Change Management is a familiar concept requiring some deep sense of understanding. Right at the onset, permit my pen to posit: the way the leader, people, institution — manage change — matters a lot. Largely, change depend on nature of business, change itself, plus people involved in the process. The ability to confront the challenge of change depend on how people caught up within the situation perceive it.
No wonder, in 1940, Kurt Lewin advanced a marvelous model Principals of schools can use to confront the challenge of change. Heretofore, the model is relevant. It abuts on three-stage change process: Unfreeze — change — refreeze. Kurt Lewin, a top-flight physicist-cum-social scientist, explicated Change Management using the analogy of changing the shape of a block of ice. He postulated, in case you have a large cube of ice, and realize that what you want is a cone of ice, what do you do?
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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. Finally, you solidify the new shape — Refreeze. Therefore, in deft management practices, looking at change as a process with separate stages, can help Principals prepare for what is in the offing, hence manage to have a plausible plan to facilitate transition. Somewhat, some Principals transfer to new stations, but find it hard to confront the challenge of Change Management. Meaning, they plunge into it while blind like bats. Yet, they should shun wending that way because it can cause chaos and confusion. So, to conceptualise change process, understand that it is inevitable. You should have the morale and motivation before the actual change occurs. Re-examine many cherished assumptions and old beliefs.
Unfreeze
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 important 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 ubiquitous. Therefore, when injecting the medicine of change as a transformative leader, focus on evolution not revolution. You change and challenge — old and decrepit 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.
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As an adept administrator, when you join an 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 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. Create the need for change. Preach and teach about it. 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.”
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 proponent of change, must admit, it does not happen just in a jiffy. Stakeholders will take time to embrace new way of doing things. For, naturally, people try to resist change. Ostensibly, they 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 augment activity and productivity. This is a common myth that those in puissant positions should avoid.
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 benefits that follow change. 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, bank on joint effort. Focus on hands-on management éclat. As a 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. Refreeze 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.
By Victor Ochieng’
The writer rolls out leadership talks and training services. He speaks in conferences organized for Principals and Deputy Principals.
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