FINALLY, FINALIZING

The last phase of the change model this blog has been reviewing, over the last series of postings, is finalizing.  A complete listing of those phases is as follows:  problem identifying, staffing, “unfreezing,” rule making, information gathering, negotiating, conflict ameliorating, testing, evaluating, and finalizing. 

By reading this list, one can sense a progression.  All along this blog’s reporting, the emphasis has been that one should not read into this progression a consecutive set of steps; one phase following the other.  The phase, finalizing, demonstrates this lack of rigid ordering.

          While listed last, it begins significantly before the end of the change process.  Yes, it is started after the process identifies concretely what the change is going to be.  But as the change is implemented, this phase is initiated, and a change agent should start thinking of how this new policy or process will work out and become part of what is or becomes part of how “we do things around here.” 

          Under the previous phase, evaluation, this account describes how formative evaluation fits into that phase and passing judgement on how the change is being adopted.  Here, under finalizing, a key element is summative evaluation.  That is, at the appropriate times – a few weeks later, a few months later, and/or a year or two later – the whole change is evaluated.  Is the change addressing the problem(s) identified?  Is the problem(s) being solved or significantly ameliorated?  Is the change reasonable in terms of the total costs incurred in its implementation?

          Some problems lend themselves to quantitative analysis and these evaluative questions can use appropriate measurements to answer them.  Others do not.  If this latter case exists, qualitative review of the change’s “performance” can be made and judgements can be rendered.  That is, either quantitative or qualitative judgements are more of an evaluative function, but in this finalizing phase, they do allow for a workable form of the change to take hold. 

That is to say, finalizing takes those judgements and relies on the fact that necessary revisions have been made.  The point now is to make those changes part of everyday life in the organization.  For that to happen, it has to work/function to some minimal level – a level that improves the school doing what it is meant to do.  In turn, that proficiency presupposes that the change addresses all the key demands this model has identified as being essential both to a change effort or to running a school.

          Not only is that a function of staff members changing, but also of how newer members are socialized and trained into their roles within the organization.  In effect the change becomes institutionalized.  This often takes time with existing staff and, therefore, levels of patients should be exercised.  But what those in authority should insist upon is a steady progress toward a meaningful level of acceptance.

Assuming things are, more or less, working out, there might be a call for some tweaks to the newer policy or newer process to make it better or to overcome some unintended consequence, but the emphasis is to make the change just another element in what characterizes the organization.

          If the change process takes all the factors this model has highlighted into account and things are still not working according to plan or the change does not sufficiently address the problem(s) initially identified, then a bailout might be in order.  Usually, honest evaluation along the change process should not leave such a determination to be made at the end of a process, but that eventuality is possible.

This is tough; it will undermine the reputation of those who promoted the change.  But the welfare of the school and of the students should be of prime concern.  All one can do is do one’s best – as honestly, as deliberately, and as committed to the mission of educating students.

          Of course, the use of a model is to minimize the likelihood of a bailout.  So, stated slightly different, finalizing is about making the change part of the status quo – the way things are.  If successful, a short celebration is in order, but the thing to do is to move to the next problem or set of problems a school might be facing.

Hopefully, this blog has conveyed information to assist in what should be a common sort of effort:  improving the nation’s schools, especially its public schools.  Given the level of proficiency schools currently exhibit, change should be part of what educators commonly do.