Running head: THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

The Change Leadership Team Development Plan Marilyn Saucedo EDOL 706 Dr. Marvin Abrams Team and Group Dynamics

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

Abstract This Change Leadership Development Plan attempts to identify the organization in which the change initiative will take place. The plan will include a process for the development of a team charter which defines and includes mechanisms to which team members can agree. Also included in this plan is a description of the conditions for success and high performance. This plan includes a list of personnel in the organization that will take on the specific roles needed to implement the change initiative. Characteristics of individual roles are delineated with rationale for the participants, and expectations for their participation are included. The methodology that was used to determine who would participate as team member and the skills needed to perform their identified roles is discussed. Diversity is a determining factor in the selection of the participants and the definition of diversity as pertains to this team is provided. Within this plan, the timeline, resources, and decision-making process are addressed and the group interaction is defined. Also discussed is the issue of building trust and the procedures to do so while maintaining an effective level of individual and group accountability. Finally, this plan provides strategies for course corrections that may be necessary.

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

Table of Contents

Abstract ................................................................................................................................................ 2 The Organization ................................................................................................................................ 4 Identification of the Organization .................................................................................................... 4 Why Change is Crucial ..................................................................................................................... 4 Preliminary Change ....................................................................................................................... 5 Team Charter ..................................................................................................................................... 6 Conditions for Success and High Performance ............................................................................... 8 Change Leadership Team: Roles ...................................................................................................... 9 Methodology ...................................................................................................................................... 10 The Team Members ........................................................................................................................ 12 Diversity on the Team .................................................................................................................... 13 Timelines and Resources ................................................................................................................. 13 Timelines ......................................................................................................................................... 14 Resources ......................................................................................................................................... 14 The Decision Making Process ......................................................................................................... 16 Group Processes ................................................................................................................................ 17 Building Trust ................................................................................................................................. 18 Accountability ................................................................................................................................. 19 Course Correction and Group Dysfunction ................................................................................... 20 Conclusion .......................................................................................................................................... 21 References .......................................................................................................................................... 22

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

The Organization Identification of the Organization This Change Leadership Development Plan will focus on the implementation of a transformational change initiative by the leadership team of a suburban comprehensive high school located in The Pass area of Riverside County. Currently, the Site Leadership Team is comprised of the Principal, two assistant principals, an athletic director, an associated student body advisor, an AVID coordinator, a career technical education coordinator, a head counselor, a special education student advisor, a bookkeeper, and eight department chairs. These department chairs represent the technology, world languages, science, math, English language arts, social studies, fine arts, and physical education departments. With a total of eighteen members on the current Leadership Team, it is impossible to use meeting time to seriously address the schools mission to provide a challenging educational program in a positive, multicultural learning environment that meets students academic, social, physical, and psychological needs through a shared commitment involving students, staff, parents, and community . Instead, meetings with the Leadership Team have become predominantly a conduit for the dissemination of information. Why Change is Crucial While the introduction of Common Core State Standards (CCSS) has only begun to roll out to school districts in California, it has become clear that a paradigm shift in instructional pedagogy must occur. Marketplace requirements have become a change driver such that there is a clear need for students to gain higher level skills in many areas in order to compete in the global market. With this focus on 21st century skills, there is an expectation that the content taught in mathematics courses have greater focus, and be more coherent. Students will need not only to learn mathematical skills, but will also need to possess a deeper conceptual understanding of these skills in order to apply them in situations that may be completely new.

