Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture

2020 ◽  
Vol 35 (1) ◽  
pp. 75-86 ◽  
Author(s):  
Shiran Benji-Rabinovitz ◽  
Izhak Berkovich
Keyword(s):  
School Culture ◽  
School Change ◽  
Change Agents ◽  
Second Order ◽  
Psychological Ownership ◽  
Content Type ◽  
Ideal Types ◽  
Sustaining Change ◽  
Order Change ◽  
Second Order Change

PurposeTaking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.Design/methodology/approachA case study method was adopted to investigate the psychological ownership of teams of change agents in schools. Six Israeli secondary state religious schools adopting a new liberal curricular program were studied. Thirty one interviews were conducted with principals, program coordinators, mid-level teacher leaders and teachers who were active change agents in the promotion of the program. The interviews were complemented by quantitative data on students' perceptions of school discipline and tolerance of diversity based on the national school culture survey.FindingsThe analyses revealed the prevalence of three types of psychological ownership in the sample of schools. The analyses also showed how key components of psychological ownership, i.e. responsibility and territoriality in relation to change manifest in the schools that were explored. Institution-level analysis shed light on the different effects psychological ownership of the change team had on sharing within the faculty. In addition, analyses showed how the scope of agreement between two key change agents, the program initiator and the principal, on psychological ownership affected various psychological ownership aspects of the team. Last, the analysis shows that two types of collective psychological ownership emerged in the course of a liberal school change, and that types were differently related to school outcomes.Originality/valueThe study offers an innovative typology of collective psychological ownership during second-order change in schools, mapping two ideal types: cooperative and fragmented collective psychological ownership. The new types provide a better understanding of the dynamic of collective psychological ownership and its outcomes in organizations in general and schools in particular.

Influence tactics and “second-order” change in schools: case study research of principals' political behaviors and strategies

2020 ◽  
Vol 35 (1) ◽  
pp. 327-339
Author(s):  
Devora Friedman ◽  
Izhak Berkovich
Keyword(s):  
Educational Administration ◽  
School Principals ◽  
Influence Tactics ◽  
Second Order ◽  
Content Type ◽  
Order Change ◽  
Political Behaviors ◽  
Second Order Change ◽  
School Changes

PurposePrincipals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, the authors were interested to know which influence tactics, principals and staff members considered to be efficient during such a second-order change process.Design/methodology/approachThe study was based on a case study method focusing on four Israeli Jewish state public religious schools participating in the “Routes” program aimed at strengthening religious values in schools. Data collection included semi-structured interviews with principals, teachers with program coordinators responsibilities and teachers in four schools.FindingsThe results indicate that school principals who are considered successful in leading changes display two key influence prototypes: a hybrid type that combines soft and hard influence tactics and a unitype that relies on soft influence tactics.Originality/valueThe research study contributed to the limited knowledge in educational administration on micropolitics and political behaviors in the course of school changes.

Leadership and Strategic Planning

2019 ◽  
Author(s):  
Robin Detterman ◽  
Jenny Ventura ◽  
Lihi Rosenthal ◽  
Ken Berrick
Keyword(s):  
Organizational Development ◽  
Developmental Stages ◽  
Second Order ◽  
Successful Implementation ◽  
Change Initiatives ◽  
Sustaining Change ◽  
Complex Change ◽  
Order Change ◽  
Principles Of Practice ◽  
Second Order Change

Researchers within the field of organizational development have made a concerted effort to distinguish between two types of change organizations experience: first-order change, in which individual parameters shift but the system itself stays firmly in its place, and second-order change, in which the system itself undergoes meaningful transformation (Watzlawick, Weakland, & Fisch, 1974). The unconditional education (UE) approach shares the four common features of complex, or second-order, change: …change that involves multiple processes and tools being introduced to multifaceted human service systems, thereby requiring a certain level of trial and error to determine how the intervention best “fits” within each adoptive organization; change that involves a shift in stakeholders’ work roles and responsibilities, including how individuals coordinate and communicate; change that introduces new skills and knowledge; and change that requires a fundamental paradigm shift that may conflict with prevailing values and norms, including shifts in how participants are supposed understand and think about their work (Bryk, 2016; Waters & Grubb, 2004). … Acknowledging the complexity that exists in change initiatives is often the first step in understanding how to promote their successful implementation (Bryk, 2016; Waters & Grubb, 2004). Chapters 5, 6, and 7 have introduced the framework behind the UE model and its core principles of practice. This chapter will explore some of the essential strategies that promote successful implementation within a wide range of school and district settings, including (1) the role of leadership in initiating complex change, (2) the common developmental stages that begin UE transformation, and (3) the financial drivers capable of sustaining change over time. Initiating a complex change process requires an intentional approach. Successful implementation of UE hinges on the ability of leaders to inspire a unified vision across all stakeholders while simultaneously connecting this vision to concrete actions that create a clear path forward. Rather than assuming an overwhelmingly positive response, successful UE leaders anticipate skepticism and resistance. They celebrate early adopters, but also make plans to ensure the voices of dissenters are included in decision-making.

