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INTO THE FRONTLINE OF THE WAR OF
            DYNAMICS.
THE ROLES OF THE ACADEMIC MIDDLE
            MANAGERS
            Ton Kallenberg
       ROC Leiden - March 18, 2011
THE QUESTION

An introduction about:
(1) the role(s) of middle managers
within innovation and change;

Discuss:
(2) change into competency focused
education
(3) management-tools of the middle
manager.
(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 attention
to?
4) What are [in relation to change
processes] differences and similarities
between small and big schools?
5) Can you give us some ideas and
tips?
6) Can you indicate some pitfalls?
I AM ...
... in the last phase of my Ph.D. about
the role of academic middle managers
in strategic innovation in Higher
Education.
... teacher, head educational affairs,
educational manager, interuniversitair
coordinator, head Staf Education,
Director Centre of Excellence Learning
and Teaching, Professor Teacher
Training, Director Education.
... basketball trainer/coach, head
trainer Dutch Basketball Association.
... always busy with change and
innovation ...
                                          TON KALLENBERG
THREE
    BLOCKS
1. ROC Leiden and change
2. Why change and
innovation?
2. Academic Middle
Manager and change
New Building of ROC Leiden
OLD
NEW
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
STRATEGIC POLICY PLAN
      2010-2015

The 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
THEME’S EDUCATION

1. 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
THINKING ABOUT THE TOPICS
end of november 2010
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         ond
stu 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
                                                                                     ?
THE LEIDEN
EDUCATIONAL MODEL

Building blocks are:

• customing (student aimed)
• collaborative learning
• professional context
• workplace learning



                              May 21, 2010
UPCOMING PERIOD


1. fine tuning of the text
   Leiden Educational
   Model
 1. master piece (scientific secured)
 2. markt/student proof
2. building the change
   organization:
 1. activities
 2. et cetera


                                       19 september 2010
THREE
    BLOCKS
1. ROC Leiden and change
2. Why change and
innovation?
3. Academic Middle
Manager and change
WHY CHANGE AND
 INNOVATION?




   Social trends
 Educational trends
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
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
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
EDUCATIONAL TRENDS

      3. from subjects to
   intellectual capabilities
•methodological ways in
 solving problems
•communicative skills
•professional content as tools for
 productive tasks
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
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
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
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!
EDUCATIONAL TRENDS

      CONSEQUENCES
new customers in education with
consequences for:
•establishment of education
•tasks and roles of teachers
•the learning environment
•educational management
THREE
    BLOCKS
1. ROC Leiden and change
2. Why change and
innovation?
3. Academic Middle
Manager and change
Introduction: (1) the role of middle management
         within change

MIDDLE MANAGEMENT

(1) “...directly above the level of
the frontline supervisors and
straight under the management
level with the total responsibility
of the whole firm / school or an
strategic business unit (depends
on the size of the
organization).” (Mintzberg)

(2) line versus staff
Introduction: (1) the role of middle management
           within change

 MIDDLE MANAGEMENT
(3) Academic middle manager:
...is integral responsible for the
curriculum of the programm(s) (from
strategy - including participation
during the decisionmaking process of
institutional strategy and responsibility
for School/faculty strategy - until
educational management - including
the oversee about education and
researchprogramms and student
relations) within the bound of the
central board of the organization.
(Kallenberg, 2007).
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
CONCEPTUAL FRAMEWORK
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
Relation between                         Small influence     Large influence
                              Organizational variables
Context                                  Stable                  Turbulence

Structure                                Fixed                         Lose

Culture                                  Conservative             Innovative

                                    Personal variables
Age                                      Old                          Joung

Sexe                                     Man                        Women

Education level                          Low                           High

                                   Professional Variables
Commitment                               Indifferent                 Driven

Autonomy                                 Limited                Independent

Academic leaderschip / authority         Manager                     Leader
Introduction: (1) the role of middle management
               within change

