Presentatie academic middle managers 110318

INTO THE FRONTLINE OF THE WAR OF DYNAMICS.

THE ROLES OF THE ACADEMIC MIDDLE MANAGERSTon Kallenberg

ROC Leiden - March 18, 2011

THE QUESTION

An introduction about:(1) the role(s) of middle managers within innovation and change;

Discuss:(2) change into competency focused education(3) management-tools of the middle manager.

(AND ... MAYBE YOU CAN TELL US A LITTLE BIT MORE ASOUT ...)

1) What about change management?2) How to prepare?3) Where do I have to pay attention to?4) What are [in relation to change processes] differences and similaritiesbetween small and big schools?5) Can you give us some ideas and tips?6) Can you indicate some pitfalls?

I AM ...

... in the last phase of my Ph.D. about the role of academic middle managers in strategic innovation in Higher Education.... teacher, head educational affairs, educational manager, interuniversitair coordinator, head Staf Education, Director Centre of Excellence Learning and Teaching, Professor Teacher Training, Director Education.... basketball trainer/coach, head trainer Dutch Basketball Association.... always busy with change and innovation ...

TON KALLENBERG

THREE BLOCKS

1. ROC Leiden and change 2. Why change and innovation? 2. Academic Middle Manager and change

New Building of ROC Leiden

OLD

NEW

THE QUESTION

•Suggest on basis of the Strategic Plan to a prioritization of three subjects for change

•join as much as possible the existing initiatives

•Form a projectteam and a sounding board (arrange the feedback)

february 10, 2010

STRATEGIC POLICY PLAN 2010-2015

The mission for education:•Clarify our educational

concept, •Improve our educational

quality, •Take care of an tailored

educational logistics (on the new building)

•Unburden teachers by improving the supportive processes

March 16, 2010

THEME’S EDUCATION

1. articulation of the educational vision (now!)

2. working throughThe Leiden Educational Model (from sept 2011)

3. realization of educational yields (in terms of efficiency / quality) (from sept 2011)

April 19, 2010

T H I N K I N G A B O U T T H E T O P I C Send of november 2010

groeperings vormen

studenten

onderwijsopleidings doelen

verbeteren kwaliteit van

het

onderwijs

aantrekkelijker onderwijs

toetsing en

beoordeling

leeromgeving

leermateriaal en media

doelgroep

leerinhoud

onderwijsorganisatie (van de inhoud)

structurering van de inhoud

(wat eerst? wat later?)

van geheel naar delen?

pedagogisch / didactisch

handelen

maatw

erk

beroeps context

werkplek

leren

samen leren

community

collegeleerstijlen?

THE LEIDEN EDUCATIONAL MODEL

Building blocks are:

•customing (student aimed)•collaborative learning•professional context•workplace learning

May 21, 2010

UPCOMING PERIOD

1. fine tuning of the text Leiden Educational Model

1. master piece (scientific secured)2. markt/student proof

2. building the change organization:

1. activities2. et cetera

19 september 2010

THREE BLOCKS


Social trendsEducational trends

WHY CHANGE AND INNOVATION?

•social-cultural (ageing, individualization, cultural variety)

• market (from an industrial to a knowledge society, globalization, competitive)

• legislation (step-down government)

• technologic (intelligent systems) • scientific (new educational

insight)

These developments lead to new prospects toward: learning, education and the organization

waves of renewalSOCIAL TRENDS

1. from teaching to learning•learning process is the starting-

point•teaching is not the same as

learning•learning is an active process of

(knowledge) construction•effective studying is hard and

motivated working on relevant tasks in a inspiring learning-environment

EDUCATIONAL TRENDS

2. from individual learning to collaborative learning

•learning in teams•together responsible for proces

and product•future work in teams•more effective learning

processes•peer-review with work-pieces

and projects

EDUCATIONAL TRENDS

3. from subjects to intellectual capabilities

•methodological ways in solving problems

•communicative skills•professional content as tools for

productive tasks

EDUCATIONAL TRENDS

4. from summative to formative grades

•grades drives the activities of students and teachers

•regular feedback is necessary for the learning process of the student

•formative grading rules the feedback

•summative grading is needful, but doesn’t have a function in the process

EDUCATIONAL TRENDS

5. from separate subjects to integration of subjects

(modules)•current programms exist of

separated subjects. •New programms are aimed at the

integration of knowledge and skills by theme’s, projects, cases and problem solving education

