S'-"Ite . nell '~!ocal In\rstmenl't:.

19

s falte orgarn 'I Z, it I' onl and rc h~j o,-'f new med I , 271

s tate vs 'f e d e re 1 pow-e r , 1:9

s. t a tew I de ccord I niilted d~HI 'I gll1 an it! eVi.d us t h,n ~I 9 strategies and taGtlc5i 21

s t rate.g 1':5 1 n eclluca t laMia 1 chang,e t. ]5

strategy for change, _~

'strategy for changrlii9 s choel systems, 42 5 t u d eln ts I' 1 it

d[sadvantased133 gifted ~ 32

hand ~ cap,ped J. ]:2 underac~laver'i ]3

supe r i Intenden tSI an d mod~ rn rna tin .. 2" s~pport of educatiQnsl Innovatlonl 29 survey 'Pe db,ek,., ~

system., 18

adm~n~stratl~n~ 2~ 29 change ~ 4 ~ 15

cornmuln I eet 'J 0 n ~ 11

interlnstltutional ag-nclesf 17 11 nka g,e I e,

mod-=: '~ 5 , it ~ 2 1

deve 1 opmen t ~ ~,

ys tern, 1+

ifII~t I vat 'I en ~ 26 organl~atloMf 21 socIQ~techni~a~ system~~ 4

strategres for planning rn system~j ~JI 42 s tr-ueture of AnMz r I can edlJcat i ena l sys,te-mf 2. Ii temporary sys terns i' 291

taxonc'my of know 1 e_,dge 1"01 e 5 ~ :l'~ ta,xanOITl¥ C 'f knew lied 9a ty I~,e s , 2 1 teache r as ~ n novato r ~ 33

teache r eduea t 1 an , T] t 1 e I ~ I. 'E.SEA ,II 1965 ~ 3,2

Iteac:11t! r I he rt age ~ 1'9

'teacher 'tra I nil M,g for I' nterrcl 81 cl es srcees ~ 411 t ~ C he II" I S re 5 T 5- an ee , 1 5

teach i nQ iU''1,d 1 ea rn I ng J co 11 abo rat I CU1 I ,n j 2, t: ~H:h I n 9 m ch l ne S t 39

teachingl need f9r effectl¥8ness~ 14 team tsachlns, 3~

technolo9tes~ 6~ Z'J ,2t 39

ts chne 1 og: I !;C) 1 eh alr'lges ] n seccnda ry s eheel s ~]4 technclc~VI Impact on 50cla~ Qr9a~l~atla~ of

schoo~ syst m ~ Impact on physical pl nt~ 39 't e 1 e v 'I s I on ~ 33

tempcrary system5~ 29

-59-

2a 35

,;or; ~

IA~Lt Vt ~U~ltNJ~

AC KmIWLE'llGE MENTS " II NTFtODUICTI OW.

.. ! ill

Pi'lgJ~ 'i

1

P'IIU ONE;

COl!> 8 S"t: IJd i e s of Cha.ng e Age n t:!i i n Act i 'on

S t~lfe: as-yes te:mw i de Ch.ang<il I nst 'j 9;3 ted by ;a

IC,e.l'Dtral Office AdmlnIs t ret o r'", ' . . . 17

Mike: I!'fe~cher ~ener~t~d Cb,ange in 1;1 &cl1cc:d Sys'temlil• • 2.2

Herili"Y-: IISys t:@mi c Change Iii i t i Ii! t'ed by a thanglC; Agency"' :Hl,

'~, in da: !leU'r rf cu 11 urn Chang,e S t i mu l;a t€!d by a, s t.udant ", • S:3

r'ARf TWO:

The S U,ge:so,f P lan,ne d Change . •• • • '. ,

.~, • ii

37'

Building a Relationshfp

riho ier tne ~lifim,t? ... rlhat it; IJ'QU:r' l'~lat1:ortBhip at: the. 7hZpY bB;g&.tr"inf}?' .,Ineicle OJ' ou.tside? •• Th~ id01a't 1'18 Z,ationship. " .' lktngep Signals ' ..• HOW to a i B8 kp yo!,C;'

PEl la:i:icxnshi:; ,

[Hagno'sls: From Pains to Prob lems t(lObjectilies

59

T!Ofi! ilD you. make Q; aood a:iaurWls,t.t;, it. " . HoW not: to make (1 di~sis .. some pitjans'"

Stage III:

11

Seven maJop Pu:l'pOS8S for> pg801lPO~ aqquis{tiO'Y'_:

D-A-E~T~E-I-~!;1 .•• An aaqu';,,8"Uion fiJt~;·ctegy ••• 13uiZdi'J1f! Q. 11 r~iOH'1.t i::~p cu:r; iiy fa l' ~'.!J Qtil,I'dB (t!!1quisi timi

St,age 11/:

(;noos i hg the: Sol ut i on ••• '. , •••.

• • , ]0:5

Der<iv'ing irrrpUaer/b~on8 .from l'>escaz'ah ••. Gene:zoa-tiny

;2; pa?'I:ge o f e 0 lu wan, l:dear:: ••• Fe<reil;)"i U ty t!3~ t;1 .. riff ' .•• Adaptation

Gafnlng Acceptance.

. 121

.

lior.) Lndividv.r:il.a accsp-t tinnJOva.'t:ians." .H.OI.J gJ'"'OU]?r; aeoept: irmovatipnB ••. BG'uJ to commwtiaat:e •.. ,'Keep ~{0:l.1Y' prof; Z'W1I f~F2X'l~'h Le

Stage V I ;

Stabilizing the Innovation and GeneratTng Self-Renewal .. i ••••••••••

" " . 149

Insuri:n{! aQntinl~ance ••• C'l"'€a:t'ing a se.tf:-J~r..e'J.1)at eJapaa-itu· .. [JiS€f1"JfllXfJf!me'11t

NOTES •

II • .fl • III I I. i iIj ill! .. ~J

Hi

lMLE OF CONTENTS, c.ontinuetll

PART THREE:

SlJlPplemerlt:'UY :~~qlll roe I nfof.ima1!: j' Of!

Ap"endix A:, StriJI,tegies and TactiC:s ~

A Gllos~5ary and Gl.!id~! to S@lectlon ••. , .

Appell'ul1x B: IMajor Information sources in iEducatioll1l~

,Iii '0 i re'c to ry . . ,. . • • ' • . • • • •

Appendll x C! Major Works on 'ChOllilge rn Edl.u::attOi1:; Afl A!1l'1lotate:d e, I'b 1 f o'gF!:'iiphy. • • • • •

A-l to
B-1 to
C-l to S E LF- RENEWAL

ACQU ~ 5 ~ n ON

/

I NTFDIlJCT I ON

1'" I s ] i:i a 9L.1 i d!2 to 'the p~l~e8a 01' i 1'l!'H1V'iH Ton • ~ t ~ S w r i t ten fc r

the many e:ducat~:H's wt;o are wo rk l' rrlg fa r re Fe rm a t oS 11 1 evel s t he 1 pin g school !iYHl!ms.~ schools ~ and Tndivi dual t~,achgrs learn abflut '!'1llilW develop~ men tsl n ,admf!ll s t ra t I on, c [ass room managemen'l: J cu r r ~ cu 111,unt an d teat.tr'! r 111'9 melhcd~. Th~se p~Qpl~ ~re the CHANGE AG~NT5 Df EDUCATION. Thrs book Is

de-s r gne d 'for t hem, I t doe:> not ta 11 Wh~iI'l; Chilt"!!£! e S !II l10lU 1 d ~~ mede nor

does r It re commer! d spec i f I c T nnQ\Jfl t r on;:-1iu tit: doe:;; p rOY i de a good cieilll QF in fQI:r!lihlllt j' G!:i! 1C;)f1 hOw ~ 1.,1i; .. ~e 55 f u 1 i !1f10Viil t r on takes pl ace: iilnd how chari! ge agents 'Ci1H1 'organ I ;;.';~,th,e T r work :1;0 Hi,at sueee ssfu 1 i rH'IovQi; i oflwTl1 take

p , ~C.e • II it i gin tefldCl dI to be an e.ny refe rel'1l ee '~n 't he pl anrd ng and day-

'to~ day .F!1lan,agemen t of c:""arlge.

'WFN USE TBIS BCOK?

No one boo,k '!::oaf'! b~ a camp] ate ~Ig!.ll r del! 'to a process as ~omp ]ex as ! II i ~I'I~VIU 101"11 I' I! bLAt th ~ S one 151 die s, 'I $1ned t'Ll be he ~ p fu ] In I;l n ymbe r ef W6ySI

~ I t p rev I des iii CIONI: E F-TUAL OR II ENTAT I ON t ii, way too rgan .~ ae your thinking and planning ~bout ~pBc1frc ~et'v~tres.

-I t gT ves y~:1J, i deas on WHAT TH I ~GS TO ~OOK FOR (I nc l ud i Fig TH ~ NGS TO AVO I' DJ I n 'yo~ rs elves. r rl you r c 11 ~ ,t;!1F'! t~" I n your pFcu:e.d ~ res . -It ~eryes as a CHECKL1ST - REMINOER on Important a$p~cts of the

process wh I ell yo~ mT g'ht have forgotten or ml ssed, .

~'t dt recns YOl.! to i rn'Ipor't~!'It U TlERA1UI'!.E AND R'ESOURCI! Pfl'l.SONS A~ID OR~AN I ZAT 1 OtiS wno '" ave s o.me tn r r1'~ to say abou 'E 5 pee If f cis Sues yOy a Fe dea 11 n9 with today or w ~ .~ 1 have to des 1 with tomo rr~w.

- ~ I: ~rovi de's gui de 11 nes f.or MEASUREMENT" EVAI,.UAT I ON a!"ll~ 01 AGNOSI S of 't be p rob 1 ems wh I eli een f rem t Y~1.l and yell.! r c l' ~ erHs .

~A!'Id i I' t pro\! i de s you wit h i ~eas abolU't TACT II C'5 an d 51 RAn ~ I E5 that have bCll:li'l used !Sl ueceas fl.! 1 'I Y by Q ehe rs .

Howe:ve rtf t dQ -5 not {ll hie you all yOy Ineed to know about 'P I anned ch,!u,g,e.. Mas t: of a I'~ I twl11 no_!. rep J ace 'I1Dtpe r l en ceo and 'the soph hi t I c:~ued unde rs tand t I'Ig of the p reeass wh len CCITIl!sf rom years of !!xpe r len c;e wi th IMny e 1 h!fl 't 51 i n many s I tuat h:ms •

It a l se cloes not -Ive s eeli'll adlJlc~ t·o I;lulnge agel1ts tii! special roles f.SH:;IT ng spec a clrcumstance.s such as 'I:;ne supe.rl ntendel'! t. who wants to set up a planning off~ce or the prlnc1pal who wants his teac~ers to use 'I1'ICIre Uillli'lWQrk. These are ser-Ious I;:nange agent problems whlc.'h are

in some ways sene!".a1 and in some W'EWS un lque . Thl'sGuTde gTves some ,of the g,en!! Iril'l Pi r 1 ntl p ~ es I but we ne.ecl mere g'u I de's 1 t ke th f 5 wI'! r ch are written especlally-for-the ad~]nistratort for the school building prlneT-

pall an d Qthe rs • I n years to eeme we hope !l'IVIl d expe ct that, t~es'B s peel a 1

guides to Inn~vatlon 'or ed~cators rn specific roles wi~l also be develo~ed

·to s!.!p~:d em,en t what 'f s p'rov 1 ded I'1e ra. .

Th 1 s manus I combf nes fne ,experi ei'llceof researchers and IP raetl e l ngi change agen t s (m how f nnova t ,. on OOiOOS allou t, I t r s based on an ana 1 Y9.1 s

of ove r 1.,00'0 5· tlJd Ie 5 of T nnova,t 1 on an d know 1 edge ut i , I zat r on I n edy ~at I on , and other flelds.* In add1tlon. It has been reviewed In draft form by 115 educatcj,f"s wl-lo I cent l' f I ad themse 1 VIllS EllS, c~a"'ge a'51en t:5 • 5 ubsequent rev 1 s ~ ens ha lie been 9 y t ded by I: ne ~ f" commen ts • A 11 though tl1ese revl i2we r5 rep Feser'! ted different ofganTzatlQnal levels, d lve rse sJubJect f1'1:!1tter areas, and dhet"5.'1!!: fu~ct~onSf nearly all of them (over '0%) saw the Gurde as a hIghly relevant and useful source book on the p races 5, Wi'd' ch t'Fiey ha,dto 9' rapp I e wi th on a day-to-day basis"

IEFINITIONS

Althoug~ We have tried to make the writing tnformal a~d non-teehn'ca'~ there are a few terms w~'ch probably should be defined at the outset

b,IlICBU se ttJey mean d r f Fe: rent th] ~gs to d i ffe rerrt peep 1 e.

Change:

Any s]gnlflcant alteration In the status quo but !'!5tJ,~l1y 11'1 the Guide this wi 1 I f'OOan an alteration whlc~ Is intended to benefit the peap1e Involved.

Any cn·tmge wl'1ic;h represents sometnSng new to the

peep le being cl"I.:1Ing,ad. For ,examp~e~ a, 'kindergarten 15

an n I nncvat i en" to a s ehco l sys'tem whh:h has not had

*For a thorough revIew and synthesIs of this I1terature. see Hav~lock!

Gusklnt et at; cited O~ pag~ 21 of Ap~encl1x c.

one here'tofore. In 'ttl!! GUide. ,an "Irmovat len" wr11

a 1 So usue 11 y I'I'KHJI'I a 'cfumge wn I ch be l'IeF 1 t 51 the

pe'Clp Ie whQ ill re chilI'i9,ed.

Cha,!'!gl Fr'rClceS5: 1, ,HOW the ch,;an9,e or T nnovat l en comes about. lheG,ul de

'I nnoV'at fQIi'n P roces S ,1' s ,ill 'book about Pip roces s • ill

P hnfled ICh_~nge 'i 1 ttl an ge 0 r I nnova t I on wl'i I eh cernes a'boll;rt th roug h a Planned Innov7nion,1de1Iber,a'te process whl'ch Is l nt.ended to make both

accep t niCe by' and benef- i t:. to the Ipeaj:ll i;:! who fI re cnangled more l lke l v.

Client:

el, I ent System;

ResolJrces:

Res ou rce Pe rs,cm :

Problem SolvTng;

A peirson who fa,;;i 1 i ta'tes p hmn,ed thaii1ge or p 1 Bl1ned

i I'!r1 O'V'SIt: r on. The GIU hie 15 I n tended to be Ii! manus 1 fOI" the change agent"

A perscmol" group wh i en t'h,eclulfIge agerr1't efl:Coses. to serve ,

Eql.d villi en 1:: to ueJ l an ,t.'11 b I.It ~ n cl i ~D 1l i ng the fact that the lie 11 ent~! Is uS'UO'lI ~ 1 ya 'gr,cl:!2_ of peop 1 e who 811 re lnterrelated and ~t le~st ~~r!ly Inter'epende~t,

Pe. non 5 orth 'I f1r~rS, wI'! t ~In ,CElln be used to 1 rnp rove an

1 nt'lClvat i on or an i nnove t ~ Vi! P r,CI ces ii, • Resou fees may

be ~vail~ble both InsT~e and Q~ts'de the client system.

Ape rsen who '5, iii re scur ee or who W 5 a prov1 der of

resoU r ees , The change ,iiI'gernt l s one type of reseur ee

person"

An Interrelated set of peop~B and organizQtlons capable of prcvlclTng reseurces . For example, a s t are unTver~ 51ty which provides Freid servlces~ extension ~ourses, pre-5ervTce and in-servlc teacher training is a reSQurce 5ystem for the school d~strlcts of the state.

Al'lyo~e whQ uses resources in attempting to solve hl~ problems~ equivEllle.n1: to "c l l en t ;!'

An i ntarre J ated QlfO'UP' of users; eq,uT val Glnt to "c l hUH S.y!i tem, II

Th'l! process by whT,eh el lent s or user's satisfy 'ti'lI~ir needs. The proces5 of planned lnnovailcn de~cribed In the G~rde Is one form of problem sCI}vlng.

I' •

.... ~i-

WHAT IS llIE ProCESS OF I NNOVAT I 00'

III P lan ned II nnove t I en" Is a compl ex s ubJ ec t wh i eh has been anQ l y:z:ed bV s che 1 a Ii"S f rem a n Ui11'Pe, r of "i r ewpc i nts . How'eve r , we have found th at most pr~ct'cl~g change agents organize their work and the[r thlnkfng about InnovatIon in terms of specIfIc prcJe~t5 In whlch they arB involvedl projects wh'c~ have a deFined begInning and an ~nd and 6

seq lI.Ien t I a 1 h I see ry. The ... ef'e re , we chose IIISTAGES i! of p' annedl nno'\I'a t ion as the framework for this book.

Th'f! re are two """ays to 1 aok at s tages of i nnevs t 1 on. On e way I s to see It from the ~olnt of view 0' the people who are being changed. and the other 15 to see [t from the point of vl~w of ~omeone who Is

tryT n9 to change someone·e 1 Se. PI r st I COilS I dar the vl ewp,oi I1t of th~

one who I s chan 9'El d. IE ve ry pe rson I IB'I/e ry '9 roup ~ arH~ eve ry soc r E:i 1 0 rgan l: zat I on neeas s ar l 1 y has 50100 sort of prob I em so ) v i 1'191 process In orde.r to

S I:J rv 1 "lie '!"I a ,chang I n 9 we 1"1 d. Tn I 5 does not me,i'Hl thet ,eve ry~me ~ is an

expert prob lem S01\"'IH', and it does no't mean ,that everyone finds lnnevat i VEl so ~ ut r ens wh8n he l1as a p ro~ l' em ~ but eve rycn8 does de-Vel 1 0iP 50rre sort of prceedure 'f'or cop I ns wi tl-ii cl1~nge. The most plFT ml t r ve.· bl.l!t 'some' t llil'iflis 'tn,e, most effec.t i ve ~ s'trategy fc r cop i In!] wi th change i 5, to do nothing: "I t wi 11 p'assill "These thl I1gs oome !lind go l n cycles, jli rl~ f we IgnOlre tl'1em they wl l l '90 away,lI These are no't un farmlll ar respenses in th6 educe tiona' ccmmLln T ty , H'oweve r ~ r n F i 91.1 re 1 we try to rep resen it

the s t: ages the t somsene fl'd 'SIn t fed low i n ae 1 v I ng till !!I rob 1 em when an d 'i f

he does dec.lde to act. Fig'ur'e. l e shows· the process in its sfmplest

t~rms. A stimulus ,'~terna1 or external, 1eeds to a resecn~e: we are hun!

Staes In InnQvation F~om the Point of Vl~w of the Peoe1 e Who a re Changed the en hil~ t :sys tem

Effects of activity felt, leading to satisfac Ion or to d~ssatlsfaction and

re pe ill t the cye Ie

." [DJ sturbencedl /'

,/

I

I

-5-

b. Rational Problem SQ~ving Medel:

and ch~;,chlon

II aooy t the need

Cl'P a possl b le the need

we e8 'I: ~ we are. cramped .. - We 5 n i F t p'osl t I ens ~ the te"u::.ne rss t I" I, ke ~~ the sencc 1 oos'rd fire s t ne teache rs, 0 r S U Ii" reneer-e to the i r demands; 5 t uden 1:8 assault t~~chers ~- the su~erfntendent ~uts policemen Tn the ~lBssroom. A good deal of the "problem s,olvlng" behaVtor In education is of this

raf lexlve , tJi'1a1~Bnd-error vfllI"i'Bl::y. Hlowe\tel"j if'! F'lgure 'Ibtos a jsoas l b l e

a 1 te ron ~t 1 ve I we 5 Llg'gIU!, t: a :somewn!1t rno I'~ de ud 1 e d an d mo re rill t lene l problem solvIng model. Tl'lis mode1 al sc staru with a d l s tur-banee but

1 t sUlbdl 'vl des the. respens i \I~ Ilact t "1'1 tyq! i !"Ito four 'steps:: (1 ') a de e l s I on to do sometl1ing: (2) an active altternpt to define what the prob,lem lSi

(3] a search for potential so]utfons; a~d (~) ~n app11caticn of one or m~re potentla~ sQ~utlons to see If It wrl1 satisfy the need. In this book I we ,eI re not go T f'! 9 to as sume 'that e\l~ ryone I n e du ca,t l en who ha,!i a problem wtl~ Tollow tnls rat'lon"ll1l1 model" 'but we wll] assu~ th,at he can learn to fe l lew such g model t especially if he nas some he1p from this I1'i8I'l we are CI1I11 1 f "'9 the II'cnan,ge agel'll it: •. r!

T~~s leads us to the second way to look at th~ stages of Tnilnou~tion: the perSl,pec:t l' v,e of tlil!!l chalf'l!ge ;;;.gent.

~T IS THE FIlE OF ThE (lIPNGE AGENT IN THE PROCESS?

Regardtess, of his ro fl'l'W I Job title and his position, 'tMere am,!

thr,ee pdrnell"'Y ways in which a per-son can ac.t as a change ,agent. H'e

can be:

'I • A C.ATAl YST

2. A 'SOLUTION GIVER

3. A PROCESS HELPER

F1 SURE l:

Tn ret! W'ays to llc a Change ,A.,gent

/' / ,/

I

I

/ I , I

!

, /' I

I

Change Agent as PROCESS

, I

'.

......

....

\

\

\ \.

\ ,

\ ~ ~

\

\

\

\

as CATALVST

I I I

~ \

\ ,

'" l

;

sarl,.at·W~

-7-

1. ThEl Change Agel"! t ,i;1S CATALYST

Most 0 f 'tne t I roo rnest peep 1 e do not wan t (;11 an gil!: i they wan t to keep things the way they ~re even wh~n outslder~ k~ow that chan9~ is requ I red. For that 'reason smilie chafl,ge agents a re needed Jus C te

c,v@ reams this I' rie r t t !1'1, to P red end pres s I.! re the 5YS urn 'to be 1 'lUi S compo 1 <Jean t: l!iI'I,d to 'S'ta r t wo rk '"9 O!t'i i U SB i' i QUS P rob 1 ellis. I IFI educ,ation tgday this role 15 often taken by st~dentsi concern~d parents~ or sc.hoo,l lloa rd mtambers. They do n't'lt necessarl J y have the anSWers ~

but 'ti'neya!"'e d t s s,at i 5 of r ed wi ,tn eh I n9 s ,tnt'! Willy 'Ii: n,ey are. By l'f1Iak I f'IoS

their dTssati'!;factToo 'know!"!, ,and by UpseUlng the IIstl3t'lJS qi.lO.1i they energize the prQblem~501vlng'process~ t~BY get things started.

'2. The Change Agen t al~ S OLUJ I ON GIVE R

Many people who want to bring about thang6 have definite ideas about wh~t the change should be~ they have so~ution~ and they woy)d

1 ~ ke 'to hav,!! othe rs adep t: t hose se 1 ut 1011'S. Howeve 11" ~ be I rI'E! sn effect lve solutf'on giver involves more than sTmply havTng a solution. Y'CH.I have 'to know wnen an d how 'to offe r I t j Emd yo~ Ii.ave 'to know sl'iIou'gl1 about It to he1p the client adapt it to his needs.

3. The Change Agent as PROCESS HEII..'PER

Prob,ab 1 y the most I mpor ten t ,change, a9'ent 1"01 e l s tniilt of he l pe r In thQ processes of problem solving and InnovatIng. ThaI Is what thi5 book Is an about. It tells, you HOW c.hange comes abou't In individuals,

and o-rgan i :!l:~t I ens . Be'c;,!;'!,use mcs t cl t ,ern ts ere not expe r ts on the I-HOW

TOil ef chang,e." th,ey GiIln be he lped greatly by people who are sk! l11ed

in the varIous sta~es of problem ~o]vl"g, The process helper can provide valuable assIstance In:

{a}' 5 how r ng the ell lent how to recogn I ze and de f r ne needs

(b) :;I how f 119 the ell en t how to, d i a,gnose prop 1 ems and set

otJj ect I ves

('"' s,how i n'EI the ell en t how 'Co flii::'(;I'Y I re re h.!VilH'I t reseu II"Ces (d), shcwlnQtne cl i erit hew to se1 e e t QIi" create SQl ut i ens eel showins the client how to adapt and instaWI solutions

(f) snow~'l'Ig tl'le c.' rent nOW to eval ualte sol ut l ons to d€!'l:ermlne If they are satisfying his needs

-6 ..

IIFlNINS YOUR ~ RJLE

Some,one who f I 'I J s one ef these t'h rC0 'chan'g,e agent re 1 es may hav~ tll'IiY of a number of Job tl t 1 es . I n the box be hY~"f ~ we try to suggest some of the typical designations w~ich we m1sht find for the ~hange age~t in the field of ed~catron.

Some Exall1RJes of Pecp II;! Who Ml ~Ih't Act as

Clian_ge 1l,'5J,ents I j'lI [ducat'lon

Cupriau Zwn (Jo(Jpdinat01.'B

Di'Psctiol"S 01' ·Coordinatops ol P'eaemt Progrwna st-ate Depa1'tm'ent: Cum au. ZW'rI C0118U ttmrta Regicma1r LcWoX''f;lto:ry Di8$67"r~natio'n Staff (!r;;Uf1ty and IntenllGidiata School. Dia tria'/;

C0i?18U Z tM 'to

SuppZemGntary Cfante1'l Staff (e..g. ~ th"se Suppo.l'ted b]j TitZe III of ESEA: see OUJ'!' aaeo e~amp l13 of "11rm:t'1i ri)

Con ti nui.11fJ EduaQ tim; anil mretena l..on i'ns tl'Udt Ol'8 l?ro,fe'Bsore in Sahof.iZ.a of ,'EciuDa.tion Who Do ~etd COnBu~ting

Sa'l8smen of Eduoatio114't Pl"Oriuatf!i and pub iA.mJtiona

SupeX'in .. t;erul~nte and Otrwr Adm:'l't:atratol"t3 (at Z4a:st 1?a.X't of thQ t·~PTla .. se,e our aaae efJJt1ftIP~e of "Bteu(],I.I)

Tea:!!!ineJl8 t crt teas'/; part of tn(!l time ': see OUP ca:8e: eltWl'!pZi3 of W''Mi'ke'')

CQunse ~OllB (at teas t pW"t of the timrJ) Boat'a d! Educatien Metnb€i'B (at Zeaat p.art f) f thl!l! time)

Students (at teast: Bonw af them some of the t.im(j.' Ses our daBS eD;l~Zc of "L'tndarr) ConcePned parents and other ci~iz~

.'

The ttl ree pr i m!l'!lry change agent roles EH'e not mytlUEiI~ Iy

exc Jus f va. 'Some change 8genu; can 1:1iI;!; co1illtalySit!il ~ sOll'iJt t en

g'l VEl rs , and p Iro,ces ~ he 1 pe rs 6't the s arne tl me. FI.I rthe rme re ,

knowfng how to.be. e.ffect'iv'e In one role will ha l p you to

b effectIve In the others.

YQU can)e a~ effective c~an e a ent either as an insider

or an CHJU-I del', Samet ilnes outs clers S,ee th r;'gs If1<)re 0 eet I ve~

fy andthey ti'!,re us ua 11 y me re f ree to wc rk i 11 £II va r Ie ty of wa,ys

wi tn dl fferent member'5 of the en en t svs tern. BUlt ins, I ders

are effe~tlve~ too~ In different ways. A5 an Insider you

a re 100 re f am1 11 a r wi ththe sY's tern and you fee] i ts problems more deep Jy;, you ,are 81 Sf:) Ell famr 11 ar face and ti ~iknOiAln

quen t i ty. II Some t i roes change age:f'I ts have 'to be l ns 'j de r s •

You C;EI'" be illin,e'll Cl,r '~staff." Sometimes tl:, he~ps '1:0 be 111

;;II fo rma r pos, rt i 0" of iiJl.rt 1101" Ity as 1 cade I" or 50 UP!! rv 150 r to

bri ngl about cnEll'iIge i fi a group. Mas t research s tud] es sn'ow that the admi n ist'fa cor is the most ,'mportan1!: Qlatekelepel"to change. He sets the tone, opens the doors. and provides t~e 9 uPJ:)o'I"'t (Ip sycho 1091 C,iI 1 and, mate ria 1) eve n when he I s no t the changt:l ageM I n a formal sense" The iIiO re he knows abtH.it: tne p rcces s, ,0 f changie; the 'be Us r , OIFI the ,0 the r hand, a "s tarfflii man cal') b,e equa 11 Y 'e f 'feet 'I ve en d scmet i mes can p I"OV I de he 1 p.wi thol.u1!:- threat that Is d l ff IClu1 t b) 'go t from a super' or,

~ " 0-

HOW TO BE A PF(JCESS HElPER

Understa"dln9 th~t all three eh~nge agent roles are tmportan~ and pa re 1 'I I nterre 1 ~ ted. we wi '11 focus au r con ee I"n r n 'the GIJ i de on the! P ro=

ces 5 he 1 pe r • F1 gu re .3 111 ustrates a s I x 50 tage 'mode 1 w11 h:ih we Wi T 11 llse

thr~ug~o~t this baok In describl"s his activities.

FIGURE 3:

Change Asen t as P race's 51 H,e 1r pee r: How the Gu r de "s 0 reran I nd

STAGE I

_ Building iii Re]at'onshl~

be 't.\141@el'1 ch~n e a ent &_ e ~ r en t

STAGE II I DJagnoslng the Problem

STAIGE 'III

AC!4l1 i r I FIg Re 1 eVarl't Res au ree s

'Sj,TAGE I V Ch005]~~ t~e SQ1~tio"

Sl'A!tiE \1

Ga i n I fl,9 Accep eence

STAGE V I

S tab I '~ I z I mg' the I lj,noVa I: I on B'I'I.d

GeneratTng Self-Re~ewal

/

!CUCAT I a:t/IJ

THE 'WAY WE WOULD LIKE IT TO BE IN THE FUTURE

I r",r~1;1 Al1:.r!l IJII.l yel. iC!.I. 1.,/1 'in 11 f"'!"1 ~1;~ 1; L nil, TfI'XA III

The I:i rs't t esk of tli'e change a'gent is 'to esU.lbl tshw'ntact and bl.d lcl

,a reLationshIp \'11th the p,eo'ple he wanits t.o help. (We will fl"eqlJe<ntly

refer r!:.othese people tndivldua'i Jy and co l Iect.lve lv as "'the, user," lithe client," I!th~ use r '!iystem~" and the "rclient sys'hHn.") Once he has est~b~ished this rel~tlonship he can begin working with them collaborat1Ve~y In a step-by"step problem 501 v~n9 process. However, the end efl:h t s p roces s for the !;nan,ge ag'en tis net the SCI' u 'tl on ~ I 't ~ se I f but: ,the deve I DprnEHlI tin the ell en t svstem of an ,ab i J i ty to 50 J VI!:

Its rown prob1ei'lilsfhctlvel'1 on a (;'Of'l'thHw'lng basis. We cal l th l s

"s-e 1 f-ii'eneW,1) 1 • " h ch ci'Hlpte rn 001 rre s ponds, 'b road J y to ;\'I, B I g,n 1 f 1 can t

st~ge in the overall p'~nning and installation 0' rnnavatton.

I

We e~$o be'leve th~t the focus of tnnovatr~n planning has to be 'the USER, h 1 mse '1f': h!!. nee.dS and hJ s p rob 1 ems must: be the po r i rna ry conce rn Orlf educat i onal rGi f'lJ I'm. Therefore, our or] enta'l:; len ~ s PROBLEM

SOL V ~ N G BY AN e FOR THE USER THRiQI,JGH E FFE eTi ViE LISE o F RESOURCE S.

Not every dna of these stagss Is n~cessartly a part of evef,

"'maYs t r "Ie p recess however; ncr wi 'J 1 the.y !';I} way S QCCY r 1!I1 th i 5 pa rt 1 culrGr Qr'dar. The d tffere'M t: "stagesil oTt,~n bCCU r 's t mul tQ,neousty and the

f ina 11 obj act I ve m;ty be ;'!Ieh T eve d 'by ar p roces S wh t ell do s 110 t fo 11 ow

EI c'ear-cut d'eveJoproontal sa ~.MUH:e. The: 'I,I',ert:lcal cor'rTdors in the figure iIIre in'l:ended ,to 91.1,gget tne In'ter'fldation'shlrp among 5"t::Olges

and 'tne 1'~ct the,t ea,cn f'unet on daserves SOf!l1e co~s i de rat r 01'1 iiit eve ry tempora 1 ph=se of a PfOJe.c'l:.

*11.encerO'rtl1 ,the word il;tage'i wi ~ I be used ro des I gnats earch of the SIK main se atl ons of the t,ext Ins,tread of the word Ilcha'pter.iI

·'12-

HeM THE C~GE AGENT MJRI<S,: A CHAPTER OUTUNE

PJi I Il:PIL EJ{1W' LE-

" -' ..... - "' .

. 1-· _ -". _- _ "I

S u.ge I: R'l!lAT' HJ'NSH I P

The fIrst thrng the successful c:l'lilH'Ige agent needs to deva lop 'Is a viable relQt~onshlp with the c11ent sys~em or a sol1d b~se w~thln

It. A sec~re and rea50~ably

weI! delineated helpIng ~o~e is

~" essentIal pJace from which to

s t,~ r t. Somereade fS m<':lly be able

to take this fer granted because they ~~re~dy have a good client

rel at lonsrd PI but others wl'll

find important po~nts to con5]~

de r f rom a read ling o'f our first c.napte r .

Once establIshed In t~e G~I~nt system. the ~hange agent must turn to the problem ~t h~nd. He must rInd out 1f the client 15 awa re crF ~ I 5 own need!li a'l'Ia If t~e client ~as been able to articulate his needs as prob]em statement~. TMe 5eco~d chapt~r di5c~sses this topic

f rom seve ra] an!';!ll El'!; •

Sam Davis i.e t11e newiy app(;a:'ntGd di.lIe",f.;Ql"of -t'n-,s ervi a!!' ~a';ni~ and' speo·tai 'P~deatEJ ,for t1ile High taM

1Ji. Z. 7.8 S'O'flC!G l dia tf'liot, EfiZJ"ty -lnhis tenure he ~6a'rM that; the !\iktX'nley 9oho(!i7.: is n"tol'io~s for tea:~k6r .

tu mov (1'1' J' and" fo'1' til is l"9ClS on I h9 dsoidea to WOl"'M: in that Glahoo l ,as

hit:! fi.·l'fJ t f!l'();!tUJt, fie attertas

leO'era%. of t;h~ coflsa h"urj,el1atuatio"l 6ll!ilf.leiGl~8 irt the schoo 1.~ whGl"~ 'm akatl wi.th amaH g:rl:nolpa ,of te,aaf16P,S and bog~n,jJ to become GlWGill'S of tneoir needs arid t JI't tel'61S tos; T.lJ'ne,re Vel" he' can. he tV'i 88 '/X) al!3't!IEl! z'op their confi,tleruJ,riJ in his

(flDi Ii ty 'to ~'h1 ~p them!

Stage tl.~ ACQUIRING RELEVANT RESOURCES

WI t~ ewell d,eflned prob~emt the client system needs to be able to ldentlfy and obtain ~esoWrces relevant to solutions. The ttlird ch~pter shou)d give acme good, JeQds on how "thl s

'I n f'o i.rTIat i ell'! seek r fig can be carried out successfully.

In oru!el" t'o hfl/'p Ilia jeaenGlPs.; Sam finds i.t i'leGl611'Sal"Y ttl) 1eCtm mo,rili about tho ad:ju9M'/8nt filom t~e sl'Lf ... contained otaBoro~m ta t~~€1 tSClClhtng teams. lirJ tld"~8 fi'Ps t ila a QO ~ tea.:gI.II6 wh ~ 11as had t01'\1 GP @'fp,Ol'ien,cd wi tn, ~ team vda~hiHg. This ':riand tdZh

Sam a,bowt Bt'lme a;piialeo that m'i.ght

b d· h:e 7.pf\.t. 7. Q~ Bu\gge9 t,a o:n agl9n~y

tha the may con tact< f'O r 178 sie ~aM6

i.fl ~Mini.ng teaCltk~'l"8 for group iH:tefi~ aaUGI?1.

ml]-

Stage IV; CHOOSING THE SOLUTION

~'I t.h III de n FII!:d pro b l em an d a

lot CI'V relevant 'information,.

th~ client needs to be abl~ to derive ~mpli~atlons~ generat~ a r~nge of altennat]ves~ and settle upon ~ potentfaJ SQlution. The four-th chapter

dl SCU$S,c5· varl eus idllpects,

of thl s p roces s .

PMm hiu retl"i e!Ja ~ oj" iflj'rJrotf/4l tot t,J~~ , Sam Z.Gap~li" that tne ~mB'Jtcce8B fu. Z att;.f!mpi8 in t"U.ltl'l t.e,wRing r Gi~lt. fNm miao"n~'efJtionlll abou t the need fIJI'

lC'ooperaG'lmt. He c'~l1ani2oe a: CQl1JI1ittB~

of tea~h~p,8 to dif'Jt'!UBS tJI, - Y'!Oleeat'C'h ft'rUlin,gfJ ~nd tth, di-af!11Nli8. Paget11Gl' tn~~ d~o'de tnat teach~r~ ~Qquipe

an ,edu.aa.ti ()na l: P1"O({l'tJ;m' iYI til.. rll(Hf~Cda It goaltflt an.d V,..;,li..w.t:!R ?:rmr17.m'1Y'f 1~n t~am teaching_

Stage V: GAIN~N~ ACCEPTANCE

Aftel~ i!torn!l lde''l'i.n.g the di.ff"r8nt. ways in whiClh this uinnot.\a:tip1'1.t" t~e pl'-oposed f!ct'ucatiol1.til.. ~f'O~PClm- caY!

be t~tnodu~~d to ~ther ce~aher~~

Sam a.nd nil" CCn'i!'?1itMe aeaid,p that

a II~o1,',ks'h,or)~' pLan hlouZd be moot. ~ffi(]ieflt. This pZa:n o'a~ be deei.gnsd t", in,te.rferL'!l 'l)trrlf l £ I!'tZ.·~ wi, 1/h regul.a.1' ataiilD'l'Oom traahf~ lime anti: i",

the tong l"'UYI~ ita aawzn. tv,ge.s W'Clw ~d o!feet thB ,",oat: r;;! ~t8 opg1"cnion. Sam c;rl"m71Os8 J"o v svbe t;i tlA t (3 t efJ "het's t:o re~!:)'e the load 0/ 'Ion#: l'BglJ tal"

a "/)(l.ft whi h they ar~ pa:l' ,t,i a tpa ti. ~

it'!. t~e tJ)ol'K.snop. H,e also ma/{QtJ StU"o6i

that; t.ne,1I get; pe1'80M~ l'~t:ogni Han cmd o1ledit: fol' ~heil' i.nra.oua:tiUGtu!la'B.

E~on ~ goed 50'~tlon needi adapLat~cn and need5 to be resna!,e: d: to V I t the 5 pe c;; i a 1 c.hal'oil'c;terlstlc5 of the e l lent. In the F t ftl! cnap'te r , we cons 1 & de r hc~ in ItT al accep t6r1i C'1l! of

I nllovat i 0115 cOIn 'be ge ne. ra,ted

and how 'the el l ent may ba ab ~ e to deve 1 ep a'l: t I 't udes an d behavtor s~pportiv~ of the

I nnovat ion.

Stage VI: STABILIZATION AND SUr-RENEWAl.

Fl'l:ial1 "II the e l lent needs to

deve 1 op Elf! i note rn,a 1 ca'pab i II ty

te mar nul'", tne I'nnovat: I on arNd

con t fI'!IU(l app rep r l ate use wI thou,t out'!!' I de he ~ p, Tne chan gt! agen t entcu rHges membe rs of 'the. c] I en 't svs tem to be the I r own chan gs agents and to beg, I n to work. 011 ether problems 11'11 a simi 'lair way.,

As th 1 s tiel f- rem:!w<;I 1 caps I; lty beglllHi to bull d. It al1 QW5 'tne gradua1 terml nat i on of the re 1 a" U~nshi p so that: the change egall'lt can mOil,e 01'11 to CI,thei' projeet s , other problems, and other ell ants.

Using this ~pe~ien~e as a modeZ. Sam' 8'hcl:J'a' tne tea:C!'he~a hOlJ they Qarli be tn.i(il'i:l! own ~h(lJ!ige 1tZg~ ~ ts by building al"l ints)"rn:rZ aapll(!ity for' diagnosis ~ r,8trisVia.Z.1lI and preb ~em

801. vi rig • rV1U~iii"t;h, ~ teadhtllfi.., ~CilTi'/i!l'J'i t

thema:e ~ ?J~8 tot"flY thi.s applI''Qaon wi t'h anQth~ iB8Ue ~hioh has oome ~p, SamleaviiilB th~m a:iQ1'1f;l to liiof'k i:.lrl it, but {Jame8 to the tH'l1tOOZ as a. C(7;I,UHlltan; IOhe-n. they aek: him. C'l't'UluaUy h(ii moves' 011 It" 0 ther pr'Gj~a ta in ~thel" pal'¢a of t;Ull 811a tam"

,~n,fI tntrtJ ,a {fj'eZl-l'snmuat

capaci'tit hc;w begun- ~o eme rge i \It tdoKtntelJ Boh"~l!

-1~-

ORGfoNlZATION OF THE TOO

Per't One:

Part TWQ~

Part Three.:

Case Studies of Change Agents 1n Action. Examp1es of actual Jnn-ovatl ve proJec,ts Tn 5~hoo1 settings. These cases help Illustrate tl'll'e II do I s" ,.m,d II do not I, 5" of the p reees s,

The St~ges of Planned Change.

The. rna,] or text of 'the manua.l, wi th quotes from p' romi nerrt autho rs an d re 'Fe re nee to t~e case exampl~5.

SJ!PP ~ €lIMn t,a ry Resou r c.e I n forma 't] on •

Appendix A: Common change 5trateg1es and tactics.

Appendix B: Major informatIon seur-ees In educ4ltlon.

Appendix c: A guide to 'the 1,rteratun! on planntns of ~hange in education.

~ 1 ,S-

CASE STUDIES OF CHANGE AGENTS ~M ACT~ON

Tn i 50 fl rs t. sect l CHi! of t he handbooK is devoted t01 the s to F] e Si

of fOiiJ r ..-;,nange ,l1!gen t:S IiIlnd 'the In nOV1;l,t ions ,they ! n t rDclute~ • !h~~~ change ,ag,ent'S rep resent a wf de !,",ange of educat T cnal ro l es : student" t:.ea<.3he.p, aaministratol1 J and o'u.t,r;ide. conBuZ.tant: i IE: ach has III 1.1n] que per~pective on innovation and on the ~llent system wIth whom he Is ~orkTn9' Nevertheles~~ the experi~~c~s of th~se fo~r PQople and theIr clients wil~ probably sound familiar to most rea~ers.

Because these C~~~ studies are dr~wn from l'fe~ they Illustrate th~ process of change ~t rts best and at Its worst. Change agents

IH'I!:li nlOit': a 1 wayss u ece 51 S fu 1. and some t i ~s 'they OJ re s LI Gee'S. S fu 111 n ways, tha t 't h'ey d i cl !'IO't Tn t.e n~ • No~e of thes 8 c;h'!.mge age nts had the bena fit of a han db'oQk;, on the Icnange IP roces s alild the i r anal ysl S Q'F wnat they dId ~n~ why they did it Is retrospective. Most of them did not .

fe 1 hm a de l ] bel"a te Hep'~by-s tap s t ra tagy wh T ch T iI"iI C ll.ided a l' 1 t;he stages we wIll describe Tn the G~ide. H~verthe1essl It 1s PQss]ble

'1:0 s,e~ ms t of thes ~ s te ps i 11 us t r'a ted I n GH"'!e or another 'oft he i f' itorles. The~e eaSeS ~r~ r~cluded 1n the hope that they wi11 be

hel ~f1.il ~ ~ re ]et r rig thtl concepts of 'tne Gui de to rea 1-1 ~ 'Fe 5 i tu!:!t l,ons.

