Change Leadership Plan

Running head: THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 1

The Change Leadership Team Development Plan

Marilyn Saucedo

EDOL 706 – Dr. Marvin Abrams

Team and Group Dynamics

THE CHANGE LEADERSHIP TEAM DEVELOPMENT PLAN 2

Abstract

This Change Leadership Development Plan attempts to identify the organization in which

the change initiative will take place. The plan will include a process for the development of a

team charter which defines and includes mechanisms to which team members can agree. Also

included in this plan is a description of the conditions for success and high performance.

This plan includes a list of personnel in the organization that will take on the specific

roles needed to implement the change initiative. Characteristics of individual roles are delineated

with rationale for the participants, and expectations for their participation are included. The

methodology that was used to determine who would participate as team member and the skills

needed to perform their identified roles is discussed. Diversity is a determining factor in the

selection of the participants and the definition of diversity as pertains to this team is provided.

Within this plan, the timeline, resources, and decision-making process are addressed and

the group interaction is defined. Also discussed is the issue of building trust and the procedures

to do so while maintaining an effective level of individual and group accountability. Finally, this

plan provides strategies for course corrections that may be necessary.


Table of Contents

Abstract ................................................................................................................................................ 2

The Organization ................................................................................................................................ 4

Identification of the Organization .................................................................................................... 4

Why Change is Crucial ..................................................................................................................... 4

Preliminary “Change” ....................................................................................................................... 5

Team Charter ..................................................................................................................................... 6

Conditions for Success and High Performance ............................................................................... 8

Change Leadership Team: Roles ...................................................................................................... 9

Methodology ...................................................................................................................................... 10

The Team Members ........................................................................................................................ 12

Diversity on the Team .................................................................................................................... 13

Timelines and Resources ................................................................................................................. 13

Timelines ......................................................................................................................................... 14

Resources ......................................................................................................................................... 14

The Decision Making Process ......................................................................................................... 16

Group Processes ................................................................................................................................ 17

Building Trust ................................................................................................................................. 18

Accountability ................................................................................................................................. 19

Course Correction and Group Dysfunction ................................................................................... 20

Conclusion .......................................................................................................................................... 21

References .......................................................................................................................................... 22


The Organization

Identification of the Organization

This Change Leadership Development Plan will focus on the implementation of a

transformational change initiative by the leadership team of a suburban comprehensive high

school located in The Pass area of Riverside County. Currently, the Site Leadership Team is

comprised of the Principal, two assistant principals, an athletic director, an associated student

body advisor, an AVID coordinator, a career technical education coordinator, a head counselor, a

special education student advisor, a bookkeeper, and eight department chairs. These department

chairs represent the technology, world languages, science, math, English language arts, social

studies, fine arts, and physical education departments. With a total of eighteen members on the

current Leadership Team, it is impossible to use meeting time to seriously address the school’s

mission to provide a challenging educational program in a positive, multicultural learning

environment that meets students’ academic, social, physical, and psychological needs through a

shared commitment involving students, staff, parents, and community. Instead, meetings with the

Leadership Team have become predominantly a conduit for the dissemination of information.

Why Change is Crucial

While the introduction of Common Core State Standards (CCSS) has only begun to roll

out to school districts in California, it has become clear that a paradigm shift in instructional

pedagogy must occur. Marketplace requirements have become a change driver such that there is

a clear need for students to gain higher level skills in many areas in order to compete in the

global market. With this focus on 21st century skills, there is an expectation that the content

taught in mathematics courses have greater focus, and be more coherent. Students will need not

only to learn mathematical skills, but will also need to possess a deeper conceptual

understanding of these skills in order to apply them in situations that may be completely new.


Reimer (2009) elaborates that “when it comes to education, to paraphrase computer scientist

Alan Key, the best way to prepare students for the future is to equip them to invent it” (p. 1). In

English language arts, student learning will need to focus more on nonfiction and evidentiary

reading as well as on expository writing so that students are able to “integrate ideas from

different disciplines or spheres into a coherent whole and to communicate that integration to

others” (Friesen, 2009, p.5).