The change-ready leadership of technology-savvy superintendents

2019 ◽  
Vol 57 (3) ◽  
pp. 227-242 ◽  
Author(s):  
William L. Sterrett ◽  
Jayson W. Richardson
Keyword(s):  
Modern Technology ◽  
Change Leadership ◽  
Technology Leadership ◽  
Second Order ◽  
Structured Interviews ◽  
District Leaders ◽  
Content Type ◽  
School Technology ◽  
Order Change ◽  
Second Order Change

Purpose The purpose of this paper is to help the researchers sought to take a closer look at the technology challenges facing district superintendents in today’s leadership climate. Design/methodology/approach The authors chose semi-structured interviews as the data collection method. Through 45 min, one-on-one, semi-structured telephone interviews, the researchers were able to collect data about overcoming the challenges of being a modern technology-savvy superintendent. Findings Through the analysis, the authors identified four themes related to the challenges faced by these district leaders, including meeting the needs of stakeholders, supporting professional development, fostering mindset changes and addressing a fear of the unknown. Research limitations/implications This study only relied on interviews and did not examine evidence from the field, such as site visits or artifact examination. Practical implications This study provides the field with insights into the role of the change-ready district leaders who foster lasting technology-infused transformation. Social implications While challenges for any district leader wishing to make long-lasting change exist, there are district leaders today who embody second-order change leadership when overcoming the challenge of school technology leadership. These technology-savvy superintendents play an important role as whole-system change agents. Originality/value This study highlighted that there many district leaders today who embody second-order change leadership in helping move their districts forward.

SUBSTANCE ABUSE: THE NEED FOR SECOND-ORDER CHANGE

2003 ◽  
Vol 2 (2) ◽  
pp. 91-109 ◽  
Author(s):  
LEONARD A. JASON ◽  
BRADLEY D. OLSON ◽  
JOSEPH R. FERRARI ◽  
MARGARET I. DAVIS
Keyword(s):  
Substance Abuse ◽  
Second Order ◽  
Order Change ◽  
Second Order Change

Expanding God’s Redemptive Fractal: Spirit-Centered Counseling and the Transformative Wisdom of Jesus

2021 ◽  
Vol 1 ◽  
pp. 29-54
Author(s):  
Bill Buker
Keyword(s):  
Systems Theory ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Second Order ◽  
Conventional Wisdom ◽  
Order Change ◽  
Way Of Knowing ◽  
Second Order Change ◽  
The Mind

Using the image of a fractal, a Spirit-centered approach to counseling is proposed that conceptualizes the Spirit’s activity as seeking to replicate the patterns of God’s redemptive story throughout creation by facilitating deep second-order change. Involving an epistemological shift from ways of knowing shaped by the conventional wisdom of culture to a renewed mind grounded in the transformative wisdom of Jesus, this deep change is explored from the perspectives of science and Scripture. Integrating findings from systems theory with the ministry and message of Jesus, this approach to counseling emphasizes relational premises and values believed to be characteristic of the mind of the Spirit. Defined as the capacity to know and see in ways that are consistent with the passion and purposes of God, cultivating the mind of the Spirit is viewed as the essence of Spirit-centered counseling. Presumed to be seen most clearly in the life of Jesus, this model focuses on his distinctive way of knowing and seeing by examining what can be learned about the epistemological facets of perception and meaning-making when comparing his Way with the patterns of this world. It is proposed that Spirit-centered counseling is guided by the premises and patterns contained in Jesus’ transformative wisdom.

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