We like change … sometimes! When there’s the chance to upgrade a cellphone, we often grab the opportunity. When the latest model cars are screened on TV, we might even fantasise for a moment. Such changes are seen as improving the quality of our lives.
We also dislike change … sometimes! Think of certain changes in recent years in education. One example is outcomes-based education (OBE), aspects of which were severely criticised by the profession.
Each quality classroom, school, teacher and team (academic, cultural and sporting) has no choice about change. It should always be in a state of betterment, of continuous improvement. Why are changes made at one school accepted positively but, at another, those same ideas receive an angry and resentful response?
One critical factor is staff. There are those staff members willing to try out new ideas. Then there are the vehement opponents of change. In the middle are the “go with the flow” types. These staff members might also be a little cynical. They’ve seen so many changes in the past and wonder whether the new one will be binned in a few years’ time.
A second critical factor accounting for the success or failure of change is leadership. Change agents need to use certain leadership styles to ensure that the change is successful and happily accepted.
Four familiar leadership styles found in change projects are:
- Emotionally intelligent leadership. Successful change involves being sensitive to the emotions of others. People can feel threatened by change. They feel that they don’t have the knowledge or skills to do the new tasks that are required or they might feel that their present status within the team or school could be reduced. They might be unhappy that they might no longer be working in the same team with their friends.
The change agent needs to be a good listener. Note, though, that folk won’t always tell you the true reason for their opposition to a new idea. You have to be intuitive. Try to find out the true reasons for their opposition. Also, try to find out what really motivates them.
If the heart can be won over, the enthusiasm often follows. Most change processes have “black dog” moments. People get depressed. They don’t believe that the change is worth the hard work. There are those who believe that there are too many obstacles in the way. Listen to their concerns. Encourage and motivate them to persevere to the end.
- Distributed/shared leadership. With change, there is often an influence or power shift. Those introducing the changes become the “new kids on the block”, the ones with the bright ideas. They could take centre stage in staffroom dynamics. When a group’s power is threatened, they can become venomous (think of politicians). Distributed or shared leadership gets everyone involved.
It’s one team working together. Nobody’s marginalised. Input is welcome from everyone, including the severest critics. Invite critics to suggest better solutions. Convince them that you want their help to make the change successful.
- Situational leadership. It doesn’t follow that the people who start the change should be in charge of the whole process. Different situations require different leaders. Change fails when the change agent wants to hold on to the leadership role all the time. The change baton needs to be passed on to those best able to run the race to the finishing tape. Every school community is brimful of so many people with so much knowledge and skill. Tap into that talent.
- Servant leadership. No plan goes exactly according to plan. Hiccups happen — the money runs out, core staff members leave the school, parts of the planned change aren’t completed on time, and so on.
Those starting the change should display servant leadership. It means serving others, taking on tasks that others shy away from. If others see your commitment to be of service, you become a role model. People like to follow and become part of a team that adds quality to their own and others’ lives. Remember that most change has a fluctuating rise-and-fall factor. At times, the change process progresses smoothly. Suddenly, huge boulders appear to block the path. Change management needs the wise use of a number of leadership styles to stay on course. Accept the challenge of change. In so doing, you will give even more quality to every child and colleague whom you are privileged to lead.
Richard Hayward, a former principal, is attached to the Quality in Education unit of the South African Quality Institute (SAQI). A range of leadership and management courses are offered to schools across the country. Contact Vanessa du Toit (012 349 5006; [email protected]) or Richard Hayward (011 888 3262; [email protected]) for more details