Failing to Lead Change

Myths and Risks

Our society idolizes leaders who affect change. In hiring, a track record of leading successful change is seen as an asset by boards and executives. The value placed on the ability to lead change is grounded in a certain logic. Change is often needed to fulfil the mission of an organization, and “movement toward organizational goals is achieved by the competent action of the people who fill the ranks of institutional staff and management” (Manning, 2013 p. 113). Change is also driven by environmental influences such as those that transformed the telephone industry as noted by Bolman and Deal (2013, p. 86). However, the love affair with change should be critically examined by organizations and by leaders. Myths surround change, and examples of failed change efforts outnumber successful ones. Both leaders and organizations suffer if change is not properly understood.

Organizations often value leaders who are viewed as strategists, because “strategy formulation therefore involves the interpretation of the environment and the development of consistent patterns in streams of organizational decision (“strategies”) to deal with it” (Mintzberg 1979 p. 224). Stakeholders imagine a leader who is proactive in seeing a shifting environment and responding through a superior decision making process, but as Manning (2013) observed these expectations are based in a cultural mythology and most leaders are quick to land on “a solution that is ‘good enough,’ one that satisfies sufficient parameters of the decision situation” (p. 119). Often these solutions do not lead to long term changes.

Structural Change

Attempting to change the structure of an organization is a challenge marked with notable failures. Harvard University, under the leadership of Larry Summers, and the BBC both attempted to restructure their organizations to be led by stronger centralized authority with less discretion available to members in lower levels of the hierarchy. Bolman and Deal (2013) note: “Restructuring worked about as well for Summers as it had for the BBC- he was forced out after the shortest term for a Harvard president in more than a century. Reorganizing, or restructuring, is a powerful but high-risk approach to improvement” (p. 70).  Examples of failed efforts to loosen centralized power and increase autonomy at lower levels also exist, as in the case study of McDonalds in the 1990’s (Bolman & Deal, 2013, p. 59).

Cultural Change

Cultural change can be as elusive as structural change; however, the failure to lead cultural change often carries more risk. Smith and Freyd (2014) document instances of sexual abuse in the military, churches, and university that were not properly addressed because the organizational culture was static. Several reasons were explored. First, “performance or reputation is valued or divorced from the well-being of members” (Smith & Freyd, 2014, p. 580). In these environments leaders are often guilty of “prioritizing damage control rather than addressing the underlying problem with abuse” (Smith & Freyd, 2014, p. 581).  Often stakeholders rely on a leader to change the culture but Bolman and Deal noted more often than not the culture changes the leader (2013, p. 84).  Johnson (2018) assess why real cultural change is an elusive goal: “Short run competitive thinking; however, makes that goal all but impossible to achieve because that kind of change is a long term project rooted in a sense of community and common purpose” (p. 65).

Internal Barriers, Communication, Flawed Decisions

Often internal barriers to change exist. People within the organization stymie change through various methods because “employees are concerned that what is good for the organization overall might not be what is best for them” (Levi, 2017, p. 87). Often employees possess knowledge and skills not held by their leaders (Manning, 2013, p. 120). In the case of Harvard, Summers found himself outmaneuvered by faculty members who ultimately blocked his efforts (Bolman & Deal, p. 80).

Organizational structure and communication also impede change. Leaders “with more complicated jobs are positioned near the top of the organization,” which can lead to isolation (Manning 2013, p. 114). At times, leaders who see changes and new people may even desire isolation and try to be alone (Lamar, 2012 ). The isolation leads to communication that is rarely “candid, open, or timely (Bolman & Deal, 2013, p. 31). Manning (2013) noted that technology has increased the speed and scope of communication within organizations (p. 118). This communication shift has created a potential to flatten organizational structures. Bolman and Deal (2013) highlighted Joyce Clifford’s success in improving Beth Israel Hospital through a flatter “web” as opposed to a “pyramid” (p. 90). However, successes such as Clifford’s are remarkable because they are exceptions, and as Manning (2013) argues “bureaucratic theorists advise against changing the structure to accommodate individual personalities” (p. 114).