This paradigm shift in how educational institutions do business will require greater focus

on common purpose, expectations, and goals. Commitment to student learning as a result of

implementation of effective instructional practices, consistent teacher performance levels and

collective accountability will be essential if our students are to be able to meet the rigor of 21st

century learning.

Preliminary “Change”

To meet the demands of the paradigm shift taking place, the Leadership Team must

address the effectiveness of the practices, protocols, policies, and procedures that exist within the

organization; however, a group with seventeen members is not conducive to the level of work

that is required. The new Change Leadership Team (CLT) will decrease from seventeen to nine

members. This change in the school organizational structure will cause some challenges for

staff members as being a part of the Leadership Team is a status they covet. There will be some

eliminated team members for whom, “the achievement of specific results might be desirable, but

not necessarily worthy of great sacrifice or inconvenience” (Lencioni, 2002, p. 217). To mitigate

this perceived absence of inclusion, the CLT must be diligent about providing access to

information throughout the organization (Harvey & Drolet, 2006).

Although change in the current team’s structure is a new concept, redefining the role of

the CLT is the transformational change initiative. Increasing demands for results and 21st


century skills require that existing systems of operation change; therefore, the CLT must remain

aware of The Five Dysfunctions of a Team in order to develop a successful plan for school

improvement.

Due to the formation of a Change Leadership Team, norms will be reestablished so that

there is consistent understanding by all members as to the behavioral expectations within the

group (Harvey & Drolet, 2006). This understanding will allow the CLT to begin the work of

developing a plan for implementing transformational changes that must take place in order for

students to meet the demands of the 21st century marketplace.

Team Charter

The CLT will consist of a Sponsor, an Executive Team, a Change Leadership Team, and

a Change Consultant (Anderson & Anderson, 2010). Clarification of these team members and

their roles are presented in a later section.

At the first meeting, the CLT will develop a charter using the sample shown in Table 1.

This team charter will document important information that will be used throughout the change

process to address criteria for building effective teams (Harvey & Drolet, 2006).

CHANGE LEADERSHIP TEAM CHARTER

Team Member Information

Principal 2 Assistant Principals

6 Department Chairs: English Head Counselor Social Studies

Math World Languages Science

Mission:

The mission is to provide a challenging educational program in a positive, multicultural learning environment that meets

students’ academic, social, physical, and psychological needs through a shared commitment involving students, staff, parents, and community.

Team Goals and Vision

What are the specific goals of our team?

What is our shared vision for what we will all accomplish together?

Team Member Strengths Inventory

Special Skills: Characteristics: Special Knowledge:

Principal:

Assistant Principal: Assistant Principal:

Head Counselor:

English Chair:

Math Chair: Social Studies Chair:


Science Chair:

World Languages Chair:

Time Line: (see p. 13)

Norms:

1. 2.

3.

4.

Conflict Management:

What conflicts might arise?

How will we deal with conflict?

Accountability:

Communication:

Signature of Approval:

Principal:

Assistant Principal: Assistant Principal:

Head Counselor:

English Chair:

Math Chair: Social Studies Chair:

Science Chair:

World Languages Chair:

A lack of common purpose and trust has created a group of individuals with contrasting

guiding principles, expectations, and goals for student learning. Staff members have differing

beliefs regarding the ability of our students to learn and our role in the learning process. There is

an inconsistent commitment to student learning as well as varying levels of performance and

results among departments and its members. There is a lack of accountability and there is

discomfort on the part of many staff members to hold their peers responsible for below standard

performance. CST results indicate that proficiency levels in mathematics are low. Teachers

often blame these scores on a lack of student preparation and motivation and/or incorrect student

placement into classes rather than on implementation of effective instructional practices and

teacher performance (Anderson & Anderson, 2010).

Looking more closely at how adult behavior affects student learning is a transformational

change requiring a shift in “mindset, organizing principles, behavior, and culture as well as

organizational changes”, all of which are designed to support the goal to move in a new direction


(Anderson & Anderson, 2010, p. 60). The team charter will help facilitate conversations that are

essential for building an effective team that will address these complex issues.

