Session 2

Designing and Leading Change

            One of the insightful principles from systems theory is:  “Every system (school) is perfectly designed to deliver exactly the results it is now delivering.”  To obtain different results, a re-design of the system is necessary.  Albert Einstein is credited with the quote:  “The definition of insanity is doing the same things you’ve always done...and expecting different results.”   Improvement requires change.  Perhaps one of the most succinct definitions of “leader” is simply “one who designs and leads change.”  Since most schools report they are seeking to improve current results, change is a non-option. 

Why then, since the case for change is so explicit, is the actual change process so difficult for us all?   Some answers can be found in the study of human psychology.  While human beings are very adept in adapting to the environment, as measured in evolutionary time, we are less adept at fast-paced, organizational change.  In fact, our instincts and human nature may actually hinder our performance in these settings. 

As with all humans, school leaders don’t necessarily learn from experience.  They learn, and improve, by reflecting upon and processing their experiences.  Over time, these more contemplative leaders begin to notice meaningful patterns in the contextual field of their experiences.  These patterns remain invisible to novice leaders.  The contextual field is there for them as well, but it appears chaotic and devoid of meaningful pattern.