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

Reimer (2009) elaborates that when it comes to education, to paraphrase computer scientist Alan Key, the best way to prepare students for the future is to equip them to invent it (p. 1). In English language arts, student learning will need to focus more on nonfiction and evidentiary reading as well as on expository writing so that students are able to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others (Friesen, 2009, p.5). This paradigm shift in how educational institutions do business will require greater focus on common purpose, expectations, and goals. Commitment to student learning as a result of implementation of effective instructional practices, consistent teacher performance levels and collective accountability will be essential if our students are to be able to meet the rigor of 21 st century learning. Preliminary Change To meet the demands of the paradigm shift taking place, the Leadership Team must address the effectiveness of the practices, protocols, policies, and procedures that exist within the organization; however, a group with seventeen members is not conducive to the level of work that is required. The new Change Leadership Team (CLT) will decrease from seventeen to nine members. This change in the school organizational structure will cause some challenges for staff members as being a part of the Leadership Team is a status they covet. There will be some eliminated tea m members for whom, the achievement of specific results might be desirable, but not necessarily worthy of great sacrifice or inconvenience (Lencioni, 2002, p. 217). To mitigate this perceived absence of inclusion, the CLT must be diligent about providing access to information throughout the organization (Harvey & Drolet, 2006). Although change in the current teams structure is a new concept, redefining the role of the CLT is the transformational change initiative. Increasing demands for results and 21st

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

century skills require that existing systems of operation change; therefore, the CLT must remain aware of The Five Dysfunctions of a Team in order to develop a successful plan for school improvement. Due to the formation of a Change Leadership Team, norms will be reestablished so that there is consistent understanding by all members as to the behavioral expectations within the group (Harvey & Drolet, 2006). This understanding will allow the CLT to begin the work of developing a plan for implementing transformational changes that must take place in order for students to meet the demands of the 21 st century marketplace. Team Charter The CLT will consist of a Sponsor, an Executive Team, a Change Leadership Team, and a Change Consultant (Anderson & Anderson, 2010). Clarification of these team members and their roles are presented in a later section. At the first meeting, the CLT will develop a charter using the sample shown in Table 1. This team charter will document important information that will be used throughout the change process to address criteria for building effective teams (Harvey & Drolet, 2006).

CHANGE LEADERSHIP TEAM CHARTER

Team Member Information Principal 2 Assistant Principals 6 Department Chairs: English Head Counselor Social Studies Math World Languages Science Mission: The mission is to provide a challenging educational program in a positive, multicultural learning environment that meets students academic, social, physical, and psychological needs through a shared commitment involving students, staff, parents, and community. Team Goals and Vision What are the specific goals of our team? What is our shared vision for what we will all accomplish together? Team Member Strengths Inventory Special Skills: Characteristics: Special Knowledge: Principal: Assistant Principal: Assistant Principal: Head Counselor: English Chair: Math Chair: Social Studies Chair:

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

Science Chair: World Languages Chair: Time Line: (see p. 13) Norms: 1. 2. 3. 4. Conflict Management: What conflicts might arise? How will we deal with conflict? Accountability: Communication: Signature of Approval: Principal: Assistant Principal: Assistant Principal: Head Counselor: English Chair: Math Chair: Social Studies Chair: Science Chair: World Languages Chair:

A lack of common purpose and trust has created a group of individuals with contrasting guiding principles, expectations, and goals for student learning. Staff members have differing beliefs regarding the ability of our students to learn and our role in the learning process. There is an inconsistent commitment to student learning as well as varying levels of performance and results among departments and its members. There is a lack of accountability and there is discomfort on the part of many staff members to hold their peers responsible for below standard performance. CST results indicate that proficiency levels in mathematics are low. Teachers often blame these scores on a lack of student preparation and motivation and/or incorrect student placement into classes rather than on implementation of effective instructional practices and teacher performance (Anderson & Anderson, 2010). Looking more closely at how adult behavior affects student learning is a transformational change requiring a shift in mindset, organizing principles, behavior, and culture as wel l as organizational changes, all of which are designed to support the goal to move in a new direction

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

(Anderson & Anderson, 2010, p. 60). The team charter will help facilitate conversations that are essential for building an effective team that will address these complex issues. Conditions for Success and High Performance Conditions for success and high performance must be established in order for a transformational change initiative to be successful. Strategic planning must take place to ensure the establishment of the factors that create an environment for these conditions to flourish. According to Anderson and Anderson (2010), addressing conditions for success set the stage for an expedient journey and a positive outcome from the beginning (p. 140). These conditions include the development and implementation of a master plan which introduces strategies for building capacity for change and for maximizing the resources of time, energy, time, people, facilities, money, and ideas. To provide an effective environment for change, it is necessary to provide opportunities for building capacity for change within the organization. Kegan and Lahey (2001) suggest that it is very hard to bring about significant changes in any human group without changes in individual behaviors (p. 3). Providing the support structures such as training or coaching for the people expected to do the work , therefore is key (Anderson & Anderson, 2010). Consequently, the CLT will need to identify an assessment tool that can be used to determine the professional development needs of the staff. Regular progress updates of the change initiative need to be incorporated into the change plan. Providing the opportunity for those who are impacted by the change initiative to have input to the design, impact analysis, and course corrections affecting them is crucial (Anderso n & Anderson, 2010, p. 141). It is essential that the CLT develops a communication plan that will allow for stakeholder input. With continued improvement in technology, communication does

