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.
