harnessing the mysteries · reframing organizational change. bohlman & deal’s four frames ....
TRANSCRIPT
Harnessing the Mysteriesof Change
Geralyn Crain, DDS, PhD East Carolina University School of Dental
Medicine
ADEA Commission on Change and Innovation in Dental Education Summer Liaisons Meeting, June 7-9, 2016
New Orleans, LA
Harnessing the Mysteries of Change
• In this session, we will -
Become familiar with the evidence based elements of change.
Apply a framework for systematically thinking about the elements of change for a project that you are planning, thinking about doing, or have already implemented and would like to understand better.
ADEA: “Beyond the Crossroads”Compilation of 21 JDE White Papers
An Environment of Change and Innovation
IOM: “Dental Education at the Crossroads”Independent assessment of dental education
ADEA Commission on Change and Innovation in Dental Education (ADEA CCI)
• Build consensus (ADEA, ADA, CODA, JCNDE, CDEL, AAMC, ACE)
• Provide leadership to a systemic, collaborative, continuous process of innovative change
An Environment of Change and Innovation
• Critical Thinking • Lifelong and Self-directed
Learning• Humanistic Environment• Scientific Discovery and
Integration of Knowledge• Evidence-based Care
• Self Assessment• Faculty Development• The Health Care Team
(InterprofessionalEducation)
• Diversity
An Environment of Change and Innovation
CCI Core Principles Guiding Change
New CODA Standards
• U.S. & Canadian dental schools• Liaisons as change agents• Liaisons projects
An Environment of Change and Innovation
ADEA CCI Liaisons Guiding Change
Evidence Based Change
Evidence Based Change
• What does the literature tell us about change?
• How does this apply to dental education?
• How can I systematically approach change?
Evidence Based Change
• Change Literature • Kotter, Kezar and others on change
• Bolman & Deal’s 4 Frames• Model for viewing organizations
• Critical Review of the Change Literature • Three factors common to all change• Three levels of focus common to change
• The Relational Framework for Change• Putting it all together
Evidence Based Change
John Kotter’s 8 Step Process for Leading Change
1.Create a sense of urgency2.Build a guiding coalition3.Form a strategic vision and initiatives4.Enlist a volunteer army5.Enable action by removing barriers6.Generate short term wins7.Sustain acceleration8.Institute change
http://www.kotterinternational.com/the-8-step-process-for-leading-change/
Evidence Based Change• Adrianna Kezar - meta analysis of organizational change
in higher education; 17 evidence based principles of change in higher education including:
- Lay the groundwork.- Understand the culture of the Institution affects
change.- Facilitate new mental models and sense making.- Promote shared decision making.- Be aware of politics.- Vary the change model as needed.
Kezar AJ. Understanding and facilitating change in higher education in the 21st century: recent research and conceptualizations. ASHE-ERIC Education Report 28(4). San Francisco: Jossey-Bass, 2001.
Change Leadership
• From the ACE studies, change leaders…
- Anchor the change in academic values; create a culture of trust.
- Help people develop new ways of thinking and doing.- Question assumptions; allow people to question the status
quo.- Understand people react differently, and are motivated
differently, necessitating a variety of approaches to communicate a common message.
- Are cognizant of the change process and adjust their approach according to what they learn from stakeholders and dissenters.
Eckel P et al. American Council on Education (ACE) Project on Leadership and Institutional Transformation. Washington, DC 1998-2001.
If it ain’t broke…
• What if some think the status quo is just fine, or is at least, adequate?
• In-the-box definitions lead to in-the-box solutions (and non action or resistance to change).
• Instead, reframe the issue using facts. In other words, the answer to the question “Why fix it if it ain’t broke?” lies in the definition of “broke”.
• Bottom line: change leaders must nurture ownership; not buy-in. It is more effective to induce change than to impose it.
Reframing Organizational Change
Bohlman & Deal’s Four Frames :
1. Structural – university and school organization, positions, roles, support staff, budgets, etc.
2. Human Resource – Individual support, skill development, % activity, release time, etc.
3. Political – competing agendas, influential individuals, alliances, etc.
4. Symbolic – celebrations, public announcements, ceremony, etc.
Reframing Organizational ChangeBohlman & Deal’s Four Frames and Change:
1. Structural – Establish clear roles during the change process, and what it will mean after the change.
2. Human Resource – Tailor the organization to support individual needs; train individuals to support organizational needs.
3. Political – Identify and engage key individuals; build coalitions, negotiate and manage conflict.
4. Symbolic – Create a common vision, inspire passion & creativity, celebrate champions and milestones.
Putting It All Together…
Evidence Based ChangeThere are three factors common to all change:
1. Content – what is the nature of the change?
2. Context – what is the environment surrounding the change?
3. Process – How will the change be initiated, implemented, assessed?
There are three levels of focus to change in organizations:1. Organizational – University, school
2. Group – Department, administration, faculty, students
3. Individual – individual faculty, staff, student, etc.
Content refers to the nature of the change.
“First-order” change involves incremental changes that are intended to improve efficiency of an existing system (e.g. structural change).
“Second-order” change addresses deeper underlying causes and issues (e.g. transformational change).
First-order change seeks to change something within a system; second-order changes the system itself.
Content
Context refers to the external and internal environmental forces that surround the change.
External: Accreditation, the University, state/regional culture/politics, dental education community, etc.
Internal: Leadership, organizational culture and climate, attitudes toward change, etc.
Context
Process refers to the actions taken during the planning and implementing of a change.
Process issues include creating and communicating a vision for change, participation in planning, decision making practices, “roll out,” assessment, etc.
Process
Your Turn!
Breakout Sessions
• We will have a series of three breakout sessions, approximately 15 minutes in length, where you will apply what we’ve discussed to your own change project.
• Facilitators will “roam” in order to help with the discussions.
• In your group, discuss your change projects and use the corresponding Worksheet to jot down notes to share when the larger group reconvenes.
• The goal by the end of the breakout sessions is that you will have identified some areas for further development when you return to your home institution that will enhance the success of your change project!
Content
Organizational
Group
Individual
What is the change being considered? Will it affect all levels?
Content refers to the nature of the change.(Relational Framework for Change – Worksheet #1)
Context
Organizational
Group
Individual
What are the environmental factors that might influence the change?
Context refers to the external and internal environmental forces that surround the change.(Relational Framework for Change – Worksheet #2)
Process
Organizational
Group
Individual
How will the change process unfold?How will it “feel” at each level?
Process refers to the actions taken during the planning and implementing of a change.(Relational Framework for Change – Worksheet #3)
A Tool for Managing Change
Evidence Based Change
(Three Factors Common to Change) X (Three Levels of Focus)
• Content• Context• Process
• Organization• Group• Individual
Relational Framework for Change
Content Context Process
Organizational
Group
Individual
Conclusions
1. Existing change theory applies in dental settings.
2. Schools can systematically plan change by attending to:
3. The Relational Framework can help identify factors that enhance and detract from change efforts in every element and at every level of focus.
ProcessContextContent
Implications for Dental Education
•Instead of change being “the torturous and emotionally laden path to educational reform.”…
•…Change is not the result of serendipity; it is a process that can, and should, be managed.
AcknowledgmentsUniversity of Missouri-Kansas City
– Dr. Cindy Amyot– Dr. Joan Gallos– Dr. David Eick– Dr. Karen Williams– Dr. Dave Renz
NIDCR T32 - DE07294
American Dental Education Association
– Dr. Anthony Palatta
Thank You
“The art of progress is to preserve order amid change, and to preserve change amid order.” — Alfred North Whitehead