There are times when flatter, group leadership is needed. “Teams are needed for tasks that are too complex for one individual to perform or problems too difficult for one individual to solve” (Levi 2017, p. 179). However, one danger in flatter, more democratic structures for leading change is that it exposes the organization to poor decision making processes. These structures can allow poor change strategies to move forward because group members fear damaging relationships. As Janis (2005) noted, attempts at group leadership can “bolster moral at the expense of critical thinking” (p. 185). Levi (2017) describes this exchange of cooperation for efficacy as the Abilene paradox. When a leadership team lacks the ability to challenge each other’s’ ideas, the organization’s path towards change will be rocky.

References

Bolman, Lee G. & Deal, Terrence E. (2013). Reframing Organizations. San Francisco: Jossey-Bass.

Janis, Irving L. (2005). Groupthink: The Desperate Drive for Consensus at Any Cost. In Shafritz, Jay M, Ott, J. Steven, & Jang, Yong, Suk. (Eds.), Classics of Organization Theory (pp. 185-192). Belmont: Answorth.

Johnson, Allen G. (2018). Privilege, Power, and Difference. New York: McGraw Hill

Lamar, Kendrick. (2012). Don’t Kill My Vibe. On Good Kid, M.A.A.D City. Los Angeles, Top Dawg.  

Levi, Daniel. (2017). Group Dynamics for Team. Los Angeles: Sage.

Manning, Kathleen. (2013). Organizational Theory in Higher Education. New York: Routledge.

Mintzberg, Henry. (1979). The Five Basic Parts of and Organization. In Shafritz, Jay M, Ott, J. Steven, & Jang, Yong, Suk. (Eds.), Classics of Organization Theory (pp. 185-192). Belmont: Answorth.

Smith, Carly Partnitzke, & Freyd, Jennifer J. (2014). Institutional Betrayal. American Psychologist, 69, pp-pp. 575-587.

Understanding Psychology and Experience in Leadership

Influencing Culture

            Leadership involves dynamic interactions with individuals whose strengths and weaknesses are shaped, and are being shaped, by experiences. Effective organizations, composed of many individuals, accomplish specific goals, which can often be measured in data. In terms of educational leadership, questions often frame conversations:

What are the subject area proficiency rate of various grade levels?

What are the attendance rates of students and faculty?

How many parent complaints are filed?

What are the various fund balances?

How many accident free miles have busses traveled?

How much money has been expended on preventive maintenance?

What is the annual staff turnover rate?

What is the average time for a maintenance request to be addressed?

Answering these questions can be a simple endeavor; however, the activities, directed by leaders, which produce the answers are quite complex. Every factor is influenced by human interactions. As leaders understand how experiences shape the psychology of their team members, they can bring to bear influence on culture, shaping corporate and individual psychology.

Inward

            An effective leader must believe that psychology is, in part, plastic. If attitudes and motivations are static, there is no need for leadership, only management. The only hope for organizational efficacy lies in hiring and firing. This is a limited, inaccurate view. To prove this out a leader only has to examine him or herself. Do not stop; however, at asking what are my strengths and weaknesses? Ask why are they my strengths and weaknesses?

            The Clifton Strengths’ Strength Finder is a tool for such reflection. A recent self-assessment with Clifton revealed my top three strengths:  learner, individualization, and achiever. As I read the results, I considered the experiences that shaped me, and those that are still shaping me. For example, my lead theme was learner, and I acknowledge the validity of the claim that the “subject matter that interests you most will be determined by your other themes and experiences” (Gallop, 2000, p. 1).  Identifying experiences which built this strength into me is easy. My childhood was conducive to learning, and in my present professional context this strength has been an asset. I am constantly encountering new problems in various arenas: bus maintainence, network infrastructure, law and policy.