-17-

CAS:E EXN1?LE i SVSTOOIDE CFi:ANGE I.~snGATED BV A CENTRAL OfFICE ADMINISTRATOR

~a foUQwing ea:;ampts l"eUltaB th~ e~erll"l!1ae' of stsve'/I a: lo;pty-t'I.Jo Ideal' aU) c?~ntM'l. ofti(J6 adminit:rt;:t'ato1'" as he arid othel' members of hi.s 8(jrwOi.. sy8tem 'i;;Y',iea to institute an in-- Be:fl?Jiae t;rct'inin.g pl"Og~cun in. h;tm:cm. l'e ~a:t"ortS. It hia'htvgntIl mCll1Jj of th~ iaaui3s and pl'e"S8'U.Y'es W11ich i.mpin{Je on the wt.Ja:l BCJfwO ~ i:ul.mi"liat!lat;:oI' who 'ta'kes on the l'oz,e of a,hangs agent -in hie ~n aY{J't.em", but it alew a,,~tains eZ~17l9t1.tB oomrl1or!. to aU C!llutnge attflmptB J7~9('Wdle:a8 Cll wna t~t@i:t' 'iniI.;;1:atOl't is. It was l"f.;ved as a. ;'t.ypiaa.Vl O,l:' "vtn:y ty!??:oaZ'" ease by 88Sof .pu:r r'G1n:mJel" ohr::rnge agen tll •

IdlSe~ re l yea rs aga I'IlY 5 ehee 'I d l s t r ito thad flilr'l cppo r 'tli.i!ii"I t tv t:c df!VIli 1 op and tryout a program that we hoped wou1d help us buIld the qualIty of Iinnovatl~a"e~sl 1nto oyr 5Y5te~. ~n this program~ wh~ch was funded as 6 ~roJ8~t under Tit 1 e 'III of E. S.IE. A.*, We t r led to se t L!Fcl t ra I rll119 workshops In hLJmao rel atrojl'lI!! sk l l l s for s ehce l perscnne l and other re lavant pecc le from t.he cOl1lmunTty. Tne'Se workshops we're op~ r,ated wi th ,the co ll ab'or,at i ve ~ffon of t re l ~ed 5 Uif'f from oUr' system and par-aenne l from our stare I s aff ill ate of the Nat I enal

Tral 01 ng Laboratori eS • **

"Let !TIe begTn by Ita!] Ingyou what IlUF forma l go;als Were for 'ene p roje ec, The.n 1111] fi 11 you' I n on the backglfo!.md 1 eadi ng to th l Iii project and SOI'l'e of the things that happened when We got ~~to It.

"0 ur p' r;' mill' ry 'goa 1 was to deve] 0IP 1;11 s t ra te:gy t ha t wou 1 d p rov T de con ~ tinued support for educatTonal 'nnov~tio~s. Hopeful1y, thi strategy

wou I d. en hanea pup i I mot I v,n ~ em ,to 1 eal rn ; t t Wr:I U 1 d imp rove re I at i on s wlthln each group tn the school system (teachers, studentsJ staff~ etc.); and r,t woul d p 1"0,y 1 de a gef!f!i I"il 11 Y CCirI'Qen i ,iI 1 iii troosphe Fe fer be th wo rk.! 119

i!nd 1 earn I n9., We a 1 so wan tecl to bul 1 d l T n'k.a eElS be tween va r ~ OI>lS group!i I Indrv I due l s, and reSOUlI"C'EHi botl1 Ins i de and QUlh i d,e the s ehce] system.

We wer@ eencs rrred w'~ th the sid 11 s of prob lem-!!iO~ vi ng and wf tl1 the techn r qlJe of co!laborat]on wrth all members of a system, from administrators to

st IJd'en ts o1!nd CUE. tad 1 enS:- We a ]50 WatHe III to ins tit 1.1 te a me tho d by wM eh s¥stem members ccu.J1Id get eva hU.l,t i ve feedbac:k ai1dseU~cri t l e l sm for sel frmprov!I!!TIent. In short"what we really wanted was til have our s,i:rafF be-

come friv,oh!l!d fn HOW they were performing thef r ClJ5signed dut l es ,

nTh Is sactl cn of 'the IE 1 ernen ta ry clif'ld 5eccm de ry Ed ucat i IiH"! Act of l 965

p rg\l T de d fo r tt'Ui: es tab 'I r sl'ilrnen t of "I nnovet ! V~' I P rog rems an cI p raj ects at the 10 cal d t s t: 'i i c't 1 B ve l •

**Tl1e NTL I ns,t i 'hlce for the Ap]) t ted 8ehlilvl ora~ Sci encas, formerl y aasoe l ated with the Nat i one 1 Edulca 'Ii: t 01'1 As soc tat' on t P rev TI des t ra in i nlg j n humilin re-

I at lens ak i 1 Is for T nd I 1,11 dUIII 15 and 9 roups r I'! a 11 P Fo'hHl S Ions and fie 1 d,s i

-IS ..

Stage 11: Diagnoaja

"When' came to thl s school system, four years i3go as. Oi rector of Adult Educ~t:ion~ I Saw' ivnat appl!i~l'red to b~ a lot of Inbreedl'ng In the f aeu r ty . The: roots Q f t rad i t ion seeme d to be ve rv deep t an d the re Was

l l t t le eH'ort being fIlade to brIng otlbout the changes that would make for a bette r 1 ea,rnl 'l1g, 5 l' tua~' on fer the k I as "III

St;cz(Jea I and. IV.. Sui tdi?1.g Beta,f;i01'18hipB a.nd ChOOBil1f1 a: SoZu tion

"When Title III became ,avaJhble" our system dec,lded that we would like to take advantage of Its funds to develop an in-serv)cm training program for our staff. I was convinced that the way to go was through 5e~sltlvlty training because I hed seen how helpful it could bB. After partlclpatrng In only one sensItIVity training lab, 1 felt I profit~d greatly~ and r t se.emed to me that this would also be a very re levan r kind of training for this 5choo} system.

I'We set up ill! eonm'll ttee to dlraft a p rOPQsa1 'for an I n-servl ee t rai I"i! 1"119 .

project. This Tl tl e III c:omm'luee aCHlil1y contained pub l lc s cheol , p,aroci'lial school" a:rid communIty representatives. i3er;ause of QOnflictlng work. schedules" we found I t necessary to meet in the ev'eningsand on Sa,'curdays rather than

durl ng the day. Altnough we t r1 ed v,ery diligent 1y to get IIOOFe 'I:eachers involved in the. committee, these time sl et s were ev'ldently lneenven l ent ,

guess the t'eache rs we fa re l u c'tafl't 'to !.Ise. the Ii r own free t 1 me fo r the

rooetl'ngs.

i I,We Ii 1 S,,!, had some d i ff h:u I ty I n try i ngl to ge t l!'l vc 1 verne-rn t f rom the people We would need te sdvanee the training program .• The. supe,Flntendent

\'las kept ap'P r,iii i sed of eu r p 1 an s as they deve lop@d, a~ d he made 5011"1e sl.!ggestlons a'orlg, the way.· 'He was the kInd of man who wotdd hll re

leaders and let them [ead , but I fee1 there mtglu have been more he

could liiav,e, dOM to gain support for the program, particularly s lnee

there were differences of opinIon about It wlthln the scheol distrIct. Mc~eove ... ne had a heai"'t aUac:k at about ti1e time that our phmning phase was comp'!'eted, and so the SUppOlf't We probabJy cou l d have ccun ced on during the actl.l,aJ T mp 1 erm.In'tat i on was l os t ,

1IIIt 'is a common prfu;tlce 111 our schcel svs tem to have adm'nls,trators

cna 1 i" the va r I cus comm I t t.ee s tha t a re e r gan I zed ,SInd J II 9 ues s , because of

my exper I ence and i nteres t I nad been des 1 gnll'lt.ed chal rrnen of Hli 5 Tt ~ lie III commi t tee. AI though the e the r cOl'l'll1i t tee membe 1i5 con't r t butled to the clew lop-

mnt of the prepos e l durtng cur meetllngs,., 'the bulk of the actual wl"'iting Wii!~ done by met a s chco 1 ps,ycflo1ogtst, and iii thi rd fel1ow-"wh,o everrtue l Jy became tine coonH nator of tne t ra i n i ng prog ram.

"We came up with a three~year pliogram of nine 1<lb-1eamlng sessions. For groups made up of admi n i s t rator s I teachers I secondary s ehool students, paren rs , school ci)storll an S~r! d se e re era r i es • These. P,i rt i e I pants ,we: re orgall"ll z,e d

into teams by s eheo l bu l IdTng srtd dep~rtl'OOnL .Drt the f1 rst"~aI'H~ what

llJrne c:I out to betne on J "1- -se t of labs ~ we Pc 1 finned to devote cu r t i Jlfie to developing theinterper50na1 and communI cation skill S ef our pa r t l e- 1 pants by IJ.!S i ng p rob 1 em- so! vi M,g ee chn I q ues ,. Then when they re U! rned to th~ I r own schec 1 bu i 1 ding ~lIrl,d de [::la r trnen t i tlieY' vie re to troy' the se same tecnn i qUe5 01"1 1:i'1e rea l prcb lems ex.'I!it: i rrqg 'there.

i"Pa,it of our p l sn was 'to tr'a l n our OWl'll peep l ej end w,e proposed 'to achieve lhl s wI th 'tn n:H;l Ievs Is of pa r t i e I p a .Icn r The I argest: group wou 1 d be tr,a i ned In the use ,of the problem-solving process. A seccH'ld group \1;/cH.!'ld receive further tralnih9 so th~t they cou]d serve as con~ultants in the problem~ solvIng precess. FIM11y I w~ wc'U"I'ted a couple of our own p'e'ople to be abl e

to be ~ra,i ner-s for the se.Mi t i vi ty groups we wcul d use in the project, In

IJ rde r ~g b~col1'le sen s 'i t tv hy '9 roup ,t Fa 1, ne r s , t he. three of us who, nad w r 'l' tten tne p rQPOSii '1 wai'! t to the Na t T ens I f ra i n i rig I.abo r'a to ry at Be. the 1 ~ ,Ma i I'le I ol.!rln>g 'the Following summer. A't IBethel., we e l l 'took part in s l x-waek sens ltivIty traTning laboratories designed for schoo~ admtnrstratof5. There was

II tremendous d r sp 1 ay of rna te rial s rel a ted totl"ie project that We Were eonee rned with, so we pu renCi,sed q ul te a n umbe r of eecks on the chen ge IC roee 5 s to as 't-,ab 1 T 5 h B sma j, 1 t bra ry on the sub] ec;t fo r eu r syste,m back heme.

1!\oIhl1e we were away that summer B mi nor crl s Is in CUi schlOols came to' a head. A I tl'io!Jgh th I s d I eli'll t haveanythi og tad,o wf thou 1"1 n,- se rv I ce t ra r nl ng proJed. it dfd eraate ,a generalJy bad atlOO,spnere fo'r us , 'The prevl eus !j,pring th ret a'tte.l'f1pts at a tax mil )a,ge inc: rease for s cheo 15 had bee'n de 'feated at

t~e poll s . I t was though tthat the sehce ~ s WOiJ 1 d be un ab 1 e 'to ape re te t he fQl10lWing year wTthout it. Wnile we were at Bet.he,l It WalS dl s cevare d thbt

~e alleged shortage was d~e to a mtstake In the audTt~ there wa51 In fact.

1'10 short.~ge. Unfortunate h~., as T't turned oue, tne amounts of the mi stake

and of the mil h!lll.! reques ts were pre.ci se 1'1 the same as, we had aCQLIi red t n Title III funds to operate '01.11" project. There. had been ~lenty of adverse

pub! lei ty I n the I oea 1 newspaper abeu t the federal -government th row i Ing away rroney on i frills! ~1hll1e 1:l'Ie sehoe! system went l nt.e the 'Fed. lo~ th l s of'f with the tal!\payersl loss ef fa'l'th in tile !:ldLiidgeting abi 1 fty of our school

adml n 15 t ret t on ~mcl ye IoJ CC!n g<e t an I dea, of the an tagcn I am tha't had bu i 1 t up

by tne: end of 'I:~at S LJi'fIi'nI!l r •

"Th ~ s was eh sit 1j,I·6t Ion that tne th I"',ee 0 f US wiil'l ked r n towhei'l we 'ret u rned

frolJ'l Bt:thel for the new 5<;1'1001 year. W1 tl1 the enthus lesm of UH~ summer I s

e)(pe r 1 ence we 1 mmsd ~ ate 1 y began 0 rgan r ,1; r ng the firs t 51! I: of t t"a 1 iii I ng 1 ,ab's J confident hat the communIty antagonism eeul d be C\fBrcom.

I ~We we re ab 1 e t.o nan d 1 ea 9 rQUp 0 F 90 For ilj w~ek! s se 155 i on at a ~ oca I

C-Ql'I1lt1unltV camp. If'I those traIning hils we had SQIIl!lI marvelous assistance from

ou r S ts re Ha In ~ ng Lab ~ MTL, and sever iii 1 othe r expe r t - reaeu ref! peep lll! r i1 the state. We WB re p I "Inri I FIg to ut 11 he some data 0'" 01./ r s chee 1 system that a univerr:;1 ty research 'team rrad coli Ie cfed ina quest b:mnaT re survey sbeut tl1G1'1: time. We hoped that, th l s data \--iouhi he lpus identHy re al prcbh!iilS l n our system for our J bur 1 ding I a,nd 'departmel'lull' 'teams to ~ on. HCMAleve.r J beciluse tne dau prece 50 S lngl 'took 50 long, 'th T s i fiTO r!'ll16,t i on was 110 t avo T 1 ab 1 e for our I n-Si!!i"\!1 ee t 'ra,l fI i M'g proJec.'t.

"We 11; need1essto say J we had sevfI'riill pro!;) Iems with the 1 ab , As1 lick would have it, w,e mluililg,ed to se lect for our sensitivity tralnfl'l9 SOI11C people wl10 were In nC!ed af psychi2ltrr,c help. 'realize now 'that our se leet l en ~II'"Qees:;; w~s probab1y not the best: Wa had dele9~ted tha task of selecting PQrtlclpanLs to t~e buildIng pr'nc~pals. ~ don't thInk that the principals rea1tzed he

1 mpact t ha t they had on some 5 taff' 'l'Ilembe r!iii by mere 1'1 suggsst i ng ~ 'I'd r T ke

to hav,e yeu take part in th i spn)g,ram j. ~e had a few teache rs who took pa rt because they felt t~at t~ey had to partlclparet and We had prob1ems wfth t~ree of

C!he5il: peep Ie who nad. ru~ 1"1 bad t'1<~l'IIg- U!J!I. Th,ey did need p,sych I at r i e he 1 p

whe n they re tu rned f (,,<l1i1l the t ra I n 1 ng 1 a bs • BecaU5 of the i r expe r l' 'erne we

were cr1tlcrzed by a toea] psychIatrist who wrote a n~wspaper report en our

program. HI!! primary eenee rn was about the use of non-verbal axare l ses In

t.he sensitivity tralning, por r len of the !program, and ii'llt:hoUign he said 90

psr cent cf th is program we! tremendow; and axce 1 Ien t , he 5ugges,;ted 'that we ne~ded to do something a,b!;l,ut tlrils 10 per cent. We could agree wi th hl s crittclsm. but th~ pub11clty ~e 90t-~~nd t~e public furor that was aroused-distorted the whole l s sue , The lo,eal 'r1l!1wspaper had never v'lewed our efforts teo kIndly In their edltorla~5~ and after thls artTcle, t~T~gs only get

wo rose. Not on' y we re the p rBS 5 ,aCii:,OU n ts dis to rte d J taa rLlmo rS rea 11 y be.gan to ny 'I:~roughol.lt the town. Alse. I think that it was at abou t 'this point that the ext rene rlgl'it."wllng group tn cur cOrMiunlty became mobl1lzed .. After w,ag'l ng some rems rkab ~ y e Heel:: 1 va Ciampa I 'Eln's ,ag,al ns t open hOl.l15 in 9 a 1'1 d

sex educst ton t n the ,5 chee l s , tney 'then t~ rned 'the' r i3t ten ,t i on ttl the

evils of ~ens~tlvlty training Jabs.

"'II rea 11y bel T,eVle that most of tne cr l 11: lei sm rh!;"!lt our prCi,9 ram received was, a result of the organTz.ed efforts of- tht,s right-~Y~ng grClUp. They dlstrlb~ted III lot of propaganda !;IlI"!d they n3d a considerable Influence wIth cOlllfiunlty powei'" sources an,d wIth the medIa. The frustrating thins

is that most of t.he i r membersh 1 P' Is from the rural. areas surround I ng OLBr towrq they are IU't ~ oca 1 taxp"aye rs and the 1 r kids do not even BIHend aU r

!O ehee l s • A,~ 1 t he mil i 1 th at I go t--a 1 J the dis to'rud vers] ens of wl"l,at semo'ltl'vUy tralll"lIng Is--was postmarked from some sma~1 vlnage ou't In

the CCI'YnE ry. rna J;lhon~ ea I ls that 'the sehoal board ~mbe rs recal ved

were~ for 'tne most part. from outside 'of the C::OimmunTty as well. We were ,att,ac;'k.e d ra the r 'V I go rCH.JS 1 y. Bath tne coe rei i natcr 0 f the Fi flag ram en d

, wenli Galled I Commun t sts " •

1'1 have-a fGellng,~ tC:UJ'~ tkattlnere are peop,le in hlgn places wIthin the c t '~y who be 1 OMS ,~,o th i s c,cms8 r va t 1 ve organ i xU I on, who $ Lippa 'Ft I t

f i nan c. r all 'If an din cth ar Wi;!,')!' S, bu't Who do not wan tit to be known 'tha 1: they are ac.tually members. There <Ire plenty of others who are wi II 11119 'to Si'9n h~tter$." • . It Q lways seems dl 'ff1 cult to get peopl B wna an! i 1'1 Fa,ver of ,1:1 ~rogram to wrtte '~tters, but extremely e~sy to get these who a~~ opposed to wr I ~e.

"oA elt]zen~s committee was 5et I.I!p to review the program. InEldvertant~y~

the board of eQucet Jon appal nted as c.hsl rrnan of th hi eCilm1li tteei a mall'!

who ell d not even IT!,Ie r II'! the scho01 dl s t i"t et , In add] t Ien , it turned Oli.llt

~ha t the fill, 1 'ow was a, membe r of the organ I aa t Ion wh i chwas, h,ad T n'9 ,the camp a i 91'1 agal n~t cur pr09 ram. Of course t w/',el1 these hcts were dl S{;OVe! red the eha i rman was Trnmed~ataly re.plaeed. biJ't by that ttIDe! his anti-sensl'tlvlt:y tralnlns p1"'OPS" 9 and Cl had done i 1: 5 damag'i:! and evel'l tU611 y t I'Nll P rog r,am w,as phased out.

I, 'I cain see now some til i s takes we made an d sometni rig s I I d want to Illo

dl Fferent ~ y if we he,d anotru.'H ehence , butl:here were t6I 150 50~ l.If'!avoi dab Ie

p rob terns ~ r ke the m I ] 1 age i fJ:S ue ,'III''1d tha 0 rga'l'l i zed F'U, I S t an ee In tlli!l cofnm!.!n i ty •

Maybe tl1e.gCi! 1 S of the P FOj ect W~ Fe-too 9 r1iln d. Maybe it wasn _~ ~ hU!'!1ol!"l< 1 Y

pos'!!,flilile, eonsl derlnSi 'the Eltaff tIme and. energy we had avaT 1 able, to hand le

a 11 the ex 1 g,er'! f: T!il:S or H1f So k.1 nd of cl"i,O!i r'!ge ~ We tt1cugh t about tliH'1lfi I nat i 'I'IQ the.

p r~g ram. but once you I re I n vo 1 v'!:HI ~ Il'I ill chaf'! gee.Ho r t how caf'! YOl! pu II 01;1 t 1 ..• Arnd ~ iclf1YVl'!';'Py I desp Hil!! the Fa c:;:t; '1:11 a t 'C he IH'og ram WilS no 1: c:a r rl ed th rough to ;[:o~let~oni I f,eel ~t had C::;Ol1'ilsideralb'~,e p051]1:Tve irnp~ct 01'1 most of these rn~~vlduals who participated ~n cur train~ng labs.

~~When y,Ol! I re be i ng I nncvat l ve ~yol.J ire never q'LI i ta sure of you rend

res u 11!: II simp 1 y baeause whn yo u a re de l flSl h~s neve r be-eli dCHr:11:ii be f'o re • I '~ 1'51 l~~ settIng out on ~ tri~ and not being sure where ya~qre going to go~ b~t h:cp r 09 that ycai' 11 end up ~ t'I,the d 911 t. p 1 €Ice. Ii

Edt tm,":'rJ, ~ on th,g etta e of ;St;~ ~e

k~9 Stl6va a hc.mles9 victim of G!i.pC'Wn8tanooB beyonil h7..s ac.m,troZ?

~~e ~ mt think 8C1" 'not carrrp'le't:ety. Ste7),s b'eUetJGHX tnat mr;'moera of

~h(;l e-ystem ne(~!(Jed pr"Z::t€tm-ao Zuing Elk-£. ~ 'l-s but: n-e did n"t qpear ta ;tQ ~ Zow

f! rrob '&~f.1Hl,I'Otuin:E1 p:r"t:l'~aa in l1'te own approar3h, lleeause 'he fuLil OriG

Itolu~-iorl i.n mind (een6fitivi.ty '{;l'\Cl,.1:r~i'~g; fJ.M W~8 ('!Qnvi~.Ma v~r'Y Q(4'''l.y f;ha;t it; Waf;! tJJe way to go~ 'he was moJr~e of a (iloiZ>l.t:ion givol" t~arl a; l?PC),O'a8(;.1 fJ~lpa)". lie 8p@nt ve.:ry Utt'tfil time MO~king in a: gmtu.iMZy eonahCl.Fd:t~:vl!l ~l:! wit~ K~Y membel't1 (;1 tne sYBtem &0 daf'i,"1e ,wMt thei.'1' p1'Obz..~~ Iv~1'8 Miw.{1'!o1J,ts) r::ma how t;'hey might ChOQlM a'ppJ:1Qpl'iate 80 lu 't:iorull., ' lia7Ji'J'l{J :J~,.91:Mn tth€ (if I) tit ti i) 'fl.", the Ti t: Z e I II f}J'oUf? 1;'l"0 ¢eded to itr:rp 7. r!f(ffr; n. tQ:l;.ion iilitfv;"ld; rJadnir:fI ,wide{r;n'·6a.a BUJ?p~t't lor ~Mt; t'key W!I:ll'e going to iJo and 'app,{Y"e:nt:ly w/:tn.out I!P1ti~ipat;ina tn-e type and MfJ¥,e~ of ,¥laai,atQil'a~e t_hat

(f{)U~tl. be QXlOua·ed., . Because thay had not: 'L~id the groo'MnQM{Ji'k fop a~,u:3\(JE~n~ th~ l'f')af !rJzt i.nwh,~n. oths~ ~ve7'l·ts tfliYfJel'ed ~rJfJi,'l:Wna.te cwf'!'fnul'l;,l'b];j conCle:r'l1 in t'h~ p;ridj eat; Key memb~l"!S of. the cormrll"nit-1J WGI'1"S' a.FPa.ll'6l1ll.tZy 'not beni'l1a

thB pJ"oJer.ti< av1:d not ad..aquatdy il1.tarmfJd about l.t 16!GlT'Z~ o£11 th~ .rraJne. ller/'l.C!G it b~~1'll"I'OO a vuZneJ''Q:bteJ t;arg.~t to' rigkrt;.--winf) p:re~8W"~'

s:te:v~ ',8 goa! 1.!Yaa ·~natat Z,a:i;iQ'r1, of a ee Z!m:rgrn~Z JKI,'oae~B in his

l1y ~ tern. ;1a. t;'h ink the ,go a: Z i a z'-auaab Z~ ~ blll.t i -(;; i.e a ZO"Ng t;@l"i"i'1' goa Z tVld fa'!' a a.onaG1'Vai:i.ve cw.rrwrunity a ;)titFfj i;cmgh om;!. P!3Z000pf!. i.f Steve had ~1.Jqa a ~"i:tH& r'I16l'8: e1.ooZy with more pZanni.na and mol"fl w-i.aeap~13ad

~ni ty dQ Z1.a.bol'rl tiCl1fol in diagnCNfJ inr; oJ rino (J.Binrh and 1:mp z,eti/,en 'ti~ 41 he -miiJht hr.rue W,!l'fl'OnlSlJltla tne atom and gi'l)~n hiB cortrmW'loi ty th~ .begi.11~1inga of

a ·t.f"oJI~'li ~dl-"l'!3nf1J.M,.n" ~ahClot SYlll'tem. When StGvt taUG~il iF" US;t he ~8

e,ir.p~tic ,aor;n,tf.: IQ'l1.tl! tffli na- : t f h~ had had B orna thi ng ~ ~ ~e tJv.e Guide to 1J)0I1'1'I: f'rorrl, 1iS '!UP'UZd fI-::Wf,l dotlB a lot: ot -!;'ningifl dif!~r'·errtZ'Y.

Mll<E

CASE EXAMP~: T EACHER, .... GENERATED CHMJGE IN A S~OOl SYSTEM

, ,

Mike I eras£' ilJ an. i l i.U6 tfit:.rhian of f3'ha~.e that QPtgirr.atsd f:~om W1: thin. t'ha teM h': ~1g ,fjJ' ta.ff ;:; f ~ aano." t B JJ e teJn and, t,fQJ;'~'J it e IaXlve 8 to of. Z"t.U1t1.ir'J.Cl te the u.nft'l ue Ci!ha.:ra~t~ri,~,tia:a at S,tu,h tgmsrs FOote' innt4vat :onsii Coin idflntr:(tty:; ''Ii happens ta 'be -r;.n.§ t;ol!Y al the int:t'Oduc ion of Brt...'r.f1duaati,on into the ,a"nc~ZB i aup~· ... au ZumF A.a 8MO'h- M1..'ks' 8' stt:u'l'i! a.lElo Me many of' t~~e i.~tgr8dientB typi.oa' ai' thfJ 00 t;i.o,mri.J~' a,ot1tr-Gn)liNY QV.e;l"l thia p~ti 14 Za.r in.noi'a:tiQn~ It i. wO.'Pth '1.1() t;-l,:ng

t nat Mi 'ke i·13 r10 t f"J1Il. ty a t;ea.ch.e:p VU 1; ktl1'l f.lJ?lti r:l ~ t.a;t.e Ell' 0 ke liJ'iJ'If.l:}1 Ja l'~ eduoa '~imUl Z

re'f'CYIJI1 1:7~ h~B aommu.n·'tjj bei~ l?~fJ·ld~'I'1. ~ of' ~;~_" Loaa ~ NEA Q~'!apt..e j at ~tltEJ ~~

of J a, llia 9 t",~ !Ja~ "fig. t'lrt as: PI' t:y p l,aa Z n 07' rlYCl:ttiJ 'bliT? ica i PI by r? % () lour,!

'S,1)i.ew~ 1"1u., f, . nfl'S agent; i

liS i x yeal1i5 ago ! bee arne ,iI J a.i n l D I"" high 5 choo ~ ~hy 5 I foil 1 S c;, l en ce Itea die r 1~ a Glty of abow 100~OaQ~ I fou~d the students there v~ry r 'warding :0 work 'IN I't h:l bu t I a 1 so' If cun CJ thel't many of them w Ii' _ coml 1"'19 b;J' me w i th wha were, to th m~ tremendous probleml~ I w s able to ~dent~fy the~~ problems for them m~ tlmB5f ~nd yet I could see a need for something wlth ~ littl

mere d, FI til and ieI 11 tt ], me I" s 't rUc.tl:.llr'e. A't' he reglJ ~ ar we'-_ k I Y meet 1 nQs

o the 5ci~nce teac~ r~ In he schQg~ wi h the ac~en~ cO~5ultanl for cur di~trlct, I began to brfng up the need for some kl~d of Cour5~f or sc~e

'f n n 0 ~ at Ion w T t h i 11 a s b l ~ s h G d co U f' ~,es t 'he t wo LJ ~ d , I] oW the 5 e yOLU n ~3' peop L

't 10 tal k abo IJ t It t1 e I II" pe r s en a 1 1 l ves '"

liThe s C [Q:i'lce Cc:)I'H~ U J [,an 't we s, 5,ympa ,t h~lt' C I' ran d toge' he f' W r'1 V I E.';wed the

Ii;OU r'ses cur r 'rJ t 1 y a va [ T ab le ~o '!H;~e f"r fry p ,-QV 'd d iii 11 opJ)Q II" j' un i t)' for stud n t~ '1::0 axp res s ,iiH1 d t t'y to so 1 ve th ~~... p,reb Iems • We fCH.lnd 't halt 131 S lH'lJfH:!i r s .:1100 1 enrlehmen' program whrch ~~d rec ntly been intrDduC2d Into the ~lgh 5cheo1

'rye 1 !Uded a CCH.I rs i! in ps yc:ho logy 'whia r~ t~e re was app'o F:' tUfi'iI r ty 'roll" som d i 5 cus-

5, Jon CI,f P (\H" son a J I' 5 S LlH.~,S • I n .he reg,", 1 a r s cheo 11 e ur r 'r eu 1 um I' huweve r , 'the ein 1 y

course w~ich could b . consldered to b In this are~ were the 8th ~nd 9th

rade h a~th tl ssr s ~ha~e human sexuallty w~s ccnsldered~ but which s~greg~t~d It~'" boys from '·-he gi"'~Sii

IIMny a f t~ tr,H~eha rs Fe]' t that 't heseFew COl.WS as f~ 1 l' fair shcr 't o'f ~ffering h~ students an opportunrty to dlscUS5 in the classroom th kind of problems which w~r co~c rnl~g them. We were co~vi~ced thQt a need FOI a

new COUfS- exi5tedt and we st~r ed ·0 ex~lore the J55ue w~th the othar members of the ~chQo' syst m~ The scTence con~u]tant obtalnGd perm~~5(on from the super~ntendent ef the ~chool distrIct to get st~rted on ~ proJec' whlch wculd

I e,ad eVentUri Illy' 0 th i ntn!H:h.lc t I on of seme kh'ild of uhUITI9n aexual l I·'y" CC'IJI ee

! n: 0 BI l 1 I he J U' n I 0 II" h I g'h 5 C nee 1 5 of t h dis" r j' (: t .

Stgg&tJ III & If}: Aaquin If} Ret.e'oon-t R060'U.2?CGG '4i?'2d C1;'O(H1_~RI.(! a Soiu.tion

IIIThe 51 e l ence corns u 1 'tan ,t 0 rg,tln T zed a t ~m 0 f teach liS rlld aclm in ts f. 'to rs

from aJl t~e ~chOQls In the disLrlcr 0 work Qn thi~ stage of the prQj~ct~

I\he r p re ~ i In i ria ry dis cus s g' OI'1:to among tile team ITIembfl r-s ~ peep 1 e from S ~ ECUS (Sex I f'ltformat "on and Ed II.lC a t I on Count r ~ crf the Un i ed S ts tes) we r ell U I ed In

to dl scuss wi tli us how we should go €Ibout setting up such a e l as s , In add l>

t i on I We eon t;!;lC ted peep 1 a f rorn ethe r c,ommUf] J t res wh i ell' had adop'ted B 1m i 1 ar

CQU rsaa i;lInd they he 1 ped us ali t line a rea' is tic p rog ram bhSl t lnvo I ved t,eache rs and en 11 ned ~omml.lIi i ty s uppo'r t , They a lso 'to 1 d us, whe re we ccu 1 d go 'for

1 MformatTon r n p l snnl n9 thec;;onten t of the p,ropos,ed course.

liAfter about is i X montns of such dl sCW'SS i ons and J nformat ion 9'iltneri ng I' all the 't am memtH) rs had a good g'ene ra 1 I dee of wna t would be. 1 n va 1 ved! n seUloS up our ccurae. What we ftlll t we l'1,eeded a,t tht s point ~ however, was someone WQ'ji'k In 51 d 'f rec t 1 Y \;J r rh us who had fufid pe rs one l exp,e r I ~nee j n rl.lnn r ng

a course of thl s 'typ,e. 'We discussed the possTbl11' ty of hlr'ing' an EixperTeneed teache II" of sex educe t i on to wo rk w lth LIS on the team and to se t up ill pi lot

tow rse i 1'1 cur s ehee Is. I n 'the end we dee i ded ;iiI'!;j,!;! i n!l t I:h r s, pC!! rt 1 y because

we fel t th'i't we w,anted to work out 'the. course cant lit eurse l ves. Blf In

adcl i t i Ot'll t:c th l s , we fe 11; tha t th~ I'd r in 51 of semeon specl fl ca l l y for th i s

p\.I rpose n'I ~ 51~ 't c::,a use 611 ~a: iff n the cemmun i ty an d a 1 at or q ues ti' ens wo u l d be

ra 1 !led be fore we we re rea dy to a I'lswe r ch,em.

8tctgda IV and V: F'ldr>ther WOl"~ t?n Chooairlg an4_ A#qpp_!~ t'/w_§oZution anA Gaining Aaaep1;(JJ1ef3

1JWe dec~ dSid t the re rore, that we wall 1 d ga i n the tile cas s a ry firs t -band experi BIiICe by hav i ng one of cur teem f)iJembers run a pilot praJec. Tn on,e of

the e)( 1st r I'Ig eou rs es . By' so do i 1'19 we no toni y expec ted to ga T!'1 some expar r ranee I

but we ~l'SiCI anti'crpated being able to sample the opinions or the students and thal r parents. Wo lFel't that i oF such tEl I=Ir,oJe.c't were Q 'success. till,s wmQ]:d be

a va luabh!! s ta r t I' n e:111i s t T ngeormniJIr!i tY' support s T nee we eeul d present thIJ

cl t 11.~!"IS with the examp 1 e of a ,CQIoi rse 'run by one of the I' Ii" own teachers 1 n the ill" own seheo 1 sys tem,

"I volunUere.d to conduct the pi lot project silnl!€1 I felt there would be no prOD I em work i rig I t. r n'to the 5 e i' 'i!i.nc.e cQ'U rses wM 'I c~ I was teach l,["Ig ,u 't hat tIme. My objective wa'!i 'to a l d the students in develloping their b t l ttv to

u~e logrcal reascmlng to make responsible va,lue l~dgn1ents about social issues

whl en iffec:t 'tl'leQil pe rs ana 111 y. Th us ~ I p l annad to l nves t I gate not J iJ!i t

sexual r ty, bu t ,a ~ so othe r i:cIP i es re 1 a ted to bot h tl1e soc i!!ll !;[ !",e.a and s c j ehce ;

e.g'l the use of drugs and alcohol. I planned my pil'ot project 'with 'members

of the soc i all se l enc.e deps r trnent cf the s ute un 1 ",ers i ty ~ and wi'tl1 the T r help

I dug up in f:armat l 'Ol'! from tM c:: l ty 11 bra ry, our s 'ta te depa r trnan t of educet I on , thll U,S, Offi,c,e ef EducatrCII'If and SU!CUS.

! II nus t say. thf!l'l: teach i 1'19 the p I lot cou r s e waS, the IinOS t reW,a rd i ng

I!lparience I' \Ie ever had r f1 my 11 Tifl i We star ted wi en M,orse i 9 The pJ,aited

~, arid ~le: w,ent on From there. EVeryth T rig j us t rei ~ In to place; l t was lQ'Ye I v. ~he 5 tuden ts we re hung ry 'for all t he b"u:kg roun d mate r ~ ,8 1 s I had pr!ll.a red I and we ill 1 1 became tremendous 1 yin vo 'I ved. Wi 'th my soa 1 I n m j nd of hel pi n,g the s tuden ts beeoma ab 1 e. to ma ka respcn s T b l a \{Cl II we J udgmen t 51 I

Iln~llrded two apae l a l sessions lin 'th,e eourae , In the ftr,st one I' II had

• teacner come to t he "c 1 ass one meH'!,! i ng arlcil t,e ~ 1 the kh:ls th,s prob 1 ems, of .lIom:m!.l!ua~l~y'. He had spent III years in our state iprlson as an Inmate,

and 11B eeu 1 d t.el 1 k abolJ ~ 'I~h e p rOb h~,rn c fr hQrnosex)J~il ~ Ity of rem 1"11 S OWil"l ~XPQ r"'"

I il'!1Cei5l1 • t n t:i~J'I!i! secend 's p~~ l s I S fact 1 en ~ ~ hsd my' IP. regMiarft w'fj 1l'e and eu I"

cne v~ar ~ld b~by co~e Tn. We sat the clas& i~ ~ circle and ~~t the bab,

I n It h e ee n tit r ~ f'I d t a 'H .. e d ~I b Q II..! t t hi e n iiiIi 1: U f" a 'I 5 ~x 1 ~ f e l n t h e f am fly ~ I

st~~l meet the kldg From these Cla~5GS on t~e str~et today and there is a r~'atTon5h~p batween us t~8t 1 ~ave ~ever seen elsewhere betw~en a st~dent 6nd te~~her,

~!In ord~r to get some comparat[ve data en the effectiVeness of thl~ P' I 1 0 ~ ~ r 0 J ee t , I !'I'I!; t eli e d 11if~ t h r e,'e 5 c T ~!"I ee 1;,] Q S, s es ~ wh I c h W~ u 1 el r ee ed VI! the n'l\f:!W COLI r s e rna 't er i a 1 ~ ag;!;! ins t, ~ h ree "con t u"O P! c.1 ~'S 5,e!i;l, wh I eh 'rIe r e be ~ ng I~ught by other te~cher5~ I administered ~n ~tt]tude test b~fore and

ef te if 'the '9 ";WB~ k un ~ t b~, ~ 1'~ six c LWi ses - - mY' th ree sec t ~ on sand ,t he

~ h !-e~ CCF1 t f",~ ~ e h~ 5 ses . The re W~ re s ~ Qil1 i F ~ can t d l' 'ffe r'e nces be tweet. ,t ~e

~,Kpru r T men tall tlMd con t ro 'I '9 roups I but en some of the concep t s the res IJ 1 t 5 WEH'~ a 11 ttl edT 'F Ife rel1'~ -r::h an I,i;,te nad an t ~ c i ~fJ ted. Tt1,~ 1"1!3'fH.JI] t 5 shewed th~tt as a result of the ~~ur~ei ~tyde~ts h~d becom~ mor~ permIssIve ~n their thinking on t~e Is~ues ~f 5e~ ~nd drug~ and that theIr value Judgmants had a more hymah!5t[c fQundatlon~

UWha'f'i II rape r 'Un,i the e);:pe r r elflce an d f ~ I!1d i ng5 f rom the pi 1 at COI"I rse t'o t~ pra.Jelt;;t tE:a[1il~~h~ l"J roJec.'t ree 1 'lly got !IJlrildBr w'ay,.·· The pI h:Jlt prQj~cl~ con f'i rmed

our' ~bStH''!iJQ t i on 't he t the s tudefll'ts wOLl'l el we 'I COMe auch plf"'cg rmms , A 1 thcUJgh I

did not make a for1f1,lll s ~.H·\if.ey of [la r'en t s II "'€l'i;~:H;t I :O[1S ~ li't r-i led' to 'Fra.e'~ tl1GiITI out W~B~ ~ ta'k~d to t~em at PTA meeting~ end 1n ind]y'dual conf~rences. ~ WS5 e 1 a 'te~ to f i n d Ith'i~U €I 11 the T r Jr:;omFfleti ts we ""~ fHVO i""alb i e ~

IIWa rra 1 t tli,at "~hm cour~ e W~ WQ; re P 1 ann' i rlig sheu l d riI 0' ,t be. 'j F! t reduced iO] e l ~'t the jun ler h'igh sc~oo1 leve l I but ra'U~ar that i'· wc~ld be import.ant to ha,\I

CQU rses le't 8111 l eve ~ S i' t< th rCl!l'g~1 12 ~ ApP''['OY,!i 1 f~r th i S fa')(pal!1decl plan w~s

obta i ned f rom the supe If'] n 'traFild~i1t r. Bnd au r p raj elc t te~m W~5 I rH~ re,osed '0

i nc 1 ude t'~aehe Fr"'1ij f rem the e lemen C"iU"Y ilrII d li'd gh s ehoe 1 s I n the dis t r [ e t I In ijdd'i ,t I 01"1 te Lhe j un'~ O,F' h i ~h 't~ache rs who W,a re a 1 re'lidy 'Or! Ithe 'team ~

UMy fJ I 1-0 t P raj ec.'[ a l '510 defl1icns t 'f"ii ted one 0 the' r i mpc r'hrn t ~,c Tnt ~ th,a tthGi! who waLl 1 d t:H:' t;uall ! V b!i:l ~ i1V,Q ~ ve din tewch i I1g' thf.n5lt3 I~ 1 as SeS ?tOW 1 d have to be Wa p~apared~ I had Found t~~ student~ ab1e ~Q ~andl~ a l~rg~ amo~nt ~nd var~e~ of ma te r I a ] s II an d as ,8- re s U 1 t 0 of t h i' s e xp~; r len e e II 0 U r :p ["0 j e ~ 't te am d,~c I de d

'e I~ s en d at hU!:I s 1:. lOr'! i! te ache r f rom ave r y s C 11'001 1 b IJ I 1 d J n 9 to ;I wo rk So hop a t

th e. t.m I \f!B f'S I 'toy i n 0, rde r te de !;Ie 11 op p'~ ha '!:DY r se S •

II Leek I' Il~l back, ~ can now see tha ton€: re ii 1 Pc rOI~:d em wh T ch we ~~Id

w ~ t h l' n the sc.hoo 1 sy:s tern WaIS, the me tho.,d, of !:iie 1 ec ~ r ng 'thll! t~i!H:IH~,r ~ who

I"H~ ~~ed t11Q· p rog ram fo r aach ~ ehool : ~ he ~I r inc I p~ 1 s ap'po in ted t ~a ~,liiH"!! who s @e,m~,d to be; wo r-k ~ rlSi 111 th is ger;e ra l a '!",e~ll w That l s I t he'Y tendt.d 'tc ~IPPO~ nt harM eto~oli'ni 0:5 j c I c 1cgy Of heal tn NHl,ch~rs t I r respect I V~ of the t~QchBrl5 obrlTty to est~bl!~h gCQd relatijcn5hlp~ wlt~ the kld~, Des-

p T 't e t h 1 s ~ ro,b ') em j lEi t T ~ T 9 ~ lie· t 'h,e:S e tea c her s e red I' t for b s ~ FilS h l 9 h 1 ¥

l nve ~ veti 1 r1 'tile ~ roJect ~ EVi2 ryth 1 rag !:.Chf"l,t 1'rHJfed to Ig'o 51l1Q.O th 1 Y w i ~111 n th,e

5 CftOQ'~ i5 Y stem"

-25-

"Ololr efforts to buIld community support also seemed to be going wei 1. We

p repa ra cl s 11 tie. shows to III US t ra ta:t he ma ~e r l a l s that wou: 1 d be IJseJ,c In the

CQU rs e ~ we gave ud ks ttl PTA groups t an d WEI he 1 d III sen" i u of cornmun I ty

meetIngs 1.0 dl scuss the j:H"'o,gram. AI1 of thl s contTnlUed over a perfod of a ye~r. The feedback we were getting by the end of that period Ind~cated that the vast majority of our citizenry Was Interested in the program and was v ry comp 1 r men U f"¥ abo u t any wo rk t hi! t had a 111"eady gone r n t,o It.

