Tda Little Book of Change

8/20/2019 Tda Little Book of Change

1/40

The little book of

managing change


2/40

Introduction 1

Principles of change 3

Effective leadership 5

Inclusive culture 6

Broad collaboration 7

Change teams 8

A proven change process 9

Rational, political and emotional 10

considerations

The TDA change management process 11

Stage 1. Mobilise 13

Tool: icebreaking 14

Tool: brainstorming 16

Stage 2. Discover 18

Tool: a week in the life of... 19

Tool: prioritisation matrix 21

Stage 3. Deepen 23

Tool: fishbone analysis 24

Tool: five whys 26

Stage 4. Develop 28

Tool: problem solving, 29

team building (PSTB)

Tool: stakeholder mapping 31

Stage 5. Deliver 33

Tool: managing uncertainty 34

Further reading 36

Contents


3/40

Introduction

Welcome to this guide to managing change.

We have created this booklet to help you lead and manage the process of changein your school. The booklet explains an effective change approach and provides

simple, practical tools to use throughout your change journey.

Our five-stage change model is a Who should read How to use this bookletproven way to embed a flexible, this booklet You can read this booklet coverinclusive and successful working style

This booklet is written for all change to cover, beginning with the keyto meet new challenges and further elements of leading change. Later, thedevelop a positive, proactive culture. leaders – headteachers and senior

leaders – who are embracing new booklet takes you through the change

The TDA change management process ways of working to benefit children process in steps, with supporting toolsand the whole school team. for each stage.will help you and your colleagues stay

on track to deliver planned outcomes Alternatively, you can dip in as neededand sustainable capability. People in change teams will also find

practical advice in the change throughout your change journey.

management process section, whichoutlines the TDA change process andgives examples of tools.

The little book of managing change 1


4/40

Workforce modernisationand the TDA’s rolein changeThe changing world in which we livetoday – where globalisation andemerging technologies are key levers– has required schools not only torespond to change but be proactivein leading and managing it. TheTDA’s process is helping ensure thatprogrammes, such as workforcemodernisation and extended schools,are embraced by schools and thatschools are equipped to meet newchallenges effectively.

Schools that are in an ongoingprocess of change often have a strongfocus on teaching and learning, aninclusive, collaborative culture andproactive teams representing theschool community.

We work closely with partners Our work includes pathfinders, trainingsuch as the Workforce Agreement events, learning networks, coachingMonitoring Group (WAMG), Rewards and targeted one-to-one support.and Incentives Group (RIG), regionalgovernment offices and local Visit www.tda.gov.uk/remodelling forauthorities (LAs). On extended more about the TDA’s work.schools, we are working with

ContinYou and 4Children toprovide support to schools and LAs.With a network of regional deliverypartnerships of advisers, trainers andconsultants, we support LAs inworking with the country’s 23,500schools to embed extended servicesin and around schools. We also

engage with governor associationsand have links with voluntary andcommunity bodies, elected membersand providers of health and youth

justice services.

2 The little book of managing change


5/40

Principles of change



6/40

Leading change

When leading change, youneed to collaborate withstakeholders to determineindividual local solutions –

one size does not fit all. TheTDA change process enables your individual school toproduce made-to-measureplans, actions and outcomes.

Our approach is based on sixprinciples: effective leadership, aninclusive culture, broad collaboration,change teams, a proven changeprocess and rational, political andemotional considerations.