None of my strengths were as easily connected to experience as my second, individualization. “Your Individualization theme leads you to be intrigued by the unique qualities of each person.  You are impatient with generalizations or “types” because you don’t want to obscure what is special and distinct about each person” (Gallop, 2000, p. 2). As a father to two beautiful African American children, I confess that thirteen years ago this would not have been revealed as a strength. Only since parenthood, and more passionately as time passes, do I become “impatient with generalizations or ‘types’ because I don’t want to obscure what is special.” Here impatient is not strong enough for me. I become angry. Lencioni’s (2002) observation that leaders often avoid conflict to protect others, holds true with me (p. 206); however, when I perceive a people being treated unfairly because of something unique about them personally, I lean into conflict. Here I am prone to risking too much.
           Strengths Finder identified my third theme as “achiever.” The assessment that I “must learn to live with this whisper of discontentment” shouts at me (Gallop, 2000, p. 2). If the assessment had been taken in real time during a work day, instead of a slow, reflective Saturday, this strength may have ranked higher. I’ll readily admit that for me “if a day passes without some form of achievement, no matter how small, you’ll feel dissatisfied” (Gallop, 2000, p. 2). Maslow’s (1943) focus on the need to be held in high esteem, and his claims regarding the elusiveness of satisfaction, more than whisper to me (p. 8). I see all of this rooted in a - proud son of a maintenance man- chip on my shoulder, which I carry into every setting.  My main method of achieving has been making myself necessary by producing at high levels, because as Lamar (2017) notes there is a “difference between accomplishments and astonishments." When possible I strive for the later. Creating and maintaining positive relationships has also been a method of achievement for me, which mitigates the external disruption achievers often cause in a workplace, but leaves plenty of room for personal, internal disruptions. Without intervention from Wendy and weekly transcendent experiences, the achiever theme takes its toll.

Application

            But the point of psychological study is not to tease out internal puzzles. The point is to become a better leader, by realizing that all members of the organization have strengths that have been shaped by experience. Understanding the root of these strengths can help build on the strength. A core belief of mine is that the organizations that I lead ultimately become stronger if we build on strengths instead of focusing solely on weaknesses.

            Accepting that strengths are a result of experience puts the leader in a mind frame to shape experiences for the team. Lencioni (2002) asserts that all dysfunctions are rooted in a lack of trust (p. 188). Maslow’s (1943) hierarchy values emotional safety (p. 169).  Trust and feelings of safety are provided by experiences influenced by leaders. However, a realistic understanding of limiting factors is prudent. Accepting that people, by nature, are never satisfied is necessary, for it is easy for leaders to overplay a hand, striving for unattainable pots (Maslow p. 8). Not every perceived organizational weakness can, or should, be addressed. Also, leaders must understand the prior experiences that direct, and sometimes limit, the skills of employees. Many staff members will have been educated in cohort models which often promote cliques and competition (Lei, et al, 500). Leaders must know that prospective employees who were academically successful may not prove to be assets, while others who did not excel in this academic climate may prove to be very effective.

            Spending time and energy on understanding motivations, experience, and psychology yields a return in organizational leadership.

References

Gallop (2000). Clifton Strengths Finder.

Maslow, Abraham H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396.

Lamar, Kendrick. (2017). The Heart Part 4. Damn. CD, LP, Digital Download. Top Dog.

Lei, Simon., Denis, Gorelick., Short, Keily., Smallwood, Lauren., Wright-Porter, Karen. (2011).    Academic Cohorts: Benefits and Drawbacks of Being a Member of a Community of Learners. Education,   131, 497-504.

Lencioni, Patrick. (1995). The Five Dysfunctions of a Team. San Francisco: Josey-Bass.

Navigating The REAP Application

Changes to the Small, Rural School Achievement Program make it necessary to apply for funding that previously was dispersed through the system at www.g5.gov without an application process.