Conditions for Success and High Performance

Conditions for success and high performance must be established in order for a

transformational change initiative to be successful. Strategic planning must take place to ensure

the establishment of the factors that create an environment for these conditions to flourish.

According to Anderson and Anderson (2010), addressing conditions for success “set the stage for

an expedient journey and a positive outcome from the beginning” (p. 140). These conditions

include the development and implementation of a master plan which introduces strategies for

building capacity for change and for maximizing the resources of time, energy, time, people,

facilities, money, and ideas.

To provide an effective environment for change, it is necessary to provide opportunities

for building capacity for change within the organization. Kegan and Lahey (2001) suggest that

“it is very hard to bring about significant changes in any human group without changes in

individual behaviors” (p. 3). Providing the “support structures such as training or coaching for

the people expected to do the work”, therefore is key (Anderson & Anderson, 2010).

Consequently, the CLT will need to identify an assessment tool that can be used to determine the

professional development needs of the staff.

Regular progress updates of the change initiative need to be incorporated into the change

plan. Providing the opportunity for those who are impacted by the change initiative to have

“input to the design, impact analysis, and course corrections affecting them” is crucial (Anderson

& Anderson, 2010, p. 141). It is essential that the CLT develops a communication plan that will

allow for stakeholder input. With continued improvement in technology, communication does


not need to be in person and instead can be done virtually if necessary. This would allow for a

collaborative process which is easier and, at times, more practical (Derosa & Lepsinger, 2010).

Change Leadership Team: Roles

Comprehensive high schools are traditionally delineated into work teams which are either

organized by subject matter, by program, or by job-alike departments and have a common

supervisor who participates on the site Leadership team where discussions typically revolve

around activities, policies, and other operational items. It is within the departments that

instructional discussions occur. Such is the case for our comprehensive high school. What has

become evident, however, is that the reference to a team, in these instances, is a misnomer.

According to Denning (2011), “[r]elatively few communities are teams, because their typical

goals relate to enhancing understanding rather than doing something” (p. 155). Denning (2011)

adds that teams possess characteristics which include a clearly articulated common purpose and

goal, interdependence and collective accountability for performance and behavior (Denning,

2011).

There are specific roles that will be identified within the CLT so that the team performs

effectively and efficiently and so all members of the team know explicitly what their role is and

what skills are required for that role. According to Harvey and Drolet (2006), “too often, this

recognition is implicit” (p.19).

CLT Role Why the role is necessary Expectation for each individual within their

role

Sponsor Is the “highest level of authority over the change effort”

and has “primary influence over desired outcomes and

breakthrough results” (Anderson & Anderson, 2010, p.41).

Supports change process leader

Sets direction, path, and expectations

Balances transformational and operational needs

Ensures conditions for success

“Generates valid information” (Schwarz,

2002, p. 24). Celebrates team successes

Models transformational behaviors

Executive Team

“The executive leadership team of the organization within

which the change efforT is occurring” (Anderson &

Anderson, 2010, p. 42).

Maintain organization’s operational needs

Maintain clear “vision for the organization”

(Harvey & Drolet, 2006, p.16).

Model transformational behaviors


Change Leadership

Team

“Cross-functional, initiative leaders…with delegated

authority to create change strategy and high-level process

plan to execute it” (Anderson & Anderson, 2010, p.42).

Develop change strategy and plan that

produce results

Monitor change process and implement

course corrections as needed by “monitoring and assessing performance”

(DeRosa & Lepsinger, 2010, p. 48)

“Goal-oriented and “big picture thinker”

(DeRosa & Lepsinger, 2010, p. 47). Identify appropriate resources

Change Process Leader

An “executive as high as possible in the organization being changed (that) has delegated authority from s ponsor to

lead change effort” and who “oversees design and

execution of change strategy (and) overall change process” (Anderson & Anderson, 2010, p.43.

