CP6

The Change Process

University of the Cumberlands

Weeks 12 & 13

Leadership and the Change Process The Change Puzzle

Andragogy

Rationale for

Andragogy

• Thus far we have looked at theories of cultures and organizational change, groups, and dealing with power and power systems within organizations.

• Each of these play a role in determining leadership styles, which we also covered.

• Now it is time to look at a concept or set of assumptions about adults and how they learn (change). This next step assumes that these workers are involved in groups with good cohesion and that the power structure supports the change.

Andragogy Defined

Andragogy is the art of helping adults learn. It is quite the opposite of pedagogy, which refers to the science of teaching children.

The art implies that the leader must pick up on what norms drive the group as well as the biographies that shape the staff member or student.

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. New York: Routledge.

Andragogical Assumptions

Malcolm Knowles • founder of modern adult education and human

resource development, • resurrected “Andragogy” as a way to contrast

teaching and leading adults with the didactic manner of teaching children who are conceived as “blank slates.”

• Again, we must assume that these adults are not members of groups with bad cohesion.

• That is an assumption that Knowles did not address.

Andragogical Assumptions I

Learner’s Need to Know (Relevance of Learning): • Why, what, how? • Adults are motivated to learn new tasks if they are

convinced that these new tasks have merit and relevant to the new world.

• Think of your self for a moment. • Of all the courses you have taken in graduate school,

were you ever “required” to perform an activity that seemed irrelevant?

• Clearly, you have a mission with your education and the further a task is from your mission, the less motivated you are to performing it.

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult

Education and Human Resource Development. New York: Routledge.

Andragogical Assumptions 2

Learner’s Self Concept:

• Knowles sees the adult as independent and motivated to be self-directing.

• Here it is arguably best to root this notion in a workable definition of “adulthood.”

• For this task, we will draw on Ken Blanchard, an authority on human resource and organizational development, who argues that leadership modes should be based on the competence and commitment of the worker or student.

• Think of adults as those individuals who demonstrate these attributes, which are situational.

• Hence, we can say that adulthood is not necessarily chronologically determined.

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult

Education and Human Resource Development. New York: Routledge.

Andragogical Assumptions 2

• In a sense, as leaders, we aim to help develop individuals into “situational adulthood.”

• In other words, work to build their competence and commitment with respect to the tasks associated with your initiative.

• As the worker or student develops competence and commitment, shift from directing to delegating.

• Remember Bloom’s Taxonomy of Learning? Competence can be a skill (psychomotor) and/or knowledge (cognitive) and commitment is learned and belongs in the affective domain; hence situational adulthood is a learned phenomenon.

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult

Education and Human Resource Development. New York: Routledge.

Andragogical Assumptions 3

Prior Experience of the Learner (Role of Learner Experience):

• Adults have a rich reservoir of knowledge from their many experiences.

• Use them as resources to teach others as well as yourself.

• No one is omniscient.

• This will help achieve “buy in” for your tasks.

• Sometimes it is good to use them as teaching resources, even if you know the knowledge and skills necessary to perform the tasks at hand. Why?

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult

Education and Human Resource Development. New York: Routledge.

Andragogy Assumption 4

Readiness to learn

• Adults are ready to learn things they need to know to cope with real-life situations

• Developmental task – timing learning experiences

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult

Education and Human Resource Development. New York: Routledge.

Andragogical Assumptions 5

Time Orientation of Learning: • Adults are motivated intrinsically to learn things that

they can use in the near future. • As children, we were often “inspired” by teachers with

comments like this: • “You will need to know this when you get to college or

the world of work.” • Since children think that a week is as a thousand years,

this does little to motivate them, so why would adults feel any different about such comments.

• They want to know how this new task impacts them now or in the near time.

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult

Education and Human Resource Development. New York: Routledge.

Andragogical Assumptions 5

Orientation to Learning (Theory to Practice or Immediacy of Application):

• Adults are more motivated to learn theory if they can apply it to real life situations, especially to make bad situations good.

• Think of this assumption as test driving the “material.”

• When we were learning about organizational power, did you look around at work?

• Did you think of ways to identify power?

• If so, you were applying theory to practice.

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult

Education and Human Resource Development. New York: Routledge.