For change to be successful and

sustainable, there must be acompelling reason for it – a clear

vision for the future and a coherent • Leaders involve the schoolplan for getting there. A vision and workforce and other stakeholdersplan will help you, as a leader, to in taking decisions and applyingengage stakeholders in the the TDA change approach to allchange journey. key challenges

With effective leadership, staff • Change management is part of

can become more involved in the school’s life; leaders takerunning your school. You can help effective strategic decisions andbring about collaboration between implement new initiatives quickly,staff – and between schools, enabling staff to focus on theirorganisations, stakeholders and core responsibilitiesagencies – to improve the waypeople work together. • The school shares experiences,

expertise, resources and learning

Some features of effective change with other schools, agencies andleadership can be described stakeholders. People understandas follows: and absorb effective practice from

the education sector and beyond• Teaching and learning are the

main focal points and the school • The school attracts and retains theimproves performance by raising best talent by creating a highlystandards of professionalism and motivating, positive working

building core competence environment.throughout the workforce

4 The little book of managing change


7/40

Effective leadership

Facilitative leadership can feel like adeparture from the more traditional‘top-down’ model. But this modeldoes not mean the end of theheadteacher and leadership teamrole – strong core leadership remainsa crucial constituent.

Today’s effective leaders delegateresponsibility for tackling keychallenges to staff with appropriateskills, experience and commitment,irrespective of their position withinthe school. Inclusive leadership isessential for successful change: it

provides clear direction and focuswhile drawing on contributions fromall staff and stakeholders.

Successful change relies on an open, inclusive culture.By adopting a more democratic style, your leadershipteam will be seen as a role model for staff in supportingand encouraging positive change.

Encourage change team members • more honest and direct(see ‘change teams’ on page 8) to interactions – problems aretake a lead in developing your school’s aired and resolved faster.vision and the route map for gettingthere. Remember, these individuals “Leaders don’t lead by position;represent all staff and stakeholders. they lead by inspiring trust

and confidence. Leading

The benefits of effective leadership through dynamic vision andinclude: motivation results in energy and• people feeling involved and valued progress. Leadership is a great• broader, richer insights and ideas responsibility, even more so in• improved staff morale – better

times of radical, system-widerecruitment and retention

• shared responsibility – everyone change such as today.”

works together with more control Howard Kennedy, Director of

• less stressChange, the Training and

• higher standards of teaching Development Agency for Schools

• effective internal and externalcollaboration, and



8/40

Inclusive culture

School leaders and staff shareresponsibility for the creation,operation and long-termeffectiveness of this culture. Asa leader, you need to encouragecontributions from all staff toensure you are valuing and

recognising their efforts.

In turn, school staff must contributepositively to creating and implementingchange. Staff from inclusive culturesshow actively that they understandhow to explore opportunities and facechallenges in a professional manner.

You can easily spot an inclusive culture. All staff andstakeholders feel positive about being part of a schoolwith a strong, forward-looking and innovative vision.People know they can contribute fully towards creatingopportunities and overcoming key challenges.

The continuous awareness andpositive contribution of governorsand other stakeholders is also crucialin supporting your school’s inclusiveculture and lasting change.

An inclusive culture will help you

work with staff to overcome majorschool challenges by combining theright talent with the right approach.Once you have fully embedded thisculture, staff empowerment and apositive attitude to progress willbecome your school’s ‘default setting’– the way people meet every

challenge and opportunity.

The benefits of inclusivity includeenabling your school to embracechange while remaining focusedon teaching and learning, andencouraging everyone to playtheir part in driving your school’schange agenda.

“What the TDA brought was adifferent way of talking to oneanother that enabled us to havethose more difficult conversations.”

Brian Langley, Head of Change forChildren, Gateshead Council

6 The little book of change


9/40

Broad collaboration

Schools are learners as well as leadersin education. While their changepriorities, strategies and solutionsvary, they are finding great value incollaborating and sharing experiences,ideas and solutions with their staff,agencies and other schools and

organisations, locally and nationally.

Collaboration between schools rangesfrom informal arrangements whereresources, knowledge and experiencesare shared, to semi-formal networksof schools and clusters.

With the advent of the extendedschools agenda, more schools areseizing the opportunity to collaborate

Effective change is underpinned by the development of broad collaboration between schools, their stakeholders and partner organisations.

with other schools, organisations,individuals and agencies by tappinginto the rich resources that exist inlocal communities.