Oversees the change iniative and change process plan

Effectively handles team and human

interaction “through a systems approach to facilitation” (Schwarz, 2002, p. 13).

Models transformational behaviors

Change Consultant A “change process expert and coach” who provides

feedback and advocates for conditions for success”

(Anderson & Anderson, 2002, p. 45).

Provides support to the sponsor

“Pushes the team to make efficient,

effective progress” (DeRosa & Lepsinger,

2010, p. 47). Advocates for course corrections when

necessary

Models tranformational behaviors

Methodology

The selection process used to determine membership on the CLT was strategic and based

on a variety of factors. Anderson and Anderson (2010) caution that while the assignment of

roles and responsibilities should be based on competency, those in the “best position to

successfully lead the effort” must also be considered (p. 41).

There is already formal hierarchical leadership in existence at the school where the

transformational change will take place, and those site leaders who possess positional authority

have been selected to continue to serve in leadership roles on the CLT. The position of Sponsor

will be held by the site Principal. As the Sponsor, she must “find ways to elevate the success of

others and to make everyone believe in the potency of the group” (Harvey & Drolet, 2006, p.

18). In addition, her role will require that she possess skills to interact effectively with others in

ways that are consistent with her core values and the ability to “reflect on how well [she does] in

acting congruently with the values” (Schwarz, 2002, p.8).


The Change Process Leader will also be selected from the Site Administrative Team.

The Assistant Principal of Curriculum and Instruction possesses a global understanding of the

school site through the building of the master schedule, through her work with the counseling

department, and through the supervision of school programs and staff members. Redefining her

role as “a line manager” (Anderson & Anderson, 2010, p.43) with the authority to oversee the

change process and to lead the CLT is consistent with the role she currently holds.

Redefining the role of the Site Leadership Team suggests the need to reevaluate team

membership. Implementation of Common Core State Standards and a focus on 21st

century skills,

however, drives the need to add the core department chairpersons to the CLT. Representatives

from several departments, therefore, will serve on the CLT as “cross-functional, initiative

leaders…with delegated authority to create change strategy and high-level process plan to

execute it” (Anderson & Anderson, 2010, p.42). In order to effectively address the practices,

protocols, policies, procedures that exist within the organization, membership on the CLT will

decrease to nine members. Six department chairpersons, representing the mathematics, English

language arts, science, social studies, world languages, and counseling departments, will serve on

the team based on the formal leadership roles they currently hold within the organization.

The Assistant Superintendent of Student Support Services was selected as the Change Consultant

because she currently serves in a supportive role to the Principal. As the Change Consultant, she will

provide advice and coaching to the Sponsor and the CLT but will remain “substantively neutral”

(Schwarz, 2010, p. 41). Although a member of the larger organization, as Change Consultant to the CLT,

her role will be to help “increase the effectiveness [of the team] by diagnosing and interening largely on

group process and structure” (Schwarz, 2010, p. 41). In addition, her guidance will serve as a rudder for

course corrections when needed.


The Team Members

Position Role Role Expectation

Principal Serves as Sponsor:

The “highest level of authority over

the change effort” and has “primary

influence over desired outcomes and breakthrough results” (Anderson &

Anderson, 2010, p.41).

Model the transformational behaviors identified in the Five

Dysfunctions Model (Lencioni, 2002) Is responsible for the change effort.

Will garner the commitment necessary through collective ownership (Anderson & Anderson, 2010, p. 174).

Provide support and input as needed, provides environmental

conditions that support the change and is charged with

balancing the roles of management and change leader. (Anderson & Anderson, 2010, p. 202).

Demonstrate awareness and understanding of the role that

Emotional Intelligence plays in supporting others through a

transformation change process (Bradberry & Greaves, 2009).

Assistant Principals

Serve as the Executive Leadership

Team :

“Executive(s) as high as possible in

the organization being changed (that

have) delegated authority from sponsor to lead change effort” and

who “oversee design and execution

of change strategy (and) overall

change process” (Anderson & Anderson, 2010, p.43.