"IHo\'le ve r i we. s heu J d have been 'Forewa rnad by the eX,pl! II" i ences WI i th cOIl'lll'iJrli ty ante'gon 1 sm wh r eli hai;l, b~en re 1 ~ted to u 5 by s choo 1 pe rsol:'ll ne 1 i n dis t ric. ts wh t ch

had esteb l lshad s lml le r progr,ems., If ''Ie haldl we wou1d have been p repe re d

for what happened dLl rr ng the h st pa r't of the yea r In wh h:h we d ~ 5 cU$,sed the p rog ram \11 til the co'mmun i t y. A t Onl~ mee t T ng q IJIBst lens '''e re Fa I sed abcu t how

we were 9101 NI to teach Jude.o-t.hr l' st Tan e rh I' es , Our spokesman stated that

I We c'tJn I If:: teach me r a l s I ~ and 'DOOM! Itne 1 f d f1 ew o'f'f. I th i nk 'ttl a 't had we clarIfied our gOl!ill of te£lchfl1'g 'he YOoung peep l e how to make "respons l bl e v 11.1e Judgments I ! 'th l s w'Ould halve helped. This Wii!i s t l l l cur go'al, arnd we f'elt

it '(las a raasen ab J e one to, s t r T ve fo r ina p r,og ram wh I en \-/OLl 1 d cove r the '9 rades K through 12. H0Ii1eve r • 'Ilecau 51 e or tine ra the r Py~Z 1 I 'ng f T n d I n9 5 wh i ch I

had obtained in my pi 10,t project (th·at attltl.fdes to\-"",Elrd marij'uanCl, etc.

became ITl9re f vOI',ab1e)', we had been l nrentl onal ly s1icl~ng over this l ssue

11\ our d i SCli.IS $I i on 5 with 'the pub 1 l e ,

ilNe:ve rt.he llu,s ~ r t WI::! s thfll s un erne n 'I: thai t II we we u 1 d not teach !fna rill s I

t~8t was pIcked ut'I. Varicli's ex.tri!mlst groups 'got aho ld of lt , A paper was published' by some of these pll!ople whic:1'l was rethe r Inflammatory 11"1 Its, attack

em the progr.alm we w~ re p 1"01'0'$ i n9, AbQlJt s i X peep le still rted ccmll1,g to our

CCllIlIlJn I ty II1ee tr ngs and expressi ng ve ry host 1'1 e i! tl tudes. They seell1lE!,d terri bly adep·t lilt 1:;\riif st i ngl e.veryth T rig we s a! d eo make ,the. whol,!! Ii.l rograll1 5f1und 1 mIlDI'll 1 i 'they as ked q lWie'5 't I 01"1 S arnl made ins I n uat ions wh i ch plan ted

doubt~ I n the ml f1 OS of nt he r c 1 t 1 zen s • From rh ese '5 T x peop 1 e the ~p~,as ttl en

to the prQgrClm began to spread. Most of t"e opposition !l::aml!! 'Frolm rural areas

.round our city and about 90 per eant of the eppoa lt l on was 110t even In cur lcnp.;d dIs t r l et: I In!! t tlie;y d i ,d halve con t rc love r SOI'OOi med i a ~ and 't nay ceu 1 d

get the i r we rd out and 51Head ~ 1. They put, enougn daub ts I n the rni n ds of others so that i t b~came c1 ear to us that we ceul do not go ahleacl on S!ch(H.!ul e and In t reduce the pi 1 e t cou r5~S 'I n th,e s chao 15.

11Havll'1g the p I'Q~p"al!l'l suspended ri ght it the moment tlua I t was 'CO be Introduced was quite a lec-down to those TnvoJved in plal'lrdng It. but fortLma,t'fi!~ ly t~e p reg ram was i1Dt. ~ ~ ~clked ent I re 1 y. We raas ses s.ed the s i t'Ui!I t i on sl'1d

settled en hiO metnods of ~ancl1l ing the eppes lt lcn , F~rs.t, we were very

fortunate 1 n hay i 1'19 deve:1 oped over a pe:r 1 cd cf '~I me the '!i uppo rt of a d'l Vel rs a

~roLlP of peopl from tni.ll',ches~ government I aehoo l s , and var l eus civic:

organ 1 Za t 1 ons In the Wll'imiJn 111:'1. These peop J e have nO~oJro rimed a c::oIm111i:t~e:

to 98 t pub 11 e suppor'~. I t w T l l be a 't remenclCliJS ra lie 'f tQ us because we got

to the po1nt where we were using up al l our tTroe and energy trying to sell the

l'rDiram to the pUb] i c. More ImpQ'!"un t thol:lgl"l ~ I th r n k these pet;lp t e will have

1 greate r i nf 1 lIenCe W 11th the c i 't T zen s th an we have had. 111 1 s 9 i ves us II chance

to proceed! with the o the.r .aspect of our plan fer oveiCClmif1g public eppes l t l en . .we hey! decIded lo ~IO rk Ol.i t: tn,a CtJI r r 'I eu 1 UIlI fa r '" 11 1 t he COli! rse un i t'5 for C \Ie ry

cl®!sroom period in a1 I tho grades) K t~roug~ ~2. Then we wfil go back to IL he commurd ty w'f t h the ru ~ l p rog ram 011 paper I ,~r:1 d t han til ey C,laiFI take a

5 ho t iii tit 'I ~ f thlBY do net 11' ke semet, hi ng ~ we cadi change I t ~ but we mus t

have th fr sUpportF

n r 'F W~ GO 1..1 1 d s'tar't a II eve r a:g'a'i n on 't" is plroje.ct, o.I'U~ th i ng II WOIJ I d change WaLl 1 ~ be the time to b r T n,SI the ;p rcje ct ~Q the COITIflH.Hll ty'. We wad ted eve r a 'f,ea r be Fo re ~ n t roduc i ng, ~hil!i p rog ram ~ GII"H:j th I s dId not 9 ~ ve us t T iTI~ to' exp 1 a I n 't he pl an and to ev,e .reom' the res i stan ee ~ '~le 5 hou l' d h~ve ,t,a r·ted

G~mmun r tv mae 'I: I ng s scene r , On the oth- r h If HI I tl,! nk t!1e re Mil I gil t all so

have been a problem if we had ;pprQ~~hed tha ~cmmunrty very early rn the prcces,s. \V'e we re I n iill at t If'cn 9 [pO-51 't I on and Iknew wh ~ t W~ were ta l k 1 lig about Wnel" we begIn to ,t ill k ~ I hi! d riJif'l my pi 1 ot co urse ,an d It he f.lGl ran ts of the k i ds

i nv,c 1 ved ecul d ,11 re,ady see tha't . 11e i r youngste rs h d benefi tt,ed I We fe 1 t we

hilid s ucceeded r n cony r n r: I ng man'y peop 1 e I n the 'C:OltmllJll i '~y 'th,a t our p :I'"O'g ram

'wall 1 d be a geed ene ~ and when 'the 1 as t opp,o:s I t ij' on La .ove FCOi'M: ~nd t.he ccmrru,.ir1 f ty approves ou r el aas mate: r l a 15, II knlow we II re go i n9' Ito !lave a strel'ilg and ~)tci t i Ing p !"'09tam~ II

an~ ye~r later we contacted Mik again~ A~ he h~d IndTGat~d, the new i y c rgan r zed c r ' r zen group peved 'to way fro r commUiil f ty ~ ccep Iteln~ • rh~y "rg·iS!f11 ZL:id w i cc ':";:" ~~ 2d & uppor t Fa r the p rc'g ram T 11 neWs pia pB r ads iii no p' u b 1 h: me e t ~ rl '9 5 ,t £1 n d I'r1 a d e an e r f e c: t t ve p f e s en t a 't i 0 I'll to ,t h esc fj,oo 1 be; i cI

wi1 r en r s 1.I ~ led ~ n aJ!l.l t hcrl aat i on 0 f a p has ad p reg r-am , I' n the H~69'" 7'0

school year. the K-6· currlculum was pilo~ tested with s_lected te~ch rSI In t~ ~prlng of 1970 th program was 'hen approved for all schools -nd p~10t tHstrng fer 7~12 was also authorlzed~ By desIgn, ea~h ~hase Is ccnd~t~cna' on eva~uatlon aMd ~pprQ~al by th~ cammunrty. Complete sccept~nce 6nd Incorporation of a K-~2 prcsram seem~ issured by the 1971- 7'2 schce 1 'leal r ~ Heaflwh" e ill voes I oppos 'I' I~ j en From ' x t relme ~ FOU !!,'S has,

virtu~lly dfsappear@d, -

~rhil did Mik,f}. a.r~J. f~iiiJ aoZZ"eaut~tl' sUr!!'a~s·~ Mhel'tt {;tBJJ.a and his co~teagueB hr:d :fh~.i tftd? W~.6t ~1;f.l' {?'POgylCtJl'I. ~e'Jii'B OQjIl'~t~OVe1j,a~:a].? l1ara'ly; as one 0..1 Q14}"1

lt3 T.rt~we Y'8 put: it jj ;; 0, ;; I in~o ~ ve,!'7W!;?1 to wi th a.fiflG.UJ,; \.,8 about Z.-tkr.3 ha td1.~ rtg a

~igl1t.ad i"iN(.u:'!(J.akt!l'1l r1 A.e: ~ttt~ S'I;g.?)'(!. 'e progrom th~m fJ'epe ~ea:p~lcted fii'Lip-ups and ahano« happe.ninge whiah 8taZt~d the effor"c. and se.erriBd a't; ''l;;-tmaB to make it took hq:,?1? ~~Sl ~ Li/~ewiiS~ t11e~ lJaB a mi Z-l fJem't; CI·~gania.i!d' and ltn ta,go11iatia mi.t'/.fH'1i ty ~)ho efEelme.a to t:lp~rote irl, an a:/.!l1Oat it1.(1'n,t;{.r'J(/.,t 1~k2l"1,nG':P i.~~ t'hi3 ~.I,lCJ

l.1;1.4e:t"tons. Z:n8Y1(Jjor-~~ wFlat made tihe aitia .t]~~ae,? In, geneln~iJ", it seeme.cl

that Mi.-k.f! I pliOfJ?Jam "jitZ" more t11QVaugfl t~ p ~'n1Md an r mor~ t/~~(J~ough("'tJ ahs(ik.ed

o~~t m i;n crZ 1. dor~~e1Yn~d pa }to(es (te'C(.ohept; '- ~w(rl'n:is t;;rattJPQ. In .. ucW~Htfl· and l'a.1J.e 11 f;n) a·t riaah u -~af!'r3 of de V'e & opmrzn't '" fi/f/. acrr~dt1i J the ~~ \',Ja~ a va 111 tl.w:~rNug'h ~ rfoyrt;Q r;r;.ag:y.'iIJ'l(J i'e ZG1Jartt .t'"e8Ql~'ae8 "lot JMat !fJOm SI1!QUS b'&r6 ~JGO 1'1Y)m th(!! t.rni Vi9 J\'3, • 1,11 J' G th ,,. - 8 ,:,":'1'1.00 ~ di: -bri a t s '" crn.d manU a ""heJ.;·1 a 0 upoe.s I TrJ:t -pdZ1Jl J bhen

IJ,aa a: lJery PW.ii,o' pl,io~elJ8 0.1 aOOQ8-tn! t~e inno1Ja:tio~ w'hia;, in-vI;) {.?Jea a e 'l'3a~ r'l£at r;t ZocaZ M,apttZtt.t:m and l;<efovmu ahon so that t€lachel"B a:n.d the ooltu"m,(,!1'!.:I;y C!outd. l'e8~ it !JaB tJuaiY' own. Fina:Z.Z.y~ the.~ was the sucwe8'sfuZ (t110Ugh belated). moDi tiaatioYl of oommmi ty opi.nion ~e:ade:l"8 to 'bu.' ld wi.despread aaeeptancSi and to quel t the ijrlmtiona~ doubts and fOO:t'8 whi.oh the (I3.ti;l'~rrlli8t groups had been ab l~t.o rJrpZoit. In .aFu:J'l'tJ M"1<.tJl and his CQl.~,ga.gue:3 !r./l1.owe-d tl 8equenQE'l of p:robZen} Bo~uing BtepB 110t unlike. thoa~ p;r,crpotJAd i~ the Guid·r3,

~

CASE E~LEI SYSTEMIC ~GE l.NIT[ATED BV A O~NGE flGeOCy

lle:rl.l"'!J ' B e:xamp i.e oome.; pam i!l "~'W q,lp~ oi !3duaationat o;pgGnl'l~at.:ion:

(.1 r~(jhange ag~11a.y!1 u Such al1 oi'ganiGJatior.l as 'tihs a~g aefJrJl"ibea h13N 1.8 U71-iqua ,~ 't;~a.t -It has })is·e:11 as ~rib tiaheri. fo'V ,tha aXI'J'Z.uaitJe l'UPpOJJ9 oj" faei i-t t,;r:lt~11fJ innaootion on 1;!wJ, p~Jtl tiee &fJl1el z., ;; . ttjie One appw~nt"Ly had 'the ttrtao,,~:r'C~B -r;.o ini t'ta ce ma;jor· ahtin,ga pw;j eatS'. O:PBa:niaat'ians ZiJ«g HenrJi r s

rJ - o@com1:ng inct'f1.ae'M1(j Zy a.o»rflf)11 -tJu.a~({h()u1; t,hQ lint. ted States ~ IntUl"""

Int?a1;,,;f:.e san.a(l Z &8 tl"i ots atfPp ~l1merrbat'Y o·grrC{2·s and a t,~;rge. nim1h,tJP of ~~oal a~~d l:fi'g·to114 t ClewLte.J1ij ISUPPO'~t~ri 'by Bt.~te and IYJaex'a.'i ,lunda al"G b·sing o:pga.n.i~ed and ,'}flG,GX3gcmi;QB.d as 1"al1angQ ag~ncii!s ~" lienry ~ 8 aa.8~ tuae ~at:B..d

a, tityp-£'aa'l,f ~p JiU81W ·t;ypi.caZn by e()~ o,t QUJ'I ~~uietJeP.s ~

III J h a veo ee nits. 5. ore hill t e·d w ~ t h t Ii f 5 9,e n c Y a Imcs It s I' ne art s I n e· 'p t Ien

th rete an cl a h a ~ f ]I lea rs alSo.! At·t ~ at tim I wa s I mi'O 1 \Ie d I iii ex ~ err m en tat I tm on some new instruG'th:mal'echni'ques at the unt vers l ty where I 'taught.. Tt't,e propos ad Uc:1; ang.e Elg'BncyU seemed 1 T ke arl exe i 'tl "'g verrtu re@· ... ahd Jus 't tha lk J nd o'f ! chang _ I I needed Ij!f 'be I" spend 1 ng so muci'l ~rf my p rof.li!s 5 i one 1 ~ i fe unde r" the she 1 te r h~,g w I riB of ,iii a: flid,srn ~ Q!

III 'd rrk~ to explain a lIttle of how our ~hange agency operates before Ige:t'tiI ng into the de ta.' 1 S o'ft-he par t 1 t:'1J ~ a r eu r II'" r cu ~ um I nncva t [en th~t we.

r mp h3.n;e!'1 ted ~

I!O~r ~r9anrzatron [5 de~~gnGd to help schoo] syst~ms fn our part of the state tr.y out flew prac·th:es anc ~rograms,~ Our l'iOl h s actual '1'1 been t~at of an 8gent of change. We vlsualize our werking envrrohment fn thT5 way:' I our Uc: ~ ian t ,l~ the s cheel d' s ~ r i 1.:1: w'! 't~l a i ~ r t s c'on1J)onent p,at cs ~-

s t uden t G I 'tIB~ che r s , aidrrn i n I 5; 't r~ tors, -- ere on one side. A 1 1 the i rl"f~"o rma t h::lIil1

re sou ref! s are 011':1 th 2 otne r • bft~ see eu r se 1 VIE! S ope r-~ 't [,ng f trom tf,a t J1,t:!ve r-

n'~Vlelr' 1. nd' bet'.-I.een the 'twO 2Ei w·~ I. ry 'to I br r n9 'tnem togeth r II:

Sources

HENRY"S CHAN,Sf

PiJENCV

en 12M t 5 c:.~oo 1 Sys tem

"8e cays e we rnus t move I nboth d i rae t lens , l , e.. dea 11 w t th be c h rcseu rcB.S iJnd ell ants as ~'1e try to, f'ael l l tate I nnevat I on j we d i vi de c,ur tasks among tn ree 'fllFlctrClflQ]I te.-.ms: (1) The respons lb l 11 '~y of the 'researeh team' is to es tab- 1l5h eentact 5 VII l th the i I"! fa "mil 't Ion SOLl fees and 'to obta i n f rom them the 5<:: 1 en t rf lc lofol"ffiEltlclTl needed by 'the e l Tents w,e are, trying to help. In most caSes ti'H~ resea reh iteM! a he aaap t s or t r~ 115 hi Us the In fo rmat I on tl,ey get. If iii to e mo re

useful form. (2.) The 'Tmplementat ion team' Is thEilt par t of Ol.lr staff whl en

lnrerscts dTrectly with tine client school systems. They are the peopll:! who de

the actua l helping and eonsYI)tT"g. (3} The 'p1annTng teaml l s our I, lnk w1 thin

a 11 nk I. I t wo r'Ki to ens u re t hat the re Is adeq water 'coo rd I na t I en a I'Id comrlll.H'l r ca~ t I 01'1 be. tween the othe r two teams. I t has f T 1'1 a 1 respen II I b ill ty 'for the des I 9 n

and admi nllstrat IQf'! olF o,ur p rc lac t s , .

1'11'1 building iii 'relatiorrshTp wi'h potentia'],. cliants .. we try to ensure t:hei r ccmnltmenl by requllrlng that the supar Inrendent of every $0111001 district whlc~ waf'! rs to r" r t ie; r p~ae 'beon eur bear-d of dl r'~cto rs • Th i s 51 roup meets fQU r

times a year as. the pe l i cy~ltIakj!"lSi ,UI'IfI of our Qrg,sn il:st I cn , These beard members all have a vet ce ]n 'the der::'lsiof1l!i about OUi'" work wtth 'theiii" own scnee l s, Also~ when our 0 I'gan T :;1:.':1 t I 01"1 Was f r rs t begll ran i ng! conducted a se r l es of meetings w 11' rb i(Jml.,rstrators and Jely people rn:J!" a 'few school districts in the area. Our purpose T f"1 the d i s C \.15 '5 Ions ";N)! to have these peop I e I den t i' fy for themse 1 ves how they fe' 't the i r res pee t t VB commun i' i as shou 1 d flme t ion. These dis cus $ i ens

urI/eo to open tnem up to i daas abeu the need for c.h,;inge and the types of new thing's that could be tl" I eel.

'~I n bu T 1 ding a re l a t f enah I p with in/Ol'ma,'(;it.mBClupc.:ea we l1ave IJS ed bo th forma I <1110 i nfo iM1I~ 1 means. We hl;;!ve an ex!!cU t i VI! adv he ry eomm 1 tee 'tha t mere ts nlne rlnes ~ y,raat arid a col j,ega advisor-y commi ttee that mee.ts monthly; peee l e ln both of these 51'roups nave eMe expertise 're'eva~t to our work. We also

stress the lmpofunce of de,ve.kJp'ir'lg per scnel contacts 11'1 'centers of research

.. nd lnnovat lcn: the ce l l eqes , tne Title!V eenter-s , ERIC. SRISj Phi !JelLs

!(appal at c. We deliberately bul1d close ties with co11eges both Inside and outside our area by '!'lcorporatTng' some of' t he l r Facu] toy men1b~i"5 as spec l <11 eensul tants to our organization. I wOIJ~d say that all these 'things WCirra IlItel'l t 1 ona 11 y di_ S 1; gned fo r 'the purpose of I bu i 1 d I r'I'9 a rrri! I at I Colt"! s h ~ p • I

"I gues,s y,ou ceu l d say that we had a backwa rds app roach to the ste~ yeu :eel I 'dlagnDslng the IHo,bhm In the e l lent sys'tern'. There are a total of :240,000 stl,Jdel"1t5 and 16.000 teacne:rs in eu.r area, all of wtHlfT1 we Fe potent r iii J 4elll!nt.s~ for our (l'l"gardzQtkm. In ordlH to 'k,e.ep our operations manageable, "pee I all y at the beg inn i n,g ~ we 11 m lted the types of i nnova t 1 ens w 11' t /1 wl1 i ch ~ could offer ass l s tance , At flrrst we defined our pn)bab1e foci as ('I) 1an-

gUIg!! art5~ (2) secf al s elencas, (3) behav l ar-a l clUing!.':. and (4) l n-servt ee

tnTnl ng. We then Went: to the 'School system5, 'I n our IHQ,a to Pi nd out wI'; I 'en.

If any, had Tf]terests,or needs l n these areas. We found tna'~ a number of fhtriets s~ared OUr I n'terf:l'St 1 n develop 1119 new approiH:;hes to a sec l a 1 sc i enee ~tJrr I cu I Uti. From thee e s ys terns we ehes e 01'11 y those w~ I en eoul d a Hord ~!t'IId

WIre willing to commit time. staff, etc. to tEl project: wltl'i U'$.

"A'r'Ler l Irn i i ng our paten t l a l e 1 l en s in tl1 i 5 way; we sene cur I lmpl ernenua t ion teem' to, c.o 11 ect in fe: rmat ron heu t the chosen schoo l 'Sys terns 0; They

i n te r-v h~WEd s, t a ff an d adm i n 1 S"~ ra tc rs iJ:n~ rG'V i a.wed s choe 1 re.co rd IS to find out abOLl t P File t i' cas arrd te.~ ~bQoks be r n~ us eel ii s b",bj teg r. es eh e.y W~ ... ~ try i ng, alnd the k i m~J of contnun i ty' [n wh j ch th~y we rtj wo rk l ng ,. The p;u rpcse Q'f th 1 s step was

-wo"'fc],d: to en 1 Ieet cll.agf'lostr,e Il"if,orm~tiori and te dn more! re l .r Ionsh lp

bu l 1 dl ns I. Th m mbers of 01.1,. 'Tmp Iemerrte.tlcn earn' h eli prev i cu~;dY' worr_<.,e_d

as 0 ch rs~ couns lors nd admTn~ tr~' ors in :ha . chco] syst-ms th~t war~ 1"I0Y,r ou r I: '1 rents end w r th the.I: j' 11 t tV i _ ws. tll1 _ y w re iu:::cemp 1 ish Il1g -.I·h~ Important task of ~arnin~ the trJst of theJr former assocrates fer our n w CI rgl an i ~ t Ton ~

IIWe tu rned ou r I r· :Sea n~,h teaml 1 ccse 011 the s ubj e e t. of ~ soc {j;l1 5 t ud I S,

CLJ r r i cud Ell, ey Itrean,s' c F b T b 1 i Clg raplr'l1 e.s and !ll,e~ n::n lre rv i cas S uch as t has e of lIE I;t I '~I, :~hey t rEI· e ke.d dOWn 32& p rag rElJ~1~' £I' ja·l.!!nd t,i'oqe court! t ry 'th~1 t we re 5om~~cW re~aced to the ff~1d of s~tia~ 5~1 nee,. or ccurs , nD all of theIr discov-

E r i es \y;~ r' p rae t i c~t .. d, . ~ Many tlf th'-' 10 rog ram we re nc y t rno re than VaI'g·i.:Jra. ~ i r.'_

dr ems , H'owev,er, wr'~h ~ djrLs eo l Iec e.d by our lmplementa-tion t:~amj we

were abl ·0 I den f'Fy orne progr~mg ,and ~t,eF~als, tn,;at were relevant to ou

par- I,ular ell ntsl needs. Lookrng back~ we prob bly oould hay gone tb IprcJeet SccT~] 5tud'e~1 ~nd ~pproached ~~ver~l oth~r eKperts in the field

In 0 r de r 0 flo a r row the 11 5:'~ of 32:-1$ p reg r"GI.f1ii.5 much 11~ r~ qu lek 1 !if ~ Haweve r ,

a~, th i s w,as eu rF r rs t .Q!lK.pe r r ence t ~~e we nt tllHJ t trta 1 roure , We CQiJ 1 d do 'the

n!::: x t ene 'I I ~ 1:: 1 e ma Fe eo if~ i 1 Y " 1h ~ iii l' CJ;~ t h In", a beu ,t the wo ',," k we did w i ·t 11

t h S 12 326 r nnova t i on s r 9, that w h d ga the red 'FIo.ugh inFo r~ t i ern ,to dis aemI net rna t ~ ria 1 f.1 bd LJ t n'em to a 11 l t h s eh 00,1 dis r I e. t 5 f n 0 Y rare! Eve i1 dJstr'~t5 h~' were not dIrectly ~nvo~ved ~n any of our prQJects could use eu r 1 rrfo rm i on a!i a :1'" aldy r'fff,,,, r n Ce ftl r 't I'H~d r arm e F fo rt 5 ! - Ii!. good nurnba r' of lhem wa~ted ~o use It, ~o w~ pub1 ished a~d 5ent Q~t ~ de$crfptlVB 1 rst ,uf tl'·u.~: flJ'l I 32·eL

in the and ~ howeva r i we ,d I d 'f~' nd fou r 'r nnova t i v~ P' raj ee 't s Fro 1" eh ~ 1 ern!3n t r'y 1 eve 1 1;: ha t w_ re "Fa r- enough d va roped E:fr'L '~h r '5 time 'to,b. U 5 e. fu 1 to our le'l i rrts , Th 5 "Jere pr,ojsct.g - ,glnal ~y d v lop~d y Hi lda T b rj th

Undve;n;; l' ty oOW Min., ae a £eJenc::.e Res, arch Associ a tes , rid dH~ Gr~ter C'~ve-

L~nd EduCiI,t i ona I ,Il sea rch Counc j l , Howeve r I each was geared 'CO a different

gr~de lBve1 and proc ~ded In a dlff rnl dTre~tron!

S'taG r3 V: Gai'l1it!El A G'PCI?P '/;QIt1,(J€J

11Th _ n t eu rill' '[ ann i n9 tfliQmi go'L 'to work us I go i og S t rate.g I - s fa r the _

lnt 0 due 't f on. of the f 0 U r p re J e c, t, i n to I; LJi r c: ,I i en' 5 c ~ 0 0 1 S m ~ ! "A n d , we m ~ de s ~ re befG re we s t r t·ed movl ng w I' ~h the p ru] Be ts thEift eu r s_,-"e.~m~~~b_ e~ t r ~:8~ ~olr B~eh '011a we r~ !At I'" I t IteM I n bel; i:lV 'f! 0 fa l t·e rms", tn;;)I'~ is t th~,.t ~j\ eou I (I s t a te 'P rec 15 1 Y wha't new behav lc r W8 wa !ret r"¥l ng ~I:o ,g 11 e I t by usl ng these s,o~ I a 1

.~ Unit es eurr l cu 'I iIJ '" l t wa:s 'very d i ff I cu 1 t 'Co 'L rans ~ te !H'''!1~ of ' he COflC'r;lp ts

l nto b nQvi ora I te If"II'f1S ~ bUtt we. gc t ,i;ll'S C 1 CS,e a~ 'we coul d, I FiI so-tile .;aS6& w~ had

to. b:. sa. I sfied wi ttl s.'tE!ltlng . h0 'gsneral eend l . Ions wh Ich we a: .. ! ryTng 'tOr

I 'St- 'bll shi •

-)1-

I'With these behavioral objectives, in hand, cur 'imp1ementatlon teaml

"errt out toth s chee 1 s ag Bin to ass i s t them w iLin the til t reduct i en of the rl'l!W programs. Our team memb rs condw:ted demonstratTonS! and l n+se rv l ca trairdng sQssions and con'Siuited Individual Jy with teacinei"'!i who were trying out the new soc! a 1 's tud t es P f"'ograrn5.

!IAt: this time the: iplannf!!91 I:eam~ a l so set Up a reseQrc,n study to determine to what extent we achl evad our "spael f lc (.'lbJecti ves I. We developed p serijes of pre-tests and ~ost-tests that we gaVe to the students part'cip~tin~ in tl1e p raj ec ts and to cent to J 9 roups of s t uden ts. 'Wha I!: we hope to have wlien "Ie I re th I"CHlS his .iii re5,ea, reI"! repa II'"t th iii t we carl send to anyone I n the 'count r)!'

to te 11 th em wha th~)I can 'ge'l: j, wn a t they C.ilmilo'l:. ge t; wl1at they I) J J 05 e; wha-

tlley'11 ga,in; and what the'YI'~ 1 'spend ~f they !lAse any of the same plroJectsl

"We have continya11y tried to USe dhseminatjo'i'1 strategies to keep our el 1 ents Ulp to dalte on th e p r,og res s 'of the 'j nnova t i on I n the I r own s ehec 1 s •

We havE! InH:! ne'ws 1 etters, meet I ngs ~ reports to super-Irrtenderrts , tra 1 nf ng, workshops. microfilm and videotape replays--actual1y a whole strategy~ a

! sYl'le FS r s t r e mu J t i -mad i il app rOEl'c:n I. W,e e\l'en sent ona 0 f eu I" peop' e to a ynlverslty-sponsored tra~ning p~ogram in hese kinds of strategres.

Sta.n', VI: Stabi.U:u:1;t;f.,on and 8e'(.!-Renewa,'l.

"I n order to ensure the eon t 1 nu i ty of 'the I fifnovat ion. we r nsta J 1 ad 'I n the

c;l,lel'l't sys tern: ( 1) ,a speer !31~ T st 1 n ,change ~ (2) CI researeh person J and (,) @

f1 e 1 d pe rSlJfI wnom we ca 1 J a I Cl.J r r leu 1 um s.ped all s't I. Howeve r II we 'I re not rea 1 ~ Y gun~ that staf;rlU;:ing the i nnevat ion I So our ball game. Par'!; of tIMe reason ti''1at we're not i!'1te;rested in stabr'Ilrzl'n'9 is Itliat we th l nk tha't change must 'be-Q, centlnueus process, par-t lcule r lv In the. area of cur r l cu lum, As new a,pp,roacnes are di'!!tovered we find much better ways of developing a program. For example, righ L now w ' are ra 1 k] 'ng about -Taba I soc i all s'~udi es , but we are fi nd i ng some

r al weaknesse$ln ITaba". Wha' lid l Ike to do ls combine II TabilI with 'Minnesota I , us i ng the 5 t rue tu res and con tie"!: of N M I nnesDtg II and the teach i "'9 s t re t;eg I' as

or I Taba' ,

liThe re i1 rEI some Illh::'l,j Cl r wee Kl1eS'Se 5 I n au r ollf"gan r z,at 11 on t i1a t I nave obs e rvad

in our f l rst coup le ye!1lli's of o'p~ratron. Howe:ver~" need ,to ha\lB more infor'"

mall 01"1 before I can deal wl· h them:

"Fl r s L, I n,eed to know a let mor,B about w'hat hap'ptH1s, to a perscl"1 Involved TI1 trying 'to brln9 illIbQu'~ inf"1lovaticn~-about the side effects of lnnovatfng. Also I have observe d 'that peop l e who have be_1"I successful

il$ professors J depa rtmel1t cha I rrnern I or eur r 1 cui urn spec i ell st5 f T nd 1 t n~c.essa ry to fun c e 1 en 111, en til ely new ways ~ s they expe r 1 anee fe r t hel'll~ ~elues the tot~1 ~roce~s of change wheM they work with our nebulous kind of orgardzatfoi'l. We need some, kInd of des cr l p t lon of what heppens to the tnUflg.e ilgent when he i '3 placed !nan env r rcf'!men t whe n':. he IiIU s t 1 el;lll"n and

(!i fa rGed to ch allge. He E1xpe r i en COlaS many cha F1·gestlH~ t ~ e ~r reEl' 1 !pi

antI d pated. rh is needs CI. spe.e 1 a 1 s'tliJdy of 1 ts O\NI"I. it

-]2-

H£'I'lP'q ~'pectkG i"i70m a f)~1:y ditJ. BY'en't; vantage point than it'her Mil< ) 0;(1 8 seve J~ he' ie an ou (;f!'ide t1harlf}e ager"lt and. an euah. 'h-rp has rno:t;Je j'119.t1.W::Jfi1 of hoi e i.~1 the d Z.1:(;~1t8 f~iJ t;Ui'PlJ(Ui and ~t11 the ~e801a-!C!e8 'he aan mo'bi iA.r;eJ •

. 'ifhi has b en an 't.~n~1..raZ Tnr:d:eJ. i'n (1aucra'bi'on to oo"tsJi blAt ~·t may ~BPl~~~I'i:* t~h~ '2J'lV~ (J! t he f~d;7"r!(3 1: n marty areas (J t Ii duoa ti ona t.. ·plij,fb Pm ~ The q u.e iI t iOl"li we ahou.Zd flak. o~.rr~6Z.vs8 '~8 u,hef/he1l' aZl, t!~w.fJ(: adVQ7rt.ag-Sll' ~"e.l~ C1dGqua·I;~Z:i

o:cv l.oi"teci in '//hrJ aaee ~~mp le de,riQ~b~d. We need t:o K.11af.!J 1-1l0J~ about: how

rG Z(zti,.(Jl'~~ll1:ps Wf!P~ !Jui t 1.:./11 hm)' the di(lf[!I,(Jt]is rJafl madr::: r.V"U.l how tha-!j car",,,untit! ned bh8 dy7ul1nics of ohf1,n~l(;;! and: l~eia ta~lae to gain Qa~1't~ce by eadtl of

the tar-yet: sonDO Ze ~ ~'1i!3 ~rre aZso truliP];~ig~d a.t "f;hra l.1:2;tVt' nW'tvep c;.f pPOgtJOIn

t hu t 7la.r] rot..! be : de 'M. 'ti l"i,e d, Was thi. eo r'r;.Fos:tiki 1.. t rl in :flB e L)'r.t..N'J~ ao·. . i,~ i t..·ton JU '& ~y ru~ae6.'Hl.ry? h'a"N.J. '!1 £,~Ui~ttJatelJ tiha - a more (J~I 'lierl en"t e'f;'rategy 'fT'rtg ~t J.~v~ Ol:l(..-lN ,lfl'1)e loped.

~llud; i~ r!Japr:;:crla'L Ly irrrparta?~t ~:n. th6 pt')fJ~~ t1. VGJ aia(8 iH this tlGSG' is ~he Cf,U~ aken t{!) bu! 7,..// rldeq1~f.rt:~ i,Il,(J'tJ{. ~14ti ona l. W'I}'i~gemrS!n t& ~ .Advil!l'a;r~~ a~d G(t;(l'n:~,tJVi3 (Jommi tt8tJ.n :tjel~1jrafj.I'!td;i ~g l;Jerth f!e~'01~r'OG' C:tld l~a~lrp Bya'f.;emH ~~ri"J Bet 14' I rInd t:o.rrorri.. trnen:t;l;1 ~j'I~ ob ta;inIJd at tjh~ 17.1' g"he:J·t I.e oe Z b~ _f'()Jr@. p.'J:"'I()a~eding

TJ i th ~hana.a P:f,o{)j ~ct8 i A Zao Tl'Vt:~fWClfMthH i.e tlhf!J ~~a...~'8 t'aka.n to 8tyll<i:Ct"~ th~ r7.g~H~l1. 1:"/I!rl:epl"ul, l ZJj 'irrt(J in tF3;r~.lje lated funC)'~'to.nrjJ t€ama r..n~h Cl.J't app tfQ~~a:t(! rh: vi e i on 0 l' tfk'~" ~a an ci E! ro;_Qilll"i ena~ ~ £i kmJi [J e i 1'~di 1.n: dua t p pod eatut WI! l(i!

l~'t rr,.,; Ji1A.l tid P "l.m~~~ rl~ f'Jva.l uat.~ tl at~d da ~Ufl1B tl te all ""h ·i."':J 1<.'1; nd. "f P Z aJ lni fIg and

J, .J.. ,. f""'1 "d · t ~. t . ',~.j.

1II·"'IJt~'~·f.,.1,{)ti·t..~1""~ ~n8 (!f~cmge 0lfl,-m~~'at~on an 'to ~ a~t"tn· 1.( ~ aJ"'~e 'tJf,l~po;rlt.a.n~

