Change management strategies in educational leadership and institutional culture

Arthur

Educational Leadership: Theoretical Conceptual Knowledge

Current educational landscapes are rapidly changing as accountability looms over public schools. School leaders must develop strategies to increase achievement with all learners. Successfully managing these charges requires skills in change and innovation (Kotter, 1996; Dundon, 2002; Fullan, 2001). In reviewing coursework and current research, this paper lists well-known authors in the field of change theory and innovation. Providing 7 scholarly sources, this paper discusses the common elements among these authorities of change and innovation. From these common elements, the researchers will provide a synopsis of those most likely to successfully interact with faculties resistant to change. An explanation of choices is provided.

Review

Eckel & Kezar (2002) review the theoretical framework underlying many change processes within institutional settings, evaluating tools and methods that work to help overcome resistance to change in the educational environment. The authors suggest the dominant strategy leading to successful adoption of change at all levels of education is staff development or development strategies that promote self-reflection among staff members, which in turn promotes a culture more willing to adopt change (Eckel & Kezar, p. 435). The authors hypothesize a direct relationship exists between institutional culture and change, and that if culture is changed through direct interactions with staff members, that less resistance to change will be met by members of the organization. When resistance to change declines then new programs allowing greater personal transformation lead to a successful strategies. These promote student achievement and the creation of a "unique culture," one that enables staff members to trust their own instincts and knowledge (Eckel & Kezar, p. 435).

The International Technology Education Association (2006) working with Reeve (2006) analyze change among middle schools in more than a dozens states, suggesting change and innovations can best be implemented and accepted when educational institutions provide teachers with education and innovation courses that allow them to develop new lesson plans and provide them with supplemental resources for learning. This theoretical framework for change strongly supports the idea that change at the middle school level is best implemented when students and teachers have multiple interventions and tools available to them to help understand and implement change successfully. Critical to this theoretical framework is the idea that teachers, as much as students, must have the opportunity to explore new technology and new tools to help advance change efforts within educational facilities in a positive manner.

The ITEA (2006) provides a model for invention and innovation, focusing on standards-based middle school "model course" guides, whose purpose is to provide students and teachers with a "process" that outlines change in a way that is similar to the way one would introduce a new product or system to the market (p. 25) Using this model one would encourage teachers and students to establish benchmarks for evaluating systems, processes and models built to help encourage change in a positive and developmental manner.

This theoretical framework suggests change be viewed as part of a great model or paradigm. One may liken this framework to the idea of a puzzle; all of the pieces of the puzzle do not fall into place until one understands how each piece should fit together using systematic analysis.

Steier & Ward (2006) provide an interesting conceptual foundation for change in the educational context, and change management in education. Steier & Ward use a theoretical framework and concept toward change suggesting good scholarship and change management in education occurs when educations build the foundation of change on the idea that the educational facility is a family, one that requires ongoing evaluation, inquiry and development from each member of the "family," including educators, teachers, students, families and all others involved in the educational process. Using the idea of a "family firm" or the model of a family business, the researchers propose that successful change management occurs when collectively, each member of the family or institution is provided the opportunity to provide commentary on emerging change and evaluate strategic and organizational change using empirical data and real life experience (Steier & Ward, 2006, p. 887). The primary theory here the authors emphasize as guiding change in management education and in educational institutions is the idea that theories of change management that focus on education or an institution as a "family enterprise" are more likely to act as catalysts necessary to provide a "jolt" necessary to "instigate change" (Steier & Ward, p. 887) a sentiment echoed by many.

These ideas are echoed by other conceptualists including Greenwood, Suddaby & Hinings (2002), suggesting professional associations including teacher associations can help foster greater change especially among institutionalized fields like education. The authors suggest future managers must be open to the idea of ongoing change as something that is normal rather than exceptional, and that al involved in change, including staffers, students, teachers, family members and organizational management teams must have the opportunity to review curriculum development and renewal projects (Greenwood, Suddaby & Hinings, 2002).

On examining these theories, one must realize the relevance of developing the educational institution as a "family type" business. This theoretical framework is important, especially to programs as the Read 180 program, which largely rely on the ability of the educational institution to integrate students, family, community members and staff into the greater "family" that is education, and encourage each member of this family to partake of change in a positive and enlightening way. One key concept underlying this theoretical framework is the idea that a model must be created focusing on: "performance, conceptual underpinnings in related fields and adaptability to varied learning contexts" (Steier & Ward, 2006, p. 887).

As with any theory, there are short- and long-term benefits and perhaps disadvantages to this theory. This theory suggests collectively performance outcomes rely on many factors including: "long-tenured leadership, stewardship, and devoted employees" (Steier & Ward, 2006, 887). If teachers or family members or communities are not devoted to the cause, such as the Read 180 program, then it is less likely to succeed in the long-term. If however, change management is implemented in a way that recognizes constant change is inevitable, and promotes the ability of teachers to become more flexible to change through continuous training and support, as suggested by other theorists (Ekel & Kezar, 2002), then there is a greater possibility for long-term and continuing success, even if employees or other key staff members do not stay with the educational institution for long-periods.