Provide support so that commitment to accomplishement of common goals is possible

Assure that the operational needs of the organization runs

smoothly while the change process takes place (Anderson &

Anderson, 2010). Model the transformational behaviors identified in the Five

Dysfunctions Model (Lencioni, 2002).

Demonstrate awareness and understanding of the role that

Emotional Intelligence plays in supporting others through a transformation change process (Bradberry & Greaves, 2009).

Department Representatives:

Math

ELA

Social Studies Science

World Languages

Counseling

Serve as Change Leadership Team:

“Cross-functional, initiative

leaders…with delegated authority to

create change strategy and high-level

process plan to execute it” (Anderson & Anderson, 2010, p.42).

Develop change strategy and plan that produce results Monitor change process and implement course corrections as

needed by “monitoring and assessing performance” (DeRosa

& Lepsinger, 2010, p. 48)

Serve as a barometer for resources and pacing of the change process, and for the organization’s cultural needs (Anderson

& Anderson, 2010).

“Goal-oriented and “big picture thinker” (DeRosa &

Lepsinger, 2010, p. 47). Provide a diversity of perspectives which comes from the

differences in subject content. This diversity in thinking and

approach is essential since “Interdisciplinary teams =

interdisciplinary thinking and innovative solutions” (World Press, 2010).

Identify appropriate resources

Model the transformational behaviors identified in the Five

Dysfunctions Model (Lencioni, 2002). Help motivate others to work toward goals at the expense of

their own self-interests (Crowther, Ferguson, & Hann, 2009).

Assistant Principal

of Curriculum and

Guidance

Serves as Change Process Leader:

An “executive as high as possible in

the organization being changed (that) has delegated authority from s

ponsor to lead change effort” and

who “oversees design and execution

of change strategy (and) overall change process” (Anderson &

Anderson, 2010, p.43.

Oversees the change iniative and change process plan

Effectively handles team and human interaction “through a

systems approach to facilitation” (Schwarz, 2002, p. 13). Model the transformational behaviors identified in the Five

Dysfunctions Model (Lencioni, 2002). Responsible for providing necessary feedback as needed to

Change Leadership Team members, and to other stakeholders.

Oversee implementation of strategies and initiatives

developed by the Change Leadership Team and will be a

source for resources necessary for successful change process (Anderson & Anderson, 2010).

Honestly address issues when the behaviors of a group

creates problems and therefore affects their effectiveness

(Shwartz, 2002).


Assistant

Superintendent of

Student Support

Services

Serve as Change Consultant:

A “change process expert and

coach” who provides feedback and

advocates for conditions for success” (Anderson & Anderson, 2002, p.

45).

Serve as an outside resource to serve as support the Sponsor. “Pushes the team to make efficient, effective progress”

(DeRosa & Lepsinger, 2010, p. 47).

Provide guidance as needed to ensure a successful change process.

Advocates for course corrections when necessary

Models tranformational behaviors

Diversity on the Team

Diversity allows for perspective through different lenses. Teams are stronger when

members bring diverse skills, experiences, and viewpoints. A team of people with a singular

perspective is crippled with potential. By including a variety of curricular areas and areas of

focus, we “design teams to embrace diversity of backgrounds, training, etcetera, we broaden our

perspective” (DeSimone, 2012).

Diversity within the team is addressed through differing perspectives, as well as through

the life and career experiences that its members bring to the group. For example, as

representative of the four core subject area, and two other “cross-functional areas” (Anderson &

Anderson, 2010, p.42), the department chairs bring diversity in subject matter perspective. It is

this collaborations between disciplines [where teams are able] to achieve innovative solutions

during the creation process” (World Press, 2010).

The Sponsor, the Executive Team, and the Change Consultant also bring diversity to the

team through differing perspective gained through unique leadership experiences. They can

“contribute to group learning through the exchange of stories” from their vast experiences as a

means to inspire and improve performance (Denning, 2011, p. 177).