• , • J.. L.

~~~f/' "ea'?.BiL"i il.o";fl OJ ~u.c"e8Q" I

~33-

LINDA

CASE 'EYJ\IYFLE: CURRICUlIJM CHANGE STIMUU\TED BY A STUDENT

Nat so ~OrI(J ag" t.:h8 idEa of a: M.gh flQhoQ i eiludent ao a "ahc.~1ge agc:!lnt rr tJou~d havlI ,b'SCrl ab,suPd to mae t peop Ze 'but C!hange evon 1;l'tl"'ikBB

thtil tJQY'Z,d of ciha:nfilJ agenl;1'"Ij. lti1~da I'a fltOI'Y is ~ a:.:campZe of a chaJ'l.(Je (spfJ(]ifirJaZ'iy", the addit1.on .of "blaot: Iirbudi~BU to a h{.gh sohooZ ~riaulsan} in ?,Jhiah atuaSn.t demand app~entty pZayed a.n in.f1,ue1'!:tiaZ.,j

thoug;!,; in.fOfflla~, 1'O~e. Thi:s aase etwly aZEJo MioSes qMeatian..s whicih

hav«I be~'1'~ aU boo G!ornmon to i?'l.llovatio1'l:s lihicn. aM initiated ~;11 l'aaparU/,J to tfU.Gm:t dnm:J.'tU1~ 1... e... th@ 7.arJ~ (J! an adeq'~atel mearw oj' il1,oorypO')'>atirLg the (!Zients I Bpe~'~fio l'leqllleste in. the aetuaZ rktr::,isi.cm~makin.{] /0'[' impZ.emel'rl.:at1:Cl1. The ~ tC)}'Ilj 0:1' th,,:s innQvation~ 11a:r'l"-a"ted 'by the. ahaJ1;}rJ G'(l'r;n.t {G TrIO r;hf'JP waB rratad as rrt})pitJaZ'1 021 "va2"Y t11"P"/:oa,Z Ij' by (17% of o:u.r P6vi1flW81'8. It was moJ"G' ~orrtJ'ovei'8ia! than the otnel" oases., being eel!i?1 as n.igh"Ly iHuminrlti.ng aJ'~d }'leaZ by 8om~ and tota.Hy inappropP"fate and BUfJ{?6fJ't by "the!"s.

"!My di1ilughter lUnda I 'who r!ii, in the n I ntli grade I' mi gilt be ca 11 eel a

"flaming r ae lca l ' in our (;Clflill11unity. Ab~lIJ't a year ago she ,came..,p with

'the Idea that tile kids who real'ly liee~ ttl learn aboUL b\eck history wei" not nec.essarlly 'the ~teJcks t but rai'h"e"r the whJ U kIds Who 1 lve "rI the. suburban neighborhoods. She figured o~t that the blacks were goTng to force that change for them!>eJves~ but who wM gOif1lg to 'tl'1itiah 'bJack studies' In the 5cho@ls of a middle cless white suburb? As a student she wan ted to take such ,a ceu rs e i n h Iglh schoe 1 J 50 'Ii,he dec. i ded to ta ke: t 't upon he r s e 1 f to try to 9'et 1 t· In to the C'IJ r r i ell l!.lm in our sy s 't'am.

"Let me begin by te]'l ing you a HUh. about: the sl tue t.i nn in ,ow,r commun I ty when 5 he beg,sn to ,iI t temp t th i s change, We 11 \l'i! ina '\i'@ty con se rva ~ I ve narte. Some areas have ~ntegrated theI r s chee l s ,only within the past two years. Our particular area has ~ fa1rly cosmopolitan population, althQ~gh

a l1umbe r of res I del'! U halve recen t 1 y come f rom Om. SOl! tn j, a I;'l limbe i'" of peop till: work en the facbJr)l as aembl y 1 i ne ; and roony exp,-essed ext rerm~ 'Iy ccnserva t 1 ve pc l i t l ca l views In a recent el~ctron. Cur ccmmun l tv is P'!'I.iltl-racl,al

thol.Jgn I waul d not say t:ha"t 'W~ an. actual ~y I integrated': only CH'H~ black famIly J!ves tn the area Served by Llnda'sJunior high s~hooJ. Of the three [un l or high ami 'lwc sen l or I1lgl1 sehool s 1'n our' d l st r l ct , mor'L!l LI11311 ,£I toke!,,! number of black students ~r~ found I~ on~y o~e of the JunIor highs and one

of the SElI'I i or hi 91,S. The re has been a s T 911 I f i can't ,rlIl'IlO'U1'I t of tens i on and several racial incidents in tha one hig"-scl1(0), so our superintendent felt that 'some sort of sc t: r 011'1 was needed I n reS'l::Ion Se 'to the b 'ads tuden s I piT'oblems. Ini'UaHy this r,espcnSE! took ,the form of restrictions on student extra-curri~y'ar programs.

iiBecause: the. n,ew regulath::ms eeecem a very 'siiiI,11erlt ,m!llpect of the students i lives, much of their activism recently has Focussed on efFecting a 'change'

r'1 t h~5£ ru 1 es a, 'den' t t hi n k 'that eventh e b ~ ack s t uden t s ~Hil\le eV'1! r pU shed

for t he ~ n ~ I'!och.!l ct Ion of a bLack his to ry ~'OlJ r's ~ ~ The, re lAI'iI S 8 rUrtlOr 11: h~ t 01112 of the hIgh schoel ea~hr5 ya~un'~rt~y start~d t~ething a black studies class and the o~~er teachers managed to have ~1m rea!gn. T~ere Was no su~h course at the t~m~ linda started to become Invo)vedj

When L[nda Fi st b 9an h 'r camp Ign ihe had ~ let ~f questions: Was there any course 'n lh~ pres n hIgh school curriculum ~ lch ;n any way

resemb 1 d I b 1 £iC'R 'S tud i as ( 1 Wna t k ~ 11 d of black 5,'tud 1 es S 11'01.1 1 d she j::H.lsh for "I .... -Negro history fn he Uni~~d S'at~s'7 ~~iIAfrlcan ~t~d;es'1 !~.~ sect~cn In the I wer l d c i V j' 1 ~ zat t on i eeu rs e? Wnere W€)s the pON Ir 1 oca ted r n the schoo' s'Y's tern to hn,p Iement 0"'" to I eJect iuch ifl course?' The ~"SWB,rs, she ycnmd to th se questions Seem to me to relate a mo~t int®resting ta1e.

iii I ] II"~ rod ucad U n del tOI a ,b 1 ack f el 'low 'wl:UJ w~s a s t udent a t the un i va r-s I tv ~n our tcwn~ He t~lked wIth her about some of the needs for ~ course In b1ack

stud l' as , He Ire 1 p,e(!' he r ge 1 an eppo i n tmt n 't wi 'th a seel e 109"1 P n:)lr.erHI0 Ii who was

Interested in 'he subject ~~d h~ elso told her of an educat~on professor w~o

m I gl'l ,t lie j P I S,ne rflitlde am ·S'PPOI i ntrnsn 1: to see thB. P. rc,f~Slsor ~ rs'e] f", ih rough-

OU't ,'11 of thl s I was, emill'2,tHI il'!:: 'the ma rve Ious cccpe r at l en thesl 1I"eo}'l. gave

oneil the fn eres·t ,they ;-OOK: in helip'lng a [hi rteen-y'ear old. '" .And 'they Wl!f'li:

V.e '1'"'1 ha l p fIJI! TIH'CUJgh he r d l' 5 crus s I QIlS W T ~h them j S h~ camE! to f e 1 tfiat fi,e mO:i, 't r 1 eva 11 t k 1 n d o'F COY rae wo~ l d be one 'tl"! ill t 'emllt.as i zed 'the. I~ u 1 It u ra l deve 1 .. opment Qf th: blacksj from their A'rl~an orfgihs ~hroug~ the varied Americ~n

expar lenca i The aduca ~ i on profe5s.or even of'fered h l' s servl ces ... · .. cof'lt'j ngen t

~pon my daughtBrls succes~ in se111'ng th' sourS9 to her schoo1 system--tc

d ve10p end cOhduct th In-service teacher training ~esstcns neede~ for addIng black studlQS to t~~ curricuJum.

111 he y ide nt l of I ,e d For he r seve r a ~ be ek 5 an dar tic 1 It Ii t Ii a I w~nd d be il' P P rop r i ,il te ~,o r a 11 i g, h s e h 00 1 1 eva 1 s t IJ dy 0 r b l ~';'H: k hi's to ni . S he fo un d on 1 y on Q

gf these cata1cgued in the ynfversf ~y library whTch conFIrmed her fears about th~ paucIty of wrl tten mat8r~a1 avaTlable loc~l~yj The profas50rs assured ~er that Tt wou~d Mot b~ difficult to obta~n ather Qocd meter'als. b~t they did express concern over 9 ·tt'ng school officials to authorize th~rr ~se~ fQr these book's w~ re net the '~red 1 t I on t.3l ge n Fe 0 F c ~ CIS s room f~ca ad r ng m¢:l te r 1 iiI,1 •

! 'He II 1" Fe rma t T on -'!~i'lsek 1 09 dis e uss i ofliS W ~ th i!ldml n T s 'rsu:,olrs o'F the ~ chord system wer Just as revealTng but not ~$ product1ve~ She t~lked first ~rth

t~e princtp~t and QyldanG cou~selor of htr junIor h1g~ SChD01~ They didn't know wtie H'!,U" 5. U ch a COlLi rse eJ( t s t,ed or whe re (Jr.H~ m ~ 9.11 t go to 'F J nd ou t P'_ rhaps br~cau~H~ tney wei'B not dl rec,'t'ly Invol ved ~I! the If'll gh school cur r l cu lum, Mowever~ a,f'eerr 'enre.e months 0" her b~d9' ril1,lg 'th_m, they 'fTn"lal;ly. l ocatad an of'f~r:'[al CO!;DY of the cour!e descriptrc~s fQr the school61 CMrricula so th~t Llnd~ could

refld fO'1 he! se 1 f 'whe"~her or not b 1 aek 5 t!.Jdi es 'W·t\i!re covered 11 n the exl st l ng program~

"3$-

III Lln da fa II t the re Wil5 e po ten 1. r a 1 oppo,rtl..!1"1 Tty' for b I SIck s t'l..d 1 as r n t he 'wor'd clvlli~atlonl course sInce Isub-Sahara AfrIca' was 11sted ~s one of

'the 'topics .. She contacted Q Iworld e l vl l l ze tf en ' teacher In the h'lgh sehoo l

'lha't she will be alt 'tend i ng to f r n d eu t how much ernphas r s was cu rren t 1 y be i I1gl given to studying 5ub~Sahara Africa and If the unIt ~oul~ be developed into a Iblack hIstory' section. The response she got w~s ~ardly encouragIng:

'The world is too big and we've got to C'O¥8r the an,defl't Egyptians, and the.,.', you know.

'!'Bec.aus e she 50 eemed to be ge t t ,1 1"19 nOWl1e re !rId th ehe 5 chao 1 a diifl i n i s t n it i OLl " linda then trIed to rally her Fellow students to brIng pressyre on t~e system. I must adml t she \-/as not: very successful. She and several. other ninth grade.rs t~ok petftions t~ the two hIgh schools ~nd tried to conduct organizational m~etf ngs ~ 'b ut on I y :2.0 5 tudlM U s hQi;'Jed up. I t. was at th j' '5 po In t tha t U nda

.)na the rest err the sma! 11 group of her 'fri ends raal 1'1 '9il1Ve up the bQtt Ie ,

They dTdl'll"t seem to be miiklng any l1ead\'iay In sellin'9 their "e l tenrs" en th ls lnnovatlon. Perhaps I am makrng excu~~s for them, but It dld seem that they had an Impc~slble task~ they were also trying to keep up with ful1 study schedl,J les ,

l'Wha t haopened nex t WM Ii) ra the r su rp r i !'l j ng t 1.1 rn of even ts. The s chao ~ syst,em has a eur r l cu lum development committee that censu l t:s r-Iagu1ar1y wi th

Lhe un i vol;;! rs Ii t Y s te f f • The edlH;a t 1 0111 P rofes S 0 r wi th whotJil l. i ncia has spoken had il'lPIPti ren t 1 y been put t i 1'19 ill bee 1 n the bon ne 't of g col J Bague who wa's ene of t~ese cons u 'I taints, fA. tth is man I!O IJ rg i ng, the cu r i" i cu] um comm i t tee 11~ d become Q proponent of tt;)ack s tudl es'. Also, the t1mel F]naJ Iy seemed l"ipe: 'severC!1 fu rthe r c:onfr cnta t:i on s ned occu fred be t:\!',leen b lack. en d wn I te high 61;.11001

5 tudents; and fl' ne.w i mOl"0 p rog res s i ve s upe r r iii t,gnden t of sehco 1 s hCll d reeen t 1 y til,k'lim off i ce •

"Wi'tn the 5upedotenden't's blesl:l,ing~ the curriculum de.veloprmlln'l: committee set about to des I gn the ccurse ; ! iThe 5 tlJdy oft 11(~ Arne r T can Neg to. r, Du!" i 11 9

the 'first yea'rtchsses wi 11 be l lml tad to eleventh and twelF'th grade.r5~ and one third to one half of the course wi1] be spent on currenl events. A~sO,

t:he eeu rse I s to' be an I ~ 1, ec t i ve I tha t 5 t!.lden ts can take aha r 'flli 1 ft 1 1 i n51

thel r Amari can hi s tory 'r,~q ul remenrs , I f they nave tne a,pp reur r ate t I me s 1 o't fre~. The adm1nrstrarion h~s stated t~at the black stud'es program wrl) be extended 'to K tn rough } 2 ! as soon as ot:he i" qua 1 ] f red 1;aache n~ an: foun d or trained' .

"'My daughte r and her cohorts were h§lPPY that at 'e,as t SOl'OOtn I iiig had bee" done about a b l ac:.k s tUdi es p r,ogram. However, HIe spec." fi e p rogl",am that was set up was not eXQctly what the kids had In mind. Linda had hoped that the course wou1d be grven equal stat~s with all other hIstory courses and that it WtI'1J1d be av,ai lab l e to an students at any grade level. For the time-being

ttl e i r zea 1 'fe r of iJ r the r cl"'h:!Ml,ge has beio:n tj u l ted by 'the adm in i s t ra t I on I 's

CCHf1P rem lse of!r~ r i rig ,I Neve r the Ies S;. 'they I re a'1 ready axe i ted' "I P hU1 rd ng

whet they1d lrke to have 1n the course when they be~oma ellglb1e to take

~t In a year or two. I only hope that t~e prc~ram w~ll then be Flexible enough 'to r i se to the M'aed S of 'th,esre k i dSI 1,1

Fkli !;OI~ a. 7,. on &]1,12 CafJ 13 c f Lrlndn.

I'/: is v~,~;t'1"V d-lfj"iCJ1-J.l t; to DB an affeotive Qhtzn.flB a;g~nt tJnen you Gt~t from a ZO'W- e i;.at'a ~ pa a i tiOYl TJi It hi 'M i;'he '~ti,e 1; ~m<J bui: ld.7'Miu.'8 oa« IJ ugge 8 '1;1 t '1Cl. t j; t i ~ pr;uul'!b "€t , ;r1.~ th B Qm~ T)a~uah Le a.dvi oe tram h fiJP mer t hcr- s hs /Jaa

SEl PrJ c:. ia t l}J a.g[1J:iGB ai 1.'<:J ., n aQq1~ 'i :r"lng l'~e,~" uratea (1? 1~()1(i.,8 80,:pe.J Q.0ta~8!2 l' z..a.rui'l ~

f1to.,) and in e,stab liehi;ttg r:w11:tacts wi'l;11 people at a.~ Z tlilve.Ze' In. &he. 13YB t~m (princrlp"'Zs,j C~:t18BZO,ygB" teaahePG,;I pllof"es8o;rls, cm.4_ s'l.-71,aen:!;s). Lin4a waH allou allJ r!l ~ata~y_s-t fox- Charlf!6, Bh~ 'l:Jnm'Ut.atia~ insp't!1rBd.l' r!O..Jo tediJ and

nagged rJt"hefi peapl.l2 iYl:/;[J a.otion; Some of ow! ~eVid1J6rs l"iightly asked 'fW~Hi'

[tinc&t :r" a.Z"il1 l'eSpo'rtlrU,Zta !or g~tt-lnfj tn£ p'1'Qg;r'cQ1r eatabZisheaP rl p')M)'bdbt.y 'i"~G·t;"1 in cmy r:wrrrptete 9 GtUUl , mlt fjhe 8a't.~m8 to have b~~n1 one DJ the key

p~op 't,s Mhl' (J'(rf; t;n.inga fJfJ-lr'l.g~

Li nda p:robab ty wou ttl haue bSG n miOr,·l 19 fIe etiv,r3 t 'han EJ h _' tv"'a:l;J 1w~~?)tI!:a T' , i' f ene "had b~sr~ mo:rl(3 8opl't.,ta i;iaa:tfJd about t.1U3 ohanga p.roq,a~8. [1; i8 uezw ha"pd to tpat1e tN€J ui~ I teps of p:r-CJb lem eo l: l'ing in hell '8 tZj'f;1,tegy ~ Sh~ did 7107: epend 1'f'iUah ti'l:me writing rWOtH;; how. ",0 ]:;ui ~d pe, Zati()n8hip_8~ she. did

1'lQ t ~Py t;o tuo nh 00 ~ t abora~ir)ta t.y ~i. t h te a;ah.C:!1H3 and a;a;tn la trators /II and ftJlJP'1lo(u:.;."hed Bt-1,.HtiJ?-t:a Oil'? 7..y b6 tat~d.~y ~ She appare-rrtZu spent very 1..i t-J;'ia

. orH:lu1-Q~d e!fc)J;lt on deve Zoping a co t tabc-klativ8 dia:gnos f;i{J' G t"t':a:teg,y a~ eo tu.-- 7;'l:on coo Q a i 1M. B 'I;M t@(lY '. A. a"Oeptanoe G eem8 to be l.r-o~gh t abo u t by pe:r£l ia tGn 1; pr - 8B!.tPe without n3go:NJ. to l1uman N'tal:f'iani1!' 011 the P8l(c'ha~og!j of ~e8iata:na,(J~ Pd:t'ir r~aJ;tlpZGJ did an image oj'" bei.'ng ,t 'Irtamlrlf} M,ZirJa1..r; Btund i'1 her !Jay

wi t~~ t'hts aanse~at'~~e oomtri"W1i tl1 'I

BSCCfU88 'L'l'n,da._J, Zike a..l,7, (j,t1.;tde.n tlJ ~ i"s on ly a tempr;;ra;py m~In1;e:fi af h;:>l' 81JS tem.l) we: wnnoo;p what P'POVilli(J't? aan be maar!:' 'i;o make J.:.his t;YprG at 'i'~nnoua ... '1;-£'119 a pa:P11u.:t"neHt p(4~~~ »r the behavior oj' pe'lml1nent m~mb{3"pB D'Nrlh as tt'Ja:oheJrls and adim i \11. -t 19 1;1'Ia:J;o tllr F Ui t Z Y;M (J Ji a t~m oon t"'1''UA2 -1;0 d~PQ nd on the ne a~ fS elG.1ni ty 0p01Yld.i.a €Jftorts 0,1 ooncemed tznd en~:rjBcJ'tic ·'lndil'idua.ta ,like Linda? FlOW dQ8{J rJYi,ta' BG"4iEJia:te iJ@ ~f'-:rle'tl.eIJ.(i7.. pro,ae,e'8~rJ wh'tC~L r;fl tOZJ {%I con (;inu()ua al:rrrtrt ... lJ'L-I..t;icn1 YJftam atudenta to the doO'-ifJi on-maN:l11g. ,pt~ao8s:>

PART TWO:

THE STA~ES OF PLANNEO CHANGE

" !EDUICATI,ClN /

'"" _---_!!!!!!'I'!!!!!!H_IE_I.f_A,V_IT_'S_N!!!!!!P~!!!!!!· ----0.4;/

I. RELATIONSHIP - Page 39

II I ,. AC'QU I 51 T I ON .. P,age 77

v. ACCEPTANCE - Page 12~

~" SELF-RENEWAL - P.g~ 1 ~9__

,/

I5.tlUCj~T,aU

llfE IiJM' WE WOULD LIKE IT TO BE IN T~E fUTORE

The six, !Ista'9I!Hil" which follow should s Ise be seen as functions wI'! I en eire l mpe rtan tat ,8 ve ry p;hcHie of a change j:) raj ec to

38

~ .-!!II!

The right hand column o:f each page is devoted 'to cas references

On' boxes) and quotes from ether author-s (In 11 tal l cs}: The re I Ii also

a eons ' der,abl'e amount of bl artk space which you rnay find lusefUlI for

J at t ln 9 down you r C),wn n crte. 5, ~ A numb e r 0. r ou r re v I eW~ r Ii colnrne n te d t hat

tl1lf fermat wal!:! ell- r~M:t ~ n 51 but a h~ rge r nurnbe r we lie p leased with 'I 't and we stuck wIth the mQJor~ty rn ~F p~rlng this ed~tlon~ If YD~ do find i t d I s t rs,ct ~ n's ~ W~ 5 ,-,gses t 't neJ,'t you t 9!"!i'O re e ne r"] 911 t h and co hmm

en't I red y on IF I rs t f'i:2.a d l' n'Q., at I, as'! 111't 'i 5 [not r n teg ral to the. text

and should not be essential to th flow of thought.

STAGE! :

BUILDING A PELArHl~SHIP

~i~d a good relation~hip with the peop~e ~ou ~e !ll~lrt 71£1' tC' n€ lp .

This is wnere any innovation or e~ange ~ffort

5n.I:IU ~ d b 9 1 F1I. As rOi'lEh I; r e a t T ve re h,t I on s h T P can

carry a ch~flge pfOg ram thn,ugh the. most d I Hi cul t ~b!; tae l iii s . Wh i 1 e i nneva t ] on r s gMe rill 1 y d 1 ff i eu 1 t 1 t can become I mposs i b le if there r s a bad rel a-

t r ol'illM I p be tweelf'l dU;J change ag,en't arn;l his c;, II 'i!! n t , ~our re1atlonshtp with a prospective c l l an system illUS I: 'be I;a refu] 1 y p 1 anne d and thm.!Qh t 'th rOLl Slh i f YOy are goTng 'to 'succeed wI h a pr,oject. This

Firs chapter providessolile. spec l Fle c r lte r l a to

he 1 P \lei.! - ti'ile chem SIB .i:lgent - as S e ss you r Fe 1 a-

tlo]'"lsh1!J with a c1 tent svstem, If yoy 'Know where

YOLl stand wi 1:: 11 a c '11' ent and i fyoL! know how' he sees YOLl, you w'ill be 'In a bette.r position to adapt imc enhance 't n i 5 re 1 at 1 en 5 I'd p as 'tne cha rig€! effc r t p I"og re 5 S'l'5,,,

AI WrlO IS THE CLIENr?

Th~oughout hIs m~nual we w~11 us~ the term~ lie 11 en'tll 'tD re fe r to the pecpl e whom 'tlie change. agerl- l s trying to heIp , Th l s "e l l ent!' mlglit: 'b'e

an 1 nit! hd dual C',. a 9 'roup or iilny s ~ 2e 'F rom al Co 1a S Iiroom to a eommUl1"! i ty . 'Some t I me s we iN i 1 ~ rere r to

th I s gro,up of p'E'JOP 1 e as .ill IIIs'15 tern!' I of ,they seem to "ave ~~mmon goa'~s and are trylngl to work togethll~r to 8th r tvetnos'iil goa 1Is • Sometimes, r tW I 11 not be anti rely, clear just who the c:11 ant l '5. 'We often

find that we ,eanl'lO WO rk eff c t i ve h' VI Hl1 one 9 roup

unlsss , at the saii:lil! thne. we are wOl'kTng wi th others LO whom they are re lat ed • Th i s lie two rk of re 1 at ions r.Bl:'! !!let prill t 'tv comp 11 i ca ted and unmal'ielseab 1 e . The re~ Ftm~, 1 tis, tmport:an't. at the outset t to define who the cl Ient is. This be l l s down to two bas l e questions:

What gro,up are you go4 ng to w,o,rk wi th di1!r!MJ:i/ly? Wha t are ~he othe» (1. :roup'" to wh om your eli rect clie'tit is r,ehted1

"Agents who have 'l.!wrked I.,i til. ommuni1;iea point ou» t.hat t~6 C!nm1g6 agent in thiEf settin.g has B8paaia. 'tty diffiauU pmb1..ema oJ d.eaidiny

wh ian groups he 8 no u ~d 7:H£g1>n to !JO:rk with. II mayUJol'k with a group wt~i"n ~Orwi8t8 ()f l'€lPXOfUl Bntati Uel'B' fram the 'VcwiOU8 sUbpal't8 of the r:;00111N.ni"bJd" h~ may joml .Q, new gr'o'Up wi th a: epecia i inter B t iYl. {'Jommunity we2f~ and irnp~v&~e~t

OJ'> he ma:~(ihC')l)ee to B'taJ""t ~ith OmJ c;f the offia·taZ (')1." 1!J'{~mi-o!fi.rJi.aZ ~~~ent8 af the ~o~nunityJ 8u{'.lh

as a corrmunity ao?,ml::l'tl.. [n al'll;l CJafJ&1 though t:h~ c'hangs af} ?'1t

hopes to wopk t.wal"a a bNaael" invo'tv,(fJtrrent of communitI1 aubpaPta

~ the,ahange pPOjeot mavee ~ton~~ he U8Utlz' 'iy aanno1.; e.ropeC!1; a 1Je:('y bl"oG!a ba8e .oj' oon:tai!i:l: w '/)'el'll format. 00'1 taot wi t 11 1;;1,,13 aom:rruni tv in

the begi'l'mit?{J. Uau Uy ha I7!US1; deve~op hie ~eZatiQnship with the corm,!I~l'f,iT;y from ema'l.z' befl'trmir!(JB."

Lippitt ~JatBonJ W1d ~restz.e:yz.

11.. RE LAT l NG 11"01 THE eLI !NT SVS TEM

Bo~ndarl~s of various kinds d 'ln~ tha ~1Ie~t system because they separate people who ;!;l,'ie. mrnb r's 'r rom thc}se whQ, are ~ outs i de Ii •

. .

S,CIT1:fl bQuii!da,r h~$, ~ re pny's 1 os 1 an d lobv I OU5, oii_ like th wal1 and the barbed wlr~ fence-~ but mcs t bcundar1es are li!55 vl s l a l e , For _ xampll e , the mamba rs erw ilny soc i e! 1 y roup sh~re a number of common be11 f51 va1ues,

~m d ru h~_ of b~h ~'V l' 0 r . These s h a red "lfIorm~ ~ i de£c r 'I b w" a,t i t me,Bn. Em 'to be I·US' i ins 't,e ad of I ~ Lhem. .. 'J A change agen t s ncy 1 d make h'i mse 1 f r mlllar with th 50 feat~re~ of ~'s cliant system~ He should know how sharply th yare de f hi,od Bnd hClW 5, 't r I ct 1 y th~y a re adhe red to by Q 1 \ m: mb: _ r s !

A1though these shQred b l~efs and bet'! Bill 0' r 5 a re s 1 d om UI"! J que. ij they rfliay be

v 1 awed as un i ~ u bey the rnembe r's • M-os't soc 1 a 1

systems maintain th~ir gro~p ~de"tlty partly through the mechan'sm of local pridQ which ~denf1fre5 what II\I"L'I' have as special, as

nigh s ts'tl:1S ~ as !nOS t t mrpo r tan t an d mas t

re levant, Th i 5 be 1'1 e f that "we are un l quell

C In b a maJ or 5, tumb 11' rig b 1 cck to Qny p rog r~FI1r 'for cliiln9.e: - Tit may h~' nd r bo'tn th~. awa·rene'5:i erf a ne ld for chang,e and the accep.' ~an'c:e o'r

1 nno'Va t 1 ens 'F rom I au ts 'I d"a! •

flHO ARE TifE LEIH)ERS"J

II n a tt emp t t ffI 9 to s t a b.ll 1, 5 h ; 5 a't 1 5 fa c tri:~H·V rg1mt1Qnsh~p~ an under5t~ndtn9 of the formal

~ Dade rsb 'I pst ruetu re i 'S ~ 1 50 'I mpo rtilot ~ Scrme s,ys terns a re on 1 y 1 OOISB 1 V an d vQEjue h" 's't ruetu red

will ~1 f.rt her s h ,a ve 5 t r i ct ch a r n 01 f eomnan d ,

Tn~ more e 1 eal r 1 y de f I ned and s t ru Co tu red 'tiie ~eadef5n' p pat'll:·,rn jl Ithe more c r l ;~1 ca'l ~ t hi for us to . stablish solid relatlons~lp5 wIth tn _ lade f'S 'i

WHO sse THE IhlFLlJENTIA£E1'!

~n add;tion to the formal chafns of commal'1 d ~ the re are maln'Y in forma 1 en arrnled s . n d ~ead~rshlp ~try~ture~. ~t Is most 1mportQnt

t~a t ,the c;h ~n ge Qgen Know' tne ~ nf'erma 1 1 e.ade r s ~

PIN O~.9 ins" t!-ta t B lJ a t t3ptB' OOi'Plu:.pon d to hfibi ta 1:n ?:ndiV'idua i8' ~ They am ~us ~oma-PY and e:cpr3ctsd Tl~j 0.1 h·e.., ~'lm'~ ng ! MembsP8 o! the 01YiaJ1 'la,a tio-n df3'mand Of themIHifI.V',(;B and of ot-ne;p rtIemb-e:P8 (Jonf(YlTni ty to the ina ti tutionaZ noJ'WjQ," n

I

J

TEACHERS ~N STEVE1S SYSTEM HAC A uNORM" QIF NOT WO,f\1( I NIC EVEJU NIGS

AND SATURDAYS. BECAUSE HIS PROJECTI V'U)LATEO T~~AT NO'RH HE WAS UNA8LE

TO GE'T frliE I R COM!' LETII:. I NVCn.. VEHENT

I N ~ I S P~.OGMM.

ALL FOU~ C,ASE STU!) I ES U .. LUSTRATE THE I MP'OPt,TANClE OF THE ClliAIN OF"

COM~A'NCI ~ N E tU.J CAT I ON'i FOA STEVE-,

T~E SIUPiERI NTENDENl W,AS TIHE Ki!V MAN. Wi-lO WAS NOT THERE WHIENI HE NE'EC'ED HIM. HENRY'S AG!NCY ESTABLISHED FORMAl. COMHI TM,ENTS PF10M THE SUflERn TENDENT BEFORE OOING AN~THING WITH A SCHOOL CISTR!CT~ STUDIES OF

! NNOVAT I ON ~ N EIDUCAT' ON P'O I NT TO THE CRIT~CAL ROLE OF THE FORMAL lEADERSH~P STRUCTURE OF THE SCHOOL S¥STEM ANo T~E PERSONALITIES OF THE lr!ADERS~

'VOUI shall 1 d know the ul nf l uene f a hi ~'I! those k.ey people 'to whom others t.u rn flllr new f deas ,

Mos ~t 501: l al S'Y stems cen ta i' n 5 uch IIO~ i n i on

1 eade rs ,'I resaec te d 'f r i an cis an,d co 1 hu,I!iI ue s

who set the standard for the group even thQ~gh they may not have formal,s tatus as 111 a dors" or "supervT sor-s . ill

riND ARE TIlE GATEKEEPE'RS?

Th(:! c.l1on 9~ agen'l: may e! 1 so f l nd ce rt i n Individuals who ~old key strategIc postions wf'l:l1 'i"espe ct,l:;o tile flow crr flaw T deas ,and lnFormatlon. Such gatekeepers play a crT~rca~ rQle in ~"noyation and they may b~ dIstinct

f rom be th '~hCil fc rma 1 1 aade rsh 'j p an d the ap ' n ion I Idershili3 d lscussed above. The I ~ cl'arlal1, the g~ldance cQunsellor. or the assistant princlp 1 may held little fo rma] power or In'Forma'l l nfluence. but they may still be In key positions b till 'Ui:!Ul!1 the y cent ro 1 ct1a Ii'i 'Fi£: 'I S 0 f ] n f 0 rrn a t len

em certai n Itop I' cs , The Ilboss ~ secretary" 1$ 'probab 1'1" the most famous examp I eo of the gatekeepifil ~ I n th ~ S sense ,

WITE rmOM SHOULD YOU CFlOOSE' TO WORK?

Mo~ change agents find themselves In th, pes i t I on of hav T 1'19 to se lee t f rom the ent i r el i ent system on ly i;J few members.

1"111 th wl-iom they wi ~ 11 be ab It'o wo rk d i Fer;.t Iy througl-iout t~e change effort. Successful

ch ange ag(i1l1'i 15 have feund I 't. wise to t IF,), to ind'IJce peop]e whlo rep resent 'the fo,l lowl rlgi sys tern eha r,8cte r i s tics:

-opinion l~adershTp

-formal authority

-representative of major factions or

veseed in er es ts -public relations ab'ITty

- c red I b I 1 ] ty an d 'res,peGUb Til ty

~ keep]ng ~n mind these ma~or characteristics you earl I dent I fy d i r,set eli en cs who w i ~ 1 be vary eUe'c:t i ve 1 n a t d r ng c;ha,nge e ffo rts • With such peop 1 e wo Fk I fig for 'loy I you wi ~ 1 have a good chance of influencJng the entIre cl]ent

sys tern" In chocs i ng h l s Ilcna,ngg te mi. I how-

e'll .r veu shoul d not f'orget a 5 T xln eli" i t,e r I 0'11'1 ~'h Ieh i' fll SOml! waY!i I s more I mportant than ~ 11

the cthars , Ti1 i s 1 S (Jompatibi.1.ity Yiith YQU..,

If ,au cannot work together effectively as ;~ i ends an d ee 11 eaSll;l~S you r p rcje ct ""'~ 11 be 1M treub le.

~I Kf WAS AN III NFLUENT I Al.ld ~'N HIS SVSTI!M.

THE NEWSPAPER EDITOR IN STEVE~S COMMUNITY ACTED AS ONE KIND OF GATEKeEPER TO PO~ULA~ ~MFORMATIDN ABOlJlT HI'S PROJECT.

HOW DIO STEVE'S THREE MAN P~OJECT TEAM (P. 18) MEASURE UP ON THESE CRII TIE R.I M

2. ~ELATING TO THE LARGER SOCIAL ENVI~CNM~NT

No 9 roup 0 f human be" n 95 i 5 I:.omp 1 'te 1 y

I sola ed F rom 'the ~ n f 1 ue nCB 'of I Ii 0 L.! ts i de rs .. ~ i A]l systems and crganl~atTchs exist within a cent ~t of other systems of which they ar_ B

p a rlt and up~n w'1,1 eh the Y iI re ~e~9r'i den 'L. .'

Th,~ re fa r~, ~ he chai1ng,e asen t fJ:'i!.I"Ei't net on 1 Y tonsldBf the ~h~r~cter15tl~s of the particular ellBnt ~~ Is serving, but he myst also CQ"~l~ der t~e npture of the communi ty, lh- 1arger 50~ial system of which h~s c11~nt ~~ a p~rt.

CHANGE.

MENT

A :·h i 5 l' n I 't i a 1 pe I n t I n 'th· r a 1 t i gn 51! T P ~ her are thr.a quest l ens about 'Chis 1 rger

svs t m 'the t you shcu 1 d be ab 1 e . a answe.'!":

~~no ,il re the 1rDO~:i't 'powerful and 1 "f1 uenti a 1

peep Ie ; n the COITlTnun i tot?: .

How do these people usu·al1.y react to

4i nncve ti on 1 n the comnun i ty,? (A're

th e,y con s e r". t;' ve en" p r og re 'S 5 ; V e? )

Hew can these people be approllche,d ,and .

influenced t·o endorse the ch nge effort?

" , " ,a J!Jh(D1Jge L~ t8ad·n.~ ;t!,-pupi. t t'.~ .... Za t1:0tIJJn 't~J?s i a Zi «e ty 'be; ~ve. ra~ pl3 ~~u~ eia na 0 11. 'J;~a. ~h~'l"'''''l?~1..J1 Mpa Z J"JOrl. tao' .. s ~ on .r re a su:;re gt"lO ,pa opt'Z'Jf'l{Zf;ing ,in . flS_ . upel!j?!ntenaent~ 0'11 Soapa. me:mb er.s' anan~tPlB fr;;;p refl:ll.~ at1:0YlJ and p~11hara (~n'I the lie il"ltio.nah'ip 0:1' ,-~~a t"'t!aZ 9Jjst~m to .ertate (;11 ,ta:del'"'a ~ ae~ Mi es ~ AJ~y

ee i"i.ftlcat e (J.t ' t; s'is t(JJ'~(jS w,'hrl ef~ bakes Q,o~oun t QnJ"1j' of' >~h(! @tI'on p~ma;pi t~ ctYlll ae 11 ~a. ~ !,YQr~(!e,t1Mr1 UJi t: ~ b e

inadeqt«Z't~ ~ ,~ . ~

watson

5,TEVE AND II NO'A I' S MOTflER 60'TI~ 1IiOUGi"lT THAT T~I EliI' COMM.IJN I TV IS LEA,DE RSH I P' \V'AS CONS1:RVAT i \IE AN D THEV CITED THIS FACT AS AN ~MPOATANT CONC~T~DNER OF R~SPONSE TO THE INHOVATiON~ HOWEVER NEiTHER STEVE NOR LINOA APPROACHED THESE lEADERS 01 RECTLY ,

wrw .41tE TEE' INFtJJENTIALS IN mE COMMUNITY?

If you are able to rev ~ ewtlhe hi s terv of the commYnity~ you wI" usually be struck by the prom i ne nee ef t;e r t~d n !:II reups> ~ P res sure groups., keyi nd I v I dua ls , and k'ey In s 1: T tu t T ons+wl'l i en have had ill va ry s t rang 1 n f 1 uem;.e over

whCl t ~i1S' gone Of'! In t he I~ 11 ene 5"1 iii tc!l'II. For eX~I~ l e T t'II st udy I n9 ii' sehee I I na Pili!" U cu 1 a r cocmmUrl I ty y,ou lTiI~y fl f1 d tlMi1lt the So cheel boa rd has a great daa l of powe:1" j thiltthe super l ntendent or one of ~r£ as,lst~nts Is partJcularly

I mpo r t an t ,,0 r, pe rhapg, • that eEl r tal n P' rag're!iS I ve ore:gnse rvad Vii P ir'!!SS U re 9 rcups nave, ma:j or I n-

fl uence I fie T the r fos tar I ng In nC'V6't i Of'! or in rnhib't'~9 or disruptfng rt. O~tslde prcssur~ ~an ]ead ta Increased conf11ct wIthin the

clIent 5y5tem~ It can create ~n atmo.p~erE of

r'l 9 ~ d '~tv and CO~·~ ~cency • y'(;l1J ml!.lls t be senS I ~

t 1 ve to the 1 n~e 1 y e He ct!i or these d i He rent "outs ! del I pres su res on you r .:;.1 I en U fo r you

wi 1 1 need to be ab 1 e to make al GU I ck aSSeSS-

fMl'!t (rf 'the re 1 ilt i ve potency of va r i OU!:l

forces w~ 110 you ~ re r iI1the pro eels; s 10f'

develQpTng the r~1~tlQn5hip,

rfBjtl' IS Tfil!! COMJd'I.JNI1'Y LEADERSHIP LITE?

Ce rtaf n 1"1 ~ the Chan!l]H agen1t wi '11 want::

to take a good l oek ill,t t: he! eade rsh Ips true tu ra in til I s soc r a 1 en'll I f"Or1men t ~ r€ll'OOmoe r i ng that

t~a errv I ronroon t ~ llk.e the c:: 1 i ent r tse 1 f. h 61

syShHI1. I t wou ~ d be use fyi to know to wlla t

e;o:;ten t the 11!tllcle r ah ~ p of the SQC I a 1 en Ii i rcmrnen t

15 eehes I ve. Doe s It we .. k as ~n ha ffflOn i eli 5

~r'stem1 Is ~ t fact l ona lanrjst r I fe~ rid delhi or is It mer'llIly di HYse and W'€ia1.l:7 Aljio~ as a €nange agent ~I tis rmpQrtal1 t to know - how t~ le~dership may be approached. Can an outs Ide CHange agel'! t S CiITe I'll mak.e to., tac:a

df ract 1, y 0 r s l1ou'~ d he use .~ 051 de rep re seneati vn ~'S em i $ sa r I es? II f the 1: 'IHlide rs hip r s fact hCl.n a 1, a r'e all hct~ on s apl!! roaehaa l e T Furthe rro ra , a ret.he re SpfiH;] fie k. t n ds of conventions ilInci r l t ua 15 t hat mus t be db m snVed when d~~d r ng wah the I E!isde rs i

"Pu.b U08 onoo l.1il aIle ID t:ruGl tu:r~ d in a~ah a tJ~ too-I; t.hG otlil3f ar:hr.i'l'listr'cttor oan be kept l"ei6JponBi'vt8 M e:.ct!2l"na~ deman!bl: th~ aupall1:nt~ndent eel'llJ ss i rI aaon ;f:llQ;Ol.:ua: t. relaticrnah:f.p to a 2a:y bor.wd of eduaatim'l.. Pare:ntlll' and oehe» ,ai 7;i~sn!1 ' grou.p8 in mOBi GlOmmuni ti£lG do 1'1Ot: eme.pio a d'il'eat inl'tu~n(J(J 071. the. adQpmon Qf ?1?1J types of in.stl"u>ati,pnaZ pPOBY'ctme I p,t"obab Zy aso(..!J:..t:<ee they . do no t knOl.i~ eW~fJh about eauaa tion5il Z method(JZOg"d to. taUoli 02'" ba appose ~p{,W'ifia i:;!1novat1:m~a.. . The.i:t'1.11- fZcu&.nC:f1 is 'fI:~dimr:t'i7;y l i.mi. ted to Ol'(i!t::rUNg a: ~'lima'te Of in.i';Sl"GBt--

O~ the! 2a:Cl~ ~f of. t--il1 bettflj'l ~,JjI4 Zts. NO'W8veI'~ i.f f~'P s'ome :l"ea;H",n; 'the

p~ z,i.c cleve ~Op3 a '&1: r;e Z 11 in 'tel"e:9 t

i:n a netl' type of pI'Og!'aJrt-- fOJ'j(J1:gn Za,'YIfduaaea in the e temen;'tary eohoo t .. for' 6'$arnp Z.B--tr~at .progf!CUfl is: H'k.e. ~y 'GO app@al" in. tMe ~oaal r]ta'~8rQl9l1igj'. rI

,'FJ'I'i. a '/(rt1 1 t 4

THE EFFORTS OF STEVE TO INTRODUCE A HUMAN "El.All ON!,) P ROIGR.AM AN [) 0 F

MIKE TO I NTR!O DUCE A Ii IHUMA_N S EXUAI.I TV I ~ PILOT DISCUSSION COURSE WERE BOTH THWAJ1:TE D BV apPlos I T ION FRO,M ORGAN 1 Z·E [) C In ZEMliAO UP S •

WBAJ/ PERC!NTA.(]1i.' or :tOUR E'{f'I'GRTS SHOULD fjl£ DE 'VOTED TO fiIEBl! ours! un: JroRCES?

The effort you expend In tclent1fY'~g ~nd d Ed' I"1g wi tl1 these outside social f'cr ees will

V ry glreatly frem cas _' to c:,ase. 5'Qrnetl~E t

I - mEl,Y en l y be. nee is a ry 'to mak.e lEI easua 1

CC-OUir! t i 119 cf 'tt1~'se • x t rrha'l fa r ces ~ Neve r=

the 1 ~5S ~ the te S t i many of OOLl~ 't 1 es 5 eh nge

a,g n ts S Ilj,gges ts the 1. th2!;,_e CiU 't s l de fo rc~ s are a hOO!lil tin v rEi r I s b 1 y LI n de r r!iii ted 11"1 t ~ e earl y.

5 oges of a proJec ·

B. WHAT IS YOUR It£LATICNSHIP AT THE VERY EEGlNNING?

A Mew ch~nge ~roject seldom repr sents a

co~p 1 e t e ~ y l1'li oW be 511 n n ] n g I He re ~ a sin m~i5i t 01 'f t h~ a ff a I rs of 11 Fe j !Jas't I s p 'rQ 1 ogu,e ~ The s uc Cfi! 5S cf

e l i 01:' I R p~,~ t en eeun tie r-s w!' th c:~ange in d 'IN i th change agen rs w,~ 1 JI to J 0 r I~pilieat I y th S ucees s o~ futUF re'atJons with yOy~ W~en you ar~ starting

QU'~ lorn I new project yClu re 11kely to be ]'n 'one of

fa U IT" S T t LUll ,t t ,0 n 'S : ~ ( 1.) n 0 ~ r l e r re 1 a t H:u'ua n ~ P' w I ·t h