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

not need to be in person and instead can be done virtually if necessary. This would allow for a collaborative process which is easier and, at times, more practical (Derosa & Lepsinger, 2010). Change Leadership Team: Roles Comprehensive high schools are traditionally delineated into work teams which are either organized by subject matter, by program, or by job-alike departments and have a common supervisor who participates on the site Leadership team where discussions typically revolve around activities, policies, and other operational items. It is within the departments that instructional discussions occur. Such is the case for our comprehensive high school. What has become evident, however, is that the reference to a team, in these instances, is a misnomer. According to Denning (2011), [r]elatively few communities are teams, because their typical goals relate to enhancing understanding rather than doing something (p. 155). Denning (2011) adds that teams possess characteristics which include a clearly articulated common purpose and goal, interdependence and collective accountability for performance and behavior (Denning, 2011). There are specific roles that will be identified within the CLT so that the team performs effectively and efficiently and so all members of the team know explicitly what their role is and what skills are required for that role. According to Harvey and Drolet (2006), too ofte n, this recognition is implicit (p.19).
CLT Role Sponsor Why the role is necessary Is the highest level of authority over the change effort and has primary influence over desired outcomes and breakthrough results (Anderson & Anderson, 2010, p.41). Expectation for each individual within their role Supports change process leader Sets direction, path, and expectations Balances transformational and operational needs Ensures conditions for success Generates valid information (Schwarz, 2002, p. 24). Celebrates team successes Models transformational behaviors Maintain organizations operational needs Maintain clear vision for the organization (Harvey & Drolet, 2006, p.16). Model transformational behaviors

Executive Team

The executive leadership team of the organization with in which the change efforT is occurring (Anderson & Anderson, 2010, p. 42).

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

Change Leadership Team Cross-functional, initiative leaderswith delegated authority to create change strategy and high-level process plan to execute it (Anderson & Anderson, 2010, p.42).

10
Develop change strategy and plan that produce results Monitor change process and implement course corrections as needed by monitoring and assessing performance (DeRosa & Lepsinger, 2010, p. 48) Goal-oriented and big picture thinker (DeRosa & Lepsinger, 2010, p. 47). Identify appropriate resources Oversees the change iniative and change process plan Effectively handles team and human interaction through a systems approach to facilitation (Schwarz, 2002, p. 13). Models transformational behaviors Provides support to the sponsor Pushes the team to make efficient, effective progress (DeRosa & Lepsinger, 2010, p. 47). Advocates for course corrections when necessary Models tranformational behaviors

Change Process Leader

An executive as high as possible in the organization being changed (that) has delegated authority from s ponsor to lead change effort and who oversees design and execution of change strategy (and) overall change process (Anderson & Anderson, 2010, p.43. A change process expert and coach who provides feedback and advocates for conditions for success (Anderson & Anderson, 2002, p. 45).

Change Consultant

Methodology The selection process used to determine membership on the CLT was strategic and based on a variety of factors. Anderson and Anderson (2010) caution that while the assignment of roles and responsibilities should be based on competency, those in the best position to successfully lead the effort must also be considered (p. 41). There is already formal hierarchical leadership in existence at the school where the transformational change will take place, and those site leaders who possess positional authority have been selected to continue to serve in leadership roles on the CLT. The position of Sponsor will be held by the site Principal. As the Sponsor, she must find ways t o elevate the success of others and to make everyone believe in the potency of the group (Harvey & Drolet, 2006, p. 18). In addition, her role will require that she possess skills to interact effectively with others in ways that are consistent with her core values and the ability to reflect on how well [she does] in acting congruently with the values (Schwarz, 2002, p.8).