Many schools already workcollaboratively with social and

health services, the police, voluntaryorganisations and parents. Numerousschools also work with a ‘criticalfriend’ – an external mentor withexperience of workforce modernisation.

Broad collaboration is helping toembed a culture of openness topositive change – including meetingthe requirements of the nationalagreement and the demands of theextended schools agenda.

“Rather than there being wallsand barriers between ourselvesand outside agencies, there seemto be more gateways now for thebenefit of young people.”

Stephen Turner, AssistantHeadteacher, Lord Lawson of

Beamish School



10/40

Change teams

Inclusiveness is vital because staffin different roles have diverse butvaluable ideas about change, peoplegenerally support what they haveco-created and wide involvementdelivers better, longer-lastingimprovements.

One of the first actions of anysuccessful change leader is to forma representative team – one that isopen, honest and collaborative in thediscussion of all change aspects.

Make sure your change team

comprises more than just theheadteacher and senior leaders.Extend it to include staff


Change teams are a proven way to implement sustainablechange. Make sure your school’s change teams includerepresentatives from all staff departments.

representatives and, where possible,pupils, parents, governors, unions andother organisations so they too cantake responsibility for change.

Remind representatives to involvecolleagues by providing feedback at

regular meetings and asking for input.

Change team members:• are a communication channel

between the change teamand workforce

• have involvement inimplementation, and

• help identify the school’s quickwins and prioritise initiatives.

Change teams can have a profoundand positive effect on a school’sculture because staff feel involved intheir school.

“Shared leadership is importantbecause everyone at all levels isworking together to have realcollaboration. It is looking

forward – not responding, notreacting – and actually thinkingin advance.”

Hilary Emery, Executive Director,the Training and Development

Agency for Schools


11/40

A proven change process

We all know change is the only thing we can predict withcertainty. Change happens whether we welcome it or not.

Ensuring positive progress requires awell-tried, structured and adaptableprocess for change management –one supported by effective skills andtools. To help you create sustainablechange in your school, the TDA hasdeveloped a reliable change process,

complete with specific skills and tools.

The TDA five-stage change processenables and encourages schools andtheir partners to:• identify and agree where change

is necessary• facilitate a vision of the future

shared across whole-school andstakeholder communities• collaborate effectively – internally

and externally – with other schools,organisations and agencies

• use consensus to create andimplement plans for tailored change

• embed an inclusive and proactiveculture of long-term progress, and

• improve standards for staff,

stakeholders and pupils.

Although elements of the TDA changeprocess and tools can be implementedeffectively in isolation, the changeprocess is far more powerful andeffective when used strategically as awhole package.

This process is a current, proven changeprocess enabling schools and other

organisations to develop successful,long-term programmes with made-to-measure outcomes. Schools areusing the TDA change process todeliver successful workforcemodernisation solutions and to raisestandards of achievement through the

delivery of extended services.

“People were used to sitting inmeetings and talking aboutthings but the TDA’s workshopswere a lot more structuredand focused. They were moreaction packed.”

Brian Langley, Head of Change forChildren, Gateshead Council



12/40

Rational, political and emotional considerations

Like most organisations, schoolsmanage the rational aspects ofchange better than people’s reactionsto it. Your school must also work withthe emotional and political aspectsbefore you can fully embed a cultureof continual progress.

People generally become enthusiasticco-creators of change if they believetheir sensitivities are understood. Ifnot, they feel undervalued and canbecome obstructive.

Change teams must give equal

prominence to emotional, politicaland rational factors when discussing

For your vision to succeed, you will need to help your changeteams identify and manage the rational, political andemotional aspects influencing the change.

and implementing change in order tounderstand how the programme’spolitical and emotional aspects mighthelp or hinder.

These teams should also be awareof individual emotional curves –

from initial enthusiasm during the‘mobilise’ phase to the normal energydrop during ‘discover’, when a school’schallenges may seem daunting.

Emotional and political barriersoften become more apparent at the‘deepen’ stage as change teams begin

to explore the issues more fully.

