Context is key, and much of the work is front-loaded in leading change. Diversity of role perspectives is a major contextual factor that must be explored and considered prior to instigating change, then throughout change processes, and even in ongoing maintenance and support. Dave Cormier notes the complexity of this in his blog post, Our schools aren’t broken, they’re hard (2017). He cites unique perspectives and needs such as digital citizenship, functional needs, expectations, and ideas held by teachers, parents, administrators, technologists, and more. He uses the analogy of a loose thread in a sweater, which, if pulled, often causes a major tear or new problems elsewhere, to compare trying to solve a problem in an education system by just “throwing” technology at it. A problem in a complex system does not exist in isolation, nor should we jump to the conclusion of a wholesale failure without thorough, global assessment.
Wright and Zinni (2010) present a more holistic and people-centered model of leadership from an Aboriginal perspective that supports many of Cormier’s arguments for effective change leadership in this post. Firstly, many of the Aboriginal leaders interviewed in Wright and Zinni’s study shared the importance of connections within the whole community, including the environmental context. Relationships, cooperation, sharing, consensus, and long-term outlook that includes past, present, and future consideration are all key additional aspects that align with Cormier’s arguments.
In my experience, it is vital to examine the big picture, the full context, and to maintain a human-centric perspective when leading change. This may seem like a daunting or perhaps even overwhelming task, but I propose that it is achievable if an organization establishes and shares a clear mission, vision, and values through a process that honours the individual values of its members. This may require an evolutionary transformation, depending on where an organization is developmentally, but will result in authenticity and integrity, if successful. In Cormier’s words, this is “hard” but to paraphrase Theodore Roosevelt, nothing worth doing comes easy.
References
Dave, A. (2017, December 08). Our schools aren’t broken, they’re hard. Retrieved from http://davecormier.com/edblog/2017/12/08/our-schools-arent-broken-theyre-hard/
Julien, M., Wright, B., & Zinni, D. M. (2010). Stories from the circle: Leadership lessons learned from aboriginal leaders. The Leadership Quarterly, 21(1), 114–126. https://doi.org/10.1016/J.LEAQUA.2009.10.009
Roosevelt, T., & Greene, F. V. (1904). American ideals administration civil service. Review of Reviews.