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

11

The Change Process Leader will also be selected from the Site Administrative Team. The Assistant Principal of Curriculum and Instruction possesses a global understanding of the school site through the building of the master schedule, through her work with the counseling department, and through the supervision of school programs and staff members. Redefining her role as a line manager (Anderson & Anderson, 2010, p.43) with the authority to oversee the change process and to lead the CLT is consistent with the role she currently holds. Redefining the role of the Site Leadership Team suggests the need to reevaluate team membership. Implementation of Common Core State Standards and a focus on 21 st century skills, however, drives the need to add the core department chairpersons to the CLT. Representatives from several departments, therefore, will serve on the CLT as cross-functional, initiative leaderswith delegated authority to create change strategy and high -level process plan to execute it (Anderson & Anderson, 2010, p.42). In order to effectively address the practices, protocols, policies, procedures that exist within the organization, membership on the CLT will decrease to nine members. Six department chairpersons, representing the mathematics, English language arts, science, social studies, world languages, and counseling departments, will serve on
the team based on the formal leadership roles they currently hold within the organization. The Assistant Superintendent of Student Support Services was selected as the Change Consultant because she currently serves in a supportive role to the Principal. As the Change Consultant, she will provide advice and coaching to the Sponsor and the CLT but will remain substantively neutral (Schwarz, 2010, p. 41). Although a member of the larger organization, as Change Consultant to the CLT, her role will be to help increase the effectiveness [of the team] by diagnosing and interening largely on group process and structure (Schwarz, 2010, p. 41). In addition, her guidance will serve as a rudder for course corrections when needed.

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

12

The Team Members

Position Principal Role Serves as Sponsor: The highest level of authority over the change effort and has primary influence over desired outcomes and breakthrough results (Anderson & Anderson, 2010, p.41). Role Expectation Model the transformational behaviors identified in the Five Dysfunctions Model (Lencioni, 2002) Is responsible for the change effort. Will garner the commitment necessary through collective ownership (Anderson & Anderson, 2010, p. 174). Provide support and input as needed, provides environmental conditions that support the change and is charged with balancing the roles of management and change leader. (Anderson & Anderson, 2010, p. 202). Demonstrate awareness and understanding of the role that Emotional Intelligence plays in supporting others through a transformation change process (Bradberry & Greaves, 2009). Provide support so that commitment to accomplishement of common goals is possible Assure that the operational needs of the organization runs smoothly while the change process takes place (Anderson & Anderson, 2010). Model the transformational behaviors identified in the Five Dysfunctions Model (Lencioni, 2002). Demonstrate awareness and understanding of the role that Emotional Intelligence plays in supporting others through a transformation change process (Bradberry & Greaves, 2009). Develop change strategy and plan that produce results Monitor change process and implement course corrections as needed by monitoring and assessing performance (DeRosa & Lepsinger, 2010, p. 48) Serve as a barometer for resources and pacing of the change process, and for the organizations cultural needs (Anderson & Anderson, 2010). Goal-oriented and big picture thinker (DeRosa & Lepsinger, 2010, p. 47). Provide a diversity of perspectives which comes from the differences in subject content. This diversity in thinking and approach is essential since Interdisciplinary teams = interdisciplinary thinking and innovative solutions (World Press, 2010). Identify appropriate resources Model the transformational behaviors identified in the Five Dysfunctions Model (Lencioni, 2002). Help motivate others to work toward goals at the expense of their own self-interests (Crowther, Ferguson, & Hann, 2009). Oversees the change iniative and change process plan Effectively handles team and human interaction through a systems approach to facilitation (Schwarz, 2002, p. 13). Model the transformational behaviors identified in the Five Dysfunctions Model (Lencioni, 2002). Responsible for providing necessary feedback as needed to Change Leadership Team members, and to other stakeholders. Oversee implementation of strategies and initiatives developed by the Change Leadership Team and will be a source for resources necessary for successful change process (Anderson & Anderson, 2010). Honestly address issues when the behaviors of a group creates problems and therefore affects their effectiveness (Shwartz, 2002).