Completing the application is a bit cumbersome. The entire process took me most of a day and three calls for support.

Here are a few notes, which I hope will help me remember the process for next year, or save someone else time if they are applying.

Before beginning it is very helpful to have the following information:
DUNS number
MPIN
EINS
All of these can be found in SAM.GOV in the CORE data section of the entity dashboard.


Steps:
1.) Establish an account with grants.gov
2.) Make yourself the EBIZ point of contact. You will need the MPIN to do this.  I was talked through this by a support specialist on the phone, but basically if I would have seen the EBIZ POC tab as a log in option I may have figured it out myself.

3.) In addition to being the POC, you must assign yourself a role. You can only apply for grants once you have the ability to create a work space. Only users who have roles can do this. This is another process that had to be explained to me by a support technician. This takes place in the manage applicants for organization tab. 

4.)  After you have been assigned a role, you can search for and apply for grants. Searching for SRSA will bring the grant up. You will have to click the "package" tab. Then click apply. 

5.) After you click apply click the red "create workspace" button. I had to change browsers to find this. It did not initially display in chrome. 

6.) If you select the "edit" button, you can work on the form without downloading it. To download the form, you must have an updated version of adobe. I recommend the "edit" route. 

7.) You will have four applications to fill out. They are fairly simple. Pages 21-22 of this document tell you how to answer most questions. One of the forms only requires that you open it. One form requires a brief narrative on how accessibility issues will be addressed. The document provides examples. Filling out the application takes much less time than accessing the application. 

8.) After all four forms are completed, the screen looks like this. 

9.) The last step is to click the sign and submit button. You will be prompted to enter your password. Look for a confirmation email soon after. 

Additional:

-If you don't have access to the sam.gov site, you won't make any progress, unless you have your DUNS, MPIN, and EINS numbers handy. 

-The tech support folks were very helpful. I spent less than five minutes on hold when I called. 

-There are helpful youtube video tutorials. 

https://www.youtube.com/watch?v=4RnSfnZJB6w&t=3s

Tools For Understanding District Level Finances

Many variables contribute to the revenues and expenditures of a school district's budget. While a district budget is complex, resources are available to assist in understanding the budgeting process.

1.) ASBR

Every district submits an Annual Secretary of the Board Report. The reports detail all revenues, expenditures, and fund balances for the year. Every district in the state uses the same budget codes and the reports are structured identically. The ASBR's help understand previous year's revenues and expenditures, which provides valuable context.

2.) Calculation Tools

To help predict future revenues, DESE provides calculation spreadsheets. To complete the data entry portion, it is helpful to have the district's county district code (available on the ASBR). Completion also requires knowing enrollment, free and reduced lunch, ELL, and special education data, all available through the DESE's data management tool. The spreadsheet will provide estimates for basic formula, classroom trust, proposition c and other revenues. 

3.) MASA Resources

The professional organization has helpful presentations and calculators. 

4.) Budget Spreadsheet

The DESE calculators help predict revenues. A rudimentary spreadsheet can help predict expenditures. Elementary and secondary eduction, transportation, facilities and operations, and all other areas of the district have personnel, supply, and purchased services expenses. 

Revenue variables to consider:

-Changes to the state adequacy target (SAT) which is set by DESE

-Appropriations are often greater than actual transfers

-Annual real estate assessments and actual collections affect local revenues

Expenditure variables to consider:

-Increased district contributions to employee retirement due to implementation of salary schedule
-Increased district contributions to employee health insurance

-Utility and insurance increases

-Fuel increases for transportation

-Effects of retirement on overall salary expenditures

Easy Stolen Ideas For A Fun Faculty Meeting

"The schools that celebrated authentically on a regular basis created a great atmosphere for collegiality.  Collegiality is not collaboration, but having colleagues who genuinely like and respect one another creates an atmosphere ripe for collaboration."
-Anthony Muhammad, Transforming School Culture


Anthony Muhammad links healthy adult relationships to student academic achievement. Anyone who has worked in a school knows that sometimes April can be a month that strains those relationships. Our school recently had a Friday afternoon faculty meeting that ended with laughter, which is sometimes in short supply in April.