•learning situations which are equal on subsequent working situations

•competence aimed environment

EDUCATIONAL TRENDS

6. from once graduated to life long learning

•fast changes in knowledge are typical for the knowledge society

•Therefore life long learning is necessarity

•The educational programm has to prepare the student for this, and not seem if it’s all over after graduating

EDUCATIONAL TRENDS

7. integration of IT in Education

•The importance of IT is raising in content as well in methodology

•Digital information sources, digital communication, simulations, modelling, databases, …

•Connectivity (everywhere)•Ubiquitous learning (24 * 7)•Any time, any device, any how!

EDUCATIONAL TRENDS

CONSEQUENCESnew customers in education with consequences for:•establishment of education•tasks and roles of teachers•the learning environment•educational management

EDUCATIONAL TRENDS

THREE BLOCKS


MIDDLE MANAGEMENT

(1) “...directly above the level of the frontline supervisors and straight under the management level with the total responsibility of the whole firm / school or an strategic business unit (depends on the size of the organization).” (Mintzberg)

(2) line versus staff

Introduction: (1) the role of middle management within change

MIDDLE MANAGEMENT

(3) Academic middle manager:...is integral responsible for the curriculum of the programm(s) (from strategy - including participation during the decisionmaking process of institutional strategy and responsibility for School/faculty strategy - until educational management - including the oversee about education and researchprogramms and student relations) within the bound of the central board of the organization. (Kallenberg, 2007).


MIDDLE MANAGEMENT

(4) Paradoxal position:“You’re damned if you do and you’re

damned if you don’t.”“You’re in the line of fire whether

you want it or not”•top down versus bottom up

processes•professionalism versus

managerialism•education versus research•hierarchy versus collegiality


CONCEPTUAL FRAMEWORK

•organizational variables (i.r.t. innovation)topics: actual dependencies, borders of the playing field

• professional variables (i.r.t. innovation)topics: qualifications, skills, knowledge, loyality

• personal variables (related to innovation) (“what’s in it for me?”)uncertainty about own function, status, authonomytopics: values, motives, trust, norms

VARIABLES

Relation between Small influence Large influence

Organizational variablesOrganizational variablesOrganizational variables

Context Stable Turbulence

Structure Fixed Lose

Culture Conservative Innovative

Personal variablesPersonal variablesPersonal variables

Age Old Joung

Sexe Man Women

Education level Low High

Professional VariablesProfessional VariablesProfessional Variables

Commitment Indifferent Driven

Autonomy Limited Independent

Academic leaderschip / authority Manager Leader

MIDDLE MANAGEMENT

(5) TasksControl (quality education; education plan; finance)Coordination (time-table, students, administration)Governing (vision, strategy, plans)Producing (correspondence, returns [of investments)Associate (bring in ideas; contacts; representing the school)Innovating (update developments, Escort (performance appraisals, orientate programms, coaching, training)Facilitating (meetings, teambuilding, conflictmanagement, knowledge dissimination)


CHANGE(Kotter)

1.determine urgency or need of change2. form a leading coalition (stakeholders) with a

great degree of willingness to change3.develop vision and strategy with this leading

coalition4. communicate this vision in “hundred

ways” (who ever wants to hear it)5. create an broad base by training and coaching6.achieve and celebrate short term successes

(within the whole school or department)7. communicate innovations, tune these together

(if need be more changes!)8.anchor new approaches in the

organization(culture)


CHANGE1.Question: WHAT does the middle

manager?2.Answer: visible behavior / roles

•ascribed position•achieved position•assumed:

(on behalf of position: certain appreciation / certain expectation) -> role performance

•rolset, but not ‘definitive’•‘role taking’ vs ‘role making’


MIDDLE MANAGEMENT ON SMALL SCHOOLS

‣cooperative leader (problem hierarchy-collegiality) frontline management‣limited policy making capacity

(quality and direction of change depends on [interest] of some people) ‣high maneuverability on possible developments‣(inflatable) “row-boat”, which means: amendable by all forcers.