Assistant Principals

Department Representatives: Math ELA Social Studies Science World Languages Counseling

Serve as the Executive Leadership Team : Executive(s) as high as possible in the organization being changed (that have) delegated authority from sponsor to lead change effort and who oversee design and execution of change strategy (and) overall change process (Anderson & Anderson, 2010, p.43. Serve as Change Leadership Team: Cross-functional, initiative leaderswith delegated authority to create change strategy and high-level process plan to execute it (Anderson & Anderson, 2010, p.42).

Assistant Principal of Curriculum and Guidance

Serves as Change Process Leader: An executive as high as possible in the organization being changed (that) has delegated authority from s ponsor to lead change effort and who oversees design and execution of change strategy (and) overall change process (Anderson & Anderson, 2010, p.43.

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

Assistant Superintendent of Student Support Services Serve as Change Consultant: A change process expert and coach who provides feedback and advocates for conditions for success (Anderson & Anderson, 2002, p. 45).

13

Serve as an outside resource to serve as support the Sponsor. Pushes the team to make efficient, effective progress (DeRosa & Lepsinger, 2010, p. 47). Provide guidance as needed to ensure a successful change process. Advocates for course corrections when necessary Models tranformational behaviors

Diversity on the Team

Diversity allows for perspective through different lenses. Teams are stronger when members bring diverse skills, experiences, and viewpoints. A team of people with a singular perspective is crippled with potential. By including a variety of curricular areas and areas of focus, we design teams to embrace diversity of backgrounds, training, etcetera, we broaden our perspective (DeSimone, 2012). Diversity within the team is addressed through differing perspectives, as well as through the life and career experiences that its members bring to the group. For example, as representative of the four core subject area, and two other cross -functional areas (Anderson & Anderson, 2010, p.42), the department chairs bring diversity in subject matter perspective. It is this collaborations between disciplines [where teams are able] to achieve innovative solutions during the creation process (World Press, 2010). The Sponsor, the Executive Team, and the Change Consultant also bring diversity to the team through differing perspective gained through unique leadership experiences. They can contribute to group learning through the exchange of stories from their vast experiences as a means to inspire and improve performance (Denning, 2011, p. 177). Timelines and Resources Timeline
Date February 2013 May 2013 Change Process Timeline Agenda Item(s) Continue to make case for change: Wake Up Call (Anderson & Anderson, 2010) Assign Change Leadership Roles

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

August 2013 January June 2014

14

First meeting of the Change Leadership Team Development of Change Leadership Team Charter School-wide staff meeting to revisit school vision and mission Development of Change Leadership Team norms and preparation for creating a team vision statement that aligns with the schools Determine how our site vision and common purpose align Make case for change initiative school-wide Identify resources needed for change; review communication plan

August - September 2013

September December 2013

Assess the readiness and capacity of the team to participate in a transformational change. (Kegan & Lahey, 2001, pp. 28-32). Use assessment data to shape strategies to build organizational readiness and capacity (Anderson & Anderson, 2010, p. 83). Change Leadership develops change strategy Initiate rollout of change; monitor communication plan implementation

Resources Available resources are listed in Premium Content for The Change Leaders Roadmap and which may be downloaded from the authors website (Anderson & Anderson, 2010). These resources include assessments which identify existing barriers to readiness and capacity for change. To build a strong and successful organization, the five building blocks that characterize an effective organization must be addressed. They are creating effective teams, setting norms, managing conflict and politics, endowing people with power, and inspiring entrepreneurship. According to Harvey and Drolet (2006), while rich and effective organizational climates emerge from [these] five building blocks, the structure of the team is less important than is its understanding and its acceptance by everyone (p. 9). Discussion that makes a case for the transformational change initiative at the school began this academic year, and will extend into the next. In fact, in August, the CLT will convene to begin norm-setting and to begin the process of creating a vision statement.