Andragogical Assumptions 6

Motivation

• Respond to external motivators (promotions, higher salaries)

• Most potent motivators – internal pressures (self esteem, quality of life)

• Motivated to keep learning

• Blocked by some barriers (time, negative self concept)

Knowles, M., Holton, E. & Swanson, R. (2015). The Adult Learner: The Definitive Classic in Adult

Education and Human Resource Development. New York: Routledge.

Andragogical Assumption Summary

• These six main (concept of the learner, orientation to time, role of learner’s experience, theory to practice, readiness to learn and relevance of learning) assumptions provide a framework for us

• They do not offer specific steps on how to move people from a state of dependence to a state of independence.

• Recognize that change involves learning

Consensus Building

Who Does Not Need Consensus?

• Autocrats do not necessarily see themselves in need of consensus, but that is to their doom.

• Even if one is the owner of the enterprise and the only person with a financial stake in what occurs, it is not the best way to think strategically and make sound, sustainable decisions.

• For paid leaders, like most of us, it is even more important to seek consensus because one simply lacks the support and power to act alone.

Consensus Defined

• Definition: “General agreement, characterized by the absence of sustained opposition to substantial issues by any important part of the concerned interests and by a process that involves seeking to take into account the views of all parties concerned and to reconcile any conflicting arguments”.

• A decision achieved through negotiation whereby a hybrid resolution is arrived on an issue, dispute or disagreement, comprising typically of concessions made by all parties, and to which all parties then subscribe unanimously as an acceptable resolution.

Duhaime's Law Dictionary. (n.d.). Consensus definition. Retrieved from http://www.duhaime.org/LegalDictionary/C/Consensus.aspx

Consensus VS Democracy

• While consensus building may seem democratic, it is not the same as majority rule or 51% decision making. There are some key differences.

• Foundational to committee decisions or recommendations is the quorum, which is the minimum number of members that must take part in a consensus building activity or democratic process.

• A quorum is set by the body, but it is usually between half to three-fourths of the membership.

• It is important to note that Parliamentary procedures are not used to achieve consensus; they are used to reach a majority decision.

Consensus VS Democracy II

• The US Congress is a Parliamentary body in which the majority rules. However, are new laws broadly accepted? Do they sometimes come back to haunt incumbents who voted for them?

• In an organization that uses such a procedure, one may find that members of the attentive public may be among the 49% who voted against an initiative.

• Suppose the 49% strongly disagree with the policy? If this is the case, then nearly half of the workforce is likely to form groups bonded by opposition to its implementation, which may be subtle and may even act against its implementation covertly for fear of recrimination.

• Recall that these groups may well solidify around values that produce “bad cohesion.” Is this a desirable situation?

• Use a system in which you reduce the risk of inviting the formation of groups with bad cohesion.

• What if 90 percent of the staff or students could support a solution to a problem? What if 90 percent of your people thought that a particular action or set of actions would be best to address a problem or situation?

• The chances for negative resistance would be substantially reduced.

Consensus VS Democracy III

• As a general agreement, consensus does not eliminate everyone’s concerns, but it certainly facilitates an open forum for issues to be addressed and the best solution to be found.

• Those individuals with concerns are compelled to accept the solution, although they may retain some misgivings.

Achieving Consensus

• There are a number of ways to achieve consensus, but by far, one of the best approaches is the Round Robin Technique, which itself has several variants.

• One that blends consensus building and parliamentary procedures. • Here are some guidelines for setting up a Round Robin technique: • (1) Plan the agenda. • (2) Prepare the Physical Environment for the Meeting. Have a board on

which issues can be written and seen by all in attendance. • (3) Invite those who have a stake in the consequences, who are directly

involved in the issues, and those who have the resources required to solve the problem (maximum feasible participation). If the body of people is exceptionally large, have departments or units elect a representative to attend to meeting. Groups of 20 to 30 are fine. Any larger than this and they become difficult to manage.

• (4) Distribute Resource Materials to participants. • (5) Promote a meeting that is free of fear. This will facilitate creativity.

Achieving Consensus II

• (6) At the outset of the meeting state the purpose of the gathering as well as the group’s limits and responsibilities.

• Let the group know the consequences of their actions and whether their deliberations will result in a decision or recommendation.

• There are major differences in making recommendations as opposed to decisions. Can you think of any?

Round Robin Technique

• Established some guidelines for setting up a Round Robin meeting, next step:

• (1) Tell the students or staff that you will ask each of them to name an issue that needs action – As issues are named, write them on the

board, being careful to clarify what is meant. – Do not allow participants to elaborate on

the issue in the first go around. Tell them that once everyone has identified an issue, you will then go back around and have then elaborate and build a case for their issue.

