Tool: Self test for understanding the process of change
Purpose of this tool: This “self test” is designed to stimulate your thinking about change. Undoubtedly, some changes will be in the process as you bring beginning teachers on board; other changes will occur early on, perhaps even in their first year, and so on. If your organization is dynamic, change will be a constant!
How to use this tool: Allocate some time for taking the self-test. Reflect on your responses and think of examples in your practice that support them. We encourage you to dialogue with another building leader. Perhaps thinking more deeply about change matters can relieve some of those frustrations.
There is an enormous amount written about change and the change process. Michael Fullan has spent years researching and reflecting on this phenomena and in the process has created a set of powerful assumptions about it. As a stimulus for your reflection as you address induction, we have created a “self-test” based on Fullan’s assumptions. Don’t worry; the answer key follows!
Answer yes or no:
- Do I assume your version of change is the one that should be implemented?
- Do I assume for real change to occur that individuals need to work out their own meaning?
- Do I assume that conflict and disagreement are inevitable within the change process?
- Do I assume that people need pressure to change yet time to formulate their own positions?
- Do I assume that change takes time?
- Do I assume that all people will change?
- Do I assume that planning and problem-coping models need to be established at the outset and monitored throughout the process?
- Do I assume that all knowledge should be totally clear at the outset?
- Do I assume that changing the culture of the organization is the major agenda and that the particular innovation is secondary?
We encourage you to engage in dialogue with other colleagues about your responses. Michael Fullan’s work is also well worth your reading!
Fullan's ideal answers :
Reference: Fullan, M.G. (1991). The new meaning of educational change (2nd Ed.). New York: Teachers College Press