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

15

After addressing the five building blocks that characterize an effective organization, it is crucial that we determine what resources we will need to maximize our potential. These resources include time, people, facilities, money, and energy. Even more importantly, in this information age, we will also want to include ideas as resources which can lead us to opportunities not yet contemplated. Unfortunately, time is a precious commodity of which we certainly have a limited amount. What can be done with time, however, is to maximize it. As a team, we will want to have crucial conversations during team meetings regarding organized abandonment. Are there things that we are doing as an organization that do not lead us to the results we seek? This open and honest environment will mean that we must ensure to make it safe to talk about anything. In Crucial Conversations: Tools for talking when stakes are high, the authors suggest that the first condition of safety is mutual purpose (Patterson, Grenny, McMillan & Switzler, 2002, p. 69). Therefore, the team must focus its conversations and work toward a common outcome. Regularly scheduled opportunities for these discussions will be placed on the team meeting agendas. People are also an important resource for the CLT. One of the items on the Team Charter is a Team Member Strength Inventory. This is a list of characteristics that each member of the team brings to the group. Recognizing and utilizing this information as tasks are assigned is crucial to optimize the opportunity for success. Another resource that will be considered as a condition for success is facilities. Although the option of adding more room or moving to another location is not an option, it is important to analyze whether there is maximum use of space. This topic can become important if there is a programmatic change. This is not a current issue but would be addressed at a later time if necessary.

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

16

As the sponsor member of the CLT, the Principal will meet with each department chair to monitor that budgetary request and expenditures are consistent with the common purpose. Furthermore, as the oversight committee for a school, School Site Council approves the school site budget. Keeping the Council informed of the transformational change that is planned and ensuring that appropriate fiscal resources are made available must be a priority. In the beginning, members of the CLT will be filled with anticipation for the possibilities that exist. However, as time passes or when the work becomes more challenging it will be necessary to create opportunities for members to reflect and to recharge. There should be periodic opportunities for taking stock of the emotional landscape of the team and the individuals within and to cultivate habits of mind and behavior that counter the negative effects of stress and constant sacrifice (Boyatzis, Johnston, & McKee, 2008, p. 37). Finally, there needs to be the understanding that, at times, leadership can be distributed and even shared. Ideas, as a resource, will come about through team interaction. The diverse perspectives within the team composition and the exchange between team members will create an environment where thoughts can collide with others to produces ideas bigger than themselves (Johnson, 2010). The Decision Making Process There are several decision-making styles which can be entertained when deciding upon group processes. The key goal when selecting a style is to have open discussion within the team as to the group dynamic, and then to agree upon and make a commitment to one (Anderson & Anderson, 2010). This process requires an understanding of the organizational culture and will require open and honest dialogue regarding individual and team values and guiding principles (Boyatzis, et al., 2008). Differing principles can act as conflict pollutants in [an] organization (Harvey & Drolet, 2006, p. 89). They act as distracters to the decision-making process. The

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

17

following questions can provide direction for determining and assigning decision-making responsibilities and would be included in team discussions as needed: 1. 2. 3. Who is closest to the problem or situation? Who has the greatest expertise to make the decision? Who has time to gather the information and to weigh the consequences in order to make this decision? 4. Who can most easily make the decision in the shortest amount of time? 5. Who has the resources to implement the decision? 6. Who will ultimately be held accountable for the decision? (Ramsey, 1999, pp. 12-13) Group Processes Effective teams create group processes which govern the behaviors of its members (Harvey & Drolet, 2006). These processes include norms which are expectations about how people should or should not behave that all or many group members share (Schwarz, 2002, p. 30). These norms are discussed and agreed upon during initial stages of team building and members are expected to hold each other accountable for behaviors inconsistent with the norms (Schwartz, 2002). Established team norms should be reviewed periodically to determine if they are still relevant. They should also be reviewed any time a new member joins the team. The CLT will develop norms at the first meeting by asking for contributions of all members. These norms will be posted at each meeting and will be included in the team meeting agenda. At the end of each meeting, adherence to the norms will be evaluated through a fist of five method and modifications will be discussed if necessary. Also a part of group processes is how the team will respond in times of conflict or when stakes are high. The ability to handle crucial conversations is a characteristic of high performing organizations (Patterson, et al., 2002). These moments that require crucial conversations will be bound by the group norms but are not to be avoided. Harvey and Drolet (2006) indicate that

