Lýsing:
A practical, stepbystep guide to leading change efforts for sustainable results. Leading Change StepbyStep offers a comprehensive and tactical guide for change leaders. Spiro's approach has been fieldtested for more than a decade and proven effective in a wide variety of public sector organizations including K12 schools, universities, international agencies and nonprofits. The book is filled with proven tactics for implementing change successfully, with helpful tools to put change efforts into practice (including forms, rubrics, and helpful questions to ask).
Annað
- Höfundur: Jody Spiro
- Útgáfa:1
- Útgáfudagur: 12/6/10
- Hægt að prenta út 10 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9781118684337
- Print ISBN: 9780470635629
- ISBN 10: 1118684338
Efnisyfirlit
- Front Matter
- More Praise for Leading Change Step-by-Step
- Dedications
- Acknowledgments
- About the Author
- Introduction The Essentials of Leading Change Step-by-Step
- Five Prerequisites for Change
- Understanding the Dynamics
- Using Multiple Perspectives
- Making Strategic Decisions—and Backing Them Up in Action
- Asking the Right Questions—and Taking the Time to Answer Them
- What You Will Find in This Book
- The Eight Steps
- Tactics: Essential Elements and Mistakes to Avoid
- Field-Tested Tools
- Tales of Struggle and Success
- It's the Destination—Not the Journey
- Five Prerequisites for Change
- Step One Determining Your Change Strategy—and Making Your Plan
- Tactics
- Essential Elements
- The Mission Statement
- Internal Negotiations of the Mission Statement
- Mission Statements from Our Composite Organizations
- Mission Statements of Our Four Organizations
- Identifying the Potentially Most Effective Strategies
- TUI Decides on a High Leverage Strategy
- Distinguishing Strategy from Action
- Common Mistakes to Avoid
- Mistake #1: Thinking That a Mission Is Developed by a Single Leader
- Mistake #2: Addressing Too Much in a Single Strategy; Inability to Say “No”
- Mistake #3: Confusing Strategies with Actions
- Essential Elements
- Tactics
- Tool: Strategy/Action Aligner
- Strategy/Action Aligner
- Leader's Self-Reflection Questions
- Tales
- IHHS Decides to Expand Its Services to Asia
- TUI Wants to Expand the Use of Its Products and Services to Nonprofit Organizations in Other Cities
- Changeville School District Focuses on Programs and Services for Highest-Needs Schools
- Turnaround School Seeks to Involve School Community in Developing New Ways to Engage Students in Learning
- What Else Is Needed?
- Tactics
- Essential Elements
- Assessing the Readiness of the Leader
- Assessing the Readiness of the Individuals Involved (“Participants”)
- Assessing Organizational Readiness (Culture)
- Rating Readiness High, Medium, or Low
- Using the Readiness Rating to Design Your Methods
- A State Assesses Readiness When Developing New Curriculum Standards
- Considering Individual Readiness as Well as Group Readiness
- Common Mistakes to Avoid
- Mistake #1: Not Doing a Readiness Assessment
- Mistake #2: Not Testing Assumptions
- Mistake #3: Not Revisiting the Readiness for Every New Action
- Essential Elements
- Readiness = Experience + Skills + Willingness + Shared Values
- Section A Summary: Leader's Total Readiness Score (out of 100)
- Readiness = Experience + Skills + Willingness + Shared Values
- Section B Summary: Participants' Total Readiness Scores
- Readiness = Organizational Experience + Organizational Learning + Organizational Culture + Shared Values About This Change Strategy
- Section C Summary: Organization's Total Readiness Score (out of 100)
- Determining Strategies to Accommodate and Improve Existing Readiness (of the Leader, the Participants, and the Organization)
- Strategies I Might Try as a Result of This Analysis
- Other Uses for the Readiness Assessment
- IHHS Assesses Readiness When Selecting Its Team for Teacher Training Reform in Pacifica
- TUI Assesses—and Reassesses—Readiness to Participate in a Virtual Professional Learning Community
- Changeville Assesses Readiness for a New Leader Training Program
- Turnaround School Assesses Readiness for Developing New Lesson Plans
- Tactics
- Essential Elements
- Identify Winners and Losers and What They Stand to Gain and Lose
- Engage the Opponents Who Have the Power to Derail the Change Strategy
- Identify and Use Incentives
- Within Your Change Strategy, Identify the Urgent Problems
- Within the Urgent Problems, Find Those Eliciting Relatively Less Interest or Passion
- A State's Lessons About Assessing Stakeholders
- What Happened and What Was Learned?