11; nee 'I len t ~ (2.) r e.e S t fa b '1 f s ~'iI n 9 a for me r 1 y plOS ~ t r ve re l ~t 'j,ol'1sn I p ~ (3,) r~e'S't~~ll sh I Fig a,., .amb I 9, U.Ou5 re-

I ll~~· hlp~ ~nd ,~) ~ d flMin~ on Dn~9~lng r~1acicn-

sh i p. ~et;~ 0. I the se 5\ I' icua't] ons has spec i al ad'"

vantag s and dlsadvan~ages which we wi 11 dls~uss b 1 CWI•

1~ THE IL4NK SLATE

A 9,oQd, ne 1 at h~1"I sh'\ p l s a cOimpl e:x

a In d de 11 ca 'ta b r' 1 d 9.~ t 'Vi! ry eli T f- 'f le u ~ tan ~ e J( 0;0,

~ n5 lve to bu I 1 d 1f111J IV ry I mpor ttllf! 't to ma l n-

-r. r II • Ifh'l C f11 0 rid Y' I" • 1 I y ~p Pi I~I c l 1:. t I; r ' -

F, C I' W h iii s 'I: Ii r t i f'i 9 CQIIflP 1 pte 1 Y fi eW OJ I n if n,ew

'!'"c 1 a t I 05 hip net h i n 9 ea n bet ~ ke n 'f 0 r 9 r n ted ~ YQ~ mU5t be acutely aware of norms and value5~ l0~dershTp~ tnF1~ence p~tterns and so fort~t wh 11 e ~ '~ 'the s,ame 't 1 rtJe! YOUI Sl re rna 1 n 'ta~' n T n g

an I mage of c.omp 1 B 'te t rust snd So re ne con f i - done .. T~e number of concerns whlch will

" x yo~r enefSY aMd absorb your att, ntlc~

ar 9r at~y mult~p'l d.

A ~om~letely new relationsh]p ~s

b • I~ b)$ "'0 f; "r unCd it.., 1 n t ,h!i~ and ~n =

~ncwn quantTtles. T~e ~hange agent Is

faced wlth t~e task of ~equlring Informatlon

FO R STE VE AM 0 FOR MIKE OUTS I.DE COMMUNITV ~ORCtS. WERE OF CRUCIAL j MPORTAN CE ~

TH E E XAMP ~E: 0 r I-H!;NJ~;V j 'S IICHAf:iJ tiE JH3fNC¥1i I LU.JSTRATES rH'1 S, KI~ND OF START-UP S I TUAT I ON! BECAUSE TMI~ AG,ENC,V WA'S NEW I T HAD A

IB,LANK SLATE' 'W'IITH ALL POTENT' Al CLI~NrS. HOWEVER~ IT ALLEVIATED saKE OF THE PRD~L~M! OF BECOMING ACQUAINTEO WITH NEW CLIENTS BV RECRUITING STAFF FROM CLIENT

I SCHOOL SYSTE.MS 1'0 WORK F(N~, THE NEW AGIENCV ANCI BV ~NClU[H NG KEY DE C I s ION"" MAKE IRS ON I TS GaVE FtN I NIG BOA~D •

from every ayal1~ble sourect whIle at tli . sail t I ilIe he r s :mak!' ng crue l a l d-~Isigns about th· prQJect~ Sueh decisions will Inevtt~bly be bas~d on p rt~il end dl~torted k~cwled~G whlch m y mal::. or brake the prCJJect~ Need ... 1, as's 'to 51 ev t. t 't i 5 a de 1 l sate 'tcU;Ik. i

Neve the1eS5~ '·h3F- are many benef~ts

~ n t 1'1 e b If" and new r '1 ai on s hip. fir So t of .11 1, I'

t he new i:h Q n s e ~ ge n ~ ~ s h'O t 1 n, i (I a 1 1 y

Identi Fled w~th any ~pecl~1 internal faet~on. Thus he may have a ehanee 'to bec'orne and to' rema r n an ob] ee t T ve Cbi e rVe r as, 'we 1 II as ,tI fr1e"d~ S CQMdly he m~y derive special benef ~ cs r- rom hi 5 l n ~ t I a I "9 yes e' i S t t I.I~, ~

,"or a campI e teo newoom .r , e VIS FI pot, n t r a 1 enemies w~'l be PQ11te and will net try to

5 h au 1:: him dow n e I'" she ve h t m ou 't wIt ~HJ u t a

'Pal r naar l ng; Me liiay b· 'sn,ant d ,i;I kl nd of

1M on ~ y moon per t >0 d d 'U r '~ ,",I g w11 I eh Mell~, re l a t ~ vely 'ree from erltlcQ] scrutIny ~nd ~arsh

Judgement 51 ~ 1 f Y0l;l s !"ISS 'L ha't nICS t Immbe r s

~f your c]i~nL system start out with this Qpen-m I nded at t t 't!.H~le 'I ye'u, ~ hou 'I d take fu 11 advantage of t~e opportunity to assure al~ f,tlc,t i 011S, e f yell r own open-m ~ no d ness and eDge. rttes s ''CO' be. rJ f r i end ,and ha 1 pre r to ,ell 'I . A nraw face. may sus! ge s ,t to 'the eli 'B rrt S tha t

new thltlg.j; are truly possible, whereas an lold flu::;m W"~ til new i de is m~y me re 1 y be see n as Qn 'cld rae wl' th 01 d ldaas .

I f l.h c; 1 t ant a 1 ready knows yOLJ and va lue 5 ~oyr p~st 3ervlcet yOy ~Qve a very streng base f r.CIr.fJ ~~ I c~ to beg t n iI new ,c:nBmg,e l' raj e et ~ S ueh an advantageou~ start;n; point should not b~

t2lk n fo r 91 ren ted t how ve r ~ The eau 't ij ous

r:~ ~ n 9 e ag en t m "'9 h t fi!'5 k h i ms e1 f the f,e 1 1 ow 1 fl Q questions i~ prepQrlng for a new proJe~t

w' h an old c11 nt~

[loes thiS C 1 hi!'nt s.ti 11 vi ew the fa nlIecr re1at1oMsh1p as having been p05it1ve1.

Are there any aspects of this, relations,n1p, wh1t~ could stand even further improvement?

Have ther',ra been any 1 nt'e rveni n~ even ts whi ch coul d have· mUddied 'the "~at!ers1

Cou1d the nature of the prior relationship 1 ead the cl t en t systlem to. any erroneous expectations about this forthcom~ng ,change at:ti vi ty l'

By ~repr~ng In ~dvance to dea1 wIth such pot~ntlcnal snagsi the change agent ~an enSUf' con. t l' n ued 9 fClAlth f rom ~ 50] I d base .

:3;; REESTA:Bll SH I 'Nt AN UNCER"AH~ ~ELAT I ON Sri II P

!t Is dlffic~lt. but net lmpo5s1blet to m~ke a fre5h start w1th & cl lent wIth whom the prior ~elations~ip W 5 not FullV dequate~

~ n sue In it ~d tu a t I on ~'t Is a d v ] s a b 1 e , howe ve r ~

to ~ave substantIal a5$Ur~nce that the pro5p~cts fer s~cce~s are ~cw~ Indeed! better. The ch~nge agent can evaluate hi~ prob bTl~ties for s~cceedTng by answering the fol1owi ng: que s tl ons :

HI ve you. made an iaJrJequat'e! d 1 a:gnc'!ii, 1 s of

tn e pro b 1 ems, i n th e p ri 0 r re 1 at i on s h, p? Has ~nything been done in the interim to correc t any of these?

Have 'you attempted to bui 1 d a ne'w image of- you. rSHe 1 f as a cnan.ge age Mit I and to instill new expectations among your cl ;'ents?

What, if anythingj has happened to the c11Qnt in the interim that wou1d alter the prospects of s u CCBSS - ei ther pOSitively or negatively?

1ft h e ,p re v 1 OU 5, e 1"1 CO U n tl2 r Wi 5 i I n f rei e.t Ii

a failure. 1 t wculd be ~~w~5e to begin all

eve r iI 9 a I n b~ fore t h· p rob 1 e 111$ I n t nat re- 1ationshlp ~re patched up and new exp ctatrons I re Ins t n Ied , Ev,el1 then the re sheul d be

s.o~ d r~!l!at ~ e ev ~ dence the it a flew s tan::. WO'IJ hi be s~cces~ful (e.g~1 a majoF change in the leaders~'p of th~ clIent sysrem)~

Very freq~ent1YI Tn ass~m'ng the ro1Q of change agentt a perSQn Is moving OY of. prevlo~sly-he'd ro1e wlt~ whic~ the client system has ~Tm firmly Id~ntffrBd. This Is ~lmo5t always true of the change ~gent whQ !~Hf'~ rge'5 of ro,m tn,s eli en It Sy'5 tem i t se 1 F t ,as the

LINDA WAS A STUDENT, M~KE WAS A T~ACHERj AND ST£VE WAS AN ADM~NIS-

1iRATOR,~ EACH WAS ATTEMPT II NG TO

S E: R VE A'S, A C.HANGE AGI~NT' W II TU I N

H~S O~ HER OWN SCHOOL 5VSTEMF FOR LINDA IT WAS PROBABLY ESPECIALLY

D I FFI CULT rc BE St~.EN AS A LEG ~TIIMATE CtiAtrUiE AIGENT f\ATH E R TI'IAN

I J LIST AN OTH E'R. RAD" 'CAL STUDENT i I

I

taacher or admlnlstrator who b~come~ dIrector of a ~ ew. re cia r a 11 y f L.I f1 de d pro J e 't ., ,MoeU f y l' n 9 e r radef~n~n9 an ex]~ting relationshIp may require

~ good dBal of sk~11 and sensitIvity to h~me"

Fe! " ~'~ ion 5;". Some Q'F 'the male r p i t fa 11 s are

I n d i c;a t11i! d be 1 ,ow :

Has the cl ien.t been adequatelY inf'o,rme'd, tha't you have assuRred a new- and d1fferenlt role?

DCEl:s he s.hlow' concrete s'1 QI"1 S of 'recQ'91ni '" t,i on that hi s rel at lcnsht p to you as

,al ch ~nge igent is new I and I~ha t he accep ts tn1 s fact happi ly? (e ~'g. ~

is he Wi111~S to bring yeu problems tt-ia:t he wcul d nc,t forlilterllY ha ve discussed with you? Are you

referred to in i nfonnal cenversatiDn and in writing by your new rol~?)

An!' ycu suffi ci ently. comfortabl a, in perfcrm1 ng thi s new cnange agent, ~,le so 'tha't you w111 na,t 51 ip back ! ~tQ lIa,l d ,",C 1 re 'il ben avi or p.a tterns lf~ for example~ your as~oe1ates start making demands of you to perform 1n you'r 01 d rol e?

TI1 I'1l:!ed fo r ra in I ng and p ra 1;'1:. I ce l n the

sk l l l s of re1a-tng 'to e llen ts I~ nowh~Fe more al:ppa ren t than 1'!I1 the 5 1 t'U,a t lion wh i en requ Tires you to tOO,dt rry an xi at i D"1g re 1 a't 1 cnsh 1 p ~

t, INSI[[ OR OurSlf£7

A 1 thoi.J'gh such d I sa lli'!ri:'t ions are nc:rt always ~'eirj change agents have long debated he relatTve advant~ge6 of beg'nMfng as an Ins~der ora's i3lfi, CUlts ~ de r ! Wlie~ a 11 the pi' res and

if:'QI"1S ere te l l Ied , Inowever; ne l the r posl'~lon s,eerns to be c' ea II"~ y '5 Ll.pf! r Tor ~ A reCC1J11 t i ng

of the m~Jor dvantages and dis&dvantage~ of

I sch may be 11_1 p f 1.1 1 .

~ .' T I~I E INSIDE C liAN GI E AG'E N T

!l.:e knows '~ne sys tSzm: ns krrrow5 wh re the P'CWI i 1 t 85 i whe re the 5 't r,a tegl c l' ve rage pc i n ts ar'e t he I s bette I"

MEMESE RS 0 F Ii EN A;Y 'S a I' ~ MP I..E.ME~TAT ~ O~ TfAM~11 IiAO PREVi OUSl Y HAD STA'FF ~OLeS IN TI-IIE S CH'OOLS THE V WERE NOW S,~ RV p~ G. Tj.f I S rFACT WAS, FAt:: ~ i rr ATING IN SOME WAYS AS HENRY NOTES. BUT rr PROilASLY CREAT~D A LrDT OF CONFUSION AND ROLE CONFLICT AS WELL.

r'w'hQeT)C:fII p:t1ovidril-!iI the ~(Ja.~t'BhifJ

to 1" {jh.a't,lrJ~ - - i1~a i Irl~ "Ja.r, CI:r QU~ t'l·()m thQ ~u t:.(ri._de--6~~f.n~ ld be .~~e of the aome Z ex lOt'a~iUiJ tJO1ft K,-z: no !o'!' and

a.YrJ.i 'flB t allt:n1.,rl.· ~ "

W(fC,I)On. and ClaBB.'t:rti

not hav~ the Indeendence

- -

mov~ment 50 0 'ten r~qu~red ~~ be €H'I e f~Fee ti ve cnang~ iI,gen,t., The ell ~I ~ ... ~:at ij' ons of mem~·e rs hl p mQy i'eVe re~

1 y II mit the 't r I~ a~.d fHili;H",gy tina t he Ji!:Iaf"l I nvest I n hl s f"llew fa ll! ~

The T i!'i~ i til! ~~ lill"iI'ga _ _cage 1"11;: 115l.i a 1 '~y fa~t";~ the- dl f'r I eu 1'~ tas kef I!"edef T."I n

- -

h I 5 ~m g;cd n!if fa 1 ,~ 't: i Q:n S hlp s wit h t _ e

c thi2! ~~b~ r~ or the '5J!S 'te.m ~ I f'Ii

assum~n9 th~ n~w tole of chang~ agent he mu~t b2 able tQ change the ~~~ pectaETon~ thQ( hlB asso~lates have ibout how he wi ~1 behive and how

they wi]] relate to him. As ~oted

'~111 th(! p r~ ~ t ci U sse c tic nIt h 'I 5i I' s

some t hiles dl f'f I ~.U 1 it ~

THE OUTS~OE CHANGE AGENT

He ~tart& fresh ~n m~nv e~se~ and ~s no t .by I"cfed'led bV -rIege''!! 1 \Ie s te reo'types ~

He r:s I n ,~ lOS I ,t Ion 't.o 'ha've,e roo 's,pee,tl va ;. e- csn Ioek iI,'~ t - ~ e-'~ r ren!~

~vstem ~bJ~ctlvely. T~U51 he

m~y be able to ~ee ~robl$m5 that

'~he ] n s i de r wou 1 d n·ot 'Ei~e al"u:l 11,L'i! may be able to ident[fy ~eeds ~nd OPPQFt~~Tt!ei which !nsid~r~ would be Lj,nab 1 etc, pe fli;e I va, Me reeve r J Insiders dften hav~ Q sp~~J~1 axe

to grindi They tand to sa~ this

or that Pc rob 1 em a s IlOOS t p lie 5 S ~' ng beC~U5~ It ~S t~e problem w~i~h

I m~ Ilf:!ge:s up~rn them !'!!J]s t fJ I re Cot 1 V ! The oyt5~der~ en th~ ct~er ~a~dl CQn leok at t~e problems of all membe. rs eo 1 h;!ict I ve h~ a,nd j th us !, mer!<'·1! i !'!10 rra ob J act I va d f a,~ !"I'CI ~ I s • (autsld~r5 ~re not always so ob-

j ect i w ~ e f COLi rSe i Of ton , lndead

tn~y are !'tElav 11 y l' r'iJve s ta~ I n tile iiSQW i I1g" cf ~a rit , cu 1 ~ r i nnovetl on s and, ~o~5eqye~tly~ the stressing of ~ertiln ne0d5. New~rt~Ql~$st the

C'UJ ts T ~ e I" ls T i"!I H"I'e ,D ~ I ·t ion tQ be objective ~bcut dla9nos'5~

THE F~d:'f TI,AT lil N'DA j' M I ~E ~ AND TO I SOME ~~TENT STEVE WERE ,ALL CHAN~E ,AGENT'S, :1 N 'THIE I R SPARE T I ME MADE THEIR WORk MUCH MORE DIFFICULT.

HEN'~V is! i I MP'lI! MENT.ATI ON TEAM" MEMBERS WERE OUTSIDERS WITH SOME INSIOE~ CHAAACTERI5T!CS, p~ 28, PAf~" 11;

~'P!fiI6 at.rt G r!~ ad~ilJo:r' 'ftfl.Y b~

UIi'~M oue Zy "I.n e1JJea a £1 a troub ?-~ak~ ~ j M a kncnllJ i.eiJgeo.i;J La '~'re.u~ta.' l.i,s t ~ Q r am a hel.:pjiJ.Z .fr-i(3.nd~ 1~1 aMid O'a~It!.ol' he ~~t8eld8 mare tRa~~ ~QUj'l·t~9y f-e,ottl ale "flan'k. ... and- J"i ~G pC!l',~onns I 'if

'hra i~ 1;0 be' j'ul"tty el'fe;r2tive: he needa th. e i ~ t;-pu__s t ~ Wh~:f*hB ~ ffG

fjG'tll thie Q.._~ not ~PilndO J i1'l' 7 .. t:P?,liiB mea£i'U~~.j on tUYiJ) h~ ~ e,eD hirnB'~~.f;l hc~ 8 ens "/: ti v~ n.m i B' tCJ Cj tJt~2?B ~ and' fwf.!~ (JDmpe,t,el'~t he ·{.fJ 1:n. n.i.-e l.l'pet::n:a L"'"

tll ! T"~'.s r.Ja~1 in whtch h~ -{.r& p.i!!'N-

c:e·t 1J~d depeniil1 ~ too .'!I ~n tH e! dO~ tea:'/: of.. t.1 Wihi (211 he me eta 'the, rn(Jmbet~$ '" l

th~ o.P-J7a;ni~:at-t-Qn·"'-Q;-t Pl011l h'1::s p:£d~-BeH!Z(J iF) dil:p' Za;il)"i a·a -a~d ~ ed by t I~ e paw 92'; ,fitJU'NlO -b n t h@ !!?)"I!1an1: ~a ti on ~ ,Do

the. Y;!(J_nk-artd-li l~ t",naetlHtand why

the outaidra advi,s.op ia ther.(!j? BoW h1;~ be'i r.1.fJ 't;'h~ f"(i:; ma." (J,l'J'~ t '~hem 1

rnla:'t th~'iJ mif:J}~i: ga:ln /'ipr>m 'h·I~.S

__ i . • _ .,. ~'J!

mt.s f1t.orl .•

obl to Identl fy the gate~e~pers, 'the o~ i n i em ~ e~,de rs , and tJ'Ie I nnovato rs Li1an a newcorrc r Cf;)U ~ d i

B~ ~~~e!~k5 t.l1e l_angui:lJl ... J '! r te ra 11 y

Bl1d 'Tgur-tiviely; he kn,ows th spec lal ways in wh I ch mem'be rs d i scuss th j li"I'gs and r fer to th'ngs~ h' has h~ ~ccentl the tanGi ~nd the s V1 .~

He un de rs, 'lands the no r)HS (the commo.n- 1 y n e 1 d be n e. f S I £) ttl tude S Ii be h B 'V I e r 5 ) ;ndl ~t 1 ast 1n p~rtt he probably

Fe 11,ows t hem an d be 11 'i e vas th,ern

h lrnsc i r.

He Ide~tlfTes with th~ system's needs

an cl asp t r a ,t i on I , 5e C &LJ S e ht::l t s a

member~ the systeml$ need fs a~so his pal n . Thu's, he has lEI pe rsons 1 l' n"'-=-ten~lvc for help~ng~

r~I' t s ~ '. am l _1 1 Ii i 'f 19 u re I tIJ k n'cwn

Quant 1 'ty i Mns t of what he does is

~ndBr~t ndabla 9nd predlc~~ble as IImembe r~ I buhav i 0 r; tne re f·o re nee

dce sn I t pO:H! the ~h reat of II It ha new!1 and II the LJnfam' 11 a r ",

He may Lack pefspect i VB.. H may not

be sp Ie. to see the ~J" ent svs tern a'S a I!wh [) Ie ~ II be c a; us e e 'f die ~ a r t; i c u 1 ii r

p 11 aCH 'f rem wh i ch he v r I~WS I t and from wl1 ~ ch ne hes a hv y.s ~ h~wed l r ,

!ie may not Ilave 'tne !J fee if . 1 I now 1 e dee or skill relevant to the ~nnoyaclon~ He mE'JY no 1. have ha d ,enouSlh OlJ a r de traTnTng or exp~rien' to be a true

expeiit I

biSlse. un lie s s he his ~vste~). His plan5 mey be confronted by sup~rlors or cQmpetlng peers.

He may have to Ilv~ dawn his pas t 'fa i 1 u re:.5 '0 r the hes it i n ty 'gene ra ted Tn s,orm by his pas t Sl.i tte.s SiBS ~

r'WtZM o.tr;;/? rrlana~~,mH3nt num ,;ir.lken t: Iut. l e.'l.a {1-1 ,,,,aN. 1: tty t,.lhartgc.9 ~ h,e ~ " ~ tTli11.8 Fiak·" 11~ depend» on cd: he» a' i)l'1. hiiEJ o~~l;u~i2ati~n '00 l<.eGlV him info mad .. ~ be j"Of!6 J r,:'uAri rlfJ J' and

.aft _l~ the a.f/ange p~oc!oBa_. lJu.t he may only €!e·t- ,t;h.e, ri!.~nd ol le.edba:ol(

hid a uuo :rdi·'rI.G.·te 8 tJ I. ink he wa~!J: t. s to hear.'~ /01' no ort.e Wan"~8 tr; bc.! trw bears» af f Z Z tidituJs to h?:~ bose i ,,{1" th« ma11tlae:t' .~:l:j In?(uJh,~y ,~ag~-'

to make? a ncllJ1e Jb~ himee Z!' a 'tn •

. 1"($ 8tl l i: o{ he aha l"~gJFj . h-t.l "fay Iii t

:j; Z iJ' topid ap op EJ~a U '"'In i TJ' hie "ta

tao imr:J(J. t "l'S n t wi t'h :ll@ Lua tance on -t'h part of 0 t,h~'Pfl to t:md~''fle t'and 07. G~4! pos-t: t'hs aft n'l-£f~:l:'J' 1'ls dlfJ~{N8" h . rnay 'l.naU,J1 ~"eeiEJ'tal1c 01'- m)~n saba ,a.gG" "

-so'"

He 1's hi depef'lden t o'r the powe r 5, t ruclure in the cllent sy5[e~. He 11ways has the option of pulling OUt ~f and w~~n he deems It necessary. He Is not com~el1ed to Identify wrth

any partic~'ar faction and he Is not forever threate~ed nd inh]b~ted by superior authorities.

H i 5 j' Ii'1 a _20 sit I on t q_ _]~r i n 9 T rI S D m ~,thi~g g~nuTnely new~ As an outsldar h ls more likely to h;ve had the opportunIty to ga~n eKpertise beyond the t wh i d, It he cl i en It 'sy s tern a i r-eady pO'S 'ge 5 sus ~

TilE (J vJ!s.r:m Ii AL80 HAS TfJESB DISAD VAN TA GES :

He 15 a stranger. Therefore, he r~~ presents ~ potent~al thr at~ Whal he w ill do r s I.! n k Ii ow n lin d u n - ~redrctabl~; Tt mIght cause discomf c r t ~ COin f 1 i e t ~ 0 r sorre S CJ r t 0 f disturbance to the n~tur 1 order

of tMlngs.

The au t s ~ de r rr'J.!~'t 1 ack 'the kl'1lC'Wi 11~dSlt! of the ~'ns t de r_t h(! III Y nQlt un de rs t rul t he 5Y5 tem ~ r t s 1 an.g lHH;ie,. norms j Dr val ues .

He m y not "ea re eno'ugh ~ JI He m[ y net be ab'~ e to 1 dent [r'y adequate 1 y

with th~ needs of th c1 lent. The pa~n Is not ~is palnj so he may

be relatively ~ndifferent to the needs w~'ch t~e cl ient feels most

aeu te l y.

3. THE INSIDE-OUTSIDE TEAM

In ~rdr to c~p~talTze on the adva~tage5 and avoid the problems of both insIder and Dutslder~ many 8xperfenced ch~nge agents h~ve suggested thot the best solution i~ a 'ch-nge agent teaml In which both insiders and outsiders work tog-th~r. Hence, the ~nsider who is In'!l~t[ng s ehang~ effort wo~ld de well

't 0 1- n 1 I s t some 0 n e F ro'm t 11 e Q U t sl de to wo r k wit 111

h 1 m. S uch an out s, I dei pe [5 on C:OU 1 d p rev i de.

an ulli!x'pertl! Ie,s l t l rnac'y For the 1'11"151 de r 1$

e f f c, r [t sin add 't It I Of! t [0 con t rib LI t. I n 9 S D me n~ a 1 expertr5e~ He eould prov~de an obJectiv_ p~rspectlve on the WOI ld ~M which the ~nsTde

1"1". • b·...I'_.J- ,- t ·

· ~ ,,!,team 1. na a ou J:,.[.orj e fH1l?P 0 1'" ~J1{}

anA oO'l1fliotil'Jf} ~s latir:n1tJ'hip boa tlJJeran

b ~ • .

B M ,g I'o-upe 1·11 a (.n'a1.iC1...Q.l. ta.a 7<.~ dnd

BMlI-C6StJ 't8 g8t;tir~ thea~ faott; wi II as t~ Pfnine to a gre at de.g ,r~,e whe tn era ,t he COM I", l: tan. t: is ab ZtJ t, de?) lop [tn" na O'tJ el3c.ry ar~ appr'o p1"~la;tfJ ?lStatio7~EJhip to th 'tcrl;a~ group and.

tQ ita vari que BubpaJ'l! ~~ ~ anti 0 t'

th(Z moet tpt2q'U12nt Jr': 111'176 =r 1,J~ i.. trmar';! ttJ chG~nl1e i rl gn.'up ~ ~ is nt,a is' th ~ .~;€!1fO~ P tion b'U Qe1"ta;i n 8 ub,g ~OUpB

too t thfi. 00 rw lJl ~ tan t; is :t;rJOY'8 C' t 0 S ~ tu »e "la-ted tio () th~r# 8u.b{J"J."~up~ and -la'

ton. iihei:t11 a~d~' in tl11iJ don ('1.ior;

;J r

of ·tnte:rs /;f:j~" Li~p~ttH

n]lr( mua t ga.thjgJrl da ~(1. as h~ en t~,"(l,(j.j bln r he ml;'fl't .} aoe t~U? pOBs·tL-iZitV that: tine need i,B not ae~n by bhe mO{;J t pow~~tut member; that t:'here '1'£1

110 p Z aoe j"or th€J ODYI.B U l ta'l~ t. 110 t~

in the aorp€at P j;"Io,'tion of th(J

ro le .I' .r~;e ~ OU~Ch9 .t an..d fllfMa.rd alZooation] and 6hat the typiaal emot-ional: :t~aotiDn to t71~ pro;fJI1?G3ot

of the aoneuZtant: ~,/lt!l ta one ~.f

no 8' t'i.: Z i ty 0 J'i fe.a;Y' 01" O()1;h..

Ph e'~1 t eri'11g 0071[1 t l ~,an t aan

asawn~ that ~ in B'p'~1;e 0/ man.it'ee I;

p Zede fop he.~~,p~ 'tI)1: ~hi17. t'ha in.forrma.? ohanne z~ fo;tj, tlQl11l1Iuniaatio·~ 1.11 ~h.s

Q ti en t 6]d a·& em, marty m,embBtjfj ar ~ commi" ted- ... e(lon to r;;t di!f"l~el"l-tdia,F]1'Wa l..[s ~ do &01_l.., and tl'~,J9atrrrent

p tart ~ Cons idf£Pi 'P1f1 th e arNoun i or

.11G! is tano61 that OCH!S1'("·cwrbs lleg-

'Ii. ZQ'..r~ll e'nl!OU11-CBl'f J tf.~9 fa.ct tha t _ ~~rt31AZ tant ~i Z '" enteJ'l ·in the dark -lB e.i t:"he.J!~ a OOftip Zrtm"nt to hip Uf)u:rags' [ a aommen t t;.IP/. h-tf) (1cm,08i tJ O~ i"1

marz:l feeta;t·lQh. Q f hia mr.la()(~hism--

OJ} a;t ~ thpQt9;. n ..

MIKE AND THE SC~~NCE CONSULTANT AND

LIN D,A AN':D HER MOTHE 1\ ARE EU:lT'li EXAM'PLE S I OF INSIDE-OUTSIDE TEAMS.

e~ange age~t 15 working. A~d the ~utsrde e~p~rt oou 1 d 9 l' VB rna I" Q 1 s U PP'O rt 'e e tJ1'Q T n 5 I de r wI'! es e

a ffcr es to do wh~t I'~, II r 1 ~ h 't II 'f,o r 111 s s,"ys teiin

a re be i ngi 'raced v(! 01 by his co 1 h!ffi9u'i3S WI r th

same th i ~g! 1 ess t~,Br;'I! enl thus ~ 35m.

Ccnver~~ly, the outsIder who Initiates ch~nge wou1d do we~] ta ~nlTst the ~nslda

'S uppor t 0 f SOI'f'!~ rnsrnb~ r' who hoot"" 1Jnde rst cur, ds the clT~nt system ahd Is famlll~r with the e h em 9 e P re ce s -;; . P ie f e T" ~ b 1 y ~ ,'~ h T '5 1!1 ~ l ele if"

'\!'lO'iJ 1 d be someone ~~! th raaseneb le 5"I:H;W r I ~~y iJnd

Ii t~rtu s w'~ th i n the. s;y:; tern! 91 t ne r iii ,s I eade r· I' an Influential t or B gatekeeperj Any selection of members for the InsIde-outsIde teQm s~o~ld try to rJ!Iitud mli:l,£3 the 5 t re ng t!; s of b,crtl1 pes i \t I OMi'S Tn the servl~fl cf lnnouetlon~

THE I DFJIL RELAT I ONSH I P

Go~d re]~tlc~ih]p5 have ~Q formula and each has :8 'OWr! un l que d l' ll'ii2In sl ens I b u.ut ,the ta:~ '~, seen 'to 111~ve

~ve fi:d p- n:ape !""t i es I n C'OmmO~., We have I dent ~ f l' ed

I i"IB chi! t"ic'te (I s t I C::5 of s r:!"!ang,e eJ!lsen t - e l I en t

! L~t i OF;'i! S hi 'P 'that Cf:;lmp I'" I Sf! an T dee 1 base from wh l' ch ) launch the Inncvatlon pMQCeSi~ ThBse nIne

) 1 n 't s do "'01': cove. r eve ry tl, T ng and t.hey ;j3l re Mot lfflP hi: te! i ')I ln dependen t 0 f one &In('.I'['; he r I bu '~: 'they ~y g l ve us a y,~ r-ds tick. ~ g' 11111 !S,'~ wtfl en we C:~f'1 :asure oyr own clrcum~tQnces~

1. R.eciljl~cJitu.: The r~ 1 at I on 5 . .1"'1] p' s heu 1 ,C1 be one ~ n wn ~ ch both part i es are ab Ie to gtv~ Qnd take~ To th~ ~Ktent

't I'u) t t here T 5 t: r a [115, f'e r c,f I n.f" F!'!flilr~ ! en ~ t he re shcu 1 d be t Ir~r.:~ 'f~ 1'" bot h way s " from ~gt!f! t tOI c 'II en t and e 1 l e nt te ag~nt~ This reciprocity TncrQa~~5

the mutu~l Ipprec~atlon of the prQ~

b 1 ern SIn d make s '~h~ d i ilg nos I s mo re

ae C:U F ~'te ~ On ~ -way Fe, 1, at i on !ii, I'~ pis t,(!n d to breed dependency ~nd inhlb~t the 'nTtiet~ve of th~ c1Tent to help

hi mse 11: ,i

2" Qjpb'3"Plntlaa : Op~ nnes iii 'to, f;!~W I deas

i 5 the ,S"~16 qua ~on 'W'Q f t fIIl"lovat i 0[:1 ~ B~th the client end th~ ch3nge agent shou1d be witl1ng a~d ready tc receive new ]nputs from each othar~

n ~'.&'"i lIfF.i '1 . - .r - .• +. "t."

j:i! Y"m~. r.;~~ fJrwrlfj S P}1'f) J e (J~,a ri~'lV~ ~ .. •

fA B,p6c:!ial p taae fOJrl a ~onSM l tard:

W"'ttkin tnfJJ ona:ng:~""age'nt team, In

a . C6'L~:tUil'e Zing 00 nte:r .i fo:tJ e.'7:amp Z fa ~

i;;_~ '''t:;nJnQ e "Z o.~'a I1:J~ ,r,I~e F2i; ectaJl we~.k ru;it/h. ,f',f ps}!r:ihiat:Pi,at. to a.i6miB~ t,n.e1:''l /j'CJrk- - t~~d i e ~ to l""a;~ID~' tl"O Lib l~CJms qu~~ tiiOn~' whi,~h t'he.','Y ca!'1t~O~ anawep. .by t~~rtla~ h1~8 ~ 'l'h9' Gr1M.e~ twnB mrJ:!j C011C,e~ a t:!'l!o.ie)1":tfj {;r~e '¥jt.rn;{; hiJ'nal~ Zf~ "l'1 ""the. Pe Zo:17i. rJru/l,;vlp b ~ i:tJ1t.,on, th(i!m ,j W1k'Q:te"l)~'r thrs p:t'ob tem.1i a dtls(JU.ssior/. wit~ a ~mp.et~nt aauieop ~ heZp

to ~duo~ 0Ut-i{])t;y, «na »eeiore f!J'dtl~ confid~ncB ~ Ph~ nam,e e fleo't ca;r~ he ~~hie~~d i~ a, wopksh6p Q~ in any

Cl the». Be ttin;; t.:,jhdZ"'~ a fPoup of

• A' • .,;} ., . t" 'ij' ~ , ':to.

~nt.l,~V1,.r.r,!,.(a t.- ag~n .~S 1.-8 WO~~~~1.;g tin- trl

d.if!~lIet'rt cLie.nt ,slia tems '. The ,appoP'~mitJi to ,l>!~ta!l';1 ~nd di6t·cu8,B die tU'fibir~' que's tioi¥1' wl1;'h .fe."l ~QtJ onWigel age» tft; t:Jli lJ! -f,;J~ a1'l eu:p ::t:t"'lt

aanD~ l..tant COJ1 l'"'i"'iC:n)id(l. bQth ~e'-

LtB s~wrxn,~e. and dir(x~ t he' 1 P !i (.rr~ci v/h e nlultinB il':.ir~ in th.e o'~1ange a:gent ,'~ IS ecu ~i v:y CfJtd fi'~.z. ! - O'O'1i ~,ae?-'~ae oa.n

fJi V~ both a t.aJ;i 'Li ty· Wid a ,B haji!ilp~."l~ tr.Jr31.tS to t71e. ~ha~e F,~ae,i:1S9. I'r

Lip]? it 'i: 7;.,0

;~Ma.s t ~o)'W u ,~tan t B ij;e em to t~y to

B t.pi ~~ a ba; tWlr'J ~ be tw6l:en an a:G ~.cn,l %ti v~ aUJ}la.~~ Z. ta:"bion "71 rJon.!7A.B -~ (lY'Id

a pede,s t~ian Q07'HJU ~ tu: 'tiQ1'l i rt

oomfCl:rt! ,1

MIKElS G~OUP C~O A LOT OF SHARING WITH STU~ENTS~ T!ACHERS~ PARENTS. ,P\ND COMMUNI I TY lEAD~ RS ON IliO'W THE I R PROGRAM WAS BE~NG OEVELOP[D~

-52-

There ~re ~evera~ dlmens[ons to openness that should be eon~ider~dt e. 9~ ~ (a) cpennes'$ to rece'l ve

new id~as; (b) actlve ea~erneSB to seek out n8W tdeas~ (el ~ctive desire for .elf renewal; (d) wl11lng~ess

to share new Ideas w~th oth'fS;

(e) openness to listen to the

prob1ems of others; and C.) openness to g~ve authentic feedback to

e aeh ,0 t he f" •

Reatiat.ic :!':q:€l'tJ''ta:i:iOM: A'il tOQ

'0 "teM iha c 11 'i en! W ~ll .en te rt£lli t'II 'th

be 1 I e f ,thai t 'the change ,Elgern tis soi'M so r t of m l rec 1 e wo rke r t. and. SOIm.e t Ji me's the changB agent wi 11 not dIscourage th l s vTew~ The c l lent may im.a9~ne thet enormous benef i ts W ~ 11 come

f rom the i nnevat i on ,. At 1 ateli

stages of the cha~ge proces~ these unresllstic expectatIons m~y return to h _unt the p~cJect~ gIving undue

d lsse 11.1 t I Of'! m ,ort and dis. CCI!J ra£le:merl'fI't

~~ the client and change agent al ike. An important rulB of change aQentry ~Sl ther~foret to ~et re~50n bly realistic expectatIons from lhe outset. 00 no over-~~11 yours~lf or the innovat~on.

(4) '!£'prp~u ta.ticmm OJ'" R~aTd..: lhe cn~n'ge

agent s~ould net, on t~e other hahd~ se t expec,tat i OM'S teo low because '~'It. Is equally Important tD give the

cl 'lent se " reason fcropt~m15mil~

an Idea of how much better things would be If the TnnQv~tion were to be s ucce ss fu 1 ~ The clullnge agQrI't must be seen as providing a valuable resour c:e wh T ch wi 11 So 1 ve IP reb 1 ems illnd prcvl de the client with a sIgnificantly improved state ~f affalrsj

*l~e. ~ not false optImism but rather a f~Jth that change ls pess l b le and worthwhT~~.

", i, ,.Above a1.Z" the a'~iS1-1t must M,()t be aZZow0d to !aZl intQ tho t~ap of Vel Zie'Vii!1,g ~hat his CCUJr3 wi l ~ be

so. l1JGd mQl"L':!! q'U'1~~kb' O,'f eClsi Zy them, 1. t oan be. ~ MoB 'I; tJ1u:mfJ~ fl'f]Cn:ts asswnej far in8tar~OtZ.. i;.~a:t &V,en

t'hcug h t:helt may bllgi n wi tn ,J~e Q 'ii errt ~YBtem "e defini:bion of" the p'Pob~em~ furth~r diacnoDti~ 'BWP~Ql~tion~

;""i l.l. l'~ 'lJ~a 1. mo:ra f'w1damrl'f1 tQ. 7~

d-llfi. cu: 1. ti ee Jl rnO:F~ acmp tea:: urtder~

1.y i.ns p rob ~@mfJ ~ The a'~ tm.i8 t be

eo Z v'~d if t11ere i8 robe. W~ ,!$I ffea.-

. ~ t._ .' '1.,J..' .

t,t-va Q.r,"",nge, lJl9nCl!!e T.in~ Oll'1..efJ f.o B

o~ioinaZ ideas aooup ,hia diffiouttieB ana th~ Z.en~rth of timB 1..: t T»'i Z Z take 10'0 ~em1!-dy them ma,y be tata Illy u.pB~tJI 1J1:,O}~ tne r~8?A~t" that tht3 aU,gnt beoomes di8~lat:a"ten~d and inal ~:ned

to gr' Ve up., rl

&ippitt~ Watson ~~d WGgtley~2

"The cnn.'n.,g/jJ a.g~n.t ,!'i't;!,st ivy to f~nd

a G!JAea;tive! aanrprorni tl e b e tw6J en di 8- OOUl"agif..~g the o'~'ient ella tem a.nd

~e CtlJirrg i t -wi -~nou t any lea'!' co r%aept of IJMt wil.t b,G ~pflc:ted! If 'e.'w ctl~nt i,s tor; di8aO'Uj"~fJ'e.a: by

tha wO:r.J'k prospeati , h» 1Ji't1 .. abandorl the ,rthange pmj eat bf3j'tYl' 1:1.; I!1ta.rtB; i f ~ on the o tnsJI hand.;, 71e i B

allor~Njd to fOl7Jn ii'is OUJn G'Cn(Jept~ong of the work ~o b~ do~e~ he is Zikely to o~ate a fa.Ze~ly opt'unisiio ?JiBW J 1':n. tJ,.n1:an OOjj~ hie ii.i&~cnA..~a.gBmel"l t i,s on Z. y tJi3mpo.;£Ia;1i·t t Y M ray (~4 ~ Whe~e t'hr!J cOl'np~Q'mr:~:1(~ wi t. z: [ClZ 7.. in any pal"'ti elU l a..r- aa,a e CaJ17~r.Jt 1;.

pl:le,de te't'fnined", of ~oupe, j EVBry-

thirtg r1ependJ:J on tli1.e ahrr.ng a~! 11 t ' s abiZity to judga eack 0/ the fa;otol'a of peptu) na Z i ty . an-d cap a:rli t 11 ~,~h 'i a '''I> moe pPelUE.ntea. to him it? th a.ru30i ...

.. • '. "'" •• '1.' ,.~...., YiI T~ rl

J"l,r (J Cl~ 2' ~~nti'S r .. anae.a 0 r ;",rt e' w ..... L',I'Ii, •

Lippi tt, [fa'taon and ri~i,s tl&yl ~

Some t hliG 5 T t rna'v be naces !HI ry to st .rt cut the re'ation5~'p bV - prcvi'dlng sarna teken tOI Una ell l ent

of a fut!J r r wa rd. Demcms t I"Q,t Tons

OF ~ i'l 0' P re 9 r ~mS some t Irn s S e rve th r s pu rpese because they 5 hoW the ~lrent what can be done wIthout

,oommf t t ng t; Imse 1 f 'to major r nvel v,en 'ne In tiTne 9ifl1.d expnse~ lh~

c l ~ .. n t needs some tan g~' b le

evi'denee 'the, y'OLJ ar a nelpful

p rson~ If you c n provIde him

wlt~ even the sm&l~est bit of such ev; dence you wT 1 '; be nurrur r 119 tf'ie b~l~ef that the rel~t;onship wrll

be r-warding in the long run

a's we II as the short run,

5. [;truat.-Ul'19!· S,U eces 5 'Fu 1 re ~ at i' onsh i ps heed t·Q have s orne s t rUG 1: u !rill 11 bii'J S i fi , serre de fT n r t r OJ') 0" to 1 es, wo rk T n 9

p ro Gil! du res ., f1l(:1' e xp e C te d CH.J t co~ s ..

Although ynder mc~t c~rcumst~nce9 ~' t may 1110'( b w r Sflj to 1 ay cu t It h,~

S, t ruct u r· 1000 rig I d 1 y 0 i" Splli2l elf i ca 11 Y j, the re s hou ~ d !"Ira ve rt,n 1 es s be some des'!gna~'on of exp cte d goals ,and pro,eedures, ilnd a mear1'l ngfy 1 dl s tr ~butTon of lQb~r a~d of reward,

The formallz~tlon of structure In the shape of a contr~ct 15 often advIsable. partlcul~rly when the chahge agent sees certain aspectg of th relationship as prgblematle: as fo r EU(,9mp 1 r! ~ when IMe· h,a s, sa 1I"i' OIl.i!S causa to doub t the eomml troon of

tl'ile ~ e,ada rs" f p of 't'f1B c.l i ~:tf1 t SVS t.~m.

In any c S~f $UC~ contract, . h~uld probably be open-ended Q~ a r~clprocal basls~ ThaI rs~ they should sp clFy

sequence of poInts in t~e process· at whIch t~e project could be termrnated by mutual con5ent~·

16. ~11:uat Power.' lit Is dl'ff'lcul to by i I d al S IJ C ce 5 s -F u I re 1 Ert I en S ~ I p betw' en partle~ of grossly un qUQ~ power~ TMT s ls pet"h€lIIlS the over~

'~In Ithe follc:rvilng se.ct Icn wa wf 11 d l a eus s. & nmJmberr of sl UQtrons In w~IGh w~thdr waJ and termination may be d-s~rable~

-53-

THE SUCCESS OF MIKElS PILOT COURS£ HELPED TO BUill) ,A l3r::nER RELATIONSHIP WITH THE COMMUN~TY AS HE

COULD TELL BY THE POSJTIVE COMMENTS OF STUDENTS AN~ PARENTS. IT AlSQ HELPe:c. TO ,MOT I VATE MUtE J H I MSE~f ..

HIEN RY I S AGENCY LA I D OUT TlfiE STRUt: .. TURE ~F THEIR PROJECTS VERY CLEARLY ANI) WQ,R,KED' ON A CONTMCTtJ.A,l BAS I S I STEVE~S GROUP ALSO WORKED WITHIN fHIE FFtAMEWOR,I< OF A FORMAL CONTRACT (iM'E T'I TL E ~ I r PROJE en aUT COMM rrMEN'r OF THE S,CHODL $YST,EM WAS APPA~tE:NTLV NOT ADEQUATELY I NCOA,'"

PORATEDi . .

riding consideration Tn Inc'ucl'n~ an out s ] de asen t I' n 6 chain 9 e."" GI'g en t te,am ~ When the powe r of t ne t'Wel

pa r'1t: I e,'!i l s equ T v~ 1 ent j' ('owe r ~ t se 11: ~o longer pl~ys th~ s'gnfl~lant roT. ~n brlng[ng about change~ Wh~re there is an ~ne~~al dlstrlbu't 1 Qn tgf pOtle r '~11e appea ran ceo 0 ~ change msy be brought abcut by t~e ccmpl~ance of the weaker ~Irtner without the ~cmmltm~nt neces5~ry for lasting eff~cttyeness. Under mos't c i rcems taru:e'S! ~ !'1e ~ t he r the change agent nor th~ client ~ho~1d h'ave 't h e ' p,owe: F t 01 compe 1 the

ot~er to do anythln9~

~~i n.in?~ T~j'i,~ at ." The ve r\' 1 de a 0 f ch~nge i 9, 'thr:ea 'ten t ng ta' mos t err us; partlc~larly when presented ta ~~ by an o~ts'der who bIlls himself as

a I i chan ~J'i~! ag'i!n 't ~ 11';li; In m05'~ 'r~'~ P'I,!C'~!iI, 'tl!W:)s t of !J S l l ke OL.!! r' own WQ r 1 d !Il re tt Y' much the wly i t Is i1 and we lool'l;;

~pon changes first as potential

diG' t~ban.rll3,il3 be 'F 0 reo we. ~ e e the IT! iE!I S

p,c t,0 n t, I a 1 'bene t~: 'cs .' II'~ i s, t Ii,~ rei'" f'ore i roos 1: I tmp(llr'~ a:!11l: ~ nil. t the

change agent do ~11 he c~n to mlnJmlze the percept~on of threat

by his t: 1 I en t .

e ! c.or~L~o}1._tcd;iQ 1t ,0 t Di /,f,r3"J/€/n C!eB : The cJ;=~nlge lal~leh t and the ell I en t 5,hOlJ h:1 have the abllltv to talk out the1r d'ffere~c~5. They need to be ~b1e to be frank w~t~ CMe another on

critical ffi~tter~ w~ich dIsturb them about their re]~t1onshrp~ Suspicion of ~idd~h motlve~ should be frank~y d1scu55ed ~nd fear~ cf ~xplo't~t'~n brcugh~ out In the open. A relatlon~ shl~ whIch tolerates Che hone~t

