dat het hoger management je volledig steunt, zodat je team erop kan vertrouwen dat je alle obstakels snel van hun pad haalt. Zorg dat resultaat wordt erkend en beloond. Schakel daarom snel. Blijf niet eindeloos plannen. Wees flexibel, niet aarzelen, maar handelen! Laat desnoods iets uit je handen vallen om je even helemaal te concentreren op iets heel belangrijks.\n9. Zorg ervoor dat een logboek wordt bijgehouden van alle lopende zaken. Stuur je mensen overal naar toe en laat ze met iedereen over alles praten. Communicatie is ongelooflijk belangrijk\n10. Niet opgeven. Het is natuurlijk chaotisch. Zorg ervoor dat je de moreel hoog houdt; zorg dat iedereen elkaar op de hoogte houdt van de vorderingen en besteed aandacht aan de behaalde korte termijn doelen.\n11. Houdt het momentum vast - succesvolle trajecten zijn goud waard: zorg dat tenminste een deel van de energie en atmosfeer van het verandertraject behouden blijft. Kies nieuwe projecten met nieuwe leiders en vlecht verandering in de cultuur via werving en promotie.\n\n
Twee populaire stromingen: (1) stil zitten terwijl je geschoren wordt, en (2) de omstandigheden gebruiken om te veranderen wat eigenlijk al heel lang anders had gemoeten. Doch bedenk waar je aan begint. Grote veranderingen halen veel overhoop en vragen om gedegen leiderschap. Verandermanagement is niet iedereen gegeven: het vraagt heel andere vaardigheden dan de allerdaagse manager. \nDe reden is simpel: verandering is per definitie chaotisch, turbulent, onzeker en in zo’n situatie heb je het niet over management, maar komt het aan op natuurlijke leiderschapskwaliteiten.\n\nDat geldt ook voor het tweede aspect Strategisch vs taktiek. Verandering kan weliswaar geleidelijk of radicaal, doch laat de situatie, en niet je persoonlijke voorkeur je tactiek bepalen. Ken je grenzen van je span of control als middenmanager!!\n\nParadox - veranderingen - chaos - onzekerheid - gedrag dat gericht is op stabiliteit - juist dan stagneert verandering\nZeggen en doen - als mm onder druk vertonen zij ander gedrag dan zij doen (b.v. draagvlak, eigen verantwordelijkheid) - dat draaien zij terug. Gevolg: doe het zelf maar!; vicieuze cirkel\nDistancing en quick fixes - mm stellen zichzelf buiten het probleem; kijken op beheersingsgerichte manier naar probleem; stellen simpele oplossingen voor die alleen de bovenlaag van het probleem bedekken.\nIceberg - Onder “water” zit het probleem, n.l. promotors en opponents en potential promotors en higgen opponents\n\nDoe het zelf - Om te veranderen, is inzicht nodig in organisatie, processn en systsmen. Dit is echter een middel en geen doel! Eigen medewerkers zijn expert in de processen en niet de dure externe consultants!!\n