Presentatie academic middle managers 110318
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Presentatie academic middle managers 110318

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a presentation by Ton Kallenberg given on 110318 for a delegation of schoolprincipals and representatives of the ministery of Bhutan at ROC Leiden

a presentation by Ton Kallenberg given on 110318 for a delegation of schoolprincipals and representatives of the ministery of Bhutan at ROC Leiden

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  • 1. Er is een groot verschil tussen relatief eenvoudige oppervlakkige veranderingen (andere software, nieuwe processen) en veel vluchtiger materie zoals waarden, denkrichtingen en mogelijkheden. Probeer te voorkomen dat je het project groter maakt dan het hoeft te zijn. Maar wees ook bereid tot de bodem te gaan als het succes van je project dat vereist.\n2. Als je weet wat de aanpak is. Duik er dan middenin. Van buitenaf kun je niets doen. Iedere verandering vraagt per definitie een op maat gesneden aanpak. Routinematige benaderingen mislukken altijd.\n3. Ieder verandertraject heft voor- en tegenstanders. Onder de tegenstanders zitten altijd mensen die bang zijn voor verandering en die je makkelijk kunt overtuigen, net zoals er onder de voorstanders mensen bij zitten die een afwachtende houding aannemen, en die je net zo makkelijk laten vallen als je leiderschap te wensen overlaat. As je niet weet welk vlees je in de kuip hebt, kun je het ook niet managen. Weet wie welke aandacht nodig heeft! Vaak helpt het om gercht te werken aan bereidheid en bekwaamheid d.m.v.training en professionalisering\n4. Verandering lukt alleen wanneer je een team achter je hebt staan (draagvlak). Veranderingen alleen door het management laten uitvoeren leidt tot verstarring. Speel daarop in en laat je verrassen door enthousiasme en commitment. Vertaal het einddoel in persoonlijke doelstellingen voor de medewerkers.\n5. Als je delegeert: loop hem/haar dan ook niet voor de voeten! Geef ze alles waar ze om vragen, maar GEEN INVLOED (het machtsspel moet je zelf spelen!). Zo min mogelijk hierarchie. Doch wel verantwoordelijkheid!! Vind de juiste balans tussen zelfwerkzaamheid en directe sturing (niet alleen sturen, maar ook aanspreken op verantwoordelijkheid en afrekenen op het resultaat)\n6. Zorg dat volstrekt helder is wat het doel van het traject is en wat het oplevert. Motiveren en inspireren is bij uitstek jouw taak!\n7. Veranderingen lukken alleen als voor iedereen duidelijk is wat het einddoel is. Wanneer je een korte en krachtige slogan kiest waarin de hele essentie is verpakt (b.v. “Verover de markt”) dan kun je het doel van je project continu helder houden\n8. Zorg ervoor dat het hoger management je volledig steunt, zodat je team erop kan vertrouwen dat je alle obstakels snel van hun pad haalt. Zorg dat resultaat wordt erkend en beloond. Schakel daarom snel. Blijf niet eindeloos plannen. Wees flexibel, niet aarzelen, maar handelen! Laat desnoods iets uit je handen vallen om je even helemaal te concentreren op iets heel belangrijks.\n9. Zorg ervoor dat een logboek wordt bijgehouden van alle lopende zaken. Stuur je mensen overal naar toe en laat ze met iedereen over alles praten. Communicatie is ongelooflijk belangrijk\n10. Niet opgeven. Het is natuurlijk chaotisch. Zorg ervoor dat je de moreel hoog houdt; zorg dat iedereen elkaar op de hoogte houdt van de vorderingen en besteed aandacht aan de behaalde korte termijn doelen.\n11. Houdt het momentum vast - succesvolle trajecten zijn goud waard: zorg dat tenminste een deel van de energie en atmosfeer van het verandertraject behouden blijft. Kies nieuwe projecten met nieuwe leiders en vlecht verandering in de cultuur via werving en promotie.\n\n
