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The article will assist Principals manage change in new schools.
By Victor Ochieng’
Change Management is a familiar concept requiring some deep sense of understanding. Somehow, the way the leader, people, institution — manage change — matters a lot. Largely, change depend on nature of business, change itself, plus people or stakeholders involved in the process. The ability to confront the challenge of change depends on how people caught up within the situation perceive it.
No wonder, in 1940, Kurt Lewin (1890-1947) advanced a marvellous model titans of corporates and principals of schools can use to manage change. Heretofore, the model is relevant. It leans on three-stage change process: Unfreeze — change — re-freeze. Kurt Lewin, a top-flight physicist-cum-social scientist, explained the concept of change management using the analogy of changing the shape of a block of ice. He adduced, in case you have a large cube of ice, and realise that what you want is a cone of ice, what do you do?
Firstly, you must melt it to make it amenable to change — Unfreeze. Then, you must mold the iced water into the shape you want — Change. Then, you solidify the new shape — Re-freeze. Therefore, in best management practices, leaders who are adept at it, look at change as a process with separate stages. So, I do dote on it. Principals can prepare for what is in the offing, hence manage change and transition in new stations. They can be the breath of fresh air. Somewhat, some principals transfer to new stations, but find it hard to manage change. Sometimes, some are caught up in change while lacking the wherewithal to tackle it. Yet, they should shun wending that way because it can cause chaos and confusion. So, to conceptualise change process, it is important to anticipate it. For change is inevitable. It is important to have the morale and motivation before the actual change arrives like wisps of wind that whistle. Withal, it is wise to re-examine many cherished assumptions and old beliefs.
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Unfreeze
So, the leader commences by preparing teammates to embrace change. This can only work if there is willingness to break from status quo. Then, build up a new way of operation. It is imperative to start by communicating change. It has to be gradual. Ostensibly, when it happens rapidly and radically, without smart involvement of relevant stakeholders, resistance can be real. Therefore, when injecting the medicine of change as a transformative leader, focus on evolution not revolution. You change and challenge — old and outdated beliefs, attitudes, values, behaviours — in piecemeal. Actually, the first part of change process can be rough and tough. When you start cutting down the “way things are done”, it upsets the apple cart. It evokes strong reactions, which is the exact thing that should happen.
As an administrator, adroit at it, when you join a new institution, you may believe that the new broom sweeps clean. Conversely, “old guards” you find there may “silently” tell you, but old brooms know all corners. Consequently, compelling people to re-examine the way they have been doing things, can create (controlled) conflict. This builds a strong motivation to seek out a new equilibrium. Without this spark of motivation, as a manager, you may experience paucity of robust support. As a legendary leader, for you to access success, determine what ought to change. Survey the place so that you have the good grasp of the current state. Ensure that you have solicited sufficient support from various stakeholders – Board of Management (BoM), teachers, parents, students, service-providers, et cetera. Just create the need for change. Preach and teach about it. Talk about life-long learning in every dispensation. For the sagacious Jewish scholar, Alvin Toffler, observed, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.” Apprise them why change is necessary. Use your vision as a supporting evidence. As aptly put in Habakkuk 2:2-3, “Write the vision on the table that those who read it can run with it.”
Ideally, change is necessary because we can never use old maps to trace new towns or cities. In a heroic book titled Beyond Intelligence, Dr. Wale Akinyemi argues, Stone Age did not end because the world ran out of stones, but Stone Age ended because the level of thinking had out-paced use of stones. Again, Alvin Toffler, averred, “In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.”
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Change
Dear principal, at the change stage, staff, students and more stakeholders will begin to resolve their uncertainties. They will start to adjust, adapt and advance. They will start embracing new ways of doing things. They will start believing and acting in ways that support the new direction. The principal as the manager of change, must admit, it does not happen just in a jiffy. Or just in jest. In actual sense, stakeholders will take some time to embrace the new way of doing things. For, naturally, people try to resist change. For change causes disruption. Change disorients people. Then, people also fear to beat new paths. Therefore, to make people in an institution to accept change, and contribute to making it successful, make them know how they will reap bountiful benefits. Meaning, as an instructional leader, it is utterly wrong to think that everyone will support change because it is necessary. Or because it will increase activity and productivity. This is a common myth that those in positions of influence should avoid or dodge.
In fact, some people will genuinely be shell-shocked by change. Particularly those who benefited more from status quo. Others may take a long time to recognise beautiful and bountiful benefits that follow change. Therefore, as a leader, you need to see this from far. Use bright-insight to manage it right. Time and communication will heal all wounds. People need plenty of scope to understand change. Then, they need to feel highly connected to the institution throughout transition period. Moreover, abut on joint effort and equal-yoking. Focus on hands-on management style. As a level-headed leader, talk about it through well-thought-out writings and carefully-crafted speeches. Convene many meetings of minds. Organise training for staff and students. Do so in the entire planning process and monitor its progress and success. As a scribe, I can say in this essay, describe benefits of change. Have an in-depth explanation of how change will help people. Then, prepare them for what is coming. Involve them. Generate short-term wins to reinforce change. Rely on energy, synergy and strategy.
Refreeze
Finally, at this stage, change is taking shape and people are embracing new ways of working. People are into it. Re-freeze stage also needs people, and the organisation to internalise or institutionalise significant changes. In a school setup, this is when there is new sense of stability. Various stakeholders feel comfortable with change. So, as a leader, entrench changes on culture. Identify what can support it. See barriers in advance. Develop ways of sustaining and implementing it.
Victor Ochieng’ rolls out leadership talks and training services. vochieng.90@gmail.com. 0704420232
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