COf'! f ron 'tar~ T on of d if fa ranees may be a $tormy one at t~m~Sf but It w~11

,a 'I St;i l:H~ a nea 1 t:i1}i [me ~n d a 5"1:. F0l19 ane when the golng geti tough.

9'! lnth:)Z'iJ~mCjnt af Alt R~Zevant Pa-r1;.i{3fJ::

As notsd e~rl~ert the change ~gent must relate not on]y to t~~ clT~Mt but alse to t~ose others iM the oomm~nity

'*lh·~ exp res s I Or'!! ! vtha nQle ,agen ,ti! i ~ us ed l n the Guide because it Is cl~scrlpt~ve of a Gertain

'F un c ,t i one 'I f" o 1 e I fI, ~ duca 't I O!"1 I' ill u t t he wo II'" d s ~

t~,emse 1 ves ,I may not bile the b~ stone s to u se Tn exp1~lnlng your role to clIents.

r '0 ftt.zrn, 1ih e o ti can tali' t r2m G eems' to be ,fJeB7<.iYlfj Q:aaUl.rcmee tha,t the

po t6n t~ia: t. Cl:nange a.g~?1 t 'J:s d:t i'f e~erl. 'I;e'YI1Jttg b t':fiOm ·tho f!i lot e".~:t sy 8 tem f:,CJ

b~ a ~al e~ps~t at~ y~t ,~~o~eh

~ tke i'l; to be thcroUfJh h 11 ~n= r,atandabl.e and t~pproaa'hah~~. rl'

l..i .. p'pi 1; t ~ WatB ,n"l:. and ~'~B t l~&! 7.. 4

RELEVANT PRESSURE GROUPS IN ~~KEiS AM 0.1 STI[ VI[ i 5 Cal1MUN III E.S OIBV I OUS'LV D I 01 NOT APP'RDVE OF TH E I RWO RK ~

I[)O, U L irTH I:Y H AV E: ,8 l! E Nl IIN,1jJ OL V'E 107

Wt-UJI a re moos t d i F€l C t I yin f hJS rn t I ,a 1

! n 'the I; 1 l en t SV'S· tem, In s,chQo'~

settings t~ls usuaJ]y m~an5 t~e

scheal board and perhaps the loc~]

eha mb eo r ,0 f IC'Omrne. rce 'I the news p a pi!! r s BInd the cbu r ches . I t 'I is mo t hnpo r= tan t t nat these 0 t he r re 1 evan 'E pa rt l es be r~volved ta a de9re~, but It 1s not so easy to d~clds what degree i~ ,appro'~,r i ate.. It See'!lHJI fa i r to

S'la Y' how !!on/a 'F th a t t h ese i 10 't.!i ~ r s II

you have 'n't~~ltv Identified as

high 1: y 'P0't:I~f1 'to shou 1 d a ~ 1:!e!E1S i~ know tbU yo u tJ re t ~e re II k t1 oW .bl!ty ~to u

~ Fe the f"a ,! aFid .PlPit rQ¥Q t@ 50me

de9re~ of your being th~re~

Th~re ~re probab1v very few ~~ange agent-ellen!

Ir~ 'I ~ t I Q n 51 n i' p:5 W h I eh wi 1 1 1 hie up, t 0 ~ 1 ~ 0 f 't I"H~ se

'1"1, '! 1flI,~ ,~r lte II'" T a i. Ol1e rn u is 1; !oJ S, u a' 1 ] if set t 1 e for Le !l; S

then th~ Ideal. Nevertheless) It fs w~l'

tQI keep these n l ne pc I n t 5, 1 n fIllT ~ d iii rnak h'! 9'

t~~ best cf what you hav~. Be aware of where yo~

iEI re wea,k, and how If'oU ean change I f the CPT~O rt.b!n 1 ty a 'I'" 1 se s ..

At best the c~ange relatlo~shlp c~n b~ ~n e~clting and r~wardrng ~x~erJence~ b~t there C~~ be times when It degener~tes Into a s~~gnant and me an i fig 'I as s ~jr(e r c l' ~e wli ~ en p rodu ~e'5 err l 'Y

if' II"Y!!j,t rat I en an d. d I ~,alp~ol n tmen t , Sornet I illeS ~ yo u may fee 11 tf'n~ t you ha ¥e te 9'0 ,ahemd wi' rh a p rlojte ct

r'~9a rd h~ S,'S of an UJ1 p l"'OI11'~ S 'r ng 1"12 1 ~ t 1 t)!l'Ui 1"1 T P ii HeW--

eve." I the re ,a re cthe r t i rne~ wheli ~ t I ~s I-ea 11 y Tmport~nt for yo~ to question wh~th8r t~ ~tart

at a 1 'I • Be l' ow we have 11 tted a few c r r~1.mls 't ~,n,ces

wh]~h should tip you off tQ the e~Jste~~e of a

b'a til re hr~ ~ 'on's hip a ~ d a p re b a i:d e 'F till'~ 1 'U te 'of yC!J r ,~I1,[Ul Q,e e f-f,@ f t i.

1.

~r ~ i. ~ A 11 eag~ne ae by one ,e u.og~up to ahW1talij r~/.(].Jj no t h8 Q, e l~'_ to r~adine jJ ~ ,to:r anan,ge o f o tn,er ,a ubgm·upB 01" of "th e 1;0 ta t @n1ttp O:P

..... 'If)I51-:i'J. ~a..r· fj' .;"I..u. fl

UsiJ' -~ "J'.~ ~,~ ':w \l.rl~ to,. II li

»~tt~: to'-:rm-g,e:' I'F tn~ c 11 '~ r!.1'1 t

15 ~ersl~tently Ind!fferent,

wtH~\~ I f'l!S!I no, I nte fe'al e I the II" In c~~nglng himself cr In accepting ]nncv~t]c~s of any scrtl then there is ~rabably l1ttle point in axpending ~~ch energy trying to

he 1 pi ~ I m~ i i I IFit,e res r" , ef coli rse Ii

hi :6 orne t ~ rme 6 h,a rd t.~ iTHH~'S LH'e an d you sh~1JJI ~ d rllot ~~ s lJIM ,th~t the

flrst try w11l be gr~~ted wlth ~nthuslasm,

Neyertheless~ ev~n though the change

ag~nt may view his talent~ as unique and

his ability to br]ng about change a~ Impres ~ I ve I he wou hi do We 11! to s til.il dy tlie p~st hlstorv of his prospectrve c][ent In deaJ1ng with slm"~r changR afrart~. IF the system h~s persistently responded to change, e f fo r t s w r th T nd i f"fe re iii ICe or re"

J e C t T on ~ I 1: i s ~ roo b i! b hf ii s l 9 on ii 1 t hat

tha 5ys1tem 'I s a POOF bet for future 'effo,r'ts.

2" !Jihe eLi en·t Wan te to as ~ YO,z,fi as a P~n.: 'SOiiii.!l! time S a c 1 I e t1J t w'l 1 ~ bee i3 gfll F

to seek ou ts I de mgEH1t's QI'11y to SlH"ye hi~ spec1al pUrp088! Tn a~ l"ter~~l pOWQr stru~g]~. The chShge agent

s ~ho u '11 d be ve ry we r ''(' 0 f 't:j1 I S C.omm,n type of e~ploTtat'on.*

;,! The. CZi-_ent ie AZ.peq.dM Corrmitt(3cZ to

a Parti~7~~1 Poe~tt~n: Scm~tlmes D G 1 i' en t 'w~' 1: 1 b ~ ~ a 9 e r 't 0 en 1 i ~ t: ~ nilE! 5Up~Qrt of a change agent o~lV to

he~p him prove a point or to affIrm ~ po~itlon to which h~ is al~~ady COi!il'n I t ted.. Un der such C 1 W'"CL,IIIT!3 tances 'the re Is 1] 't t 1 e OIPpCH' t unl ty fo r

gen u I Fie re e l p roc '[ ty and genu r Me l nnovatlcn Tn the cl lent system.

4 . Tn.~ q.Z.i e~ -t iaP~,er t es fJ in Hia CVn Rou~e: ~ome~lmes a c1 lent wi 11 b~ eager to invite a chang~ agent T~to the

system ~~d will be op~n to hrs '~ea~ and who'e~ hear te d 1 y ~oITIm it ted to coope rat I 0111 ~

~Y~n though he has no ~eal PQwer

to" e f;Fe et ch 6f'1'~le. ln h l s OWn 5 I' t~,!i!-

t~' ,o,n i S o~ c 11 en t. :sy sterns ii 'fe r

e.xampl 1 ~ I w~' 11 1 be comp 1 e te 11 y. dam hUll'~ I~ d by a _ rlBITIeDte and hUll ece s 's '~ b lie 1 eace r'-

1:1 hi [l wh 1 eh 1 s FurHh'HliEH'II ta 11 y 110,::;; t ~ '1 e

tiC ~l!af'i'ge,. though I t mfly al 'Iowa ce r= tarn d~sre~ cf ~~tltude to the

~mbe rs hi III 'to lip h:.y game!3 • II Th i s patt~rn Is frequently found In bureaus ~ratlc bU5ln~ss crganizatlon5 cont~o11~d by conservatIve· ~Q~rds of

cI iI re 6 't 0 r s 0 r !1i ch oo 'I d i 5 t ric t s c.on - tfol11!d u 1 t T mate I y Iby ~Qn'5er"vat i ve s.ehee l boards.

*I~ r~re ~nstanCe5t on the other ~andJ If he is an opportunist and h~5 his eye~ wide open1 he may be

tii~, 'I e 'to exp ~ cit SHJch a sit ua t l en to hI'S ,own advan t age ~

5 ~ rhe CliBnt Shows ~fW Siffm of,

PtJ.tn.a l.orlJl o,.r Marlor" n1aapaai t;y: Chilll,g,~ ag'en I~S show 1 d 1 eaF"~ 'to re ~ogn 'j ze ce rt~tn signs of p~thology in ~ cl1ent sY5tem which will make a ecnttnulns re'~llon5h'~ difficult or ~mpGsslb1e. AF!fiOr!g s ueh s~' ~,ns m 1 gh t be axce s 5, [ ve

r! 9 i d I t y Q rob,s e s s I '!J eo eo n ce, r r1 w 1 t h partic~lar kInds of '5S~~S~ on

exce ','5 lve ten dan cy tD e.l(~~ f;"FU:i ~ ~ ze ccnf 1 l c t s ,~rHll to see 1'5 s ues t Ii rigidly b1ack~and-whrt~ t8rm~~ T~& iiystem may ~ 1 S,O '~HJ f Fe r ft'{:wn Sloma

sort ~f 'ncapaelty such as an T~abil ity to effe~tlvely ~s~emble re~ source~ w~en noeded~ to communicate clearly, to a~semble k~y memb~r~

'hH T IT! po r tan 'I:, ~ij II: I ng!, I and 1:.0 pro¥lde flnencl~l and ~dminl5tratlve back~p fer Ins~d@ me~b~ri of the c~~~ge te~~i ~egrettably 5u~h

is I gn s of iii eitipac. H:y I'lla:y on l y F'e\lea 1 t:ne rnse 1 v~.s 1oi1g af t.~ r' the P rojc'c.t

ls un de rwmy' '. Howe va r , i of '5 UI'~ h

~Ig~~ de appear 1M l~rge number ~n ve ry ,~a r 1 y s t eg<l!S: ~ i t mfi.;y s i g[1,~ 1

to the change agent that hIs QffQrts

w I I i bE. WQn!ii tfl'd ~ O'I! the 0 the r h~'II1t1I'

no s~~91a one cf th~se s~gn5 wo~ld neces sa r f 11 y ~ 111 d 'I C.EJ.te a !!nlo" ElOJ i 'i i tua-

• tion~ Indeed~ Y~r~QUS s[gn! of patho'o~y and Incap~c'ty m~y be s'n91~d out by the chsll,'ge ,agef1't as targets for c~,an g~ effort,

r, ~CW TO SIZE UP ¥OUR HELATIONSH IP

~n thIs chapter we have tried tQ Ide~tTfy the ~~jcr fQ~ts that should be cons1d~red by the ~hange ag~nt In establ Ish[ng Q goad relatlonsh~p with

h hi e 1 I e n t ~ Wa' Fa i:og!"l ~ ~ e ~ howe \!I'e r ~ th a t: IDa s t; 0 f the reader5 0' th1s ~~nua1 will a1ready be

~onm i t t,~d 'to va r I C"I.!I~, type 5 ef Ire l ,E'j t: T ()1r'~s,1; III'S

w,MI c" exh I bit va :ry h1'g de!lH"ees of :5 'tab l 1 T 'ty. Fo r such readers to make maxl~um usa of the materT~l ~regented here, they might ask themselves four quast~c~s which would he'p them s'~e up theIr

p i'"e:s~ f'1I 't c T rc:,Yms U::ilf] ces sn d give eues as to how they mlght 'mpr~ve them!

1

·-1)11

!'; c ~ ~ ~f' ~ . _ r

L;, an. Ji OU 1,.. Q;e'i'1 {,·"w'~ 1.11 l1QUJ'I It. tUG! tion

the nine fe'atu~a- ~e r~tT'J~ 7.-isted a~ dim~nsionB oj the iaea~ ~~~ati9nahip? Can you rate where you stand en

e, ~ c h oft he s e n l' ne dimE ... ', s i on 51 1

3~ Do YOU.sulii'EBc't that 'lOU haoe an..1J of ths ~9.e:p 8'igna'i.a ~;hi.(J"h:

ka:vtZli b~·6n t 1..r1 '&i1 abo.ve ,7 I f Y e U !!l 'Us p e Co t

that th~y are pre~ent, can you

mItigate t~e~r eff0ctsl Altern~t]vely c~n you e~!~ grae~ful1y ~f the necessity ~rises1

4~ If you ar~ In the ml~5t of an ongoIng t"e 11 ~ ,t I on s hi p a;tie 1i"~'U. do.i n(f!" a Z Z. 'Iihat. you Cr:l..n 1:0 ,D~oteQt ~;1 rnaintairl

that ~-el Zati on!6 hiE ? M~I ~' n ts f1 ~ 1"11 ce I 5,

F a :1'"' aas ieif' and f.ii!I r" 'I es s expe ns l' ve tna:n rebul 1 cI T ng.

UnquestIonably the ~uceessful ~e1atID~5h'p i~ UH:::. key to 5 ucce S:5 fu 1 11"1 ~nned cl"tang,e;·, We hepe that this chapter ha~ provIded ~ useful introduction to the ~s~entlal reatur~s which make up ~u~h a 5ucc~ssful ~elatlon~hipj Ws recD9nlze~-

howeve r t. that the ehap te r cann,otst,elnd a l ane , A

good relatiQ~~hlp contInues to buIld as it goe~ ·a 1 eng. It will 'l be s t relF!gtilened by ,a $lH~ceS!iii fu 1 col1aborativ~ ~ffort In d1agnosis and reSQurce acqulg]tionl and In selecting a~d inst~]lin~

the 'I rH'OVII't 'Ion j I t 'Wi 111 a 1 So be lr'neav'l '1 y d~'" pendent upon the personality and th~ skill of

the eli ange agent h 1 mse '] f an d up'on how (; 1 ea II" 1 y and adeq~atetv he has defined his OW~ ro'e~ .

r'C'ha71fjti?o rlGe7'1ts. '_ ~ have uBual. Zy a.~f)e '''ped a 13o'hR'ide:fab Z e it/.V~i~ tmen t iH th~ 1..]1' .P tans' and S1-e o ften far flW'l"i1'3 C,r."'C~i I; tail to def.~ 'fId1: n.;;' t11. em t.h~ to a ttemp t ing

.t:~ ~11dera t~nd abj.ect.i.o11f;J to trwm;

r.h~y are 110 t ppeFa::r~ d. to l",Sr; f'3G; t

w;: th ?f~oorne~~ the lQns pPO tJ(S ~'1) o l' pZa~n~~g_~hi~~ fina~ly .~ea them ~

th(!1.;;ti' canCZt4,~~Ci'I1B ~ And thG.Y aJ'"!a

haPd211 in tfhe nos t ib;'I)orab Ze PCI,S i -tion 1x) ·f,m:te:r~in c:,on:aid(ll;ra;tion 0/ ~~I'Th)' eoaia ~ d'a;ta: ~p of tll. i:e~ ti 1J(; 120 tiOn.8 ~iJh'l.rtJh r;ni(Jn.,t 'be l"IBoonme')n.d~d OM t'h.~

baa i,~ of Y'lBW i.nfo'Fma. vi 0 n.,; j1'1 ~ r,e-s f<t l t

o ftl2'J'1, i.~' t'haf; t11.(3 'W l tWtate c Z. -ten t: a

If!, i9nB i:1 tha;t thei~ F'fJCfl:Jno iI'U3 wi i.. Z i'W t rnats:ria:tty infZu_~n(j'B the CilU toom~ i11 tr~y wCQt ~'ho_r.lt fJf t.kfsa,t'J.:ng ~h~ p Zan

i 11 ope(/Ii aanf'li Q t ~ r,

STAGE I]:

DIAGMlSIS : FRm PAINS TO

--- -

PIDSI EMS JJJ OBJECTIVES:

Th~ re]atlonshfp b~tw~en yc~ ~nd your cl ~eMl

's b~sed On an aS5u~pt'on of need. You b~th b~1la¥~ tha'li:: sene t~ ! fig l s W F'0119 'w i th the ~ t ~ tU:5 q Yo an d you both ar~ re~dy to work for s~metklng b~tt@FI All

too ef ten , hoWevre r , we aecept ~h i s a S sump t l on 0 ~ need wijthbut ~uch furth~r t~oug~t becQuse we ~re e,a'ge r to movl\iIi an to. "so 1 u t l ens ~ I i I F you do not

t,~ke the t l me to ~ tu dy an d un doe rs ten d the cu r rent state of the ~ystem~ ycur change eff~rt~ are] Ike-

1V to be m~sdl~eeted--and d'&e~pcTntlng In the

long run~ For tkl~ r~a.Qn yQU ~nd ycur cl1ent sha~~d pauset at the b~ginnfng of your relatlonshlpl ~~d take ~ carefu] look ~t the system around

T • 1- - " - j,., nld!~'I"'ii-- .... s ls ~I

you. Th l '5 ! Ii wrilat we ,mean ,0;;"1 .. '1!O!I'~Ii'!,,",,',", II _ '.

Ciagno~is Is I !yst~m~tlc atte~p~ to under~ st~nd the pre~ent sTtu~t~on! A good dlagnosl~ ~s

a de~cr~ptio" of the client's problem w~ich [neludes t~e ~ssential detal1s of 5vm~toms~ hl5tcrYt and possible CeY5e~. VO~ wl1l prob~bly begin ", t Ii r 5 d L~'!!3 no's, 't res t iii 9 e w T 'b h t 1"1 e Co 1 1 e Fa tis np a l ~ II ... ~ n I s 'fili!le 1 t, n~ ·0 f M'eed-- i s 't he rnas,'~ ob v l ous f ae t ~ A,s yo U begin tQ work on di~gnosls, ~cw~yerl you help the

e 'I len t tc a~ t·i c:::-u: Za:-ti;i' t}-~a.t ne9d; t rJ d~ '5 e r I b~ '~ hie type ~f pain, to pinpoint ~t~ locatlon~ an~ ~o

re i;;,a i 11 I 't:!il, 0 r f gIn ,i 'When ,n ,agno'S 'i sis com~' 1 et,~ I t~at Drlglnal ne~d shou1d hava b~en ~ran~farn~d

j !"I to a de.t£n-ed pJ:~c;b't.em 5 tat.'G! d r f1 s 1,.:I~1i" lirl waly ,

th~ t both yo~ iU'j,d y~u. ji" e 1 I ail t. (::.an we rk rat lcns 11 y 011 its so lut l on ..

Go:ocl d i ~gnos t ~ c. s k l l l s e re not acq u 1 red easily or autom~tical1y. The chQng~ agent has 't,g 'I aarn what CjIUElS t I C·11 5, to as k an d he needs

to knew how to Qrd~r the facts once he h3S tnem s D that he can I' d~,Ii"Jj t 1 fy pat'te tins ,al'ii d pot~nt]a1 und~rlv~ng CQU5e5~* Thi~ ch@pter

w T 'I 1 not g~' ve yo u 't h e s e s k i 1 11 s , b til tit m~y I'H~ 1 P yo IJ ,to '! de n t i f y t h fl fJiiO W'e T rn po r ;~ ,~H'I t que s t lo FiI [J,

,i;)!1 til to a vc ! ,d S O!'l'le 0 F t ~>0, P IE 'r: a ~ 1 s .

*He a~so needs to kn~w ~r~cedure~ far ac~ulrln~ dlagnost[c Information. Su~h p~ocedu~ei w~ 1]

be dlscus~~d 1~ STAGE I~ I f Section B-1. -59~

SlE \IE AN 0 'L H4 D'A H.AD AN AWA,REN C:SS THIAi iH ER,E WAS A 5 E R ~ OtJS ~ t10ll!,t._EM IN THEI~ RESP~CTIVE SYSTEMS aUT TH~V ARRIU~D AT A SOLUTION aE~ FO:RE flifV HAD OONE V~H"{Y MUCri TO

IF I N,D ,0 UT W~IA.r THIE IRIEAL P'RO fU, E M WAS ~

i'Fqftfl.n fhrJ! (10'[.1: en t slt 8 t~ffl ~o Zd~ we t Z~, (J,tr(;cr:b Z.itf1h.~d.~ not: -to say h'l~deb(;rI,fnd.'J vt~1Ja of 1:triUl tf;' t7'J.S8~ Uiet1HJ iJ~e hm:d to ahang~;l1 ye ti;'nray mucr t b ~ ohangt~a. if ~y tasting imprD?Jem;)~.t, ia to

C1~c.'U~'~ Thus mun.Jt of" "tho ahr»1ge PlX?~

ooas may c:"rifn:~t; of in te·rqcltion ?~- .twee11 "biw o,'n,a:nge ag~nt _and 'tJt~ ~ ~'a,.~t, ... cr!dBt~j di.:re;at6iJ. too~td a quea;f;1 .. amr.y' of the cZ-l~nt ra BC"J, Zf .... i.rrlG;ga and aI't I, adC!'i:ip banoe o;(fr a Clffl.9 ~ f the.:_ a.iagnoB t1,.C '~nB'i;g hot B ~ ff~ ~~ d 'by the ;j'OOJtgc.

ngeni:i .. "

~ Lipp 1>i:i; ., ,[fa '(;;8 on and W BIiJ"/:. Y: r!i!d l.

Th0 chapter has two mal~r sectID~9, The f i ... 5 t des cr I' be'S how 'to mak~ B good d [~gno5 is:

rt notes the prIncipal ~~eitlon~ that should be ask e d; its ug[ge S 't s how en I n \Ie n tory 0 f the eli en t sy~tem could be taken so t~at ~ ba~anced picture w ~ ] l erne rge:l am:~ f t s t res ses the need fo lr [co ~ 1 a,;o b 0 rat T on w T t t; the e 1 r e f1 t ~ T h· 5 e con d s, e c.'t ion !HJ9'ge$ t s som o[f the I mport iF! t hatJi note.li i dent; ... fylng six common pitfal15 enco~~tered by change ~ge~t~ who have trIed to work through this 5tagei

A, HOW 00 YOU ~ A OOJD Dl~OSIS?

There a~e three ways topproach 8 d~agnosls~ Ortle way i'fI 'to Idell1tify the l?POblems,iji the th'f!ii1gs that are wrong. A second w y Is to IdentIfy

the "ppa~tun.id:i~tJ,~ the Q rea s of s t rength &nd

maxi mum po ent raIl [~ Ve't a d'l'l rei way [5[ to ~ O~k

€It ,the 1;1 lerrt filS a 6Y8te:m~ ~ sa t of L nrte,n'ts

t~at are suppcsad to· work t0geth~r to achieve

some ,~ommon goa]" Each alp~H'oe'ch ls pe !l"'r,sct 1 y

va 1 i d ali d can SQ rve c:! s an ,adequa te f nUllewo[rtk.

fa r ,;:;I t a gnos i S j b IJ t [t he be s t d 'f a'g n os 't TI cia 1"1

p rehab 1 y ,fls,ks qb.ilIHi, t ~ ens I n a'11' th ree c,a tegor i es '. He star S w;t~ the pa~n~ the need as the client 'fee hi it, but lie go s on to i' ~h~h't i fy what l s

rig h it wit h 't Ii eo ell ~ n t B S w,~ 1 1 as wh at ~ s w ron 9 I' and finally hs puts th0S· elem~"ts togeth~r

to make a eehe rent pic tu r _ of a tot al sy S tm which ~as go~ls and Is striving to a~hl~v

t~osle goa l s ,

Pe rio, ap s the nnos [t I ropor t an t th i n9' ro 1f"!3Iil1!~Hnb'e r alloy' d I' 8'gncs 1sT s to bewa Ire [l,r the ObV~OU5j At the beg1nning the most cbv r ous iip rob 11 emil I IN i 11 be 'rna, pa i nor II: he lifIC~~ed lthat the cl '!~tld~ s v» he fea ls, I-IIQW'" eve: r, rOCHii t p rob 1 ems have seve rill '~aye rs . The topmost '~yer I~ what the physrclan

C ill s t ~ e up a t i eo n t r scamp 1 a Tnt" U lt r s

the i r'I i t La 1 c;on ce rnl iN hie h 110 d ,t he c Ire n t [t 0 5~ek help. The ehaoge agBnt m~y choDse to wo lI'"k onl y at t 1115 1 e 'lie 1. H· may 'f,ee 1 ~ rna ~ t h b ~ ~'n't I 5 J' nit I a 1 d, of i nit len 0 f wturt 'i s botnering nlm T5 a vB~id . nd sufficient express,fc.'1IiI c)'F the rea'l_ p reb Iern, U!uJfdly,. howeVl r, this wil~ not be C1uilte eno.ughi

an d I1lOS t cna 11!;j'€: .. gent c s wou 1 d do we.l ~ te

make a b r'i e f :lUJ.iVelt of tiuJ! ,fJ1APfao"e eymptCi:f1!8 i

UIf t'ha system is cU'l"ipe"ntly in :o,ain OP' t:roubie.l,thie in itss2j may gen;ep ... a~~ d~fr31'uri.v,e o.bBta~~fl to a;aoumts Be l,t ... dia.,gnO'9-l IJ • !fha' pa.i'rJ. 'rnay. h e eo g~at that; at·l;9ntion i,1I rive1;fJd ~0'I1

ymp toms 1 the (1 liG'n t ; II on z.y Gl'taQ'j'J t;'h'rl.J.grJ.'l; 1!s that tiuJ 81dmptorna nnta t be reno V(J d, .A. t "the 8a1'i'18 iyims.J b ot'Jt indiuidua ~f.' and fjMUpB "l.ay b6, ~ff't.iC!,ted

by a moVioa:f;ea ino.bitittj to ,~e~ tneip 0W1'l fl8BP.011fJib l 1."/.: ty fa r- th (Jip pa;1:n.: it i(J ha.:fI:d' t~ admi t o"u~ Pi a 0W'1~ 9 nortooml.. i"llr;;fj~ ?ihf£,theTl' thfJlJ be ,f§imp ZrJ disClbi'titie,fj Dr" (]om}? la:c' ,e.l."P~'B8i"n8 af 11(;'13'" ti 'Li 1..11 and de 8 truati ven~ S 8 ,. Map90'l) er t.he f'a.(JT;O}'i8 wm:o'h PltlffJi tted i;fU:~ ayatem to gs t in to Crow,l.e in the fi:ps t p lac~ a~e stitZ ~Qrkin9 to Isustain the trol-tbte and b"loc'k altema'bi've C"U~'lfU!3f1' of Cl.atf. on I[ n

Lippit~~ W~tBon and Weatley2

SometImes ~n an;]ysis of underly[ng causes may suggest solutions that wo~1d never be

a p~ liiH" en ,t at CI ma re 5, U pe r fie La 1, he \lie 1 " ~f! the ether ~and~ deep caw~al lnterpretatian5 a re 50rnet i mes qu i 't,e. I r ra Ieven i~ to t~e sea rch for go]ut~ons and ~~n delQy con5tr~ctlve

we rk .

As a p ract i c I ng chiitnglrB ~ger'i t yc~

may choose i~ 0 WO rk on any lev~ 'I 0 f pi I"'?D lern deflnltlcn1 but you ~hould be ~w~re t~~t there are oth&r le~e1s BMd that successful problem so 1 v I ns een P rC'~EH~~ of rem these ~ eve 15 e l sa. Ilteg.m rid 'lie 5 5 0 f wh' h::h ] e ~e 1 111~ cheese S j the change ~gent 5hQuld be sensItive to his

eli en tis S8 1 f ~G rcept i on's. as we 11 as 11 'I s wll1lngne5~ and hls"ability to define the probTIem O~ the 8~A8 l~vel i

~ ~~ NT II FV I NG 'THE OPP Q,RTUN I TIE'S

The changL;! a'9,!!nt $I heu 1 d avo, ~ d en ex\'; 1 us i ve focus on what !s wrong with the cllent~ He should spend same tIme ~dent'fylng ~r~es of strength ~nd area~ ~f greatest pat~ntial for tha~ge. There are ~ound praet'e~l and psyc~o]og~cal te~sons for ~dgpting this posture. Psy~holo9Ic~11y~ an aGc~nt on the

pos T t i ve make 5 t htii!' eli en 1:: r-~'e 1 1 ess de fer! s l v~ and nn r a I"lopefu 11 tha t chan gi! can be bene f 1 Co La 1 . Mo reO\f~ r , trro'FfI E1 p rae t I c,a 1 pe i n ~ c,'f v~' eW,I'

the cv~r~'l d'ag~ostTc pIcture Is mad~ much

e 1 aa re r when the 5 t ro.r!9. po i F!! rs ~ lie not ed ~ 'I t s hews the, C 1 len t tMat he I~an be 5!1 H'i hi's, changl9' ~ f fo r t by us' i ng, h T sst ironges 't, ,ca'pac: t 11:. 1 eS

~nd c~pltallzln9 on hIs ireas of gr~atest p,aten] t I a! .

Stren~ths ~s well as wQ~kneSSe5 may ba

r dent I fl ed at V,gj r T cus 'I eV~]5 an d 'some ,th~ r! gs tn~'~ ~ppe;il r to be up reb Ierns" en the So u r f ace :may I' i n i:"laa 11 I 'ty ,. I nd i cate an unde r 1 yin 9 5t~ength~ ~or ~x&mplet ~tudents from some

e l!.!1 1 t U lie S niia:y. res r s t" ~mp e tit l e n II~" t he _ c! ,a S 5 ... rg~m (~ s~rface problem) b&ceuse t~~y Dr~ holdIng fast to ~u1tural norms of 9ro~p sal~dar~tv (a potentfffil underlying str~Mgth),

Li kew T se~h~ ! (res I S 't in C~U ef S t udal"! ts to c' as s .. , room teache t"s 0 F d i fife r~ n 1. races (a S IJ r"faoe problem) may 5~9n~fv g~owing raci~l pride

and a des~r~ for Independence and self inltt~tive (potential under)ylng strength~).

WHEN STEVE SAID THE TEAtHERS OF HIS SYSTEM HAD A PROBLEM OF ~N~ BREEC~NG AND DE~PLV ROOTED T~A~

I CHT'I DNAI.. I SSU[ ~ HE WAS MAKHiJG AN I NllE RP' PtEl AT ION OF SU~ FA,t'E SYMPTOMS (WHICH AR~ NDT CESCRI~EO IN THE CASE ~EPORT)~ HOWEVER HE PROBABLY NEEC~~ TO 00 MORE WORK ON CCLLA60R~T~V~ D1AGNOSIS WI f~ THE' lEACHE,IUi sa THAT T~IIE¥ WOULD 6! ABLE TO MAKE THE SAME ~NTER'PRETAT liON.

HEN~V!5 AGENCY PURPOSELY SOUGHT OUT '0 I STR I C,TS WH I CH HAD S If' RE NGTrl ~ INTERNAL RESOURCES~ ANO MOTIVATION TO WORK ON SOCIAL SCtENtE CURRICULUM CHANG~~

..

The ~hange agent ~hauld t~ke speclal note cf lh~ hlsl~ry ~f th~ client system Tn copIng w~' t~lh preb ~ ems. 'SOliOOt ~ m S Ill, schee 1 0 r ~, COlll'lmiJ'" n i ty wh i en seems hope 1 ,l1;5 sly d I so F"g,2Ii"'I 1 ze d ~nd

~ t 'r'i f'e- torn will reve a 1 '5 urp r Is 1'n9 re sill ~ e~,cy aFtlQ c;cmpe 'Celt! C@ 'I n cop h"9 wf th d I F r i cu 1 ties i Ii ee rtm l' n il reas iil t Ceo r re i n' 'C I ~ ~ • The s,~ a reas and '~11fi2 S sheu l d be !'lQ'ted and; rece rde ~ l'r1

the dl'~9nQsis.

Interna1 ~~~lys!s i~ not the only way

to de f i n e oP:PQ r't LJ n l t l' B'~ 'fo r eh aJWl9'e .5 oae t i mes 't lie CDmp~' r 'i.sCin to othe. r !!iV'S te,n'lS gives 't he

e 1 len t " de as ab'Oult what he need s :tII'H~ what he can do, FOlr '0xEI:mp'~ e I' '~f1e awa r'erH~ 5 s of ali 'nnQv~t'on which has b~e~ ~uco~ssfy] els~where w[11 oFten induce ~n Iwarenes~ Qf ~eed an~ c~~at~ t~e matrvation for ch~nge. Cut-

51 de ~'i"H'iJOVa t'~ ens Q rC! somet l' ~ s su 5151650 t I ve

of ~nsld~ qpportu~rt'es ~nd In t~is sense

they !l.t'l3a"te: naeds , IF'urth~'Fmcr'e t outs i de 51;15,t~ms whIch a~pE~r to be ~utce5sfu] ~nd Innovative mlso ~rovld~ ~ comp~Fatiye yardstick

13g.a ! ns t wh i en the .:::.1~' ent 'may mea's t:! f'!3 hl s own pe r'f.o rm.an ee .

3. UNOERSTANCING THE CLIENT AS A SYSTEM

A long llst[ng of ~roblem5 and opportYn~tre5 rs nat enough to give ul a cle~r p i e tu re 0", 't he w'rH:d e 'msn 10 r the who 1 eo rganlz~t~on~ Th~t rs why We use the word nsys tel'l'bH r n des er l b h1g the II;;; ; i ent . The change ~gent sho~1d try to se~ t~~ c11ent as ~ number of peop]e end group~ who

are Interr~lated a~d ~t 1east partly lnter~ependant, tryin9 to work tosether to

iilch 1 ave scm c,omrnon gc.ud s ~ Us ua 11, 'Y I n

Bduf!,at I e,i"! the se SOB 1 S ~ re not ve ry c 1 ea r 1 y spelled out~ but th~y ar~ there~ n~verthe~ 1 e Si S ~ and w he r11 ~ I1i!b e rs C If t h eo ell en t s Y iii ... tern 5 I t down 'tYi9,e thB r to ta, He abe loft dud r goa 1 s ~ 't h e'y iH'Q u 5 ua 1 1 Y CJ b ] 6 t C ,~, r' r I V~ a t ~ consensus on w~at theIr m~Jor goals sre. T~~s 1s a ysef~l exercl~e end ~an be used by the ehange ~gent ~5 a first step In gettIng clle~t~ to t~]~k c1early ~nd diag~ostTcal]y about their problBm~!

WIth the goal~ cle~rly In mind th~ ch~n9~ ~g~nt ~nd the clIent can begIn to

dQ f l MI e 't he It T n d s of lEI c t f v'~ t ~ es 'wh T c h h ave ~ Q be Tn e 1 ude d .and coe nfi n~ ted to ech i eve 'those

IN MIKE I S STO RV, 'T-I'Ht: SIIECUS MAlER I AlS ANIl f~iE' A'OV! ere: IEL I C I TEIll FROMI EDUCATORS ~N OTHER SYST~M~ WHICH HA~ I~'9,T,ALLE n S ex E CUCAT I ON PROGRAMS I) It)

~~E LP- TO M,OI3, H.II Z~ !!liE I NIT I AT I \IE 0 F SOME C,ONe E RJf!lE D EDUCATOR'S IN H ~ S ,OWN

S Y,S'TEM • THE' I R AWARI!M'ES:S OF THESE

ours I DE ~ESo.'LilRCE5 MAV HA,\fE. SUGGESiE>O TO TH EM WHA 1 il"IHE I R DWN NlE E'DS, WERE 1M

TH IS ARE,A ~ ~I~~N CE TH'~ ¥ MA'V HAVE II' IN-

FLUENCfD THE DIAGNOS~S~

pI It 'i:s u~a J'I.i. Z to ?).·f ~~ t i.;~ a; ey 13' bem

by m'~'i'l1~ a l.m?'ge. C!i:pc:te ~ tie p laoe e'2€?mer~,tj;t " ,l'~ t:a" v~~_b "lit B ~ infiida

the "i:l~al.el as ~omponeM,t'J (U'i,r:j ri~ Z~ne8 WlQn;~ the ~~;lDMn t B • T1~e I ini:n1 may be thoug'hto,t' ~s rubb e:r bande Of"! apMff:g 3 J whi on 8 -t;;re -bah O'r a:O'n t:eact

"'-8 th(J/; rlf)~ce jt; in~.re'aS'it G~ &,~r¥jlaGe.

au tS-£. dl2 t'h~ oi M Ze it~ i:11.1E it9 n v-L.ronmi?H 'I;.:I! t.jh~ ~ ~ p,larje art iZ}f;nG ~ ,fcrritoYl,a ~h:tr.ih imp i'nfjra ~~p"n 't'he flY m t~m~, Ir

-6~,-

iQ 0 a 1 s • T he'y ea n 5 t a r't by 1 eok l n gat t rn e T r

i I S Y 5 t mU e! S 1 t ex i s t s 'to d I If ~ a n ~ a'S k . thernsa 1 Vi!S T f th I '5 "s "IS tem' ~ rea 11 Y i,c;h i eves these goals. Let U5 fl1ustrate this by i

va ry ~ m·p 1 e d lag r iI m 0 f a s y 5 t em '.

f ~_~_r_a""llt_i _o_n-l

-'

"'-_-- )--

...

(Th Commun 11' ty iflod

The CU 1 t jJ1re)

,/

Ot.n .r

Studen ts

Although t~e d~asr~m i5 greatly over~

s I n'JJ;i 11 l f'i. e d ~ 1 t des 5 s h,ow the majo r e 1 emen t s th ill' should be con5ld~red in a 5yslem~c diagnosis.

F 1 r s t c f ~ 1 1 j' its h ows the gOtl 1 s a ~ de 5. T re d 1110 U t put's j II 0 r Il r.od uc 11: $ wi, I eh gene ra ted by the sys t,~~

a n d d ~ s pe FI sed to the. S rea t'IH" co. mm IJ n I ty • Th e p rime outp~t of a" educ tiona1 system I, an Qducated citiz n, a gr~duate.

Secondly It shews ~s a process through wh~ch the goals ~re achlev d1 ~amely a

'11 ea rn I fI 9 envl ron F1'Ien t ,. n Th 1 5, 1 ea IiFlI 1"11'9

'f1vir(Jmt,e'llt~, 111 turn 15 ere,aced and, sus t al ned

by peopla and resources wih1n the system in

, dd l' t; On to sem from nut s i cie. Th re oe I a 1

9 rcup s work tog t ne r to keB:p th i s svstern rg,ah'lg: th . dmh'istlr-at~ on J the tach rs; . nd. 'the s'haderHs ~

nThs alas /poom teaa'J'u~ ~.~ not an ,·1"1- dgpGnwnt p'POfl'ls· ionat I uoh \'n,fip:'f¥:ltiona. Z ~li te. ~ ~UJ1 to the (Jon ty~ rwtrJith ·tondi11g~ He. i' in t r1 o. e membs j'I !':) f the talt"" l' a e rtb Z tution~ His b naviov fle ts n~ pasi tion ~ ~I

-6..5.-

,.~ I rd 1 y ~ thei d: 1 ag l"i3If.ll s naws the sys tern b" ~ I!"I 9 'S up p 1 ~ . d w H.: 11 a con t; n i.JO'U Si f n ow cf new iii i npLl'tslll fram 'tine greQlte r el1vt l:",on:rm:UlIt: new 'h:leas ~ new 't, ·achers i' IiW stud,ent5, . -nd

n~w rna te. r l ill 1 s i rhes"e i lit!;' lUI t is are the Fue 1

wh~ch s110ws t~e sY5tem to ~~ep f~n~tronin9~

WT't! the h.'lp of the dislgi'"'am W~ I;!lr'f! begTn to spe]l out the ~rltlcal dl~gnost'c que st I ems wh] eh erne rge f rom a vi ew e'f the c]Tent as i system. At t~e broade~t level We can Qsk IF this diagram accurately re-

p r':~H;·nt5. t h·_ mmJ 0 r ex ~ s .~ ins e lGY1'~Bnts' r(e is. ~ have w fo rglot ten to l' ntJ ude t hC! eeunse 11 Q rs as a sepa ra te 8! emen t en eh 5, t af"r 5, i die ~ or

1." black 50 t IlJdlSfi 'ts as a 5epa rEli·te ub ....

cu1ture among stud-n s)~ Then we en ask

1 f these el ments ar surf i I!,":t ent for m~k i ng a system which will ach1eve the cllent!s

s ta t eel (?Oal.,;E ..

Are add; t.i ena 1 le:leroeiilts needed? Are there some. el aments, that ar'e in ... cDnrtplete'? Ii ~ ~ undersuppl ~ ed. ~ ~ over ... h)aded~

Ancthr set of qu stions could be

add r' s·e d tQ Ith· -in.r?~t r

Are there enough inputs?

Are the i I1putS p·rcfv4 ded i M th e r1;h t 'propc,rt 4 ens l'

Do "tne inputs tome i n a form ; n wh ; fh they c~n be used?

A t h ~ r d 5 (! tor que S I· i on 5 ITl Y be add re s, 5 -

ed to 'the i:n tarnal. c4~Ylam.iCB of t he s y s telrn:

Are the three major subsys tems rea 11y working together?

Are the students l; tS'Elchers II and adllin1sl""' trators adequ~tely coordinated!

00 they have a clear idea of what

their rsspective roles and functions are?

Are thsy B.bl e to communi tate freely with' one another?

Do the:y trus t orne aneth er?

-,66-

Flnal~Yt thIs system v[ew suggests a fourth ~et of diagnostic questions p~rB taT n l' ng to 'the bc?una~e.rJ of ,tha sysb~m.,

As noted by the shaded ar~~ in the d~~gram~ ~ ~ystem needs to be s~par~ted off from

,t he 9 rea te f" eu ltu re ] ! t n,ee~ 5 tiD be p rotected frem ~Qntlnuous Interr~ption and rnterference from ~utGiders so th~t it can

f w 1 "F ill Its cb }I:! c tI v a s !3, I'JfI:OO C r!l y aIM d Ii e 9 u] a rlV. Thes~ boundarfes or barrT~rs must be partly cl~5ed but part1y open~ Th~y

shoLl 1 d be die 5 i gned 'to p re V~f1 t SOfl"le k r IfI ds of _i nput s f rom r il'"i te rfe r i I!'~g v.{[J t~ t he sy~ rem ,!

bLi t th ey mus t ill So ,a 11 ow' re's pens i vanes s

to valid needs of th~ gre~t~~ cu~ture. Barriers mu~t mlso be d~signed to let ~n needed lnputs In suffieTent quantity

~o keep th~ Int~rnal system fully ~upplTed.

Therefore~ our dlagnQ~tlc !nqu!ry

5 ho u 1 din c 1 u de 'fl.J 1 1 co n s T de rat i Oil of the's e b ()' r r i e rs .'

Is t~e sy~tem adequate'Y protected? Can it defend itse1f aga1nst attack or exploitation?· .

Ccnvers~lYI does it get enough stimulation from outside?

DCH~5 the s cheo' ,get res upp1 ; e d by $ki tled anld wel ~ ... triai ned te!lchers?

D'H~ s 1 t have a ccmti'n uous '~nfl ux of rooti va ted s t:uclents'?

Is it able to ~cquire enough new ~~ter1B15 ~nd new ideas?

*MiilrJ If ehse rve rs have com~n 'te d Or! the ext reme vul rae fa b 'f 1 T ty of s eli-cHillsy s terns to cnmmUin iJ ty ~ res sures ,

r~(j~ ve Ii the i wio Y'~ y a ~G!m nat.1.~ ~e of the eoha 0 l ~ l c)?l,r/- taM t1; ng i-rw.!o va ti,,1i.~ ~ ~-equi~e ~.' ~not onZy ··81i'(Jtem~-lde invo t, e= v~r~e'l1 '/; i:n "tn (1' on~!g~ p~~~'~ ftlj :JI but al a 0 'I (u~~el'u" l. WG:flk on l t.n~~G,s afiJOlJig tnt! - C:',y~ t 1Wn~ 0 the» ~ 0 aia; Z,i .!ll:a;tion a.g~ no'i.e ,9.:1 r.md rJ ,the zi. k.ey C1"""'1TUl1.-t. ~y B 2"lt:n.qnl• ;r

M1:te~5

T~.~ dlscus~lcn of the ~lient ~s a system is not a ~ufflclent basis fer i full sy~t~mlc dl~gnQsls~ but hopef~l!v It IHr~ 91 T \len you 't; he I de a of what we !'!'Iei;ilfll

by ! I,sys. teliTl"j Ii MO$ t ch~ng,e a'~l'ent: s 'W I II have r ~ e Trow n f a v 0 r i t ~ way to de s crib e 't Ii e

fun et I en 'r ng o1~ the l r c l r en t ~IT'H~ et:S 'we Ii,ave noted pFQvTou~ly s~v~r31 dlfferent a~proaches are p robab 1]1 v,~ 1 i d and uaaf u 1 ~ 'The i RilpD r tiilM t t~lng Is Ce lock ~t the client ~5 a total'ty~ ~ fUnctIoning organ~sm whose parts have

~ d~f'~ Ii ab 'I e ~nd mean I ng fu 1 re 1 a 'I:. h~ln sh ! p 't,oone anot he r.

•

,.'Ths-_ p:'(~afj,ti ~i~n~~1 mus t open n.'le eyes to 'b~~ P'OB B't-bt. Z~ 1;& t'h r,rt the na ~~ ,c;f 1:~ pow~:r r:rY'ft't:em 1.'r(.. tn wfiieh he iEJ' .usa li ~g i B na t l_i'too B.om&. l' GoP1' ta~

t,~i;bo(). k.8i OO'IJ6 ,de" c:ribe.di 11= II 11 t! aan

de 8~pibe the eYB tem lexfl himB@ Z!' by ~ot't.ve oba ,,"r-va:tiol"ii of ~'rd aioM. ~1rC!."et~g ""' 'YI the. BY,f; tiem iZnd by 8~~ 'fling the 00- _ ~fh~J:'lva'~an~' tj! 0 th(!Jr8 ~Qu'b the ,liJwet~m~ »1;~t ".Pta-va b~en tJu~ ai;gnifi.cant poZitit M l;l .€ 0011O'im;C cmcl Rooial tis'ai,s ioni1 "gi itvl1i J1~dan t YBap13? h1ha;'t a(Jc,,~ tJit.mtJ (j~'P('wt"tly bslng mad.e llI'iSlem t.01 ha;v~' tn~ grwa t~8 t ·tmp(.}1J'to;n~(J; ~:n th~ ~y\9'·tBm?