  • Twee populaire stromingen: (1) stil zitten terwijl je geschoren wordt, en (2) de omstandigheden gebruiken om te veranderen wat eigenlijk al heel lang anders had gemoeten. Doch bedenk waar je aan begint. Grote veranderingen halen veel overhoop en vragen om gedegen leiderschap. Verandermanagement is niet iedereen gegeven: het vraagt heel andere vaardigheden dan de allerdaagse manager. \nDe reden is simpel: verandering is per definitie chaotisch, turbulent, onzeker en in zo’n situatie heb je het niet over management, maar komt het aan op natuurlijke leiderschapskwaliteiten.\n\nDat geldt ook voor het tweede aspect Strategisch vs taktiek. Verandering kan weliswaar geleidelijk of radicaal, doch laat de situatie, en niet je persoonlijke voorkeur je tactiek bepalen. Ken je grenzen van je span of control als middenmanager!!\n\nParadox - veranderingen - chaos - onzekerheid - gedrag dat gericht is op stabiliteit - juist dan stagneert verandering\nZeggen en doen - als mm onder druk vertonen zij ander gedrag dan zij doen (b.v. draagvlak, eigen verantwordelijkheid) - dat draaien zij terug. Gevolg: doe het zelf maar!; vicieuze cirkel\nDistancing en quick fixes - mm stellen zichzelf buiten het probleem; kijken op beheersingsgerichte manier naar probleem; stellen simpele oplossingen voor die alleen de bovenlaag van het probleem bedekken.\nIceberg - Onder “water” zit het probleem, n.l. promotors en opponents en potential promotors en higgen opponents\n\nDoe het zelf - Om te veranderen, is inzicht nodig in organisatie, processn en systsmen. Dit is echter een middel en geen doel! Eigen medewerkers zijn expert in de processen en niet de dure externe consultants!!\n
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Transcript

  • 1. INTO THE FRONTLINE OF THE WAR OF DYNAMICS.THE ROLES OF THE ACADEMIC MIDDLE MANAGERS Ton Kallenberg ROC Leiden - March 18, 2011
  • 2. THE QUESTIONAn introduction about:(1) the role(s) of middle managerswithin innovation and change;Discuss:(2) change into competency focusededucation(3) management-tools of the middlemanager.
  • 3. (AND ... MAYBE YOU CAN TELL US A LITTLE BIT MORE ASOUT ... )1) What about change management?2) How to prepare?3) Where do I have to pay attentionto?4) What are [in relation to changeprocesses] differences and similaritiesbetween small and big schools?5) Can you give us some ideas andtips?6) Can you indicate some pitfalls?
  • 4. I AM ...... in the last phase of my Ph.D. aboutthe role of academic middle managersin strategic innovation in HigherEducation.... teacher, head educational affairs,educational manager, interuniversitaircoordinator, head Staf Education,Director Centre of Excellence Learningand Teaching, Professor TeacherTraining, Director Education.... basketball trainer/coach, headtrainer Dutch Basketball Association.... always busy with change andinnovation ... TON KALLENBERG
  • 5. THREE BLOCKS1. ROC Leiden and change2. Why change andinnovation?2. Academic MiddleManager and change
  • 6. New Building of ROC Leiden
  • 7. OLD
  • 8. NEW
  • 9. THE QUESTION•Suggest on basis of the Strategic Plan to a prioritization of three subjects for change•join as much as possible the existing initiatives•Form a projectteam and a sounding board (arrange the feedback) february 10, 2010
  • 10. STRATEGIC POLICY PLAN 2010-2015The mission for education:•Clarify our educational concept,•Improve our educational quality,•Take care of an tailored educational logistics (on the new building)•Unburden teachers by improving the supportive processes March 16, 2010
  • 11. THEME’S EDUCATION1. articulation of the educational vision (now!)2. working through The Leiden Educational Model (from sept 2011)3. realization of educational yields (in terms of efficiency / quality) (from sept 2011) April 19, 2010
  • 12. THINKING ABOUT THE TOPICSend of november 2010
  • 13. leerstijlen? unity k m com lege er roe col doelg tw aa w ler ntr aa er e m on ekke p verbeteren kp n de lijk rw kwaliteit van ijs er structurering le h pedagogisc k het van de / didactisch onderwijs handelen inhoud (wat eerst? gr later?) oe leermateriaal wat vo peri opleiding ondstu rm ng erwi en media de en s nt s doelen js toetsing en en beroeps b eoordelin context ond samen g ani erwijs va leeromgevi sat ie ( org leren ge n de inh van he leerinhou d ng oud na el ) de ar len ?