Three, easy to replicate ideas were part of the meeting....along with candy and music. All of these ideas were stolen. I've done my best to give credit to the source.

1.) Chart the year (stolen from Ginny Vanderlicht of the Hook Center): A sheet of butcher paper was hung on the wall horizontally. The left side represented August and the right side represented April. A line was drawn through the middle horizontally. Teachers had six post its, and they posted notes about three highs and three lows through the year. The higher or lower the moment was, the higher or lower it went on the sheet. What's great about this is often folks struggle to come up with three lows and a lot of the highs will be recent. A visual picture of a school getting happier is created. Music was played and candy was eaten while moments were charted.

2.) Argys (stolen from Wendy Lentz): Kind of like the grammys, but with an "arg" sound, like a pirate, our mascot, makes...get it. Teachers nominated and voted for each other for fun awards such as who do you hope brings snacks to the work room, who do you hope checks on you on a bad day etc. A copy of the form can be found here.

3.) Everyone wins bingo (stolen from Scott Friedman, a really funny presenter at MASA): The faculty meeting closed with a game of bingo, which was rigged so that everyone won at the same time. Winners received a soda and a fee pass to leave early for the day. A copy of everyone wins bingo with the call order can be found here. 

Hearing everyone yell "Bingo" at the same time is pretty awesome.

Forty Good Fridays

In my late teens and early twenties I would spend Sunday mornings studying a cracked sanctuary wall. The crack ran behind a wooden cross, which had warped ever so slightly as the building settled and stressed.

It seemed the cross held it all together.

During those Sundays, particularly around Easter, I wrestled with questions. The brutality of the cross and the mystery of the resurrection challenged me. Once, my pastor, a man whose wisdom and perseverance in faith moves me still, told me "Troy, I don't have all the answers. I'm not even aware of the questions." At the time, his acceptance of  mystery perplexed and frustrated me.

I thought by my fortieth Good Friday, I would have more figured out, but it doesn't seem to be the case. The mysteries of faith are still mysteries to me- I question like Thomas.

However, as time has passed, I find myself perplexed but less frustrated. The cross is still brutal, but I realize more and more that the world is too. And it is unjust and lacking in selfless love. If there is any justice or unconditional love, I find it only in the cross. Time has given me opportunity to consider this.

Time has also given me opportunity to share life with folks who have been transformed by The Gospel.

I carry the image of an elderly man in Southeast Kansas with weathered skin who labored each Sunday up the steps to the pulpit to say, "Let's stand and praise the lord." His words delivered with the clipped accent of the reservations near by, he led the congregation in the Doxology with striking gentleness.

At a Methodist Christmas Eve service in Arkansas, a pastor, whose body bounced during hymns and face smiled during the homily, placed a piece of bread in my daughter's mouth as I held her in my arms. He looked into her dark eyes and said, "Eat this and think about Jesus." He was joy filled.

Lately on Sundays, I find myself spending my mornings with a woman who is blind. Every Sunday she is first to volunteer to read scripture and there is a power and peace that resonates from the braille, through her hands, to her voice.

And for four years I had a unique perspective to watch a tribe of twenty somethings, who often looked like they crawled out of tents at a music festival, step out daring acts of faith, turning ashes into glory for kids in foster care. To me they will always personify the greatest, Love.

I enjoy the company and fellowship I find in all stripes of communities, but the encouragement and inspiration I find among believers is unique.

Those who know me best know all the ways my walk is flawed and my faith is fragile. My Thomas faith still wrestles with questions, but I am still compelled.

With this Thomas faith I will pause on Friday, and with it I will wait with anticipation for Sunday.