~rho et~ tihe p,erSCirla ,in t.h,e il'Y§' tern w~o ~~f/)~ had asd are p l"'l~ B~~ "liLy ~f&6;ptl~ 1.1£1 th~ ~rea~est inf~uenc~ in thBa~ a~atsion8,7 HQW do, t;'h~lJr:1 in.f'l.u~ntiabS aYl,a ,,1;'he.;p z.rsa~ps wor7( ta6?'e tn~ ~ O;t1 -t~

- .- . ,J.,J'.,;h~ ., r,~.J. 't. .1

i';Jornps .... 1.0 1:,oI1oan,,r .wn~,r;. are ti,~emal10,~ fr::rp.~

ma~ ctnd 1/n!r).'¥w,::rJ;' ,~~,~,y,a'tem.9 in thttJ eYfrt~m.? .W'hat is th,e. ~~v~! alf ~it-iB~t'1 pGtp·tiai.pa titm (th 11:* i fildll ];)~ad,t nOJ1- ~Oh"JI ~ to ~) i11. '/;h~ j?~ dga i ai,(J'fi s ,cl'I1t~' ~~OUI iu t~1.i8 1t~ti cipa.ti;on mr:m.i fea t F A PrJ t"f~e l:'Hlitiefa of ~'he 'tnfZtu~n.,:eir:tJZ8 {ZPl..a tft;,~ er 'le:(Jde~ ~d ~i. 1;i ~Gn4r ~na.lr~~ trBP'" i-s' ,t;i~a Z lry Zibem z..j mode. N"ts~, ,,>Qn-e e'.1d'" WW{.VeI ~? W'ha t a~ ~neJ r::~i ti aal. norrj·n,; ~n ~h~ system ~onas~ing ~~W ~ Z,adS~ ri1wu.Id U6el. hia POWlfJlj, "to' 1..n,j1wsn;r"8 t,he EJ y 1iJ' tfjm F' What ~~ t he la~~n t 80'"~f'3~· ~f p~eF (suoh aSj e~@~utives and w,?~\k~~ t7.f absen bee otJne! d 13C}:rpo.'r'a'" tiona j i~tw'he~B ; 'f;hat. ~~u;d be C~ ac~~i'~ ,in '~he~t;~tU~91 Lead~,T8' i~, 4iff(J~(3nt f4 rgc;!~c;~,~ 10 f (J'07nm~.w~-i tty ti vine ~~n i;~~~, a 11f1 t6!m }~avs t:fi~ d to c.natl14l r

fn,(i!B ~ qMta a ticnD i SCJm~" f "th~n wi Z l

a1u:we t"hi Qt iNfoirmrr:t i~n 'l.f liA~ EUJhr::Jo l Zead~'~,s ~ ~ l. e~ ~k {. t, ir.'

:4. MAl< I NG Ii D I AGN OST I r: ~ N VENTDRV

I n 't!"l 'f s chap te r '~ have been t,a 1 k I f'!Ig aboyE the ki"ds of questlcn~ that go Into ~

IgoolZI d! e9rrli;)~id s , I ~ th i s se ct I on we WQU 1 d

'1 '~ke to ge t 8 1'~ t. t l e mo Ii"~ co n e reee i n

5 ugge's 't I ng h,QW YC!i.l! mig Ii t bu i l d an 1:niu~ntary of the salreMt diagnostic facts about your cll~nt~ Thls should help you to be as sy~tematlc and specific as y~u c~n be Tn your d'~gnostTc strategv~

,A tam i ~ T m Y,fTI 't here a re f I Vi: q U'Ii:! st I on s th~t s~ou1d a]ways be asked a~d a~5wered as pa r 't of a gO'Qd d Lagno's ,t, 'I' e 1'!I'lI vent:ary;

WHAT ARE THE S,VSTEM' S GOALS?

IS THERE AN, A[}EQUATE STRUGTURE FOR ACHIEVING THESE "GOALS?

IS lliERE OPENNESS IN 't;OMMUN'lCATEONS1 OOES, THE SYSTEM FIAVE THE CAPAC IT I ES NECESSARY 1'0 ACH I EVE ITS STAlED 'GOAl,S? DOES THE SYSTEM REWARD ITS MEMBERS

fOR WORKING TCMAHDS ITS STATED GOALS'?

c.

d.

Thes~ five qu~sti~"s c~n form the ~ore

of an Inventory. Each ~ye5tIQ" might b@ written at the t~~ of ~ sheet of paper ~nd underneath ~Ol.! l d be 1 hi ted the f'e 1 a'te d pz0b Zsms ClIne

oppC)p tu.ni ti e8 wh i Ii:; hare ellfi!! r9 11"19 1111 the ell' e Fit system VO~ are working with. ~a~h qu~~tlo" def]nes ~n area of dlagnost]c inq~iry w]t~rn wh!ch several additi~nal questions should be

T nve:stI9Ia1:edl~ Below we eons l de r ea'eh In '!'I10re de 'til 11 •

Que$t~on a: Whet are the gadZa'

0) (2) (:3)

(4)

A re t he goa 1 S, d'IGaJV te bot h the leaders and memb~r51

I~, the re oonsensus on 9,oa 11 s T

Are members fully ~at'5fred that the !3, 't Iii 'ted goe l s a ra adequaise ~ Have lead~r9 and members ~at dcwn to dIscuss what theIr go~l& ar~ a~d what theIr goals should be?

Are the ,goal s fZ~i'b1..(~:'! Are

thEY abl~ t~ ~h~~gB with eh~n9lhg 't, I mss ,an! del rcums tan CAlHi 1;

(1) (2)

{6) (7)

I 5 "t her Ban adequ a te di 'i)'is ian of Lcibcu'?

Co woo mb eo Ii s have a e ~ea.t'" ~ndt'3~ ... 9 tan. ding cf who t t hav iJ re supposed . 0 be de i ng ~ ,n "he system' (Job clarIty a~d ro1e e l ar l ty~)

Co L hod 'I 'f f e re 1"11 t j cb S f2I n rJ ro 1 s ,t~~t l;()ge the» as e 1 e~f!lts 0 f a

ystem for achlQvlng gOa1s?

Are some, e f tihe ~ 1 Cifian't 5

nee S 5,6111'"), Ito m Ike the e ~ I _ 'n t we rk as a Sy5 tem ~?H:.8B" .. ng?

A re t hie re 1J.~oak e 1 eme 11 ts 1 (I ~ e. ~ a Fe! scm - oVf3"J1loaded and othe r s 7.tmie.FUB ed?

A ra ex i SI tin 9 [1 elile n t s t3Jdequ atel Y' a().oMir!.a.:t~d ?

Is the structure fl~mibZe? Can !' t b cna nged to mae t flew

con d 1 ,t i tH"II!1j,?

~ t ton?

(2.)

Are major ~ub-groyps withIn the syst~m (tea~he~gi ~dministratars, stud nts) able to talk to one anotheri C~n they express their .feei,.rt'r.t(Jsnd ~x'!::'nang~' ideas free 1 y back land forth?

Are membe liS of t he sys tern ope.n

te new idr3a.s f'PrJm ~i.t'hix? Do Liley actIvely ~eek such Ideas?

A r[e [t he y ap,a n [to new idr1" jJ lYiorn (.1~tsidtl (e. 9 i ~ urd va rs I t I [S'I cnn$Ultant5~ other 5ystems)? Co they actively seek these outside sOLJI"'~e~?

Ques [t I on d: Do they htlve tl1e rH~cessary (Jaf!!:t~.rt 1;"/. rJ B' .?

(1 ) ~I)oes th~ sys tem hava (eJ r can i t

mlJS t r) tn File ded ilier-rOii,i11deS ln, Peep lie?

Tr~i

Moneoy?

Mate!l" I a 151

Fa c i 11 i 't I es,?

r~Corrmruni atrion is d. fined. tZa 'trltl 'wn tcta t ot' info"Ptnfl. tion: a!lou t fee 7..i 11gB a_tti.t'UiJelJ~ and W>7:;heBoJ tfi(Q1arn'i t1;tBd J ~'Pe(J!i!ly a:n~ indim~tZy, e011I1oi()~ly and unoonfhl't.m~B ~~ ~ l¥heni3'ue:r 60""11' l eq7d . ibtli um ~ WfB e .II crcmmun -tca tion o"r!Ul"Is. ,'[t 'i--e the Ii7U:~'~8 th().reroy~

b ~.. I· ,

Y W'n1.-Ch Q' ~,y,9 tern 't;ak~ B a.oP:~(Jti tot@

t1?~~on in t'hB ppe~ene~ of dil'fitJu"ltl-{; ODtnoU8l~ II ~l»nd1'toaat·l~Ojlf'/. -hEr G88entia''l.

i~ the H~U~aG ~fdiffieulty is t~ b~ d'l,agn,(,)Bea.~ Z:~1 a hii'9[:r-.i.'11"C!hi~a'l .EttPl.t~~l1A~'el cOfflm1Anitltlt.ia;n[ ~8t rroaeeei /)-.o'1;'h lV~J(i1, up ann dC71llfi. . rJp7."'U'ld ¢Off{frrw'tl:~rl~r;.on. (Jan be ~ffec:ti!'l:1e only Ii'JhtJ~~ t"kt3.

D01;'tom ~~, rr~d~Z,e. ~ f1¥JfJ pam anti ,een~ e of 1-nt'L7l17Ai'ft~()n r:rna ~ht2'n th"B top a-d.aep ta and ~ UG n fl' ee k t: c'·fJt11nutt-l da 1;.ioYl .from /:Jel.Ofl)./r.

:~i;r:)',?"~tt~ wat .. aon and W~rrtley7

(2) Ooes the staff have t~e necessary

e/ki Z Zs :

Can the aY5tem trafn th~ p~op h~ they have1

Can the sY5tem r~crult th~ type of ~eqple they need?

Q.ura:5. t i Oln e l Does 'the $Y5 tern r'~w~ I ts I"nem-

b,e rs fO r' wo rJ(, i Ill{l tCWfil:rd f ts ~d:J3 te d goa 11 s ?

(1)

Are the ,JJ,&u.dr?n:t;fJj rewa r-ded : for' 1 earn i I"Ig1

for contributing to tM~ 1 e iii rn I n 9 P re C~ s s 1

Ar~ the t~aohe~s rewarded: for Jnf'l:ov~tli'i9?

'Fe r 1 ea rn hll~1'7

for contr~b~ting to th~ ]earn[n9 PFOC~SS?

for working collabor~tlvely with students a~d admlni5t~ator~ to keep the system 9oi~g and to i~provQ the svsteml

,A re the ctdmi niB ,trc~ tor-s rewa r de d : for i rH'QV~'U rig?

for 1 earn 'f ng1

fer beins open to studBnts glnd teache r's 1

Are t~e r~ward$ that people gel :t~'8l icib' Zrs an d pred1..a tab ~6?

Co t~G rewardB t~at people get come e 0011. enO'l.Lr;lh.· to b e as s 0 G';; I ate d w~th th~lr b~havi©F7

~re th~ rewards r~qulred by ~ndlvfduals ~nd sybgrou~~ c©mpatlb1e with a n d B upp~:t'i ti ve Q.f tiw a-v er-G l: Z go,a le

of the svst~m1 -

I( l~ ~ (5)

Wlt~ a lIst of questions such ~s these

ef! 1J("fIe rat.ad above ~ you can mil ke a rod~' ~gnQs,'t i e i riVeili"" tory that sho~ld be of he1p to you ~nd your c11~nt throug~e~t the chQ~ge process, ~t ~~ n~t important that yOUF ]~5t ~nclude ~11 these qU~5~

't lions" bu tit i 5 ~ mpo r tan t ths t YCt:i make ~ orne

ta: f fo If' t to' r de i"i't 'f 'Fy ·jit1d re co rd whG,t seem to be $a1fe~1 fact~ In ~a~h of these flv~ geh~ral

~re~s ~o th~t yo~ can h~¥e a profile of the

system ~5 6 whcl~ ~n ~dd~tion to a lfst of

!:llCe~ ~ f i e lip rob 'I ems. .. II 'b I s on 1 y wll'u~fll you have such I profJl~ ~h~t you will be-able to start making judgments about pr'or[tl~~ for ~h~nge

It 'F fort. La t~ F th 1:6 l nven to ry '5111~!.d d a 1 s 0 se rve yQ~ and your client a~ B base ]in~ against whlc~ progress can be me~$ured.

TIE At H E:.R5, H!J STI!: Vi:: I 5 SVs lEM

ISKOULD HAVE BE~N REWARDED WITH

RELEA~E TIME CUR~NG WORKING I

~OUR,S RATH'ER T~IIANI farE. I N G AS.KE 10 TO G~V~ UP EVENINGS AN~ S,ATURDAV~ .'

!~

UN DE RST,AN OAB.t V I LIN OA WAMTE [J nilNOVAT I ON i !NIOWU SOl SHlS C O,IJ LD BENEFIT FROM ~T WHILE STILL A

S1UDEINT ~ THE' 1- MP-'AT - E- -,- - -;:: C-=

_ _ _ _ _ _ _ _ _ II NICrE: F

STUDENTS WITH THE SPEEO OF REFORM ~N SCHOOLS AND UN~U~l~

S'II T ~ es MAY BE T RAGEAB LE TO Tj6j'l S CON CE ~N FOR illE,RSONAl BEN E F rr. - I

The r:.han[g~ ag'~n t sheu 1 ,eI not as 5 urne '~he

t as k e F d "",goos 1 5 ~HJ I'd s own pe FSCIiQ 1 respen- 5~bfl1ty. Much of what ha~ been sard in (he p rev I OU'5i 'sect i er; 1=10 i nts to 'the t rnpo r 't,alrrI ea ef

t nve] vi Mig th cl i ent In the di agnos 11 cf

his 'own ~ rob la nilS " H a v ~ n 9 the 1 i lit n tis

partlclpatlcn 1n ~he decls'~n-meklng and p 1 a nn '~ n g Q f . hi e ch a 111 ge pre ces s 'f rom t i1 i s st~ge onward ~s ~n Important prQrequ[site

for hl5 I~ter ~doption of the innoyat;o~. At the \f,e ry 'I aas t I yOU S hOL! 1 d WO:rK co 11 a O,!:U'rlIl t I ve- 1 y se t ha 't YOy,'!'" pe rc,ep t IOilS of p reb 1 i31if1'J. an~ needs ar shared by the client. At best~

you S,hCHJI hi r~D1"lov] de su 'I den ce ~Yn I 1 e the c:; 1 I en t makes his o~n diagnosis so th~t the ftndings

r ecce,!, t,ab 1 by 'V I r tu 'of be r 1"19 hi 51 own

con 1;] us! on!i, • .............-

811 HOW MJT TO M A DIAGNOSIS: m PITFAllS

If you do declde to undertake a dlagno 1

before goT~g further in 5uggesting and making ch~!1,ge 5, 'IoU, s bou 1 d be aWa re ef SOIOO of ttL' S pee i a 1 problems whIch you can g~t Into. Alt~ough

d i ~ Q I'i! 0 sis 1 s ~ n i f'f'iH;; r tan ,t iiJ nd wo r t how h I 112 ~ S t e pin "he c~a~ge proc SS~ It en be a trap for th ~hange

fJ ge.10I t I f I 't l s not han d 1 e d p ro per' 1 y. ~ I FI t h T :5

,e~tlcnl w have id~ntrfl~d flv ~~tterns w~leh

the change a'ge,1'1 t sheu l d be ca re fl.ll to avo T d , Tn,ey (J roe:

,~ TOO MUCH OIAGNOSIS~

1.2. DI AGN()S I s AS A ~ATTE~N OF AVO I DANC,'E;

)! USING DIAGNOSIS FOR DESTRUCTIVE CONFRON1AT~ ON.,

~,~ I MPDS I N G VIOUR CltJN FAVOR I TE eu ,AC1N OS ~ S •

5. FIR! FIGHTING.

\Ii, wi 11 devct. al b r l af p r greipn to B len of these points.

l~ TOO MUCH OIAGNOSIS

Som- ~ i me: 5 the 'cnan.·ge age n t miilY g'e t s tiJJIc,k on ~H agnes i s j us I ng up f005 t or hi s e 1 m and ~n~rgy Just in tne precess of dafl~lng tne problem. Th~s is not on~y was'eful t but may have very negatIve side effect5~ For examp1a. the eli en 'I: may beg ~ FiI to, fee 1 510 eva rwhe 1 med

Uc/1o:Y1g<:J. ,~ent . diffe.p gna-t~y icn the ,@:ctsnt bo ~fhich trur1y ~ to eh~ the. i lj a.'-la.Bl'I;.()~ tic o:ri ~1i to; tiona 'Wi. ~i~ -the a 1 ie11 t IJ'Y S tem '. Same agerrt

be l1ie. P13 tha t the. 0 tie:n t I a wo~k t:ow~rf rihr::tJ1gt3 i.N somG oas G:a ,,'an l7JB be p1; .

sus tq,in{gd by a po l: itJ1d Mh ,:ch lJ1i lihho td· Dam~ of the agt]'nt ',8 i1tformatio'Jii, and anti. ~y fj t!iJ ,. A. t the opp 08i "be fJwt'f'G-me J ,ath 91'1' a.~en t~ thin ~ tha.i Q l ie n t:a

~ nou ~d a. wqye pa.p t-t clpa te t"u t a y '~n the fa.ot~Ji ndi!f!fl p ro'!'I~UJ eG,S (Old tna t th ei» d1: ~ce t! Il ib,de'~a 'f;andir~ en Du Z.d rtmeJrye apon"bm1.6l0ua Zy }Tom tfu~i~ ,nun ana; ~U is ia C1! tilt e fr.rc1;a t::t8 tHSy a~ 'Ve~)ea Zs rJ I, 111.6 Be agen t's ~mp ha.H i 1tJe

the (J 1,.i (f]:n t ,. B 9mCti'07?/11. acmmi tmer: t to ohantlG Goa Z,S IJh ian t~l e ,,"tie nth im-

;.11' 1t4

8 e Z. ha !Ol:IfflU l.atr3d. ,r

Lip'Pitt~ rY[JtBO'Il cmd W~8 t: l~y 8'

-7"2-

by the nymber of proble~s coming I~ lIght that h~ c~nnot t~ke constru~t've actlcn!

,On the OfliB han d , he may be Qve rcOIific by the hopelessnesi of his ~It~atlon and on the

othe I'" ~e may become. '!.Ind~ 1 y de'f'f! hS hre! In

t~e ~recGd1ns section we s~ggest~d a

5'1'5 t,em~lt. i c. and oamp rahensl Ve; app Iro€! eh to dl a.51!lioS I' S i tUll t th i 5 .COO s not mean yOI!Jl

mllH~ 'to be: e.tha:us ti lJel iii 0 n [nos t q ue s t I em s, yo I.L will have to be satlsfied wlt~ sketchy ~nd partl~l a~swers; yo~r dra~nos]s m;y not

ge t you an uA111 Ins u tJ"v.ey Fe sea reh but '~hat Is not your purpCie~ The d'agnos'~ should rrwre ]IV be adequalt~ fer 9 I' vl ng: YCil.Q a good general picture of the ~1~~ntis sItuation.

2.

Cia9nQ~tlc st~d~el c~n be ~sed by a c]le~t as a w~y of s!~11Jng or putt1ng off tJ,~ede.d changes. The cal l for "'f~li"tFU!i'"

s t llIdyu l s a f'aml 1! l ar form of briJsh-o'ff'. C:hlnge-m i nded membe r's 0 'f the e l r e.n 't ~'!f5 tern may therefore be Ynderstand~b1y re5t]ess and 5~splc'OY5 of prolenged dIagnostic act'v~ty by the ch&nge ~gent~ T~B e~a~ge

agent ~hc~ld not on1v get to 't~ he should al~o ge t t.hro·ug h l' It a,r! d mo ve em to the 0 't Ii"! e r

steps In the ch~nge proce5s~

3. US I HIG 0 I AGIND:5 1'51, 11=".(:) It II)IESTRUCT I V'E CONFRONT AT II ON

H~5 perceptfcn of ~~rlo~s defect~ and

1.!1 fsen t prop l' ems rrnay I mpel the en,range agent to $~eak to his client rn very blu~t tBrms. He may do this as a delrber~te attempt to ~nfreeze the c]lenl~ to ~hDCk h]m into awareness of ~[B needs ancl the n~ce~5rty af

c.na'l[1ge ~ I f Y·OIl.Q pu rsue S ueh a So t lI'",a'te.gy !

YOY should real1ze what the cons~qu~nce5 could be~ You s~culd~ abov~ al~ ~ ~ave a good e s t 1 mate of h~ much YOLll r c: 'I t e t'l't ean .take~ The blggest danger 15 that- such a

~onf~~ntatlon wi 11 destroY t~e r~'atlon5MJp w hie h yo u h a \I~ w ~ ,t h ')I 0 u r e 1 len t , If 't he client reJBcts ya~ eampletely becaus~ he cannot Q~capt y~ur dra$t~c dTagnos15~ then all Y'OLl r 1 abo rs may' be II o~ t .,

UTke. ,,}umBO. r;;ge n: t J'i7l'iS t become a 'p~babiZity ~e~t~ r ~e ~houZd be

a ,gamb 1,.i.ng ma:n. .. , ~ho .S' s ~h~w jI a W'1ir bet8' ana- 'ZQng 8h~tl~ 8imultaneO~8Zw .1hcl'':J 'li.~r:.fj II p~Gi!easionaZ gamb tett" he' 8P~o.uZd ~~'e~ t.he, b~t€J that- f1i.uo. 'him a p'I~(ibabi ti t, Y @Gge Oi1e}"i anal1l!l? '. Tki l]' oL:a the bee t he oar! do i-n t:h~ ifrv11'13iiiatBZ~ COnfFOt'l.tin(J' 'Pl'¥)b'Zem" ,r~

Bs~n~t9.1' ,Benne a:a ahi'Y19

EVen Wht:.11 the change aglerrr does net rntend a confrontation ~d s~ould be aware of the negativ pC\nl r of the In~ormation r,e

T s. 9 a it he r T I"iI 91 ~ I it may ma ke t he It; 1 I a r11 t f~ e ~

B ,t u P ~ d I _ ch I 'I d ~ s h ~ !"II a i v 1 0 r ln ccunp t8 n t ., Such self-lmag05 will not 91v~ him the

me t I Vtl'~ r on 'to change. The r fcre , ,ttl - f'c rm and timing of dTagncstlc pres~~tat]Qns is G r T t i ea 1 • 100 lInu't:;n bad news t'oo sUdden ~ y

~ I~ S11 C! I r eums t sn c to be a '10,1 ded . As n,otad

eQrl'er~ diagnostic anQlysis ~hculd In-

c l ud pes I' ~ ve ] n format; I on as. we 111 as

neg tlve ~nd Should be c;st In a construc-

._ I'Ve fa I ilI1wih J eh Ifn ke s It i!rnElif14ib 1_' to so l ulions and encour ges t~e b~llef that solutionl

re pass 1 b 1 •

On the 0 e.he r h~IiI"lld I If' he G ~ ~ en t aan

ccep 't con f ron t~l't'~ Of'! I' he may ~ofl1e to respe ct you.. I1'on e 5 It'Y Qf1 til me Y' b mo VQ d to wo,r:k mo te act'v~lV wlth ~au to bring ab~~t chenge! The IJse e t ,avo I dance of a s t ra i~e gy of con fon re t Ion 15 a diffT~u1t matt~r to re~ol¥e: it is ~

d11 mma whlc~ ~Ilustrat~s .

the l' mpo, Ii" talm::~ ef as sea 5 I n~ the b as 11:: stl1r3n,gt;'lf] 0 f 'YOlI..U" eli ent as we 11 es h t s welkn,e s,ses I'

4~ IMPOS~NQ YOUR OWN FAVORITE CIAGNOSIS

It ~5 very dlff(cult 10r an e~pert In one p a .r't i c u 1 a r re a to bet i U 1 Y ob j e ~ t i lie l' n his

d L~gnost 'I e app roach ~ M'O! 't of 1..15, ten"! d to see our own sp~c1a]'tv as the lmportant area~

11'f our ak t 11 s CI r~ In the areB of human re 11 i;3- tlcns tr 'nln~ ~cr-~ample~ we will be rn~r InclIned to set cllent·s probl ms ~s human re l t T en 5 p rob 11 ms Ii I F C'lj r s,k 1 ~ 11 s are in the

I rea o'r s,ys', IilS 1119 11"1ee r I tn,g \i'J re 1 I ke ] y

to. 51~e the e 1 I ell1 t ~,~ p rob 1 ems mo t 1 Y ion ta rms

o pl~nnln9; rf we are c~rriculum spec]allsts we will see problems prim~rily in terml of

ceur se ccnren e. We al l h ve UUUB p rofes s lone l blInders and It Is net~rel and I~ev)table that

we _ do ~ ~'owev the change a,61el1 t 5 pee 1 a 11 s 't;,

eVen if he S~eS hls role ~~ that of

a solutIon giver rather than a procss ~B 1 pm r (see Ipege s 6 and 1) 'I I~ heu l d be awar of hIs ~Tmfted per~~'etlve and sho~1d cOn5~'o~sly m~kB an effort tc

veld Im~oslng hIs favorft diagnosis on t ne e l I en t ,

"The dJggnpatf.,(j' on9~ta\..-ton of" th,s a,h:%~1q'~ . ~e nt, is 'it~. ma,n:y r.Ja..l1,g a Be ll/u1..f1 ~ ~7,.,Hg pN fiot1;r;7'l ~ It he "to'()?1.8 fa,?! diffir;uZ ties in. a"m;mcnr:~ti~J

!O~ iMt~a8,~ n !iJ'i "/.:L fi'tui. thtJm~ a.nd i.t hi.!iJ' he'l~ l~ ~ r):i.rex::t(Jd toWM kpNV-' i,..~ . co"mun1.Cl'at~'m lfattg;Fn.."i,j 8UC(ffll!i6

W'P L t defflon";j't~ tB t_o the at i ~n t f.fll FJ tefft

hai: a 8oZutt~on of' ~()mmuni(JG.ti()n.

pro~ tertia n.eaeaac:rpi ll1~@s,u'lt~ in a ;i71O~e 8a,ti8f"{(t.ato:~ eta'tfil of alf"aiM .. ' . '.

!J!fH~ orF1:~n.ta'biC)n af the. (ifrU2n(JO ag~t

'1:~ tr. p:ti~y faatoYJ. in determi ~in"f]

the ~ faets' which f:.'hti. D' tie Ii 't; .f:!J'Y ~ tam

iJ'.z. Z 1 diGao?)ey;. to be tPlf-e abOtft' 1: t. 0W"I1 a i tuasion, r'

tllpp 1.. t t; ~ fla:ts en ~ and We e t z ey to

STEVE WAS ASSUMING THAT THE !N~SE~~ VICE TRAIN~NG NEEDS OF HIS SVSTEMiS P~RSONNEL WERE R!lATEC TO THEIR PI:.RCE'PTJ ONS O'F SELF AlINO OF OTHERS IN ,·u 5 CONV II~TI C,N THAT "THE WAY TO GO WAS THROUGH SENS I TI VI i V lRAI N I NG ,II WAS STE \IE I MPCJS 1M G HIS OWN

FAVORITE DIAGNOSIS?

Look ~t ycur ~lient group a~ a 111~ry,Si temU ,i!iIn d conat rue 'It

I dfagnost1c fnvBntory from a ~V5temlc viewpoint.

Work wlth y~ur client t~

B,S tab 1 'I s h me,a n T n ~ f 1I1 ~ 0 b 't a in"

ab Ie ~ and ~iKH!!S ureeb l e obj' ac t l' ves ~ Ilry to g'et rm:d !!III-un [.:i,art i c: I pel-

t i Oif'l 'fr·'~'lrn me Ifil:u~ f' 5 of t he 'Co 1 ~ ~ n t svst~m In t~e diagnc5tl~

p r,o~es,s '.

,and f l na ] 1 v

(9) Always ~onHrder the lmpact of diagnostlc ~nformatlon on your re]atron5~lp w]th the

c 1 T e i1'~ ~ E yen 1 f yo Y f~UJ S t con -

front the c1fent With unpleasant fact~ about hlm5~lf, try to do it c~nstructlvsly~ not destru~tlvely~ stre~s'ng the benefTt5 of ~hang'"g r~t~er than the ~Qrrors of

hls ~resent stlte~ ~nd using speclfl~Si not g~neral and s,weep i 1"19 i nd ! c'tmerrts .

5~ FI~E FIGHTING

Fln~11y~ t~e c~ange agent ~hould ~void falling into the opposite trap of attendin~ onlv to thos. problem5 whIch the client ~ee~ a s I n1i!1ed ~. III 'U: If! d T mpo r"tan t, Mean i ng flu 1 end

~ a~, t T n'9 chi!inges ~ re mo re 1 11 kel y. 1:Q come abc ut f'f they are based on c&! re fu ~ ~'1 ann r ng from

a we 11 1- rO!'Uild~d' and rea son Cllb'~ Y comp renens l yr.!.

dl ,agnes l s , Many ell ents I' hOWClVe: r, may net apprec'~t~ thl~ fa~t initially; they may

See t~elr problems as fIres thQt ha~~ t~ be pu t a.LI't i10W be 'fore ii!"i!y th i r'!1!3 e 1 se T s dCH"H~.,

and t~ey may w~nt to Cist you 1" th~ ro]e of f I reman ~ ,Soroo t I nre:s, y~iJ may have 'to e cce.'p t

'5:1.1 ~ n a ro 11 if:! b I:" h, f 1 If l f ~ n 1 !if 'to P 1"0' ve t 11 €I t.

YOM are someb,od"y' whQ l s use' Fu 1 II b ut 1 't i s

,a po te n t i '~ 1 t rap ~ I nth e 1 on 9 r lJI n j f i r~ fi~~tln~ Is a waste of your energy and your cli~nt's resourCeS fer It rare~y prec~p'·tates re~1 and lastIng chang~~*

~ n 'STAGE I II We ~ave t 1'" i ecl 'tOI S pe 11 eut

the major consld~ratTon~ th~t should ~e~p T~ fnr~ul~tTng a d'B9n~51s~ The key po~nts ar~ thas@:

(4)

Above. a 11 11 ~ ma ke !iii orne. ltd n d ~ f dIagnosis. Try EO f~nd aut wh~t the cl1ent needs before you cha f'g~ T Ii W I'~ 11 Us,al ut I Or! S ~ 1,1

Identlfy and lIst the obvious sym:p toms as 5 ta ted c r p resell t ~ ed by th~ cl'ent~

Lock ror second 'av~ 1 syrnptQm~, wh i eh mily uncle r 1 'Y t he obv i ous OneS~

Infer ~nderly'ng ta~SeS when you se~ patt~rns of symptoms but do not ,EiS':HJ_ 1:':l"iem wheln you lack ~ufflcle"t ev'dence~ Identlfv op~ertunlt'es ~nd

st~en9ths as well as probl~ms

~11'11 d ·w,1i'!i aknes '" - i" . .... . '_ .. ' ""''!'ii!I'''' ..... ~aea ~

*In reading t~rs sectIon a few of our re~ ~ I e'We r& t~ougFil t that ii c~ISHa COY 1 QI be flu::u:le 'for f I, re- f I' gh '1:: ~. ng a'~', 0'3 !WeM'S of h ul .~ ~ i .n9 ~e~atio~s~ips with clients and testing out Innov~t~ons I~ new areas~ Conservative eomm~nitl~s like St~v~~s may not'be op~n

to camp rehenal ve '1 n neva t: i em 5 un 't'~ 1 ·t hey ~an see the c~ange ~9~~t as a successful f're-f'ght~r. .

IF RO M l. H~ IDA I S POI NT 01 F V I IE W Tfi E BLACK STUDIES PROGRAM lHAT WAS A,I)OP E. D WAS A ~.E.SUL T o IF' SUCH !III- I R.E F I GHll H G • II THE ADM ~ M ~ STRA10R:5

WH 0 II ~p, LIE:ME:NTE 0.1 Tli'E, COU'RS ~ [J I C ~ 01' CONS~DER THE NEEDS OR DESJRES OF

ITHE STUC~NTS AND SO 1M! P~OGRAM WAS NOT G I \lEN EQUAL STATUS W I T~I 0111 I:R AMfR I CAN Ii I S,TO'RV CO UIR'S·E'S AN ID lTD I 0 'NOT U~'C LU DE "AFR I CAN ORIGINS,II

SYSTEMS WHICH AR~ ausv FIGHT~NG

f ~ R~ 5 W ILL HA V'E L. ~ TT L. E P AT II EN CIE W~TH COMPLEX INNOVATtONS WITH lONG TERM aBJ~CTIVESi AS STEVE OISCaVE RiE 0 IN TII"II:: .A FIE P:MATH 0 F THE SCHOOL TAX CRISIS~

.... iliI!tol

't'l"I ,~" I'"

STAGG ]1'1: ,ACQ,UI RING 'raEVPNr RESOURC£S

Re S Q U f" ees c Ofl"ie i 'n m~n y fe rrns : "~he y m~y b~ av~llabl~ i$ print materl~lst pegpl~1 or

Pi If" c'(j I,JIt:tS '. Kno' .... rd n'9 when ~ whe re t and IllOW to

@cqutre them are e,santl~l skills for the change agent to h~ve and CO 'OSS on to

hIs cl1Bn!s~ Before yo~ c~n make IntctlJ~ gent de~]sTons and choices about what ~hanges shcu]d be made and ~cw to make

them~ yau ~nd your client ~hc~'d hav~ an adequa~e und~rstandl~g of wh~t has Qccurredt what Is ~vail~ble~ ~nd what Is pot£ntlal1y

fIB 1 iiJVaFi 't a~d lise fu 1 . Th~ task e f l n 'fcrt"m~tlon retrieval tan be h~nd]ed competently ~nd w~th a ml~lmum ~f effort If the searcher th lli"li<.s, a~out wh a t~ he needs be +e r'e he s ta res and plan5 gn aequTsltJQn str~tegy w~lch m~ke~ sense r~ terms of hts needs~ Th~s ehapter 5ho~ld ~elp you acquire thE rn~ formation YOY need~

TI;,e chapter has ithree sect 1 ens , Se~IT~n A 11~t$ the major purpose w~'ch tnform~tloo 5erVeS in eac~ of the stag~$ of i change P' raj e e t ~ TI'HUHi:: P'!..! rpQ~ as, s,UfllU11lii! r ~ :zed

I ril 't he ac ronvm uD,AETE.1 M! H P rov l' d,~ ii COin 'text for thinking about resources and planning how to acquire them~ Seet!on e describes

C h rea cl'l s t T net re sou r ,~e a cq IJ T s T 't l cn rH""C b ~ em 5 :

I( 1) how to acq u I re d:{a~'lOB &i.a I nformet i Or! t (2', hO~-I to bu I ~ rlI an d m£lll n 't a I n alUQ.lle7WB8 of potential raso~rces; ~nd (3) how t~ h~rnp iN

c'n s p e C 1 of l' c sol u t r on ~ ~ I '!1 Sec t i on C we consider how to b~11d and ~ilntaln a p~rmanent reso~rce Bc~u'sTtion capa~lllty!

This chapter 5hou~d be ysed in

con] ur; e I~ I on 1IJ'1 tn two sect::'! I~H'g5 ,att hie back; ef 't he ![iu! ~e !,

"Maj 0, jI" I n fcrmet l em SO!J rces

~ E",I IjI. '[ - i,l ...J

II n . I,.! u'c a!o,· Q n a IF'I ~

I!Maj c r We rlKs 0111 Ch ~n,,! SIs i n Ed~c3tlon: An Annotated

BiblTo~raphy with Author ~nd 'Subject I rid i ces ~ II

On JU,",til t~ ~96~~ ROlTf3,Tit Mcm.)!~ ~et ou:t lra-m ji!1laZrnouth". N4t;aao'hus,ettl1 in a 23 !~O~ ~aiUboat to ~08B

th ~ A to 1 (111 t.i jj to Fa l.mou th ~ f!?r.a ltmil. ~ Mtl.'nl'lJ ~AlXlJ [J,;;wlfir1.etL t 'IifJo.t hill

~v'U Z d ~lIaJ~~ it .II no t be it!"tua ~ he

Wil~S' ,too lJtCt."I1:dy 01" e&rJoIGpti"naJI''Ly b~~1J ~ II b'iA (; be tl'cru s ~ hfd. !1i).d dc~w

(l ?J~ ~ ,t hOJr'oug'" tit-nd 8118 t>'GI7~a tit:

,t 0 b i:J ! rl~,g C)'1JP1C:~ n '/;y.i e vu l: ~1~'

~iaa. :t'~ a;d -bnB aa~'n.fl1 1,;,1 0 f p12~ t VCya.~~B; h~ ~O~~J tk~ 1J6r.r,t·h~r' patt~}'in~ _j the. a1;,{~et~ta.l and t: ru!'!

[;l' Ii ip pi H£ trafli o . n ~ ~~nmJ tJfUl t /o':;J d;M1 ~viBGrtiQna t gea;;p _) B,"r-I'r[J1IgfJncy equi pm~~ ~ -t,~ mld e 2.0 t11, i n(J to protJf;d~ ftU! 'himsfiJ Zr~ ond above. Cf,~ ~ n.r?

kn~lt) hi~' boat: F lJe k~Jm..l what it

eoul.d 'taM e Q:Ii~d how ~i."t Wi',) U t d b ahav:e i n i')~iou,~ (!()'J1diti ana 0, l11an~ fliade a e U.C(;:j3 Em fu t.. rJ7'I~B!EI i n~ t.u:¥~gt:iZ y b p.:aau~ c h~ h~,~ done a Moh a aomp l ~ be

~:':I: J' " '_L~

J Of' o· ~f9.eo tJ,Yil!!e a:eq~4'1:-,$ '"I.- 7;1.-0 n !

AppendIx 6 llsts ~Qme Important

and Ii;U r rein tin f~,rma t ion S,(U.Ir'C0S ~1i"I d S EH'V 1 ce s fer e d k.! ca t I e n; I t I s as pe e i all y re 1 I!. V a n t

to '~I'H! I ,I hom i rig I n' i P recess wh i ch w ij' '11 be de~crlb~d in t~Ts chapt~r. Append1. C i~

a ~Ibliography for the ch~"9~ ~gent who

W,al1 t 5 to know 1'!1!:\ re about the p recess e f ch~nge th~n he can learn f~om this Guide.

Fe r the ,~nanSie ,llgeFl t t acqu ~ r 11i ~J know 1 edge ~bOiJt the p roce s s of cnarige mill' be the -

roos t i m~li:l,rt an t t yp,!2 of i"'a'SO'!,J r ce ,a cq I!.:! i 5i i s, t~on~ As you read throu~h STAGE ~ II keep

i n ml f'! d tr"Ert we ~ fir:! end y cl j s eus 5 i 11,9 f"eSOU rce aaq /.;Lin i tim'l,t 'n Q t re s 0 II.! r (:fJ e 1Xj: ~ ua f:i on 0' r

uti ti;,:;a:ldm'~.i tlnese wi' II be t h'e top I es

,0 fs u b seq ue nt c h,a!p 't,~ r 5 '. He re we ~ re

con 013 rned wit h "how to gel't i!~ II 1l.'c:H Ii ~whii,'t. tlo de IN ~ th I t on ee y,gU hsve It.! I Th~

1 a t t ~ F 'P..! ~ s t ~ ort W ~ , 'l b ~ '~ iii ke FiI up l!"'l S TAG E I V •

A~ SEVEN ~OR PUffCSES FOR IBOJRCE ,ACQUISIT!OO!:: D-A--E-T -E~I~M

Resource aCQulsltlo~ Is ~ppropriate

at any point In the c~ang~ ~rocess when

the change age~t ~~d his cllents find t~at t~ey n~ed additional factst rde~~~ materi;]s~ or eq~lpment to help them mak~ ~ decision

~r u~dersta~d their ~'tuatlon more fu'1y~ These ~eneral purpose~ for resour~~ aG~uJsl~ t, i en ,ijI ta :!i ullflTI~d up in seven e;cm cep ts :

o I ~'gnos l' S j AWEld"eneS s i IEv~ ]I.UJ 'It: i on- be'rorelrtfJI1 I' ir~~]; E:vil Li~ltT'oMl-afteF~Trl~] ;. ~~stal'atlon~ and Malnten~nce.

resources whIch help us to understand the clle~t syst~m Qnd its ~eeds a J"I d IP rc,d~ ] e i1n5, •

DISCUSSIONS BETWEEN LINDA AND HER lHH [JAN CE COUNSlE L.OR AN [) P R INC ~ PAL ANI) HER REA,Di ~G OF THE SCHOOL! S OFFICIAL COURSE LISTINGS YIELDED

I N FO~MA'J' liON ro R D! AGNIQS I s

• _... • • - • • , • _- •• - !II!

STEVE HA~ PLANNEC TO USE DIAGNOSTIC OATA ON H ~ S S tHaCH .• :5,Y'STEM COL !sEtTE 0 BY A UN~VERSITY R~SEARCH TEAM. PERHAPS IF HIS GROUP HAD BEEN ABLE TO WAIIIT' FOR TH I S H~IF(H1MAT I ON THEV HIGHT HAVE BEEN MORE SUCCESSfUL

~ NI THI[ P,RO..! E CT •

" T I"iI f 0 I1f!Q 11: i c 1"1 we g,e t f Fe m s c;a n n i n 9

the field of education I 5how'n~ . h~

r rJ 9 e f a' 1 tern " II V P 05 S H) ill '~ ~ _ s 'f 0 r

ch n 9' : Haw rn 911 I 5, geli"H~ rail kn ow'"

1 edge of what Is IInwll and wnat I 5,

a v T li,a b le .i I t FH"'OV 1 de's Illl'h':;)9'e!lj, of solutions but not dat~[ls~

3. FOR EVALUATION-BEFORE TR~AL

~nFQrm;tlon whlch allow) us to

J ud~r end ccmf.H~1 re a 1 te rna t i ve sed ut'I OMS; T n fo rma t "OM abc U ~ II val i eli 1 t Y I I II r lZ 1 I ..

, I b I 11 I t Y I II ~ nd I,I e T 'f et I VIS floe ss I ~ 0 f 't he

i nneva ' l cn as d mons t r ted In

o'th Ii" sart i ngs ~

4. FOR T'R I AL

r S,C::U.J re wh i ch a r 1 QW us 0 demon" r It t h i nnova '~ ion in OIJ r own s 't "

~! ng; I nfcrmft len wM i en e>:p 1 Q,j ns ~ n

det ~1 hew to tryout an ~nnQvatfon

on _ Ii! 11 e xp. e r r me n tall b a's r s ~ ,; s amp l e ~ i;11 heme de!'l'tOr1str"BltTon.

T~e: 326 PR·OGRAMS CATALOGUED, BV I-IENRY! S ! RESEARCH TEAM I WERE 101 STR 1- BUTED TO r~u:. S CHQOLS OF H! S ~~G ~ ON SO THAT THEY COU~C BECOME AWARE OF THE RANGE OF MArlERI AILS 'THAT WE,'RE AVAILABLE IN SOCIA~ STUDI~S~

~ N FCJiR:MAT ION ACQU n;;ED FOR E V'ALU,AT I ON BEFORE Till Al IS REFiRE5ENTED"' N TAlKS BETWEEN LINeA AND THE BLAC~ UNIVER-

$ I TV STU CENTS AN n T~I E PV«OIF'E 5,S C~RS :

C:O'N'VIE RSAf ION'S BETWE EN: AE P RE SENTATfVI!$ Of MIKElS SCHOOL SYSTEM AND PEOPLE FROM SIECUS AND FROM SYSTEMS THAT HAD TR1ED TO ADOPT SEX EDUCATION fRO~RAMS ARE ALSO I NTH I So CAT IE GORY, MIKE i S G,RO UP UNDERRATEC INFORMATlON FROM

r~E lATTER ON tOMMU~nTY RES I STANCE AND AS A CONSEQUENC TIEI~ ~RaJECT ALMOST FAI LED~

THE EXPE RI EN ~ES THAT SiEVE AND TWO OTHER MEMBERS OF H~S SCHOOL SYSTEM GAil NEe AT THE NAT I ONAl TAAI M I NG

L.ABO RATO~ I E 5 I rN l3.ET'~ EL I MA I HE RE PRESENTEO RESOURCE ACQUISITION FOR

TR I AI.. . .A P'RI: GN~NT MOTE ~ ANO C.Hll. D ~ ANO AN EX-P~ISONER WER~ SOM! OF TH~ RESOURC~S USED BY MIKE IN HIS

P I LOT' C:O'U.~SE 'I

-80'"

S. FOR EVAlUAT I ON-.AFTEl1-TRI AL

InFormatIon w~Tch helps ~s to ~v21uete the success of the trial and helps us determine If the l"nOvBtlo~ so h/BS OU r P rob 1 ems an d i'ne,e ts ou r needs. S ueb ~'n fo rmat I on IfIU:S t ~ gener ted withIn the ell nt systemj Itself. It cannot be acquired from

out51de sources. .

6. rOR INSTALLATION

re.sou r ee 5 wh i ch p rov I de de t a r ~ ed lnformatic~ on start-up costs and

I"'equ [ rElrnen t,~ -Fe r f'I ew ita f'f Ii t fa I i"n ~ ng i' and readj us 'tllilElU"! Its se thm't we cali il Ian

Fe r 'sys tel'l1W I de ado·p t T on ef GIn 11"11"10\1 at r on ~

,. FOR MAINTENANCE

infcrma'Ton on 10ng-- rm costs

and problems of Yp-keep; what we ~eed 'to know to eV6' ua t,e and to as S I st I n ma]nta'nTng the innovatlon O~ a co~tin~ ~1~9 bas[s after Installation.

The fo i"'jiIH,d e, UDAJI!TI:: 1M, II ce r" res ponds, roughly tc the ~rOCe5g of pl~nned change

as it fs exper]enced by the client system~ ~owever~ two pointg shou~d be kept i~ mind

I n rev T wi n·s 't h 1 11 5 t . F] 1"'5 ,t ~ because diFferent c l l ent sys'tem5 expe r l ene 'the change process difFer ~tlVI ~. seq~ence ~n wh i ch I n ·r 0 r iii a t I on I s a cq u i re cI r a fe 1 y F 0 11 OW 51 t~e order in wh]ch we have present d these

p IJ rpOS'!3 S 'I f'o r examp 1 ~ ~ the it 1 lent s I ~ I awa re'" nes SO of channe pos sib 11 i ties. may P' !r'le cede

fj; h I r lid l aqnes i Sl! I 0,' - a neG d for chanqe 'I n

t ne I r system. Second I l t Ls 1 ike 1 y- n a ,t reSources relevant to severa~ purposes

will oFten ~e acquIred simu]taneously~

tlATA FROM P'RE~ AND POST ... TRI AIL TESTS ADMIN~STEREO TO STUDENTS BY

HENRylS AGE~CY AND BY MIKE 1M HIS PILOT COURSE ILLUSTRATE INFORMAT~DN FOR EVALUAT I ON'-AFTER-TR'I AI.. ~

THE ,OFFER OF A:SS'I ST.ANCE I N STAFF

- - -- -

TRAI N I NG GHJIEN U ND,A BY ON1E WIN I VEFI;""

S·I TV PROFESSOI\ I S ONE IEXAMPILE Of AN

II NSf ALLAT I ON :R,IE SOUR,CIE, , MIKE IS 1 AlKS I

WITH OTHER SCHOOLS THAT HAD ~MPLE~ MENTEC A SEX EDUCATION PROGRAM ALLOWED HIM TO ACQUIRE VALUABLE

I iNFORMAll ONI ABOUT I NSTALlAf I ON fPROBU!MS.

VALUA6LE MAINTENANCE INFORMATION

WAS GENERATED BY HENRY'S AGENCY fN STUDV~NG THE SU~CESS~ COST1 DEMANDS I ETC~ OF THE PROGRAMS ~T WAS IMPLEM~N~ lIMG. HENRV~S AGENCYJ ITSELF, B!CAUS E IT WAJ5 A FE RHAINIENT S,YSTIE H WIT~IN THE REGIOMj WAS A RESOURCE AVAILABLE fOR CONTINUING MAINTENANCE OF THE PROGRAMS ADaPTED~