    MIDDLE MANAGEMENT

(5) Tasks
Control (quality education; education plan;
finance)
Coordination (time-table, students,
administration)
Governing (vision, strategy, plans)
Producing (correspondence, returns [of
investments)
Associate (bring in ideas; contacts; representing
the school)
Innovating (update developments,
Escort (performance appraisals, orientate
programms, coaching, training)
Facilitating (meetings, teambuilding,
conflictmanagement, knowledge dissimination)
Introduction: (1) the role of middle management
               within change

                  CHANGE
                       (Kotter)
1. determine urgency or need of change
2. form a leading coalition (stakeholders) with a
   great degree of willingness to change
3. develop vision and strategy with this leading
   coalition
4. communicate this vision in “hundred
   ways” (who ever wants to hear it)
5. create an broad base by training and coaching
6. 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)
Introduction: (1) the role of middle management
          within change

             CHANGE
1.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’
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.
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)
(And ...) (1) What about changemanagement?


HOW DOES IT LOOK LIKE?

Small schools
Concrete visible projects
External Coalitions
Limited political undercurrent
Visible “Hands on” - “Hands off”
Large schools
Several projects
Internal Coalitions
Several (political) undercurrent
Invisible commitment
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
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
Relation between                         Small influence     Large influence
                              Organizational variables
Context                                  Stable                  Turbulence

Structure                                Fixed                         Lose

Culture                                  Conservative             Innovative

                                    Personal variables
Age                                      Old                          Joung

Sexe                                     Man                        Women

Education level                          Low                           High

                                   Professional Variables
Commitment                               Indifferent                 Driven

Autonomy                                 Limited                Independent

Academic leaderschip / authority         Manager                     Leader
(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
(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 !
(And ...) (4) What are [in relation to change processes] differences and
                similarities between small and big schools?

        DIFFERENCES /
         SIMILARITIES
Differences
‣ Dimension proces
‣ Endorsement / support
‣ Ambitions (think big start small)
‣ Progress (quirky vs. stickyness)
‣ Leadership vs. Manager
Similarities
‣ Importance of the role of the middle
  manager (especially in turbulent
  environment)
‣ Professionality: driven commitment,
  independent autonomy; educational
  leadership
(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
(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)!
T H A N K Y O U F O R Y O U R AT T E N T I O N
Ton Kallenberg - Director Education - ROC Leiden

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Presentatie academic middle managers 110318