Ensure your teams feel well supportedthrough any difficulties by using theTDA change process to guide them inembedding positive long-term change.

“We’ve seen quick wins butthere’s still a way to go. I’m sure

that in the next year to 18months we’ll see even biggerchanges that will have anexcellent impact on theoutcomes for young people.”

Stephen Turner, AssistantHeadteacher, Lord Lawson of

Beamish School



13/40

The TDA change management process

Our change process, and thetools we have chosen tosupport each stage, will help you as a change leader toembed a proactive culture.In this new culture, your staffwill have the skills, experience,confidence and commitment

successfully to sustain changes The TDA change managementarising from the national agreement process has five stages.and extended schools agenda.

Stage Tools

to use the TDA change 1. Mobilise The process begins by establishing inclusive change teams,

management process – a which become the main vehicle driving the programme

tried and tested approach – 2. Discover This involves identifying and acknowledging the issues andto manage your school’s what drives them

challenges in an effective way. 3. Deepen This stage helps to gain a greater understanding of thescale and scope of the changes required and the root causes

This five-stage approach has been of the issuesproven to help schools developadditional flexibility, capacity and 4. Develop Change teams begin to suggest solutions and prioritise actions

capability to meet new requirements that will have more impact

in the longer term. The process

involves the creation of inclusivechange teams and is being used

5. Deliver The plans formed in the ‘develop’ stage are agreed fully and

start to be implemented, starting with ‘quick wins’



14/40

Supporting toolsWe have developed a set of tools tohelp you through each stage of thechange process. These recommendedtools were designed for dynamic andeffective group working.

Stage

1. Mobilise

2. Discover

Tools

Icebreaking: forming relationships

Brainstorming: ideas generation

A week in the life of... understanding roles

Prioritisation matrix: creating shortlists

3. Deepen Fishbone analysis: understanding problemsFive whys: understanding problems

4. Develop Problem solving, team building: developing solutions

Stakeholder mapping: understanding perceptions

5. Deliver Managing uncertainty: managing risk



15/40

Stage 1. Mobilise

‘Mobilise’ is the first stage of the TDA change process. Here, your school becomes more awareof the need for change and begins to use the process and tools.

It is vital that you communicate the scope and goals of the change to all staff so they areaware of change as it progresses. Some schools allocate Inset days, while others inform their

workforce through day-to-day communication channels.

Mobilising staff builds consensus for change and helps uncover hidden talents. During this firststage, you should form inclusive change teams that represent the whole school staff. Theseteams become the main vehicle driving the change.

Tools: icebreaking, brainstorming



16/40

Icebreaking

Icebreakers work best insmall groups of five to eightpeople. ‘Get to know you’ isan informal activity that getsa group working togethervery quickly.

This activity mobilisesa change team and isparticularly effective at thefirst meeting of a disparategroup because it helps people

overcome their inhibitions.

How is it run?Take three sticky notes and write oneach one a statement about yourself(things no-one in the group wouldknow) of which only one is true.

Example

• I’m a trained psychiatrist• I always spend my holidaysin Skegness

• I’m a pole vaulter in my spare time

Present your three statements tothe others but do not reveal whichis false.

The other team members each haveone vote to select one statement theyconsider to be true. If they get it right,they score a point. If not, you get apoint. Keep a record of your scores.The highest score wins.

Visit www.tda.gov.uk/remodelling/managingchange/tools for moreabout this and other tools.



17/40

Icebreaking



18/40

Brainstorming

Brainstorming is a simpletechnique often used withmore sophisticated tools. Itencourages group membersto think freely and widely;go beyond the limits ofcustomary thought andgenerate fresh ideas.

How is it run? Visit www.tda.gov.uk/remodelling/managingchange/tools for more

During the session about this and other tools.