  • 14. THE LEIDENEDUCATIONAL MODELBuilding blocks are:• customing (student aimed)• collaborative learning• professional context• workplace learning May 21, 2010
  • 15. UPCOMING PERIOD1. fine tuning of the text Leiden Educational Model 1. master piece (scientific secured) 2. markt/student proof2. building the change organization: 1. activities 2. et cetera 19 september 2010
  • 16. THREE BLOCKS1. ROC Leiden and change2. Why change andinnovation?3. Academic MiddleManager and change
  • 17. WHY CHANGE AND INNOVATION? Social trends Educational trends
  • 18. waves of renewal SOCIAL TRENDS•social-cultural (ageing, individualization, cultural variety)• market (from an industrial to a knowledge society, globalization, competitive)• legislation (step-down government)• technologic (intelligent systems)• scientific (new educational insight) These developments lead to new prospects toward: learning, education and the organization
  • 19. EDUCATIONAL TRENDS 1. from teaching to learning•learning process is the starting- point•teaching is not the same as learning•learning is an active process of (knowledge) construction•effective studying is hard and motivated working on relevant tasks in a inspiring learning- environment
  • 20. EDUCATIONAL TRENDS 2. from individual learning to collaborative learning•learning in teams•together responsible for proces and product•future work in teams•more effective learning processes•peer-review with work-pieces and projects
  • 21. EDUCATIONAL TRENDS 3. from subjects to intellectual capabilities•methodological ways in solving problems•communicative skills•professional content as tools for productive tasks
  • 22. EDUCATIONAL TRENDS 4. from summative to formative grades•grades drives the activities of students and teachers•regular feedback is necessary for the learning process of the student•formative grading rules the feedback•summative grading is needful, but doesn’t have a function in the process
  • 23. EDUCATIONAL TRENDS 5. from separate subjects to integration of subjects (modules)•current programms exist of separated subjects.•New programms are aimed at the integration of knowledge and skills by theme’s, projects, cases and problem solving education•learning situations which are equal on subsequent working situations•competence aimed environment
  • 24. EDUCATIONAL TRENDS 6. from once graduated to life long learning•fast changes in knowledge are typical for the knowledge society•Therefore life long learning is necessarity•The educational programm has to prepare the student for this, and not seem if it’s all over after graduating
  • 25. EDUCATIONAL TRENDS 7. integration of IT in Education•The importance of IT is raising in content as well in methodology•Digital information sources, digital communication, simulations, modelling, databases, …•Connectivity (everywhere)•Ubiquitous learning (24 * 7)•Any time, any device, any how!
  • 26. EDUCATIONAL TRENDS CONSEQUENCESnew customers in education withconsequences for:•establishment of education•tasks and roles of teachers•the learning environment•educational management
  • 27. THREE BLOCKS1. ROC Leiden and change2. Why change andinnovation?3. Academic MiddleManager and change
  • 28. Introduction: (1) the role of middle management within changeMIDDLE MANAGEMENT(1) “...directly above the level ofthe frontline supervisors andstraight under the managementlevel with the total responsibilityof the whole firm / school or anstrategic business unit (dependson the size of theorganization).” (Mintzberg)(2) line versus staff
  • 29. Introduction: (1) the role of middle management within change MIDDLE MANAGEMENT(3) Academic middle manager:...is integral responsible for thecurriculum of the programm(s) (fromstrategy - including participationduring the decisionmaking process ofinstitutional strategy and responsibilityfor School/faculty strategy - untileducational management - includingthe oversee about education andresearchprogramms and studentrelations) within the bound of thecentral board of the organization.(Kallenberg, 2007).
  • 30. Introduction: (1) the role of middle management within change MIDDLE MANAGEMENT(4) Paradoxal position: “You’re damned if you do and you’re damned if you don’t.” “You’re in the line of fire whether you want it or not”•top down versus bottom up processes•professionalism versus managerialism•education versus research•hierarchy versus collegiality
  • 31. CONCEPTUAL FRAMEWORK
  • 32. VARIABLES• organizational variables (i.r.t. innovation) topics: actual dependencies, borders of the playing field• professional variables (i.r.t. innovation) topics: qualifications, skills, knowledge, loyality• personal variables (related to innovation) (“what’s in it for me?”) uncertainty about own function, status, authonomy topics: values, motives, trust, norms
  • 33. Relation between Small influence Large influence Organizational variablesContext Stable TurbulenceStructure Fixed LoseCulture Conservative Innovative Personal variablesAge Old JoungSexe Man WomenEducation level Low High Professional VariablesCommitment Indifferent DrivenAutonomy Limited IndependentAcademic leaderschip / authority Manager Leader
  • 34. Introduction: (1) the role of middle management within change MIDDLE MANAGEMENT(5) TasksControl (quality education; education plan;finance)Coordination (time-table, students,administration)Governing (vision, strategy, plans)Producing (correspondence, returns [ofinvestments)Associate (bring in ideas; contacts; representingthe school)Innovating (update developments,Escort (performance appraisals, orientateprogramms, coaching, training)Facilitating (meetings, teambuilding,conflictmanagement, knowledge dissimination)
  • 35. Introduction: (1) the role of middle management within change CHANGE (Kotter)1. determine urgency or need of change2. form a leading coalition (stakeholders) with a great degree of willingness to change3. develop vision and strategy with this leading coalition4. communicate this vision in “hundred ways” (who ever wants to hear it)5. create an broad base by training and coaching6. achieve and celebrate short term successes (within the whole school or department)7. communicate innovations, tune these together (if need be more changes!)8. anchor new approaches in the organization(culture)
  • 36. Introduction: (1) the role of middle management within change CHANGE1.Question: WHAT does the middle manager?2.Answer: visible behavior / roles•ascribed position•achieved position•assumed: (on behalf of position: certain appreciation / certain expectation) -> role performance•rolset, but not ‘definitive’•‘role taking’ vs ‘role making’
  • 37. MIDDLE MANAGEMENT ON SMALL SCHOOLS‣cooperative leader (problem hierarchy-collegiality) frontline management‣limited policy making capacity (quality and direction of change depends on [interest] of some people)‣high maneuverability on possible developments‣(inflatable) “row-boat”, which means: amendable by all forcers.