- A State's Lessons About Assessing Stakeholders
- Essential Elements
- Mistake #1: Not Identifying Winners and Losers
- Mistake #2: Reluctance to Label a Group as Less Powerful and Needing Less Attention
- Mistake #3: Assuming That Groups Will Take Similar Positions on all Strategies
- Mistake #4: Not Knowing Exactly What You Want
- Mistake #5: Getting Discouraged When You Encounter Opposition
- Leader's Self-Reflection Questions
- Determining Strategies to Engage Stakeholders
- IHHS Analyzes the Stakeholders of the Teacher Training Reform in Pacifica
- TUI Analyzes the Stakeholders in Its Potential Expansion to Other Cities
- The Changeville Board of Education Analyzes Stakeholders for Development of a Core Curriculum in Mathematics
- Turnaround School Analyzes the Stakeholders for Developing New Lesson Plans in Mathematics
- Tactics
- Types of Resistance
- What Is Heard Is in the Ear of the Listener—Part One
- Essential Elements
- More Advantages Than Disadvantages as Perceived by Those Affected
- Messages Communicated Through the Participants' Ears Not Your Own
- What Is Heard Is in the Ear of the Listener—Part Two
- Organizational Culture Is Furthered by the Change Initiative
- Using a School's Culture Helps Minimize Resistance to the Proposed Change Strategy
- Analyze Your Own Tolerance for Participants' Resistance
- Common Mistakes to Avoid
- Mistake #1: Not Accepting “Yes” for an Answer
- A State Minimizes Resistance to Establishing a New Set of Training Programs for Teacher Leaders
- Mistake #2: Making Too Many Changes at the Same Time
- Mistake #3: Not Planning Replacing What is Lost with Something Better
- Mistake #4: Communicating Blame Whether Intentionally or Not
- Mistake #1: Not Accepting “Yes” for an Answer
- Types of Resistance
- Effective Resistance Management = Preventing + Reducing + Tolerating
- Total Resistance Recap (Transcribe from Your Totals from Sections A, B, and C)
- Implications for Going Forward
- Determining Strategies to Prevent and Minimize Resistance
- IHHS Plans for Resistance from Staff Members at the Ministry of Education
- TUI Plans for Resistance from Staff Members of Potential Client Organizations
- Changeville Assesses Resistance for the New Core Curriculum
- Turnaround School Plans for Resistance to the New Professional Learning Community
- Tactics
- Essential Elements
- Examples of Early Wins
- Tangible and Observable
- Achievable
- Perceived by Most People as Having More Benefits Than Costs
- Nonthreatening to Those Who Oppose the Strategy
- Symbolic of a Shared Value
- Common Mistakes to Avoid
- Mistake #1: Not Planning an Early Win
- Mistake #2: Not Using Data
- Mistake #3: Keep Using Only “Early Wins” and Not Moving on to Larger Strategies after the Initial Success
- Mistake #4: Insufficient Publicity
- Essential Elements
- Leader's Self-Reflection Questions
- Determining Strategies to Secure Early Wins
- IHHS Selects a Corps of Sixty Highly Skilled National Trainers
- TUI Holds a Statewide Conference
- Changeville Develops Core Curriculum in Third-Grade Mathematics
- Turnaround School Holds the First Meeting of Its New Professional Learning Community
- Tactics
- Essential Elements
- A Climate of Respect Including Participants' Experiences—Both Good and Bad
- Diversity of Perspectives
- Explicit and Enforced Ground Rules
- Clarifying Actions Needed and Why, as well as Individual Responsibilities and Deadlines
- Ongoing Monitoring of the Plan
- Your Role as Leader
- Common Mistakes to Avoid
- Mistake #1: Not Making Provision for Turnover in Participation
- Mistake #2: Not Adjusting for Changes in Readiness
- Mistake #3: Not Really Being Open to New Ideas and Using “Collaborative Planning” as a Cover for a Predetermined Outcome
- Mistake #4: Not Having Defined the Nonnegotiables
- Mistake #5: Trying for Group Consensus If It's Not There
- Mistake #6: Not Having Ground Rules or Not Enforcing Them
- Mistake #7: Not Getting Back on Track When Trust Is Broken
- Essential Elements
- Leader's Self-Reflection Questions
- Determining Strategies for Collaborative Planning
- Using the Collaborative Planning Parameters
- IHHS Leads Collaborative Planning for an International Graduate Student Exchange Program
- TUI's Collaborative Planning Process with Potential Users of Their Product
- Changeville's Collaborative Planning Process to Decrease the Student Dropout Rate
- The First-Year Process
- The Results from the First Year
- The Third-Year Process