• State the problem or issue clearlyand ensure everyone understands

• Explain the process and time limit• Encourage individuals to

contribute ideas freely• Capture the ideas with no judgments and contribute only afew ideas personally

After brainstorming• The group can examine ideas one

by one and either expand,

combine or eliminate some• Cluster ideas if they say thesame thing

• If the ideas need prioritising, invitethe participants to vote



19/40

Brainstorming



20/40

Stage 2. Discover

The ‘discover’ stage involves setting out the challenges and acknowledging what is alreadyhappening in the school.

During this stage, look out for quick wins. These have the potential to help your school buildmomentum and commitment to the change because people can see the process has a real

impact on their working lives and their school.

Some issues your school faces are likely to be complex, requiring concerted effort to addressand improve. At this early stage, these challenges may seem greater than they at firstappeared. Initially, it is normal for staff to feel a little daunted by the task ahead as theyrealise what needs to be done.

Tools: a week in the life of...; prioritisation matrix.



21/40

A week in the life of…

This tool provides a graphicillustration of how time inthe life of a person – be it amember of staff, other role-holder or child – is assignedto various activities. You can

use the tool to analyse a day,week, month, term or anyother period.

How is it run?The diagram overleaf shows thetemplate for undertaking a timeanalysis. The ‘activity analysis’headings can be adjusted to reflectwhat is relevant to the role. Theanalysis is best undertaken by

direct observation, which willobtain the most accurate results.

Alternatively, the person in questionmay provide the analysis.• Break down available time into

convenient periods• For each period:

– list activities and assigna time duration– rate the extent to which the

person feels this is a good useof time on a scale of one(poor) to five (good), and

– allocate the time to one ofthe activity analysis headings

on the right of the template.

Calculate the total hours for eachactivity analysis column. Theseprovide the data for the pie chart




22/40

A week in the life of…



23/40

Prioritisation matrix

Use a prioritisation matrixwhenever you need toshortlist a large number ofitems, such as challenges oropportunities, into a moremanageable number. This

visual tool is a quick, effectiveway to generate a groupconsensus about whatshould be a priority.

How is it run?List all the possibilities for action andrate them according to:• impact: if we did this, what

positive impact would it have onfulfilling our objective? (Low,medium, high)

• desirability: just how pressing isthe desire to do this? (Low,medium, high)

Then:• plot each on the prioritisation

matrix accordingly, and• moderate their relative positioning

in the matrix to arrive at a sensibledistribution.

Write each item on a sticky note and,taking them in turn, ask the team torate items on impact and desirability.Limit debate by driving for a quickconsensus. The ideal outcome is tohave items distributed across thematrix so only a few fall in the topright-hand box.




24/40

Prioritisation matrix



25/40

Stage 3. Deepen

At this stage, your school will gain a greater understanding of the scale and scope of thechanges people need to make – and the extent of the challenges involved. The change teammay also be able to implement some of the quick wins identified at the ‘discover’ stage.

Change teams (see page 8) use this stage to understand the root cause of issues.They establish which ones are causing, or have the potential to cause, the most problems.The team also agrees how solutions and strategies may be developed.

Some issues may be very complex. In this case, you may wish to form sub-teams – oftendirectly involving people from outside the change team – to draw on an additional depthof knowledge and understanding.

At the end of this stage, the change team will have deepened its understanding ofthe issues, established the causes of these issues and looked at potential priorities forsolving them.

Tools: fishbone analysis, five whys



26/40

Fishbone analysis

This tool gets its name fromhow it appears when drawnon a large sheet of paper,with a problem statement toone side. A ‘spine’ extendsfrom this statement with

lines branching off it onwhich the team recordssub-issues.

Working in this way, teams begin tounderstand the elements contributingto a perceived problem.

Fishbone analysis is a good tool tohelp teams explore the perceiveddifficulties of multi-agency working,for example.

How is it run?• Write the problem statement on

the right-hand side of a large sheetof paper

• Draw a straight horizontal lineto the left (like the backboneof a fish)

• Draw stems at a 45° angle to thebackbone line• At the end of each of these stems,

brainstorm five or six key factors• Break each key factor into

subsidiary factors that must beunderstood before moving on tosolutions in the development phase

Note: encourage the team tobrainstorm each main ‘fishbone’ inturn. Perhaps each member couldtake responsibility for facilitatingthe brainstorming of one mainbone. This way it also becomes ateam-building exercise.