  • 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 QUESTION An introduction about: (1) the role(s) of middle managers within innovation and change; Discuss: (2) change into competency focused education (3) management-tools of the middle manager.
  • 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 attention to? 4) What are [in relation to change processes] differences and similarities between small and big schools? 5) Can you give us some ideas and tips? 6) Can you indicate some pitfalls?
  • 4. I AM ... ... in the last phase of my Ph.D. about the role of academic middle managers in strategic innovation in Higher Education. ... teacher, head educational affairs, educational manager, interuniversitair coordinator, head Staf Education, Director Centre of Excellence Learning and Teaching, Professor Teacher Training, Director Education. ... basketball trainer/coach, head trainer Dutch Basketball Association. ... always busy with change and innovation ... TON KALLENBERG
  • 5. THREE BLOCKS 1. ROC Leiden and change 2. Why change and innovation? 2. Academic Middle Manager and change
  • 6. New Building of ROC Leiden
  • 7. OLD
  • 8.
  • 9. NEW
  • 10. 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
  • 11. STRATEGIC POLICY PLAN 2010-2015 The 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
  • 12. THEME’S EDUCATION 1. 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
  • 13. THINKING ABOUT THE TOPICS end of november 2010
  • 14.
  • 15. 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 ond stu 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 ?
  • 16. THE LEIDEN EDUCATIONAL MODEL Building blocks are: • customing (student aimed) • collaborative learning • professional context • workplace learning May 21, 2010
  • 17.
  • 18. UPCOMING PERIOD 1. fine tuning of the text Leiden Educational Model 1. master piece (scientific secured) 2. markt/student proof 2. building the change organization: 1. activities 2. et cetera 19 september 2010
  • 19. THREE BLOCKS 1. ROC Leiden and change 2. Why change and innovation? 3. Academic Middle Manager and change
  • 20. WHY CHANGE AND INNOVATION? Social trends Educational trends
  • 21. 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
  • 22. 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
  • 23. 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
  • 24. EDUCATIONAL TRENDS 3. from subjects to intellectual capabilities •methodological ways in solving problems •communicative skills •professional content as tools for productive tasks
  • 25. 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
  • 26. 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
  • 27. 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
  • 28. 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!
  • 29. EDUCATIONAL TRENDS CONSEQUENCES new customers in education with consequences for: •establishment of education •tasks and roles of teachers •the learning environment •educational management
  • 30. THREE BLOCKS 1. ROC Leiden and change 2. Why change and innovation? 3. Academic Middle Manager and change
  • 31. Introduction: (1) the role of middle management within change MIDDLE MANAGEMENT (1) “...directly above the level of the frontline supervisors and straight under the management level with the total responsibility of the whole firm / school or an strategic business unit (depends on the size of the organization).” (Mintzberg) (2) line versus staff
  • 32. Introduction: (1) the role of middle management within change MIDDLE MANAGEMENT (3) Academic middle manager: ...is integral responsible for the curriculum of the programm(s) (from strategy - including participation during the decisionmaking process of institutional strategy and responsibility for School/faculty strategy - until educational management - including the oversee about education and researchprogramms and student relations) within the bound of the central board of the organization. (Kallenberg, 2007).
  • 33. 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
  • 35. 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
  • 36. Relation between Small influence Large influence Organizational variables Context Stable Turbulence Structure Fixed Lose Culture Conservative Innovative Personal variables Age Old Joung Sexe Man Women Education level Low High Professional Variables Commitment Indifferent Driven Autonomy Limited Independent Academic leaderschip / authority Manager Leader
  • 37. Introduction: (1) the role of middle management within change MIDDLE MANAGEMENT (5) Tasks Control (quality education; education plan; finance) Coordination (time-table, students, administration) Governing (vision, strategy, plans) Producing (correspondence, returns [of investments) Associate (bring in ideas; contacts; representing the school) Innovating (update developments, Escort (performance appraisals, orientate programms, coaching, training) Facilitating (meetings, teambuilding, conflictmanagement, knowledge dissimination)
  • 38. Introduction: (1) the role of middle management within change CHANGE (Kotter) 1. determine urgency or need of change 2. form a leading coalition (stakeholders) with a great degree of willingness to change 3. develop vision and strategy with this leading coalition 4. communicate this vision in “hundred ways” (who ever wants to hear it) 5. create an broad base by training and coaching 6. 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)
  • 39. Introduction: (1) the role of middle management within change CHANGE 1.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’
  • 40. 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.
  • 41. 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)
  • 42. (And ...) (1) What about changemanagement? HOW DOES IT LOOK LIKE? Small schools Concrete visible projects External Coalitions Limited political undercurrent Visible “Hands on” - “Hands off” Large schools Several projects Internal Coalitions Several (political) undercurrent Invisible commitment
  • 43. 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
  • 44. 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
  • 45. Relation between Small influence Large influence Organizational variables Context Stable Turbulence Structure Fixed Lose Culture Conservative Innovative Personal variables Age Old Joung Sexe Man Women Education level Low High Professional Variables Commitment Indifferent Driven Autonomy Limited Independent Academic leaderschip / authority Manager Leader
  • 46. (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
  • 47. (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 !
  • 48. (And ...) (4) What are [in relation to change processes] differences and similarities between small and big schools? DIFFERENCES / SIMILARITIES Differences ‣ Dimension proces ‣ Endorsement / support ‣ Ambitions (think big start small) ‣ Progress (quirky vs. stickyness) ‣ Leadership vs. Manager Similarities ‣ Importance of the role of the middle manager (especially in turbulent environment) ‣ Professionality: driven commitment, independent autonomy; educational leadership
  • 49. (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
  • 50. (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)!
  • 51. T H A N K Y O U F O R Y O U R AT T E N T I O N Ton Kallenberg - Director Education - ROC Leiden

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  67. 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
  68. 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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