MIDDLE MANAGEMENT ON LARGE SCHOOLS‣caught in the middle (problem

professionalism vs managerialism) ‣broad policy making capacity

(staff departments who create work for each other) ‣limited maneuverability on possible developments‣“Tanker” (can resist a sturdy)

HOW DOES IT LOOK LIKE?

Small schoolsConcrete visible projectsExternal CoalitionsLimited political undercurrentVisible “Hands on” - “Hands off”Large schoolsSeveral projectsInternal CoalitionsSeveral (political) undercurrentInvisible commitment

(And ...) (1) What about changemanagement?

• authority (Yieldler & Codling)(1) content knowledge, (2) experience in the field, (3) respect among colleague’s

• expert leadership (Leithwood): (1) charism, inspiration, vision(2) attention, respect, care for teachers(3) take care for intellectual incentives

EDUCATIONAL LEADERSHIP

• academic leadership: doing the good things (vision, strategy, change)

• educational management:doing the things good(monitoring & controlling)

• academic leader = “in” position

•managerial leader = “an” position

LEADER VERSUS MANAGER

Relation between Small influence Large influence

Organizational variablesOrganizational variablesOrganizational variables

Context Stable Turbulence

Structure Fixed Lose

Culture Conservative Innovative

Personal variablesPersonal variablesPersonal variables

Age Old Joung

Sexe Man Women

Education level Low High

Professional VariablesProfessional VariablesProfessional Variables

Commitment Indifferent Driven

Autonomy Limited Independent

Academic leaderschip / authority Manager Leader

PREPARATION

‣ Join the need / question‣ Make the advantage / need clear‣ Create space in the workload‣ Take your time for problem

formulation‣ Blueprint the idea, but not as a strait-

jacket

(And ...) (2) How to prepare?

PAY ATTENTION TO:

‣ Clarity content‣ Obvious goals‣ Celebrate (small) results‣ Commitment‣ Undercurrent‣ Flexibility (input and participation)‣ Anchor (pickets)‣ Finance !

(And ...) (3) Where do I have to pay attention to?

DIFFERENCES / SIMILARITIES

Differences‣ Dimension proces‣ Endorsement / support‣ Ambitions (think big start small)‣ Progress (quirky vs. stickyness)‣ Leadership vs. ManagerSimilarities‣ Importance of the role of the middle

manager (especially in turbulent environment)

‣ Professionality: driven commitment, independent autonomy; educational leadership

(And ...) (4) What are [in relation to change processes] differences and similarities between small and big schools?

TIPS FOR THE MANAGER‣ Know how far you have to go‣ No (surplus) rules and regulations‣ Know your people‣ Build a team (volunteers)‣ Delegate‣ Raise a sens of urgency‣ Choose a short powerful slogan‣ Focus on action (be flexibel, do not

hasitate, but act!)‣ Communicate, communicate, ...‣ Do not give up!‣ Keep the moment

(And ...) (5) Can you give us some ideas and tips?

PITFALLS

‣ Know what you’re starting‣ Strategic vs. tactical‣ Paradox of change and stability‣ Between say and act‣ Distancing and quick fixes‣ Change management Iceberg‣ DIY (do it yourself)!

(And ...) (6) Can you indicate some pitfalls?

T H A N K Y O U F O R Y O U R AT T E N T I O NTon Kallenberg - Director Education - ROC Leiden