27/40

Fishbone analysis



28/40

Five whys

This tool is similar to fishboneanalysis described previously.It helps teams understandthe underlying root of aproblem or issue.

This technique begins with a clearproblem/issue statement and allowsteams to interrogate the statementwith the question ‘Why?’, repeatedfive times.

Five whys and fishbone analysis havebeen used extensively by schools to

avoid moving into ‘fix it’ mode tooquickly, where solutions may addresssymptoms rather than true causes.

How is it run?• Start your analysis by writing

a concise statement on the leftof a large sheet of paper

• Move to the right and pose thequestion: ‘Why is that?’

• Capture the answers to

that question in a short,succinct phrase• Gradually work from left to right

as you pose the same question‘Why?’ at each successive levelof analysis

• Try to work each branch of youranalysis to five levels, or until

you reach a root cause, beforereturning to a higher level andanalysing another branchof the issue




29/40

Five whys



30/40

Stage 4. Develop

During the ‘develop’ stage, your school should reflect on the root causes (drivers) of the issuesto be addressed. Your change teams may want to prioritise those that will have the greatestimpact and that can be resolved.

Change teams can use problem-solving techniques to develop made-to-measure, effectiveand sustainable solutions to address the highest-priority drivers. They then develop animplementation plan to deliver these solutions.

People generally support what they help to create so, to achieve success in any initiative, it iscritical to involve all staff (or representatives via the change team) in developing solutions.

You may decide to ask dedicated teams to work on developing solutions. These solutions

should be realistic, desirable and achievable. Remember that communication across the schoolis particularly vital as solutions evolve.

At the end of the stage, your school will have a clear picture of the drivers to address and changeteams will have a solutions portfolio to address priority issues with a delivery plan for change.

Tools: problem solving, team building (PSTB), stakeholder mapping



31/40

Problem solving, team building (PSTB)

PSTB creates breakthroughprogress on an intractableproblem by harnessing theteam’s power. It is anantidote to unstructured,time-consuming meetings

that discuss problemsbut seldom agree a wayforward. It provides astructured approach toproblem solving and the‘problem owner’ walks

away with an action plan.

How is it run?The team works with the ‘problemowner’, helped by a facilitator, tocreate lists on a flipchart followingthe steps described below:

• Problem statement:a simple ‘How do I . . ?’ question

• Idea generation: a rapidbrainstorm for everyone

• Idea selection: the problem ownerpicks the two to three mostpromising ideas

• Benefits and concerns: assess eachof the selected ideas

• Critical concerns: may eliminatean idea if it cannot be overcome

• Action plans: provide a blueprintfor addressing the problem.




32/40

Problem solving, team building (PSTB)



33/40

Stakeholder mapping

Do you know how each broadgroup of stakeholders isdisposed towards yourchange project, for instance,are they actively supportive,unsure, sceptical or even

against it?

Stakeholder mapping is a simple,graphical tool to illustrate thesegroups so you can determine howto shift unfavourable dispositionsmore positively.

Identify the key stakeholder groupsearly, map their dispositions and thentrack them as the project unfoldsto help you understand whataction to take.

How is it run?A stakeholder is ‘anyone whocan make or break our changeproject’. Given that this can covera broad range of people, it is morehelpful to think of stakeholders asspecific groups.

For most change projects, this groupcan be segmented into:• partners – the people who initiate

change by mobilising the resourcesand charging others with gettingit done

• change teams – those responsible

for executing the change• reference groups – the changeteams must refer to these peopleif they are to arrive at the rightsolution, and

• users – a broad group who willbenefit from the change solution.

See the diagram overleaf forexamples of how to plot yourstakeholder groups. Be careful notto leave your stakeholder map lyingaround because such informationcan be sensitive.

