I have been blogging since 2015. My first blog focused on my work as a turnaround principal. This blog focuses on my process of understanding my purpose. My book, LOL: Letters on Leadership, gave me the space to reflect on my journey of personal growth in both my own life and my life in leadership.
Here is a post from my original blog at turnaroundschool.blogspot.com. It’s interesting to me how much of the learning from that time still applies to the learning we are doing in education today. I have been talking about this very thing, the change process and how people react and respond to change, for much of this schoolyear.
Change vs. Transition
As a leader in a Turnaround School, I signed up for change. It underscores the primary responsibility of a new leader charged with turning around a school’s poor performance. Anyone who signed on to the work at our school had to agree that the old practices were not effective and that we must embrace new, more effective practices in order to move in the right direction. Everyone agreed that change was necessary and the underlying excitement and enthusiasm for starting the work was amazing.
Transition is different. Less of an event and more of a process. There was a clear change when I came on as the leader. Signing on to be a part of that change was an event. Transitioning to what the change embodies in everyday practice is a deeper, more difficult, more reflective experience that challenges us to make decisions daily about what moving forward will look and feel like. As we move through the transition period, we can be pulled by the lure of past practice or “the way we used to.” It is a powerful call that can cause conflict as we move forward. The juxtaposition between the perception of the change and the reality of the change can cause people to question and doubt their continued involvement in the work.
A dear colleague and friend shared an important article about managing change and transition with me. William Bridges cites Moses as an effective leader at managing change and transition. He describes periods of the change process as “the wilderness” and “the neutral zone.” Bridges states, “Since the wilderness can be so wide and the Promised Lands can take such a long time to reach, people need some quick successes to reassure them.” (http://www.wmbridges.com/pdf/getting-thru-wilderness-2006-v2.pdf ) We have seen early successes that is reflected in initial data, observation, and impact on students that we share and celebrate. Even with these successes, there is still an underlying fear of what is to come. Bridges calls this the neutral zone. He says, “The fear that an organization will become a victim of its transition lies behind the panic that often sets in when things are changing.” The key to managing this fear is to listen to, understand, and appreciate where people are in the change process. Supporting and encouraging the people in the organization will help to move through the transition process. http://www.mindtools.com/pages/article/bridges-transition-model.htm
We are on the right path to turning our school around. The feelings of uncertainty that exist are a natural part of transitioning to a great, new future. Understanding how to support people through the change and transition is as important as the vision of how we will get there.