1. RELIGION DEPT. 2. MATH DEPT. 3. ENGLISH DEPT. 4. EDUCATION DEPT. 5. PSYCHOLOGY DEPT. 6. HISTORY DEPT. 7. HUMANITIES DEPT. 8. TECHNOLOGY DEPT. 9. SOCIOLOGY DEPT. 10.SCIENCE DEPT.

Issue: Determine which three departments to establish in a new liberal arts college. Ten people each make a suggestion:

Round Robin Technique II

• (2) Round Two sees each participant explaining his or her issue.

As you proceed, pay attention to similarities because you will later combine some of the items.

• (3) Once everyone has explained their position, ask the participants if any of listed items can be combined. If no one objects, reduce and combine (ask for objections).

1. RELIGION DEPT. 2. MATH DEPT. 3. ENGLISH DEPT. (HUMANITIES) 4. EDUCATION DEPT. 5. PSYCHOLOGY DEPT. (SOCIAL SCIENCES) 6. HISTORY DEPT. (HUMANITIES) 7. HUMANITIES DEPT. (HUMANITIES) 8. TECHNOLOGY DEPT. 9. SOCIOLOGY DEPT. (SOCIAL SCIENCES) 10.SCIENCE DEPT.

After discussion, the following were combined with no objections:

Round Robin Technique II

• (4) Now ask each member of the group to rate three of the listed issues.

• (5) Visibly record the votes on each issue and eliminate the lowest outliers.

RELIGION DEPT. (8) MATH DEPT. (4) EDUCATION DEPT. (7) SOCIAL SCIENCES DEPT. (5) HUMANITIES DEPT. (7) TECHNOLOGY DEPT. (1) SCIENCE DEPT. (3)

Each member rated their top 3. The lowest outliers were eliminated. A discussion followed. Science proponents asked to combine with math. Everyone agreed.

Round Robin Technique II

• (6) Explore again the idea of combining issues to eliminate choices and to further prioritize the issues.

• (7) Go around the room again and ask for observations and comments about listed issues. This exposes deeply felt ideas and resentments and allows “steam” to be released. It also allows for articulate leaders to build cases for prioritizing issues.

• (8) Again ask each member to rate issues, but this time list only their top two.

RELIGION DEPT. (8) MATH/SCIENCE DEPT. (6) EDUCATION DEPT. (7) SOCIAL SCIENCES DEPT. (4) HUMANITIES DEPT. (7)

Each member rated their top 2. The lowest outliers were eliminated. An intense discussion followed.

Round Robin Technique III

• (9) Tabulate the ratings of each issue and write them on the board. By this time the list has shrunk considerably as you drop off the lowest outliers.

• (10) If necessary, repeat the process of articulating thoughts on each issue, combine where possible, and then have each person vote on one issue. Again, drop the lowest rated issue(s).

• (11) You will likely have one or two issues that remain, so summarize the steps the group took to reach this level of support for the remaining items.

• (12) With the one or two issues remaining on the board, ask for comments against going forward with actions to address or act on them. If there are none, you can proceed with implementing the initiative.

RELIGION DEPT. (4) MATH/SCIENCE DEPT. (1) EDUCATION DEPT. (4) HUMANITIES DEPT. (1)

Each member rated their top issue. Two areas received one vote, and after discussion the group decided to rate their preference between the tie.

RELIGION DEPT. EDUCATION DEPT.

MATH/SCIENCE DEPT. (3) HUMANITIES DEPT. (7)

Members rated their top choice. After discussion, the dissenting voices agreed to the majority opinion.

Round Robin Technique IV

• (13) However, if there are objections, you should limit participants’ comments to the issues that remain on the board.

• (14) Open the floor to debate the merits of addressing the remaining issue(s). Let the group work to control dissenting voices. Repeat Round Robin if necessary.

• (15) If there remain dissenting voices, shift to a parliamentary procedure by asking for a motion to proceed to vote; ask for a second to the motion; and then ask for a vote of “support” and then of those opposed to the resolution.

• Motion will most likely carry with at least 90% of the attendees supporting the measure, and those who do not support it are small in number. They have had their say in a public forum. Their power to resists is hence reduced while you have sought the experience, wisdom, and expertise of staff to find the best set of priorities or issues to address.