- Collaborative Planning at Turnaround School
- Tactics
- The Real Goal—Change in Behavior and Culture
- A Program Embedded in the Culture
- Essential Elements
- The Program Serves a Need and Has a Market
- Core, Nonnegotiable Elements Are Identified
- Resource Reallocation Is Possible with Political Will
- The True Cost of the Program Is Determined
- Hard Choices About Resources Are Necessary
- Scale and Sustainability Are Planned from the Beginning
- The Plan Is Monitored and Revised Along the Way
- The Next Generation of Change Leaders Is Trained
- Staff Turnover and Transitions Are Well Managed
- A Principal Training Program That Has Stood the Test of Time
- The Real Goal—Change in Behavior and Culture
- Common Mistakes to Avoid
- Mistake #1: Not Identifying the “Core” Elements Up Front
- Mistake #2: Being Either Too Prescriptive or Too Locally Adaptive
- Mistake #3: Not Scaling to a Sufficient Number of Sites for the Impact You Seek
- Mistake #4: Equating “Sustainability” with “Funding”
- Mistake #5: Thinking That “Self-Perpetuating” Is the Same as “Sustaining”
- Mistake #6: Planning Well, but Not Implementing Well
- Scale and Sustainability Score Sheet
- Step 1: Assess the Leader's Readiness to Plan and Implement Scale and Sustainability
- Step 2: Describe the Program or Practice Resulting from Your Change Strategy That You Are Considering Scaling and Sustaining
- Step 3: List the Core or Nonnegotiable Elements of the Program or Practice
- Step 4: Scale
- Step 5: Sustainability
- Step 6: Determining Strategies for Scaling and Sustaining the Results of the Change Strategy
- IHHS Achieves Scale and Sustainability with the Graduate Exchange Program
- TUI Expands Its Services to Other Cities, Which Have Adapted and Sustained Them
- Changeville Sustains Districtwide Dropout Prevention Program and a New Curriculum in Mathematics
- Dropout Prevention Program
- Mathematics Curriculum
- Turnaround School Has a Functioning Leadership Team and an Ongoing Professional Learning Community
- Tactics
- Essential Elements
- Revisions Made Based on Reflection and Experience
- A Specific Process for Monitoring Progress
- Drilling Down from Generalities to Specifics
- “Details” Can Derail Even a High Readiness Group
- Constant Awareness of How Things Have Changed and Anticipation of Coming Changes
- An Ongoing, Holistic Picture of What Is Needed to Carry Out the Strategy
- Common Mistakes to Avoid
- Mistake #1: Viewing Modifications to the Original Strategy or Plan as “Mistakes”
- Mistake #2: Not Setting Benchmarks and Not Using Data
- Mistake #3: Trying to Monitor by Yourself
- Essential Elements
- Leader's Self-Reflection Questions
- IHHS Revised Its Sustainability Approach for the Pacifica Teacher Training Reform
- TUI Changed the Content of Its Early Win Strategy
- Changeville High Schools Reworked Class Rosters in the Middle of the School Year
- Turnaround School's Principal Changed His Main Action
- Conclusion Using the Tactics and Tools to Make a Real Difference
- How Times Have Changed
- Our World Needs Effective Leaders of Change
- Make the Hard Decisions Around the Identified Priorities
- Anticipate the Opposition and Resistance You Will Inevitably Encounter
- Scale and Sustain What Works
- Continuously Monitor, Revise, and Make Mid-Course Corrections
- Readiness Rubric
- Section A: Leader's Readiness
- Readiness = Experience + Skills + Willingness + Shared Values
- Section B: Participants' Readiness
- Readiness = Experience + Skills + Willingness + Shared Values
- Section C: The Organization's Readiness
- Readiness = Organizational Experience + Organizational Learning + Organizational Culture + Shared Values About This Change Strategy
- Determining Strategies to Accommodate and Improve Existing Readiness (of the Leader, the Participants, and the Organization)
- Strategies I Might Try as a Result of This Analysis
- Resistance Reducer
- Effective Resistance Management = Preventing + Reducing + Tolerating
- Scale and Sustainability Score Sheet
- Step 1: Assess the Leader's Readiness to Plan and Implement Scale and Sustainability
- Step 2: Describe the Program or Practice Resulting from Your Change Strategy That You Are Considering Scaling and Sustaining
- Step 3: List the Core or Nonnegotiable Elements of the Program or Practice
- Step 4: Scale
- Step 5: Sustainability
- Step 6: Determining Strategies for Scaling and Sustaining the Results of the Change Strategy
- Resistance Reducer
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