Timelines and Resources

Timeline

Change Process Timeline

Date Agenda Item(s)

February 2013 Continue to make case for change: “Wake Up Call” (Anderson & Anderson, 2010)

May 2013 Assign Change Leadership Roles


August 2013 First meeting of the Change Leadership Team

Development of Change Leadership Team Charter

School-wide staff meeting to revisit school vision and mission

Development of Change Leadership Team norms and preparation for creating a team vision

statement that aligns with the school’s

August - September

2013 Determine how our site vision and common purpose align

Make case for change initiative school-wide

Identify resources needed for change; review communication plan

September – December 2013

Assess the readiness and capacity of the team to participate in a transformational change. (Kegan & Lahey, 2001, pp. 28-32).

Use assessment data to shape strategies to build organizational readiness and capacity

(Anderson & Anderson, 2010, p. 83).

Change Leadership develops change strategy

January – June 2014 Initiate rollout of change; monitor communication plan implementation

Resources

Available resources are listed in Premium Content for The Change Leader’s Roadmap

and which may be downloaded from the authors’ website (Anderson & Anderson, 2010). These

resources include assessments which identify existing barriers to readiness and capacity for

change.

To build a strong and successful organization, the five building blocks that characterize

an effective organization must be addressed. They are creating effective teams, setting norms,

managing conflict and politics, endowing people with power, and inspiring entrepreneurship.

According to Harvey and Drolet (2006), while “rich and effective organizational climates

emerge from [these] five building blocks,” the structure of the team is less important than is its

understanding and its acceptance by everyone (p. 9).

Discussion that makes a case for the transformational change initiative at the school

began this academic year, and will extend into the next. In fact, in August, the CLT will convene

to begin norm-setting and to begin the process of creating a vision statement.


After addressing the five building blocks that characterize an effective organization, it is

crucial that we determine what resources we will need to maximize our potential. These

resources include time, people, facilities, money, and energy. Even more importantly, in this

information age, we will also want to include ideas as resources which can lead us to

opportunities not yet contemplated.

Unfortunately, time is a precious commodity of which we certainly have a limited

amount. What can be done with time, however, is to maximize it. As a team, we will want to

have crucial conversations during team meetings regarding organized abandonment. Are there

things that we are doing as an organization that do not lead us to the results we seek? This open

and honest environment will mean that we must ensure to make it safe to talk about anything. In

Crucial Conversations: Tools for talking when stakes are high, the authors suggest that “the first

condition of safety is mutual purpose” (Patterson, Grenny, McMillan & Switzler, 2002, p. 69).

Therefore, the team must focus its conversations and work toward a common outcome.

Regularly scheduled opportunities for these discussions will be placed on the team meeting

agendas.

People are also an important resource for the CLT. One of the items on the Team Charter

is a Team Member Strength Inventory. This is a list of characteristics that each member of the

team brings to the group. Recognizing and utilizing this information as tasks are assigned is

crucial to optimize the opportunity for success.

Another resource that will be considered as a condition for success is facilities. Although

the option of adding more room or moving to another location is not an option, it is important to

analyze whether there is maximum use of space. This topic can become important if there is a

programmatic change. This is not a current issue but would be addressed at a later time if

necessary.


As the sponsor member of the CLT, the Principal will meet with each department chair to

monitor that budgetary request and expenditures are consistent with the common purpose.

Furthermore, as the oversight committee for a school, School Site Council approves the school

site budget. Keeping the Council informed of the transformational change that is planned and

ensuring that appropriate fiscal resources are made available must be a priority.

In the beginning, members of the CLT will be filled with anticipation for the

possibilities that exist. However, as time passes or when the work becomes more challenging it

will be necessary to create opportunities for members to reflect and to recharge. There should be

periodic opportunities for taking stock of the emotional landscape of the team and the individuals

within and to “cultivate habits of mind and behavior that counter the negative effects of stress

and constant sacrifice” (Boyatzis, Johnston, & McKee, 2008, p. 37). Finally, there needs to be

the understanding that, at times, leadership can be distributed and even shared.