Common Elements Among Theorists & Leaders Approach to Change

Most common among all theorists reviewed with respect to change management in the educational or in any environment are the following concepts. First, change is inevitable, and something that is constantly driven through various means including through technological innovation (Greenwood, Suddaby & Hinings, 2002). This means for programs in change to work, organizational leaders as well as those directly impacted by change must accept change as something ordinary, rather than something extraordinary or something that will inevitably lead to a chaotic environment. On evaluating the theories presented in this paper, the researcher can clearly see a pattern suggesting change management is best handled when leaders and communities immerse themselves in change rather than stand on the periphery of change, and distinguish between those that follow "mainstream" vs. non-mainstream practices. In an environment where change is ever-present, one must acknowledge that change is not something unusual, but rather something that is ordinary and to be expected.

Elaborating on this theory, most authors and theorists suggest theories most likely to succeed among tired teachers or administrators constantly bombarded by demands for change are theories that do not dictate change, but rather, theories that present change in a way that prepare administrators and teachers for change by integrating them and involving them in the change process. Along these lines, one must assume that for educational facilities to be successful, they must ask tired faculty members to participate actively in change management. This can be done through various means. Faculty members for example, may provide discourse on what elements of change they feel are most effective, and which require further exploration.

This suggests studies of change implementation should be conducted that allow faculty and students ample opportunity to evaluate the effects of change in a positive light. Even when unfavorable circumstances are evident, members of the change organization have the opportunity to present these disadvantages in a non-threatening manner (Carson-Stern, et al., 2004; Eckel & Kezar, 2002). What happens when faculty and other members of the community contribute to evaluation? What happens is strategic management processes, where change occurs under the theoretical paradigm of cultural integrity. Organizations move toward creating organizations where strategic management views change in the way a family firm would approach change (Chrisman, Chua & Sharman, 2005).

While not all of the authors surveyed used the terms "familial management theory" to describe change management, most did mention the possibilities that could occur within educational institutions when members of each educational team became members of a family. This suggests all teachers, faculty, administrative staff, students, family members and even community members must view each other as part of the same team, a team working toward enlightening each other and facilitating change in a positive direction.

Another common element presented early in the research is the need for continuous training. While most faculty members, especially teachers, may feel tired with the constant pressure for continuing education, they may view change in a more positive light if the benefits of continuing education are highlighted to them in a way that presents change management as something beneficial to them personally, as well as to the organization and students as a whole (Reeve, 2006). Most times, continuous education programs or programs that help teachers and other faculty integrate change; focus too much on the benefits of change to the organization, or to individuals including students. While student achievement is certainly an important issue among those cultivating change, it is also important to recognize the need for faculty including teachers to see what benefits they will reap from continuing education.

Continuing education is something for example, that takes additional resources and time. However, if conducted in an upbeat and self-directed manner, tired faculty may be more willing to embrace further education because they can begin to realize how their education will eventually lead to greater involvement of all members of their family, and how continuous education will make implementing new programs much easier and streamlined than if education were ignored or handled incorrectly (Carson-Stern, et al., 2004).

Strategies Most Likely to Be Successful for Leadership

With respect to educational leadership and managing change in any environment, but especially within educational institutions, change is most likely to be successful when educational institutions incorporate change as part of a new culture. This new culture must provide ample opportunity for faculty to learn new measures in a self-directed manner, one that allows them to view change in a positive light. They must be able to assess how change benefits their students, but also how change is likely to make life easier, instead of more frustrating for them in the long-term.

Further, the theoretical concept that change management must occur in the context of a "family unit" is most likely to succeed, especially when evaluating programs like the Read 180 program. Programs like this inevitably encourage faculty, community members, family members and students to view change management in the context of the greater community. When each member involved in the change processed has the opportunity to provide their own insights and recommendations or evaluations of change, there is a greater chance members will remain focused on positive change management for the long-term.

Critical to the success of these theories or paradigms for success is the idea that faculty will receive support from institutional leaders, community leaders and family leaders (Carson-Stern, et al., 2004). Further, there must be strong evidence that change is working in a positive light. The only way to evaluate this is to test students to assess whether they realize positive outcomes from change. However, it is not enough to evaluate students alone. Educational authorities must also evaluate teachers and other members of the "family" unit, to see whether change has a negative, positive or neutral impact on them. This aligns with the concept of a familial framework or paradigm for change and implementation of new programs in any environment, but most importantly in the educational context.

All of the theories evaluated present advantages and disadvantages, but mostly, the advantages and commonalities shared by the theorists evaluated are evident. That change will occur is unquestionable. That all members of the organization must embrace each other as change occurs is evident. That education and continuous support and feedback are necessary are also evident based on the research and authors evaluated for this report.