  • 38. MIDDLE MANAGEMENT ON LARGE SCHOOLS‣caught in the middle (problem professionalism vs managerialism)‣broad policy making capacity (staff departments who create work for each other)‣limited maneuverability on possible developments‣“Tanker” (can resist a sturdy)
  • 39. (And ...) (1) What about changemanagement?HOW DOES IT LOOK LIKE?Small schoolsConcrete visible projectsExternal CoalitionsLimited political undercurrentVisible “Hands on” - “Hands off”Large schoolsSeveral projectsInternal CoalitionsSeveral (political) undercurrentInvisible commitment
  • 40. EDUCATIONAL LEADERSHIP • authority (Yieldler & Codling) (1) content knowledge, (2) experience in the field, (3) respect among colleague’s • expert leadership (Leithwood): (1) charism, inspiration, vision (2) attention, respect, care for teachers (3) take care for intellectual incentives
  • 41. LEADER VERSUS MANAGER• academic leadership: doing the good things (vision, strategy, change)• educational management: doing the things good (monitoring & controlling)• academic leader = “in” position• managerial leader = “an” position
  • 42. Relation between Small influence Large influence Organizational variablesContext Stable TurbulenceStructure Fixed LoseCulture Conservative Innovative Personal variablesAge Old JoungSexe Man WomenEducation level Low High Professional VariablesCommitment Indifferent DrivenAutonomy Limited IndependentAcademic leaderschip / authority Manager Leader
  • 43. (And ...) (2) How to prepare? PREPARATION‣ Join the need / question‣ Make the advantage / need clear‣ Create space in the workload‣ Take your time for problem formulation‣ Blueprint the idea, but not as a strait- jacket
  • 44. (And ...) (3) Where do I have to pay attention to? PAY ATTENTION TO:‣ Clarity content‣ Obvious goals‣ Celebrate (small) results‣ Commitment‣ Undercurrent‣ Flexibility (input and participation)‣ Anchor (pickets)‣ Finance !
  • 45. (And ...) (4) What are [in relation to change processes] differences and similarities between small and big schools? DIFFERENCES / SIMILARITIESDifferences‣ Dimension proces‣ Endorsement / support‣ Ambitions (think big start small)‣ Progress (quirky vs. stickyness)‣ Leadership vs. ManagerSimilarities‣ Importance of the role of the middle manager (especially in turbulent environment)‣ Professionality: driven commitment, independent autonomy; educational leadership
  • 46. (And ...) (5) Can you give us some ideas and tips? TIPS FOR THE MANAGER‣ Know how far you have to go‣ No (surplus) rules and regulations‣ Know your people‣ Build a team (volunteers)‣ Delegate‣ Raise a sens of urgency‣ Choose a short powerful slogan‣ Focus on action (be flexibel, do not hasitate, but act!)‣ Communicate, communicate, ...‣ Do not give up!‣ Keep the moment
  • 47. (And ...) (6) Can you indicate some pitfalls? PITFALLS‣ Know what you’re starting‣ Strategic vs. tactical‣ Paradox of change and stability‣ Between say and act‣ Distancing and quick fixes‣ Change management Iceberg‣ DIY (do it yourself)!
  • 48. T H A N K Y O U F O R Y O U R AT T E N T I O NTon Kallenberg - Director Education - ROC Leiden