Ideas, as a resource, will come about through team interaction. The diverse perspectives

within the team composition and the exchange between team members will create an

environment where thoughts can “collide with others” to produces ideas “bigger than

themselves” (Johnson, 2010).

The Decision Making Process

There are several decision-making styles which can be entertained when deciding upon

group processes. The key goal when selecting a style is to have open discussion within the team

as to the group dynamic, and then to agree upon and make a commitment to one (Anderson &

Anderson, 2010). This process requires an understanding of the organizational culture and will

require open and honest dialogue regarding individual and team values and guiding principles

(Boyatzis, et al., 2008). Differing principles can act as “conflict pollutants in [an] organization”

(Harvey & Drolet, 2006, p. 89). They act as distracters to the decision-making process. The


following questions can provide direction for determining and assigning decision-making

responsibilities and would be included in team discussions as needed:

1. Who is closest to the problem or situation?

2. Who has the greatest expertise to make the decision?

3. Who has time to gather the information and to weigh the consequences in order to

make this decision?

4. Who can most easily make the decision in the shortest amount of time?

5. Who has the resources to implement the decision?

6. Who will ultimately be held accountable for the decision?

(Ramsey, 1999, pp. 12-13)

Group Processes

Effective teams create group processes which govern the behaviors of its members

(Harvey & Drolet, 2006). These processes include norms which are “expectations about how

people should or should not behave that all or many group members share” (Schwarz, 2002, p.

30). These norms are discussed and agreed upon during initial stages of team building and

members are expected to hold each other accountable for behaviors inconsistent with the norms

(Schwartz, 2002). Established team norms should be reviewed periodically to determine if they

are still relevant. They should also be reviewed any time a new member joins the team. The

CLT will develop norms at the first meeting by asking for contributions of all members. These

norms will be posted at each meeting and will be included in the team meeting agenda. At the

end of each meeting, adherence to the norms will be evaluated through a “fist of five” method

and modifications will be discussed if necessary.

Also a part of group processes is how the team will respond in times of conflict or when

stakes are high. The ability to handle crucial conversations is a characteristic of high performing

organizations (Patterson, et al., 2002). These moments that require crucial conversations will be

bound by the group norms but are not to be avoided. Harvey and Drolet (2006) indicate that


teams should “not be put off by the negative connotations of conflict. Rather, they should accept

conflict as a necessary and productive element in organizational growth” (p. 86).

Building Trust

Building trust requires continuous attention and must be addressed openly by all team

members. Mechanisms should be in place to ensure constant attention to trust throughout the

team’s work together. DeRosa and Lepsinger (2010) suggest that team-building opportunities

“help team members get to know each other better, strengthen working relationships, and create

team momentum that can enhance team effectiveness” (p. 149). An example of a trust-building

activity is included in the Change Leadership Team Charter within this Change Leadership Team

Development Plan. In the plan, each member of the CLT is asked to think of other team

members and then identify a specific positive contribution that they have made to the

organization/team. According to Harvey and Drolet (2006), “[y]ou empower people when you

give them praise and recognition” (p. 173).

Another way to get to know each other and build trust is through story-telling. We all

have stories that connect us and through this story-telling, conversations can be “broadened into

areas that would otherwise be impossible to broach” (Denning, 2011, p.274). Opportunities for

sharing will be provided at each team meeting.

Trust is built by talking about values early and often. This conversation will begin at the

first CLT meeting and will be used to develop the common purpose and guiding principles for

the team. When guidelines support beliefs that people share, they are more likely to respect

them. In fact, Harvey and Drolet (2006) encourage us to “remember to fight for principles not

for preferences” (p.89).


Responding to challenges constructively and not vindictively communicates that you

assume positive intentions. To build trust, assume positive intention and allow team members to

walk away with their dignity intact (Harvey and Drolet, 2006).

Conflict can build trust. Properly managed, conflict encourages thoughtful, civil debate.

When conflict is not honestly addressed, the team environment is toxic and encourages the

behavior it intended to avoid (Lencioni, 2002).

