Chapter 4: The Four Phases of Theory Engagement
Bypass Approach to change - characterised by persuasion and or incentives + accountabilities. This is compliance but not engagement. It doesn't develop a sense of vested interest in the change.
The illustration on page 39 sums up the Four Phases:
". . . the following description greatly oversimplifies its iterative, dynamic and messy nature."
Phase 1: Agree on the problem to be solved.
Here Robinson identifies that there needs to be collective wisdom behind a change. It needs to be something that is sought after not merely because someone 'says' that it is best practice but because it is understood that to make the change would have a significant positive impact. It must also be something that is seen as possible, not merely a lofty, idealistic goal.The challenge for change comes from data. In particular comparative data showing how a shift in approach might benefit student outcomes.
Constructive Problem Talk
"agreeing that there is a problem provides no guarantee of agreement about its causes and possible solutions." The common ground of the agreement allows for movement towards a next step without blame.
Avoiding or playing a blame game when dealing with an issue is more common but ineffective.
"A problem is defined as a gap between a current and desired state of affairs. People can agree to reduce the gap whether or not they agree on how large it is." p.45
Phase 2: Inquire into the relevant theory of action.
What was done or not done? = the action component of a theory in use.
Why was that done or not done? = beliefs and values explaining the above.
What happened as a result? = consequences
"To listen to and acknowledge a theory of action does not signal agreement with it." Relational trust.
Resistance = not a personal opposition to a leader but a "rational response to a perceived threat to what is held dear" p.54 = "theory competition"
Phase 3: Evaluate the merit of the current and alternative theories of action.
People may evaluate theories of action very differently because they do not agree on the criteria against which the theories are evaluated.
For myself the question arises What if my theory of action is correct, even in part, and I am influenced to change? Can data be manipulated to reflect the worth of any theory? This speaks again to the whole initial idea that this is a messy process and reinforces the need to have relational trust while ongoing evaluation can be undertaken.
Evaluative Criteria is a crucial component of any attempt at change or recognition of validity of current practice.
"Engagement requires both parties to have access to each other's thinking." p.60
My earlier question here was addressed by the "I am right" idea later developed in the section. Having access to each other's thinking also needs to be considered in terms of whether one person in the discussion is perceived as in a position of power or as an equal in finding a potential solution to a perceived problem.
Phase 4: Implement and monitor a new, sufficiently shared theory of action.
The emphasis on frequent feedback as being core to improvement was clear. Allowing a change project to run without constant checking in, on progress in implementation as well as outcomes, would lead to a potential waste of invested time. Collection of ongoing data is crucial.
Every child every day does not just apply to focus 160. Educational improvement once adopted as a program in the school need to have widespread application. Where this is not present, or perceived so, data should be referred to and evaluated. This evaluation should occur as a matter of course regardless of success or other. This leads to timely and appropriate support.
"The point is . . . to get timely information that people agree is sufficiently trustworthy . . . to judge progress, identify unanticipated stumbling blocks and make decisions about any needed revisions to the new theory of action." p.69
Good on you Mark reading all four phases!
ReplyDeleteI find the same message keeps being reiterated a person needs to believe in and value the positive benefits of any change and if the belief it not there then no change in action occurs. I enjoyed reading the scenarios where the leaders used the guiding questions when inquiring into the person's theory of action and I think I could use this approach myself.
My favourite simple direct message was: "people resist change when they sense it will conflict with what is important to them, and what is important is what is in their belief component of their theory of action."
A good summary of the key points articulated above by Mark. I highlighted these as well when reading. The section referring to,"agreeing that there is a problem provides no guarantee of agreement about its causes and possible solutions." is sometimes evident when working towards change, and I like the next sentence which states;' but sufficient common ground has been established, through honest and non blaming evaluation, to motivate the next step at least.' pg 41. In leadership another key point connected to the initial acknowledgement of the problem is the position the leader takes regarding their role. "Leaders who engage in constructive problem talk position themselves as PART of the PROBLEM, as well as part of the SOLUTION.' As tough as it may be ,'They reflect on and communicate honestly about their own possible contributions to the problem, whether they have ineffective policies, inadequate resourcing and capacity building, or avoidance of tackling a tough issue.' pgs 41/43. I very powerful and empowering stance I believe worthy of reflection and discussion.
ReplyDeleteI also highlighted in my text the key point above in Jenny's blog regarding staff - including oneself, not wishing to let go of what is important to them etc and the effectiveness of learning to reframe as 'theory competition'; a term which helps to eliminate the personalising. Another good chapter.
I agree with what is stated in your Blog and the comments. i found the questions on page38 why do we need to improve? What is wrong with what we are already doing? What exactly is the problem we are trying to solve are good prompting questions to consider so it isn't just 'change for change sake' but an agreed area that needs to be improved. The reference to discussing "best practice" made me reflect on how easy it is to generate mistrust and suspicion. I wonder how many times I have used that term without realising what the other person may have been taking from it. Definitely something for me to think about in future conversations.
ReplyDeleteI also found the scenarios helped with my understanding of how important it is set an environment that is blame free so the problem can be named. It also reinforced the idea that agreeing that there is a problem provides no guarantee of agreement about its causes and possible solutions". Very important to remember.
My main take homes from this chapter were; To listen to and acknowledge a theory theory of action it does not signal agreement with it' (2018, Robinson, p. 49) and 'People resist change when they sense it will conflict with what is important to them' (2018, Robinson, pg54). Both of which have been mentioned before.