Visit www.tda.gov.uk/remodelling/

managingchange/tools for moreabout this and other tools.



34/40

Stakeholder mapping



35/40

Stage 5. Deliver

During this stage, the plans formed in ‘develop’ are agreed fully and implementation begins.Remember to create a continuing review process. Evaluation is essential for successful deliveryand to ensure the change is delivering your original goals. Some solutions may needmodification to ensure your school is moving towards the future vision shared by everyone.Your school can benefit from understanding how others have implemented their changestrategies this can be gained through direct communication or case studies. Share yourexperiences with other schools and agencies face to face or via case studies and articles suchas those on the TDA’s website.

Visit www.tda.gov.uk/remodelling/managingchange/resources/casestudies for case studies.

As all staff become involved in developing effective, sustainable solutions, you will see an

increase in enthusiasm and commitment around implementation.

At the end of this stage, the plan has been rolled out, the associated goals and benefits havebeen achieved and a proactive change culture is embedded.

Tool: managing uncertainty


i i


36/40

Managing uncertainty

Managing change – particularlyin the context of extendedservices – often requiresschool change teams to relyon other things falling intoplace and other people

playing their parts. Situationswhere the outcome is notentirely under your controlwill always contain a degreeof uncertainty and risk.

This tool differs from most riskmanagement methods by focusing onunderlying uncertainty rather thanrisk. ‘Managing uncertainty’ will help

you track the impact of actions toavoid managing a crisis.

How is it run?Log your issue using the templateshown in the diagram overleaf. Mergethe confidence and criticality ratingsfor each risk to derive a singlered/amber/green status indicator.Plot each risk on a matrix – this is

similar to a prioritisation matrix.

This will highlight the risks thatcould be the most damaging to yourproject. With each risk now assigneda status, you are ready to track thepotential impact on your changemanagement programme.



M i i


37/40

Managing uncertainty


F th di


38/40

Further reading

Collins, J, Good to Great, Why Some Companies Make the Leap and Others Don’t. Collins, following substantialresearch, identifies shared traits that have enabled good companies to transform themselves into great ones throughhard work and dogged determination.

Covey, S, The Seven Habits of Highly Effective People. Covey argues that individuals need to adopt sevenfundamental habits to enable them to lead fulfilling personal, social and professional lives.

Gouillart, F J, and Kelly, J N, Transforming the Organisation. Explains the direction organisations have taken to move

beyond their purely responsive nature to achieve genuine leadership.Heller, R, and Hindle, T, Essential Manager’s Manual. Offers guidance to managers who have recognised the need toadapt to change by continually re-examining the way they work.

Kotter, J P, Leading Change. An eight-step process to help organisations achieve their goals, pointing out the pitfallsthat can impede change.

Serge, P, The Fifth Discipline: the Art and Practice of the Learning Organisation. Serge argues that all organisations

can free themselves from the ‘learning disabilities’ that threaten their productivity and progress by adopting thedisciplines of the learning organisation.

Spencer, J, Who Moved my Cheese? Uses a parable set in a maze to investigate the challenges and opportunities thatchange can present.

Weisbord, M R, Productive Workplaces Revisited: Dignity, Meaning and Community in the 21st Century.Strategies for improving workplace productivity.

Visit www.tda.gov.uk/remodelling/managingchange/resources for more book details.



39/40


40/40

The TDA is committed to providing accessible information.To request this item in another language or format,

contact TDA corporate communications at the addressbelow or e-mail: [email protected] Pleasetell us what you require and we will consider with youhow to meet your needs.

Training and Development Agency for Schools151 Buckingham Palace Road, London, SW1W 9SZTDA switchboard: t 0870 4960 123

Publications: t 0845 6060 323 e [email protected]

www.tda.gov.uk

© TDA 2008

T D A 0 5 0

6 / 0 2 . 0 8 / B E L

Documents

Tda Little Book of Change