Mohammed Chadi
 Understand what change is.
 Acquire some fundamental skills for
change.
 Get familiar with Kotter`s and Fullan`s
 cha...
It presses us out of our
comfort zone
It is not a respecter of
persons
It has an adjustment
period which depends on
the in...
 2 out of 3 change initiatives fail (Sirkin, H. et
al – Harvard business review Oct 2005)
 Lots of people offering lots ...
 Discuss with your partner Why most change
initiatives fail in learning organizations?
Mohammed Chadi
 1. Underestimate the system's complexity.
 2. Management change knowledge/ skills missing.
 3. Lack of accountability....
 Bolman and Deal (2003) claim that change
fails when the agents of change rely almost
entirely on reason and structure an...
“Changing [educational institutions] is
extremely difficult. In fact it is almost
impossible to change them in fundamental...
•Procedures and
rules
•Traditional
beliefs,
expectations,
ingrained
instructional
behaviors
•Passive or overt
resistance
•...
 Change affects the way an organisation works,
two factors must be considered:
 Culture – how an organisation operates; ...
 John Kotter Model
 Micheal Fullan Model
Mohammed Chadi
Mohammed Chadi
Foundation
Drivers
1. Engaging
People` moral
Purpose
2.
Capacity
Building
3. Understanding
the Change
Process
Mohammed Cha...
1. Strategizing vs. strategy
2. Pressure and support
3. Know about the implementation dip
4. Understand the fear of change...
A ‘wrong driver’ is a deliberate policy force
that has little chance of achieving the desired
result, while a ‘right drive...
Wrong Drivers Right Drivers
Accountability Capacity building
Individual teacher & leadership
quality
Group work
Technology...
 With reference to Kotter's model and Fullan`s
drivers, try to develop a set of steps that
would facilitate change initia...
 Lesson 1: Learn to live with Change.
 Lesson 2 : Change is a process.
 Lesson 3: Change in education context
should be...
Thank you
Mohammed Chadi
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Driving change in efl context

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  • Bolman, L. D. (2003). Reframing Organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.
  • Driving change in efl context

    1. 1. Mohammed Chadi
    2. 2.  Understand what change is.  Acquire some fundamental skills for change.  Get familiar with Kotter`s and Fullan`s  change models  Understand why most change initiatives  fail.  Develop a change model suitable for  EFL context. Mohammed Chadi
    3. 3. It presses us out of our comfort zone It is not a respecter of persons It has an adjustment period which depends on the individual It is uncomfortable It has a ripping effect on those who won’t let go Flexibility is the key It is needed when the practices of the past don’t work anymore Change is won by victors, not victims Change is awkward – at first Change pushes you to do your personal best Change have casualties of those defeated Change will cause us to churn or learn Change changes the speed of time Change is more fun to do than to be done to It is measured by its impact on all who are connected to it Change is only a waste to those who don’t learn from it Change happens in our hearts before it is proclaimed by our works Change is like driving in the fog Change is here to stay Change must involve the people and not be impressed upon the people Mohammed Chadi
    4. 4.  2 out of 3 change initiatives fail (Sirkin, H. et al – Harvard business review Oct 2005)  Lots of people offering lots of solutions – How much can you bite off and chew?--- Too Much? Mohammed Chadi
    5. 5.  Discuss with your partner Why most change initiatives fail in learning organizations? Mohammed Chadi
    6. 6.  1. Underestimate the system's complexity.  2. Management change knowledge/ skills missing.  3. Lack of accountability.  4. Management resistance/time pressure.  5. Change structures missing.  6. Participative management skills lacking.  7. Fatal assumption made—that it is easy/normal.  8. Lack of senior management modeling.  9. Poor cross-functional teamwork/ turf battles.  10. Lack of follow-through/reinforcement  (CENTRE for STRATEGIC MANAGEMENT, 2000) Mohammed Chadi
    7. 7.  Bolman and Deal (2003) claim that change fails when the agents of change rely almost entirely on reason and structure and neglect human, political, and symbolic elements. Essentially the focus is on the systems, and processes of change, which in itself is difficult enough to get right, without consideration for how these changes in systems and processes will affect their stakeholders. Mohammed Chadi
    8. 8. “Changing [educational institutions] is extremely difficult. In fact it is almost impossible to change them in fundamental ways...” and “like other complex organisations, [educational institutions] confront a set of serious barriers whenever it attempts to change...”  (Graba, 2004, p.2 cited in Jerald, 2005, p,1 Mohammed Chadi
    9. 9. •Procedures and rules •Traditional beliefs, expectations, ingrained instructional behaviors •Passive or overt resistance •Know how about strategies related curriculum, assessment and pedagogy Technical challenges Political challenges Insufficient control over personnel Cultural challenges Michael Fullan, 2004 Mohammed Chadi
    10. 10.  Change affects the way an organisation works, two factors must be considered:  Culture – how an organisation operates; the change programme will almost certainly be counter cultural in some way, and  People – how people will receive the change and the actions they may take to resist it.  The two are inextricably linked.  (Russell-Jones, 1995) Mohammed Chadi
    11. 11.  John Kotter Model  Micheal Fullan Model Mohammed Chadi
    12. 12. Mohammed Chadi
    13. 13. Foundation Drivers 1. Engaging People` moral Purpose 2. Capacity Building 3. Understanding the Change Process Mohammed Chadi
    14. 14. 1. Strategizing vs. strategy 2. Pressure and support 3. Know about the implementation dip 4. Understand the fear of change 5. Appreciate the difference between technical and adaptive challenges 6. Be persistent and resilient Mohammed Chadi
    15. 15. A ‘wrong driver’ is a deliberate policy force that has little chance of achieving the desired result, while a ‘right driver’ is one that ends up achieving better measurable results for students. Mohammed Chadi
    16. 16. Wrong Drivers Right Drivers Accountability Capacity building Individual teacher & leadership quality Group work Technology Instruction Fragmented strategies Systemic solutions Mohammed Chadi
    17. 17.  With reference to Kotter's model and Fullan`s drivers, try to develop a set of steps that would facilitate change initiatives in a TEFL context. Mohammed Chadi
    18. 18.  Lesson 1: Learn to live with Change.  Lesson 2 : Change is a process.  Lesson 3: Change in education context should be about people, structures and systems.  Lesson 4: A reculturing process is required to sustain change initiatives.  Lesson 5: Change can be initiated by any of the three organization layers. Mohammed Chadi
    19. 19. Thank you Mohammed Chadi

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