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

18

teams should not be put off by the negative connotations of conflict. Rather, they should accept conflict as a necessary and productive element in organizational growth (p. 86). Building Trust Building trust requires continuous attention and must be addressed openly by all team members. Mechanisms should be in place to ensure constant attention to trust throughout the teams work together. DeRosa and Lepsinger (2010) suggest that team-building opportunities help team members get to know each other better, strengthen working relationships, and create team momentum that can enhance team effectiveness (p. 149). An example of a trust-building activity is included in the Change Leadership Team Charter within this Change Leadership Team Development Plan. In the plan, each member of the CLT is asked to think of other team members and then identify a specific positive contribution that they have made to the organization/team. According to Harvey and Drolet (2006), [y] ou empower people when you give them praise and recognition (p. 173). Another way to get to know each other and build trust is through story-telling. We all have stories that connect us and through this story-telling, conversations can be broadened into areas that would otherwise be impossible to broach (Denning, 2011, p.274). Opportunities for sharing will be provided at each team meeting. Trust is built by talking about values early and often. This conversation will begin at the first CLT meeting and will be used to develop the common purpose and guiding principles for the team. When guidelines support beliefs that people share, they are more likely to respect them. In fact, Harvey and Drolet (2006) encourage us to remember to fight for principles not for preferences (p.89).

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

19

Responding to challenges constructively and not vindictively communicates that you assume positive intentions. To build trust, assume positive intention and allow team members to walk away with their dignity intact (Harvey and Drolet, 2006). Conflict can build trust. Properly managed, conflict encourages thoughtful, civil debate. When conflict is not honestly addressed, the team environment is toxic and encourages the behavior it intended to avoid (Lencioni, 2002). Feedback which is constructive and meant for growth is important for building trust. Regular feedback provides a clear assessment as to progress toward a goal or outcome. An activity that the CLT will use and that provides this feedback is a team self-critique. This selfcritique provides structured feedback so that the team learns and can apply that learning to future situations. This activity requires using a flipchart, and dividing the paper into two columns. One column is labeled what we did well and the other is labeled what we need to do differently. Guide the team through the process and then ask them to think of a situation where they could do a self-critique regarding how they performed individually. Finally, trust-building happens when team members remember to laugh and play together. When tensions are high and the work is challenging, laughing can put things into perspective. The point is to take the work, not ourselves, seriously. Accountability Accountability within a team exists in a variety of ways; however, it must be a collective endeavor. Rather than diminish individual accountability, collective accountability strengthens it (Kouses & Posner, 2007). As part of the collective accountability, norms are developed and agreed upon early in the team building process as operational principles or expectations that implicitly or explicitly govern the actions of a group of people (Harvey & Drolet, 2006, p. 58) . Along with the development of norms there are four other elements that will be used as guiding

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

20

principles to hold team members accountable for behavior and results. The first is the establishment of expectations for each member of the team and a clear understanding of the role that each person plays on the team. The second element is gaining commitment to and ownership for the common purpose. To gain both of these, it is important to include a mechanism where upon people can express their concerns and where the team can collectively help each other achieve positive results. DeRosa and Lepsinger (2010) recommend accomplishing this by involv[ing] team members in discussions about setting or prioritizing goals (p.99). The third element that needs to be included into the team dynamic is follow-up. A mechanism that will be put into place is an opportunity to check for progress from each person on the CLT. Knowing that members are responsible to each other keeps us accountable on both a personal and group level. The last element that will be incorporated into the team dynamic is providing an opportunity for giving and receiving feedback. Giving feedback helps to build collective commitment and receiving feedback provides progress indicators that allow for timely and effective course corrections. It is through trust in the common purpose and a collective commitment that the process of accountability can move a team forward. Through this process, members of the CLT will hold each other accountable with the reminder that focus is on the task at hand, not the person. In other words, through accountability, comes ownership (Kouses & Posner, 2007). Course Correction and Group Dysfunction A plan for course correction and addressing group dysfunction must be incorporated into the standard operating procedures for the CLT as an essential component of achieving results. During times of course correction and group dysfunction, emotions can run high and conversations become crucial (Patterson, et al., 2002). Course correction opportunities are regular agenda items that are incorporated into the update portion of the team meeting