Feedback which is constructive and meant for growth is important for building trust.

Regular feedback provides a clear assessment as to progress toward a goal or outcome. An

activity that the CLT will use and that provides this feedback is a team self-critique. This self-

critique provides structured feedback so that the team learns and can apply that learning to future

situations. This activity requires using a flipchart, and dividing the paper into two columns. One

column is labeled what we did well and the other is labeled what we need to do differently.

Guide the team through the process and then ask them to think of a situation where they could do

a self-critique regarding how they performed individually.

Finally, trust-building happens when team members remember to laugh and play

together. When tensions are high and the work is challenging, laughing can put things into

perspective. The point is to take the work, not ourselves, seriously.

Accountability

Accountability within a team exists in a variety of ways; however, it must be a collective

endeavor. Rather than diminish individual accountability, collective accountability strengthens it

(Kouses & Posner, 2007). As part of the collective accountability, norms are developed and

agreed upon early in the team building process as “operational principles or expectations that

implicitly or explicitly govern the actions of a group of people” (Harvey & Drolet, 2006, p. 58).

Along with the development of norms there are four other elements that will be used as guiding


principles to hold team members accountable for behavior and results. The first is the

establishment of expectations for each member of the team and a clear understanding of the role

that each person plays on the team. The second element is gaining commitment to and ownership

for the common purpose. To gain both of these, it is important to include a mechanism where

upon people can express their concerns and where the team can collectively help each other

achieve positive results. DeRosa and Lepsinger (2010) recommend accomplishing this by

“involv[ing] team members in discussions about setting or prioritizing goals” (p.99). The third

element that needs to be included into the team dynamic is follow-up. A mechanism that will be

put into place is an opportunity to check for progress from each person on the CLT. Knowing

that members are responsible to each other keeps us accountable on both a personal and group

level. The last element that will be incorporated into the team dynamic is providing an

opportunity for giving and receiving feedback. Giving feedback helps to build collective

commitment and receiving feedback provides progress indicators that allow for timely and

effective course corrections.

It is through trust in the common purpose and a collective commitment that the process of

accountability can move a team forward. Through this process, members of the CLT will hold

each other accountable with the reminder that focus is on the task at hand, not the person. In

other words, through accountability, comes ownership (Kouses & Posner, 2007).

Course Correction and Group Dysfunction

A plan for course correction and addressing group dysfunction must be incorporated into

the standard operating procedures for the CLT as an essential component of achieving results.

During times of course correction and group dysfunction, emotions can run high and

conversations become crucial (Patterson, et al., 2002). Course correction opportunities are

regular agenda items that are incorporated into the update portion of the team meeting


discussions. During this time, open and honest discussion is encouraged by first identifying the

results, noting any gaps that exist, and then soliciting suggestions for improving the process or

for course correction. This process allows the CLT to “design the future” so that the attention is

on “the results of achieving goals, fulfilling commitments, changing habits, and bringing a

compelling vision to life” rather than on the person (Kimsey-House, Kimsey-House, Sandahl, &

Witworth, 2011, p. 24). The CLT meetings focus on long-term strategic direction for the

organization and identify benchmark “goals that enable a group to measure its progress to

achieving them” (Schwarz, 2002, p. 28). This allows for opportunities not only to make course

corrections, but also to ensure results-based accountability on the part of all members of the

team. It is equally important to remember that “people are empowered when you give them

praise and recognition” (Harvey and Drolet, 2006, p. 173). Building opportunities to affirm the

parts of the plan that are working and to identify the strengths within the team as a way to

energize team members and the work that is being done is also essential.

Conclusion

Lencioni (2002) states that “organizations fail to achieve teamwork because they

unknowingly fall prey to five natural but dangerous pitfalls, which [he] calls the five

dysfunctions of a team” (p. 187). This Change Leadership Development Plan addresses the key

elements that characterize an effective team and provides a road map for a school site-level

transformational change initiative that will require new perspectives regarding resources,

decision-making processes, and group interaction.


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Change Leadership Plan

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