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

21

discussions. During this time, open and honest discussion is encouraged by first identifying the results, noting any gaps that exist, and then soliciting suggestions for improving the process or for course correction. This process allows the CLT to design the future so that the attention is on the results of achieving goals, fulfilling commitments, changing habits, and bringing a compelling vision to life rather than on the person (Kimsey-House, Kimsey-House, Sandahl, & Witworth, 2011, p. 24). The CLT meetings focus on long-term strategic direction for the organization and identify benchmark goals that enable a group to measure its progress to achieving them (Schwarz, 2002, p. 28). This allows for opportunities not only to make course corrections, but also to ensure results-based accountability on the part of all members of the team. It is equally important to remember that people are empowered when you give them praise and recognition (Harvey and Drolet, 2006, p. 173). Building opportunities to affirm the parts of the plan that are working and to identify the strengths within the team as a way to energize team members and the work that is being done is also essential. Conclusion Lencioni (2002) states that organizations fail to achieve teamwork because they unknowingly fall prey to five natural but dangerous pitfalls, which [he] calls the five dysfunctions of a team (p. 187). This Change Leadership Development Plan addresses th e key elements that characterize an effective team and provides a road map for a school site-level transformational change initiative that will require new perspectives regarding resources, decision-making processes, and group interaction.

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

22

References Anderson, D. & Anderson, L. A. (2010). Beyond change management, advanced strategies for today's transformational leaders . San Francisco, CA: Pfeiffer. Anderson, D. & Anderson, L. A. (2010). The change leaders roadmap: How to navigate your organizations transformation. San Francisco, CA: Pfeiffer. Bradberry, T. & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: Talent Smart. Denning, S. (2011). The leaders guide to storytelling: Mastering the art and discipline of business narrative. San Francisco, CA: Jossey-Bass. Derosa, D. & Lepsinger, R. (2010). Virtual team success: A practical guide for working and leading from a distance. San Francisco, CA: Jossey-Bass. Desimone, J. (2012, February 23). Diversity of a Fundamental Tenet of Innovation [Video File]. Retrieved from http://www.youtube.com/watch?v=rp9H8avhurE. Friesen, S. (2009). 21st Century Learning. Paper presented at the College of Alberta School Superintendents Summer Conference, Canmore, Alberta, Canada. Presentation retrieved from
Harvey, T.R. & Drolet, B. (2006). Building teams building people: Expanding the fifth resource . New York: Rowman & Littlefield Education. Johnson, S. (2010, September 17). Where great ideas come from [Video File]. Retreived from www.youtube.com/watch?v=NugRZGDbPFU

Kegan, R. & Lahey, L. L. (2001). How the way we talk can change the way we work . San Francisco: Jossey-Bass. Kimsey-House, H., Kimsey-House, K., Sandahl, P., & Whitworth, L. (2011). Co-active coaching: Changing business transforming lives (3rd ed.). Boston, MA: Nicholas Brealey Publishing. Kouzes, J.M., & Posner, B.Z. (2007). The leadership challenge (4th ed.) . San Francisco, CA: Jossey-Bass.

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN

23

Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco: Jossey-Bass McKee, A., Boyatzis, R. E., & Johnston, F. (2008). Becoming a resonant leader, develop your emotional intelligence, renew your relationships, sustain your effectiveness . Boston, MA: Harvard Business Press. Patterson, K., Grenny, J., McMillan, K., & Switzler, A. (2002). Crucial conversations, tools for talking when stakes are high . New York, NY: McGraw-Hill. Ramsey, R.D. (1999). Lead, follow, or get out of the way: How to be a more effective leader in todays schools. Thousand Oaks, CA: Corwin Press. Schwarz, R. (2002). The skilled facilitator: A comprehensive resource for consultants, facilitators, managers, trainers, and coaches. San Francisco: Jossey-Bass. World Press. (2010, August 29). Effective Teamwork and Collaboration [Video File]. Retrieved from http://youtube/NsndhCQ5hRy