The IFo 11 ow'l ng xamp 1 '5 111 Us t rate hoW' c rtaln resources ~an serve thes~ OAETEIM purposes i

If a change agent and his cl1Bnts wa~t 'tl;i! 1 <eiu"n mo re ab,cn,f~ now the I, i'" :!:P/Sl tEHD

ope lie! res Bf1ld wha' the so u rces of S,C,mg 0"

the.' r p rob, 1 em· may be I( D I a gli1CH1, Is) " 't:~ '- If I'nEi'y. f] nd he l ~ 1 n books an,d ilIIlli"t I' e l e'G on o'li"g,ard za-

't I C,I1 'thea ry '" r 'Sys t'e.ms _r, 1 Y 51 s . ISlw:n

]nfor~~tIQ~ wrl1 provide them w1t~ a 9~neral un de r s 'tand I ng (AW,!3 rene-s's) of the iii a''t; U 'Fe of systems and of ~uman rnteraction and w)11 famrllarize them with concepts 5~eh ~s

i I re lie, I I • I I rn flue rTI ce I' II I II! COlm! U n I C iii t i onl f'I e two i"'k S, 'JI III etc~ If t~ey wls~ to eKpl~r~ the op~rat~on

of their own system further~ they might get

'I n f'D rrnat I 011 on p racedu, res and i ns t rumen ts

far d I 8'gne,s 1 s from o,the r po'p h~ II S resel rch (e.g~~ See opPo5Ite)~ They ml~ht even cal]

in a s~ cI list In diagnasls~

Examp Ie B:

QuTtm d1ffere~t reSQurces mlg~t be ·t~'PpBd by. Il.iermbe r s of a EiYls'tern who5 eo purpes ~ In r~source acquisition Is to Instal1n

I' nncva t h:;;l'n wtil eli they have t I'" 1 ed I' Gva h~a e d , ~nd ~eclded to adc~t~ They n~ed fa~ts and figures 'on rn!i'ta~ 1 Ion costs t ne1c'ssary spece~ training, etc~ They a150 may want

te 'ihow a 11 membe Irs ,of th I r 51}1S tam hO'rl e'ffect Jr "'Ie the p 1 hrt, rood ~ has been ~ and s,o th~y 'mi1:Y' chocl~e 't'c, f T Ii d out how to CO 1"1 duc·t

~ sucee ssfu 1 rjemons t rat I on .. ,TMey wi l I

want to I nvol v,e the i r 1t)W1i'1 peop l e who pI;! r t I' c 1'p te din the p i lot p rc J e e t ~ ii"I t he c:I e ma,n s t r atlon and training aspects of the ~n5ta11at!on. lhay may a,l so ca 11 Of'! O,urt5, I de rs who have

h ad lex~e r I en ce iN~' ,t!1 t he ~'nflrQvat l en to SH~,'t advIce on time, coset and specfa1 requ1r

'-nts of 'nsta11atlon~ A film or other p romct I Of'! i3ll mate r~' a 1 f r'om clavle 1 lOpe rs e r m n~fact~rers m.y Iso be very ysfult

tkls st g~~ .

B. AN ACQU ISI1HJ" STPATEGY

IE I c.f:1 uae r hil's. heb 1 t lJa 1 methlods, of

s e it rc nit) g: for a nr d trill c k J ii'I 9 dOWfl n e e d'e d re _, sourc~s. Often these methQds are efflc~e~t and reliable; ~t times they are not; but ho\ve ve r - f F,e: ct t ve th 'y may' be, 'tlney a re probably going to be hard to change. The

II ra' I Q!1a 1" s t rat-eIElY wh'~ eh '~'S des cr t be d

-B2.~

balow s~Duld be Se~n in thl~ ll9ht~ It she IJ 1 db'll i ewed ,~S i! mode 1 'Nfl i en SI~Ulle change ~gents w'11 find compatib1e end otrners wi 11 not ~ However. rna~y of the ideas abou ~ alcq IlJ 'I 'Si i ,t n Din con t,B i ne d he riB r n

should be adaptable ;" part evsn Ir they are 1"10 t II d ep tab l - T n wh 0 ] e .

P rIO b 11 e m,- so 'I v I ng call 1 s Fo r three k I n d s of ~cqui9;tion processes whIch paral1 1

the purposes described earlrer. T~e first of these is acgulsltlon for dTagnosTs~ The chan ge agenl' 5 he u 1 d have a se t ef p'ro,e - dures for acq~lring informat1QM about the client sYitem sa that ~n ana1ysl~ of need~ can be made I' p rob 1 ems 'fa rFf1lu 1 a ted, arid obJect~ves set Qlong the lInes described

Tn STAG~ I I.

T~e re~ults of these d'ag~cstlc ~ctivTttes in turn must be m tched wih relevant lnformatTon from the env~rcnment wh~ch

has potentIa' for ~ontrrbut'ng to sclut~ons~ Hcwev~rl the environment prese~ts the clie~t wi Itll a brevJll dering unTve,'rs'e of I!poteht t a l!'

resourceSi ther~fore it i5 essenti~] to lImit th0 ta$k af retrieval ~ and to satt]e on ~ fieq~ence of steps wh!ch pe~mrt5 hQmlna in on sources whic~ have t~e h~ghest - p rob a b I 1 i' Y 0 f P ~'Y'" 0 'f f ~ 1 h l s ! iii 0 m T n gin 1 I strmt~gy Is the second acquisition process that is requ l red 'for pr,ob'llem-sc'] "IT ng.

~Iowe ve i'" ~ "hem I ng I nil as S UmB'S gene rEd

"new 1 edgle of t n'i3 sa "h I gl1 ~ fQbab I~ 1 i ty p.ay-o'f"F!I sources~ Therefore successful problem~ salving .;11 so requl res a general ~Wil,reness

of the pot~ntlal reSQurce universe! The

key to succe5S in matc~rng pFcb!em~ w~th solutions Is awareness of the re50UrC~

un T ve r s e • A IlJ 5' Ii w ~ th a b rc ads P!]I n 0 f ~esour~e awareness Is rarely stopped by a problem becaU5e he knows where to go to

start homing ,~ on sc]utlons~ Wh~" he

hears a ~rgblem st ted h says 0 hImself:

IIII rel1i121'11lber re edl ng (or hear l ng or see I ng)

s orne Ie h I n 9 t h iii t per til ins It 0 t h iii t po ro b 1 em. Ii O~ce that mental conne~tion h~s been made

he can s tar t 8 I h om i n 9 T in II Of;] SO 'I uti' on s , contacting the relev~nt people and ofganlzat: 'I ons I Ire t r i ev I I1g the re levan t resea rcn ~ acqu1r'n9 t~e relevant materials etc. FIgure 3.1 may hel~ to 111u~trate the threQ p races ses .

~hro~o1cg~cal1y the diagram 5tart~ at the far l~ft with the client~s sItuation

,S t the time the CnQ,flglei ~gen t en te rs the pi~turB~ Moving right, we ffiee the dlagno~t'c finfOir'ma'tlor; ret r leval from the c.'! lent ~~,

.s '[ 'hHi't i ©n 1 ea~ i I1QI to i den tl fi ca t I ~,!i1! of s orne Ii pee I 'r I r.: l' rob 1 ems i:)1f1,d pe r1hapa the. s ta 'tIS men t of objectives 1M behQv1orQ~ terms (as

was ettempted bV He~rv·s ~sencv) i These ~inpDinted p~oblem$ fe~~ Into the awareness ne~ cf the change agent~ and ~apeful1y

they trlg~er connections In his mInd with var l ous resource's, (p r I nt , peop 1 e I' and products). Wlt~ such resources in mind~

he ca f'I be 9 I n t e he nlIB T!'1, ~ 'I:q U T r i n SI ,f)

r~Mge of solution-relevant ftem~ whleh

~~n b~ used In c~coslns the sD]utl~n

al te rnat I ves ('di's(;u'ssed ln 's,lAGE, II V) .

FT gure ].1

S·PANI OF AWARENESS

... ....

.... "' .~, .... "-

. . "" "f.tES.W~.::; . '

...... , " ~I~

\

CLIENT

Leads Developed from AWiI fa n e S s

SITUL\TH]~

SOUJrIctJ

'S~AN ,OF

AWARENESS

.1 I

I RfiSCU RCE I

;I .__. '.1 ..

~,. UN I~FSE ..

/. /" .. ,F·

~ /

1~ HOW TO ACQU~RE OIAGNOST~C I N F,O' FU~A'll ONI

lri make an ~dequ~te dra9~osls th~ e h iH"ig e a g,t nt nfU.:B$ t a eq u 1 re [I'rro rrna '~ 'r o:n abo~t the ellent system a~d ~bout the spe e l f ] e p rob 1 em unde r cons i de raltl en ~ Th I s I nfermat; I on shou 1 d be ac,qu ired

In a ~ystematlc man~er ~nd In a form

wh I ch a l Iows ~u~n 't rt fI t f ve comp,; rl son &0 that we know the drmenslan and Imp@rtance of the prob~em r~1ative

to 0 ther p rob 1 ems hi the '!HH!1e sys tem and the sam~ pr~b'em In other syst~ms~ In STAGE I I we ~fferod ~ number of

con !;!!i!pt us ~ !nO,de 1 5, an d s u.g'ge s u~aj a numb'el r @f cll men's lens \t!,l'n ~ eh eou l d be applied in making a systQmffitlc di~gnos 1 s ~ bu t we sa 'I d 1! ttl e ~b eu t 't he,

iiiU;: 1: ua 1 ~e~an 'I SITlS ithat eou 'h:1 be used for a~qulring infcrm~tlo~ to p~t ,~

't hese Cal tego:r ij' G'S ! Be low ,a re ~ I s 't~d n]n~ such mechanl5m~ In incre~g'n9

o rae r 0 f com~ 1 ex fJ t Y sn d d i f if I cu] ty"

e! U~ing t~e Prob'em VQca~lzer

as I n forman 1:: -

If t~e ch~nge agent e"t~rs the ~]ient sy~tem by invitatIon of SQme i nd I v'i due 1 I n the sy'! 'tem , that person 'S us~a'ly the cn~ '~MlcH '\I' i d ua 1 who has the rnCJS t con'ce rn ,0 r' tf'1e mo:s t ac.u te sense' ef the problem. This per$on Is necess~rily yoyr inltl~] ~ourCe for dlegnost1c InfQrmati~n.

Kee pin 9 ] n 1iD'~ n d t: hat:; h e ~y Fa 0 t have ths cl~8r~st, mQ~t per~~ptfveJ or' mas IE obJ set i V~ v I' ew e 'f diH~

tota] s'tuat]on~ you ~av ~trl1

use hIm a5 an Informant to obtaIn rHOS t, 0 of wnat YO!Y need te knew"

A b c ve a 11 t. ,. It lsi mpo r tan t t h a t

you 'ma,ke Ta'~~,- to- 'F a cal con't,sc"t wlth thIs Indrvldu~l~ preferably ~t his locat1Qn~ It [5 als~ important t~at vou hav~ a c~ance fer extended ~Qnt~ct so that you can, ge t t~ know each cxhe r (o~e,e STAGE I) ~nd so th~t he c~n

really Bh~re ~I~ perce~tJo~s of t,MU prob Iem wi th you Tn an h@,FU:H! t and s t r,!S1 i ,gh t Fc rw;i;i:rd manns r !

To ge t t he mas t OUl't of yOy r in fo rman ,t vcu !i hoy 1 d fe110w ; rhree-step 'str~tegy of (1' 115 teni "~h ( 2 )1 r - f 1 e Co t 11' V1l 9 I' an d C; ) I nqu I rl ng~

(1) YOY should b~gJn by 'tild;ening 1 !II 111 ~ T ~g your '~n,fcrmant to te 11 IS much as he want s 'to te 1 1 and as ~u~~ as he thlnk~ yOy

need 0 know'. II r h 1's

very expe r l enee d and

adap t at 'us r Mg eons u 1 tatTve helpi he may giv you m 111 yc,u need tOkl1CW W ~ thout any active lnquiry from you.

(2)

Once he has s~~ted t~e sltuatTcn to hl~ G~t1~fact1on

~ou should telZ him ~hat you 'hrtarr111 re 5 t~t ~ fi"l9 as accu ra te-' 'I y an d cone l' 5.eI ~ Y ;5 vou can what you t~eu9ht ke wa~ s~y'ng. When you ~re done~ ask him If that Is what he

s ~ i d ~ I IF yo u a re Fe a ~ 1 y

communfcatTng with ~Ich ot~erj he will agree with

you r ,'(IBftect.ion of h Iss til tem~nt; ~owev'r, there may

be points of mlsUMderstandlng or unc'ar]ty~ Repenting

Lhe same statemen't-an,d- re'flec,tlo~ prcce5s ~galn and agaT~~ the two of you wi 11 grad~ally move 'tOWel rd eonsen s us ~

Flnal1v~ wh n you have consen5~~ on ~Ts stOFY you may wa n t 1!: a rna ke some IfIi') re

'sys t rna tic .. ~n.q74irw '? r p rob Ii 119, aspec r E,! 11 y t~ f i '11 in g,eps

to comp let ' a EiPl~ te~l1ll t T c.

dlagncst~c In~entaFY s~ch, _

as we presented O~ pages 68-70.

Re co r d 1 n 9 d i if! 9 11'0 s t T It: ! i1 for m.ii;r~ ~ on rc~elved from human 50urce~ (vocal r~ers~ key ~Mforma~ts~ grQUp~~ . te,)

can be ttl t.r l c,ky p rob l em. M05t

interview'rs prefer not to take extansiVB Mot~s whll~ the Intervi, w

,~ In progress ~ecaus~ this Interferes with th ~r ab I l l tv ~o listen, re flec t ,

.. 8,-

R'(J:r~eatiQ~1, ole aleo a good. ~"ay -to

bu i Z d a "EI~l r;r:t:i tJnfl hip ~r to rl'J.'itQ t VB a rJOJ'lfZ iat ~ Phf2 snd pro,luct. -1...8 ntru~t ir ~:M the it -~~Paz. B,ml8~ Qj' knOWi1¥J b).h,.~ ~e ~h e o "1;1'1 e» ma.n B tan.da ~

observe, and respond. If accuracy en d comp rehens r V nes 5 of thll! da ta are v~ry Tmportantl there Is nc ~ubstrtute for the t6pe recordert

b u 't 1 f on 11 v h i 9 h 1 I 9 h t s ' I1i d ave r all Impressions are needad~ the slmplest p roe du re i s to recc IFd ~1'OL.i! r S UITma ry of wnat was samd immedIate,l)! sifter' the [nterview either on paper or into a tape recorder. An open-ended ferm sueh as mr9~t be generated

f'rom JHH:J'es ',B-7'0 WOIJ 1 d be ve ry useful for' hIs purpcse. 00 no

r cord roo re than you need un l es. s sys'tematTc research en ~'e client

sys tem 151 wF!a t you in" _ it ry i 1'19 for '.

b, Usrng Key Informents WIthin ~b _ 'Sys tern

It ~s usua'ly Important to

a. cq I.! i IF d I ,agnes tic In forrna t len from rrtQ r"e. thQl1"i one sO!J rce and, ina eomp 1 x el l errt syst (lilt fr,om

roor,e thtiil,n 'On" level and mom''! trnalln

one: f ae (on. Tn - 5 a,me gBiIi'L ra 1

rules epplv to t~e use of key informan-s as apply to the problam vocalizer dascrTbed above wIth one Gignij"ioant ~wa~,ptiCJn: VO~ cannot assuFi'ie tnElI't k~y ~l!1forman't's. wi' ~ ~

b~ sager to tell you theIr v'eW5 of the p rob 1 em bacaus. fl"t is Y'ou t not thex~ who Is T~itiatlng the cont~~t. You need tQ est&b~r~h your 1eg[trmacy and sIncerity s

dlagnosticlan nd a consultant

(see gaT n STAG:E I). You my have

to start by telling t~em why

you ar~ in the ~ystem in the first plac and why yo~ are asking them quest~ons. For thls purpose faca~ to-fee contact is vi~alj O~ce

VO~ h~v established YQurself wIth ,h m as a trustwort~y ~"dividyal

wt; 0 l s s 'j n ce roe '~ Y It n,d Fi gl ~ 0 he 1 P t you c~n proceed IhrougM th lJsten~ ing-reflectlng§lnquiring S Qunce.

c~ Qro~p ~ntervTewrng

When tlm~ Is short and ft Is essential to get; variety of perspectivest the change age~t mQy ask the spok_5man from the elient

system to brTng te9~-her a represontacfva Qro~p (e.g~, prtncrpa1 ~ as s I seant pri ncJ pal,

old r aMd younger teacherst white

a Ii'! del a c.k stu d e'FI t 1 e ad, r S iI . t c ~ ) ~ WI th the a~s~mbled group h~ can p~oceed through t~e s: me ~rstenJng~ r~fl~cting-in~wlrln~ se~ue~c -

but thare s~e imporimnt diff= r.nces from Indlvldua1 )ntervlewing:

eig~ , ~~ should observe how the ~mlb.e 1"'51 of the 9 rClIF' ,a re r~ 1 ,at I n'ilig to ~ach otherj th~ extent to which th_Y d fer to aut~or;ty, and theIr re t ~ cence aboiJI t d hH,lg Irei~ 1 ng or

spee k: i ng up to add '1:0 01'" 'to co Ii" II"B ct the 5 ttH'Y I, The i nte rv t ewe r

shou1d ~ able tc test the group's wi1llngne5s to open up an what the re 1 Is sues are, In order to do t~1s~ h needs to have ~ 800d und rst nding of group dynamics and

p t"B fe r ab 1]1 sDlfle e.1(pe. rl en ee in

hi.lFn:an If 1 at 'i en S tre I n I 091 • \fi tl1

s~ch ~ ba~kgro~nd, k~ wl11 be

able to derlye mu~h valuable diagnostic r~f~rmatlon nat cn1y

from ~ilJt:~ning te what membe'rs - ef

't~1 9 rQUp 5. ~yl; but fi! 1 so 'f rom

(iOS ertJir¥] how t h BY r - eI c; to 0 n e

till!ot he r.

d~ ObservatIon

Using human r_sourC8S In f~c~to, .. facJe interchange as desH;ri bed

In the tMree tecn'qu~~ li5ted a~ove p re V I d .. B 51 'I.J,erblll i n 'fOI rITISl t " on I bu 11:

tli,1 re i s ad so ttln1 I mpu~ rtant ~I~' v" den d : t he Ie; han ce t cob, !:H! r viii! t Ii e P-HOP 1 m. ill, th 5')"5 tern ji how t.h '- y red a't tiC )fQU and to eacM other. how they aet

an d r - ac t 'I n II" S I!! on se t e 61

number of 5 l' t uatl cne ~ ~ t I'S a 15'Q some t Ii IIW!S val uab ] e to rrnak site vis1 s solely for tha s~ke of observIng what Is go[n9 on wltho~t a~klng ~uest'O"5~ provided t~et you hav -, reaSon b 1 y c 1 ea r 1 dea of

wha t you il re 1 oak I!'lSi fo i'" .' lUnda r-

5 t n dl n 9 the pfl I 11 t S me de If F!I S T AIl:E

~ I s hou 1 d he 1 p on t 11 I !:;L ). Ilflid n 9 fill good observ rl especi l1V of -

any ~h I ng Ii3IS c,orn~ 1 II >t as a sehco 1 o r

LINDA HAD A NUMBER OF FACE~TO-FACE EXCHANGE,S WI T~, DI FFERI!t4T M'~HBI!RS OF HER SYSTEM. SHE COULO PROBABLV

GET AS MUC~fll AGrNOST' I C n41FO:R.MAT I o.~ IFROM HOW THEY REACTED TO HER AND HOW WI LU~ NG THEY WERE. TO TALK TO !HER AS, $II-U:: COULD GET FRO'M WHAT

THEV ACTUALLV SAID.

, .. 88 ...

a classroomi requires tralhl~g

an d j(:pe I" I en ce I bu't I t i 5 the kind of t Fiid n ~ Fig and expe r i en ce. ~tha ,t ~'1 change agents should deve1op~

An alternative or supplementary sourCe of observatio~a~ information

T 5, "tne ~ au ta id'er.a wh 0 h a Vie knloWr!

th cl lent ~V5tem for n~mber of

y ars~ The edItor of the local nws~aper Is one favorIte source

for thl~ kInd of infQrmatlcn~ but cthe r outsl de rons, La ~ tan t s who have worked w]th rhe system from t~me

to time should a]so be able to

p rovl de valuab le inslghts~

s .

'stem

H a.it!' eV I dence of the at ta t nment Dr ft"leilii'll T !!"I~J'hd ' ducat l cna l

ob} c't T ve 5 I s nea r 1 y I mp o,g 5 i b 1 10 obt]n from o~r 5chocls today. Al~ thcygh there is mu~~ pre5s~re to 11110 'V '6 It Q~oJ,a r d s y 5. 'c em 5 W~ lie h IS Fe ilaCCoulf'I tab ~ en fo r tEl t 't €I I' neent of 11I'If:H~ Sl.J I" a I:d e 1 e. a r 111 n 9 0 b J e e t I 'Ie s , the ava11ab11Tty of sueh h~rd dat~

r s 1,0'n 9 wa Y 0 f f [n Ii'~ mos 't it 1 1

school ertvl ronment s . Hcwe'Ve r ~

t h rea re 5 orne t 1 11 t a hi s T gn s

~hat thIngs are net gclng well I sych as h~gh tea~her tur~Qverj hl;h frequ~ncy of d1sefpl Inary act[ons and hi gn d rQP-Qu't r'a til!S ~ The Fe

a fl P rebab ly fewe r fe ~ L~b 1 e

sIgn· on the positlv_ side. College p1ac~ments and natronal honors are 1Tkely to reflect nelghbor~ood and pare~tQge QS much as schoo!i~g.

On the other handt hlg~ att~ndance r,a'tes tEl t PTA meet I ng'sl" pa 5 sa.ge of school ta~ mTl1a96s and ven high att ndance at SGhoo~ s~ortlns

ev nts may indlcat a healthy

c.ommi..Jn T [tv c;cnce rn and !!ii rurppOft ~ [ven

the prlnted outpyts of the syst m - n8wsl~tter5~ catalog~est ye~rbcoks~ etc. may rev~~l a good deal about the ran~e of courses and a~tivttie51 the ell gree of pi rt I' cl pat i on I the

c r i e n tatl ,on' or the cu r'r 'It eu h.tm I th diversj ty of stydent lnterestSt etc~

STIEVIE M I G~T HA.VE !nHIl E F I TIE [J I H A NUMBE~ OF WAYS FROM AN INTERVIEW WITH TH E rE 0:1 TOR OF T~i E LO[CAL PA,~ER ~ARlV IN HIS PROJ E,CT. THE ECITO~ COULD HAVf TIPPED HIM OFF TO PROBA~LE COMMUN~TV REACTIONS AN D AT liH E SAME T II M~ M I GHl HAVE SEEM MO.FU:: WARML V ,e I SPOS E C TO

T:rI Ii P ~CJ ~CT AT LATER STAGE'S BE ... CAUSE HE HAD BEEN INFORMED EARLY~

IMENRY IS AGENCV WAS, A,13.LE TO ME.ASURE DUTP'lJ!TS IN BEHAV I ORAL TERMS BECAUSE IT HAD THE STAff, THE SKtLLSj ANO THE RESOU~~ES TO CO IT~

BOTH LIN CIA ANi!) Mil KE MEASURE D II·OUTPUTSII BV ACQU :11", II N G AN 0 IE XAJH N I NG ~OURSE CATALOGUES, BUT THEV HAD

TO CO SOME C~GGING TO GET THEM.

It Is "Or pOlslble to provlde a

de' ailed guld- to these v&ried sources for diagnostIc Informatij~n ~ut only to ~olnt Oyt what a

va r i Isty o'f p-,crt nt i a 1 SOI.l r'ce.s I:,r, ere ar_~ The chang ~gent should b_ F'~x~ble tn h's search for data

wh r ch can be re t 'II'" i lav,e.d 'From

eKlstrng . nd readily ~war1able reoords.

f ~ Q' r gil n ~' ~ ~ n ~ ~ S e. 1 f - ,I) i' crgflOS t'~ c WCH"ks~nop fo r 't~e C 1 j' -nt Sys. telll'l

Chang.~ a'gents w l tn eons l d'!H'1 b 1 e s It I 1 ls r n human re 1 t Ion. S t. group

WQ rk f or eenf'er nice managem~r'i't

may want to inltl te a 5 r1es of

mee I ng S t h roughol.!'t the c'l I ent

sys tem whe re memi:3' rs rep resent r ng a 11 l eV ~ S, (pe rna1ps i me bJ\d I n·gl

5 t uden ts , P'ilI ran ts I Ian d oomm",1in j ty

1 eiEI de ni i n e. dd I t 101"1 U:JI It e;En;he rs and administrators) sit dcwncg~the~

to make en BJ1i sessment of 'the p rob " em-s of the~r system. Thrs proceduret th~ugh complex and rrsky~ h~~ two spectal advantages! frrst~ it

~d 1 cws 9 n Y 'I n - eo n r ron tat 1 en of

p rob 1 ems nd 1'1VQ'l V'B lil'Sil tin init!atl"~ change on the part of

m '!f1be rs at a 111 'I eve hq and I seccnd , I if done we; 1 ] I l t P rQV r des til mo re data i 1 cd elm d Il'O re accu rate a CCQlJf'I t-

I' ng cf rhe pr~v'i"lll 11'51 s r t uat Ton;

I n ot ~e r war ds I the d f agn.CHi i s wh I' ch results mQy be better tMan it wo~'d be If few_r [ndlvlduals representing 'r'e'wle;n" FlIEn" s P. re 'll ve. s we re 't f.iJ kin 9 P'cH" 't ., We n ' d much rlDre research and

deve ] Oilmen t C'1ii "C ecrm T q lJe!il 'fc succ~ssfYl1y m~n~g'ng these systemw[de lelf-dlagnostlc efforts.

... 89-

SOME OF THE MEETINGS IN MIK~'S

C lTV IN 'WH II Ci-f COMMUN I TY LEADERS ~ T'HE

IS ICJtlOOL B,OA~[) j A'OM I N I 51" RAT 0 ~S, TIEA'C HE RS II AN D STlfOE NT'S WIERE CE ~AT I ~ G AN,D DIS'"

IClJS S I' N G TIHE ME R I TS IOF S E x E DUC:,AT I ON

riAV HAVE HAD SOME OF TH E Q.UAU t I' E S

OF A SYSTEM-WIDE SELF~CIAGNQS~S.

g. Using an OutsIde Dlagnostr~ R,es,~ iiiI rc.h Teefll

I F'the svs tem I ~ very large and the problem is pervasiv~ and

If 'trll~ F'e ;.; re con s I' d~ r,~d~ hi! f ~ ri3Ji!1 C i a 1 r~sources ava"ab1e for d'~gnQsis~ the chan~fi agen t might we 1 '1 CCHl s, 1- der ~ontrsctin9 with a un1versltYJ ~ socia] research cent~r, or a

p ri vate cons u 1 t i ng f l' ran to ,aclmhd 's te r S u rvev i 'IlS t rumen t s for a tho rlo~gh I

S Y 5 't ema t 1 e ~ ~ n d s c , en 't t f t c jo b

a 'F d 'j agll!'o's t s o r needs as SO! Si'ITiEH'! t · The prob'em~ and advantage5 af th~s typ~ of strategy ar~ well catalcg~~d In many of the read[ngs

11 s te d h, Ap'ip,enc T x, c, ~ Howeve r ~

the underlying prob]em wIll

p 1'"\0 b €I b ] Y be p'@pae-! VIed .?S' Zi2 v',cm,ce ,!

I til 5 pita Q f ITIOUfj,'t ~ Ins of dat a and te~ts of stat]stlcal slgn'f1c~nce it m~y be h~rd to convince a ~11ent that i dlagnosl~ arrived at by ~ tea~ ~f outsTd~ expert~

15 really relevant ~nd va1)d un~ less the cl'ent sy~tem Itself Is involved a~ collaborator In the de~d1opme~t of measura~ and t~B co]lectlon of the d3t~.

h. Co11~b9rative SYitematlc Dfagnostic Proir~m

Prob~bly the most el~borat~

~nd ele~a~t procedure for ~cq~]r]ng d Le,gn"'lc,g :t, lc I n 'fa 'rmat i on I s ~ comb t na~ tlon of (f) and (9) ~bov~~ wherein an 1nslde~o~t51d~ teem ~r9anlz.~

a program for system self-dl~9ncsI5 using tra'n~d outs~dc experts ~s

t r~!' file rs and ins, t rumen t cle.ve. lope rs Fo r the memeers ,0 r the ell en t 5ystem. ThIs strat~~v can ha¥e many var~ants ~nd many ~amponent~; a number of these are identlfled 1" Appendix A: Strategies and

T- et 'i - __ - _( _- ! I - ~. '~ _, - _ _ _ _ L n

_ a'e _ ~Se ~ '9 "!' see. ac II. I en resea r'~Fl! 'I

II co 1 ~ ,abo rat '! ve ac t.l on _ l nq i.!I i r-y Iii,

ai'll d "s u rvey 'fee dbackn} ,

STE \IE ! S CAS E I LL USTRATE 5 aNtE 0 F THE HAZARDS OF LOOSE COOLABORAliON WITH A UNIVERS~TV~BASEC TEAM. BECAUSE THE UNIVE~S~TV TEAM OlD NOT HAVE THE SAME TIMETA8LE COHM!T~ MtENTS i TliEV WE RE UMABtE TO P ~OV I DE I) I AGHOST I C. IJATA AT TI"II! T I ME Til E If WERE NI:EDED.

~ - - - - - - - - -

_ _ _ -. :mol _, ~ ,,_.

~N CONTRAST HfNRyiS AGENCY DEPENDS FOR lTS SURVIVAL ON THE RELEVAN~E ANI) T I M'E.l..1 NESS OF iTS RESEARCH MTA~ IF SUCH AM AGENCV HAC m~EN AVAIL-

ABL~ TO STEVE ~T M~G~T HA~E-·BEE~ ABLE TO MAKE A VllAl COINTRI BUT I ON.,

I. ContlnuQus Quantlta~lve D1agnostlc Monltorl~g

The most 50phist~c~ted typ of d i a 9 1"'1 os r i e r 1"1 fa r roo t ~ on i s

't ha t win, eh ~ s ea r r'i ed on 'by 'tllJj a''t~ent f;fYlitem lo:r ite&t.,j on Q contInuous or perIodic basis using obJectfv_ behavior~l crJteria re~ogn'zed a~ legltl~ m~te and valid by insIders [Incl~ding st~d~~ts) and by cut~ side aKp~rts, Such a diegncslTc capab l' '~ t 'tv W'OlJ 1 d be the ee u i v ...

1 en t of the "BI coo LlI 11 tab IIi ty I ~

It!.Iih T eh so rnanv outs r de exp rt s ~r~ now 1nsisting school~ must deve1op~ To dstgn and Tnstall such ~ m~nltoring sys~~m Is a ffiQJor change project in Itself, requ i r T I'i~ he emp'l oymBM t of a l 1 the skT]l~~ ~rtI5trv, a~d k~owhow that a chang ag'arrt eoul d muster. However, a sy5t~m whIch h6d such a cap~~'lity would

ha VB moved tJ loJril9 Wily t~a rd genuine self-renewal.

2~ HOW TO eU~LD AND MA!NTAIN AWARENESS OF THE RESOURCE UNIVERSE

A\!/£I ren '5!;l; ~ s the key 't c an ~ n 'te 11 1

ge:n t ave 1"'''' ~ 11 acqu hid t T en st ra tf! Sly,.

The change agent Is not~ and cenno' be, a univers~l expert. Rath~r h shou~d he a k 1"11 cw' 1 edge b rok - i'" ~ g, 1 ~ nke r 'to ou't'S' d re soure s who canl m l' n t a i f1 a general~slls perspect~ve fn relation

to specT'Tc innovations. He should

b ... i 'I a m fI 1 o wid a and a'T:l r n cl de e. p n

when it com s to spacl f'~ c nf,;~u:ts. II

He should hav~ the wTd~st poss'bl~ span of w~r ness of the r~SDurce un]verse w~11B retainIng h~~ c~pacijty to

II ze. rc I n" on d·e til ~ led 'Sou r ces wl .. en .he d L;iuiIFlO'S hi. f] t s a.l"I,cl he d me ~ s

r ] pa, In h r!li se c t i on we try t,o

S ugges· some way s Tn. wI, i eh he can bui~d end mafntaTn this Qener31~st's p r 5 peet i V'~L.

U So u a 1 11 Y T f we co n S t de r 0 IJ rs ], va s as II pie "FE S 'S 1 on a 1 s q i n ~I

91 'len fie 1 d I we halve, a broad spen

of ewareneSS wlt~ln thet field.

W were '~fEd n - d In l t and car f'Y' wIth y from that Formal ba~kgrouf'ld a g:ene Fa 1 set of eategor'i es assocla ed wIth names and books and some. 't i me s p tEl! ces ~

If you ar n~w to a fTeld~ h oW'e V e f' 'I C if 1 f y au r t r a i n i til 9 I 5 outd' d you should build or

rebu j I d thet iilW'C!I renes S l1il~rllO ry biH'1 k by read i n 9 one 0 r ,two 1111 t rodl~.u:: to ry texts on t~e subject art rF po sib~e~ tking an In roduc' ory ~nJvers I ty ceur se ~ On'~ y Tn I nt rodyc to ry to~ rses €in d 'texts are we like 1 y

to find this kind of ovrvlew presented In an arsanJ ed and compre.Mens]v_ fashion.

F II i II

e r ma'tnta,tn~ng awaren£88 i

d T ff'e ren t set of ~cll a and

mec~ an isms I', PI:rrop r 'i a te .'

The mos t use fu ~ too hi fo,r trne I n t,a i In-

lng awareness are n wsletters~

p rscnal acqualntanc s~ and a

Krla.'i/ 1- dg of] n f~ rma t 10n sy s tms ~

(1) Newsletters and ~a5S Med1a

Th lTIOS - d'~ r ct €lInd

spe c if I' c. advl ce we can of Fe r ,~ thi~ Guide Is:

SUBSCRIBE TO THE NEWSLETTERS

and r~ad them~ or scan them als they come l rr ,

ThBre are S 'y. raJ Intere$t~ i ng n'ews 1 e f. te r:;, wi"! T ch COYle r

a broad r Inge 0" e dueat I erial

't,op i es 'Ie ry eon c i 5 l v , Throuqh t he news 1 t te. Fa you ~~n keep

y,ollJ r-s elf 1 n f 0 f'Il'J:;I,d on wha tis

n~w In t~e f'eld~ what ~s

fully developed~ a~d w~ t ls projected for the Future. N~ws- 1~tter5 a~5o provide enough 1~~ fe rm~ t 1 on t,OI st,e 01" you to me re

pc]fles whe~ you need t~ m~

At the beglnnlns of A~pendfx B~ we ~T5t 5everal good n~w51etters of gen·· r _.1 ,e.ducal't I ena 11 I n I e res t

'lNl th the t r p rl C'BS, f I"',aq LIen cy ,of ~ ssue and add ress , We suggest that you ch~~k this listing.

ll~ere ate o~he r m~rss med~ , besides Mewslettefs w~lch are

] mp 0 rt. ant' fe I~ rna tnt a I n I n 9 awarefH~,S5 a 1 tho!iJgh 'they are IBIsua 11 y not as re 1 "'all 1 e. Sone popular publ ~catrans such as

the SATURDAY 'fiE, V lEW smd! the

N'AT I ONAL OB'SE RVIE'R. IlI'"eglJ 1 ii9 r 1 y

ear rY_l!h.!c,a 1[ I on to 1 i.lmli1'~ ~I"I d storles~ N wspapefS a~d to a le5~er eMtenL tel ·vlsion. should also be scanned fQr

F~ levant i terns but t·he ,coverage is likely to be spotty and sporadlc1 a~d t~ere is no good w y to "le such items for fut~re r·'erence.

(z) A Person~l Acquainta"ce Network

Ma'i n ta 'I n 1 ng ~e r sona 1 cen= tac't s wi ,th a va r r if: ty err k,n,av.,Jledgeable =eople ts very important. M~ny studies have 5 nc,wfI tha t th e most T rrmovat I ve pe.ople in any fi!ald ha'llf3

nu rOY5 contacts end encou~ter5 wlth others cutsTde thair 5v'tem~ people who are dlf.rent from t~emselves ~n backg~oundt relet PQrsp@ctiv~, ski]~ a~d know1eclge. Mai"t;I~'ng a p~rsonal contact

ne two rk ke ps the chaln9~· ;ger1 't aware of new develol'met1J'ls In v&rTetvof f'e1ds and wIthIn

easy rea~h of people whQ C n

p rov 'I de me re de ta i 1 ed i nfonna" tlon when and If he needs it~

A~r'YltTes l~kely to bul1d and maintain this interpersonal network are:

~atte~dQnce at profe~sional meet ~ ng.~,

~¥Isits to oth~r locations (~or whatever purpose) -phone calls t~ Q~t5lders

( fe r wna teV'e r pu F~ose)

-9]-

LINeA MADE GOOD USE OF HER MOTHE~'S rpERSONAL NETWORK OF CO'N1ACTS W.ITH UN I VE RS I TV F'RO If! SS DRS AN DOTH IH\ RELEVANT RESDU~CE PERSONS~

-Interacting with peopl~ who ire In dlfferent roles and different systems w~enever the opport~nity arrses

~malntainlng gOQd contacts and a habit of consulting with rhslders and col1~agues who work wlth you Is also

i 1TI,pC r tan t (see q uot:,e oppes 1 te'

(3) The Wile re-Wher,,··and"'How of Inform~tlon System~

Approaching an ~"format]on system is ~Ikely to be Q for-

bi dding prospect flOF the un-

i In I t I sited jI bud; i:t 8'hOU Ld not.: bet Most ]lbrarles~ ~learinghouse~1 do c. uma n teen tie rs , d· t :b~filk'5 J

6 n d T n fo r me t i' on s e rv i ee 5 a re mannBd by friendly ~elpf~] people w~o can ~uickly steer neW users

in appropriate dl~ectfQns~

For the change as~nt the ~r'tTc~~ factQr is awarenes8 of these source S:, awa rene ss of 'tillS ltv pes

~f InfQrmation services and - centers aVa 'IT ,ab 1 e for educate r 5 I wne re ,t n,e.y ara 1 oC!1ted j and how ,they can be COrl t acted. AJPP- n d I x B of the _Gu I de p rov ides il bas r c li5tlng~ A~thQugh thl5 directory is lI'fIot corm,p rehen s 11 v ,. T tis wo II"th $cannlns a~d rQ~~mber'n9 s part

c f you If "aW,9 renes 5 bank. II E.ach listing provides the eS5entlal

i n f Q rme t l cn wh r Co h Iii 1 '~ QIAf S you

to s t a r t "homl ng i nil en the

de t C11 n s 0 f p. rob 1 em 0 r S Q 11 ut i 01:'11 Ei r~aS ~

11- ,cause. the re coni t '~rU.!EH~ 'to ,( be r~p'd development In the

Tin f 0 r ma t i Of! f l e 1 d , ItT s 1"~ k 1 Y t~at Append1x a wIll be dated soon ~fter pub11catToni For

th i s re ascn I 't ~i S i mpo,rt ain't to watch th~ newsletters for changes

In p ro~~rrtElme, an d 5 Ie rv r ce s (c 1 OE;(i n'iJ:1'5 I openings, 5~TflS In loca1e and 'fIJ1'tHiIIS f S I' ama 1 gall)li! 't i 01'1$1 'II ,e t ~ ~) .

"As !Iou move o1~tw~d j'rom !I 01,Ut otvn head.J tha fi'tl,iJ,t in,folWJation

s" Ul'O'Q,l!t you me e. t a.v.a Q th@r peop Z e- .. ,ooooswo.rka,l1'sol fa;rni 1..Y;l fPi enda ,~

The.y irlr'Z1I not knru wnat: yo l-' ne,ed'

to know~ but it doean't coat

muoh to ask. P~op'l.e ~e 'BW1:t-an= in,g m.ecJ'han i :Jm~;' thsy pro TJ-t: de ~eaa~ to i~formation- th~y laak

-k h(J'frUiUJ. l/I)e IJ ~ f,P

"Wu:.r:n'l<s to an ,~me'rfJi.ng nationa;Z 7urrt4lQ~k oj' itifQl'nnt'~on c. nte~s

1..n moa t f·te 'ldfrJ of apG aiai! i3 sd f(nO~ 'Z.e dge - and thanks' to' a ne'/.l~ a;ppl~eoiatio11 of the t\]te of

athe» p,@op"te in t~u; flow of infQ'ttfflati.on~ trlf! ,strategy OJ movri"ng , f;ram PGople to p:t~int and blUik tlO P ~op 1. e aga-ll'l' Cm1 ,Y ~:,rJ' za. infonna.ti.on of any needed der:dfh ~ "

3 ~ "HOM I HG It~n ON A SPIEC II F! e f"R,OBLEM A'NI D/OIR SiOl..UT 1 'O:N

As you and your clie~t begin to

!FocIJS, o'n the I!l rob 1 em ~ncl helve S·OIi:iQ not 'Ion of possible s61utions~ you shou1d

de.V151 0:1' ,~ s t ra'tegy 'for "heml ng I'n t!!

GlI~q U t r 1 ng '[ ~e 1 r'iI 'ro rmat I on arid rIltltli! r I a 1 !3, you wll] MBed f~r ~E-T-E-I-M 'EvaluQtlon~ pe'F,ore-Tr'l,al i, Trlall• EvaluSli[ len ... ,after~

l' r '~ a l ~ Ins tal t~ 't i 0' n j an d M,aI ln t e n,a I"! c.e) ~ There a~e pr~bably a~ many ways to

! Iholi1lH!l i f'I II ,a:5 th e r'lE: a Fe ch al! g e I6i gla Ii t; S II; b~t t~e optimum 5tr~tegy proposed below m~y ccnt~lh elements yo~ wI 1~

w~rrt to ~ ~,ept tQ )iQY r own needs ~ We

s ug,ge!li '1:, 61 S I x e= S tep '.ie'I;~PJenc~:

s. oy~rvl~w from written SQurce b , e v~ r;{! e'W 'F rom know 1 e d,g'era b l e

per-son

c. cbse rve II'~ I V-e,1 i e~amp], e $

d. obtain ev~l~atlve d~t~

e. Q~t~ln Tnnovat~on on trial f, ec~ylre a framework for

evaluatlon-~'t~r-tr1al

a ~ ,AC9 LJJ] 're ,81"!, Ov!e fv T ew from a Fompreh~nslv, Wrltte~ Source

5ven If you hav~ a very specific p]~n in mlnd~ It ijs good po ~ i cy tc b'EH:onre ge~g ra 11 y know.,.; ledge~b1e about researt~, deyel~pmentl theory) and pa~t practice

In t~e area· on w~lch va~ have cho s e n t 01 'rQ C LJ is 'y 0'1.i i'" a 9t tleJn t '~ 'Dn Th l s u s u,a 11 y 1M an 5 re iI d T Ii"i 51 IQ r scan~r~g a current textbook or curr~nt sc~~]arl~ revlew ;rticle

in 'th iI 't dome lin, II n manv a reas

of educ,e tiona 'I ref'o rm 't he re ,a re

COWl f 1 T ,et i Mig t heor l e 5 and CO~I~ t i Mig In~ov;tlo"s~ T~ ba on firm ground, you should have an ov~r~

v T ~w o"f tha f 1 e 1 ~ even 'i f YQ'IJ EU'"e eommltted to ~n~ or another of th~s~ compatfng forces~

A, schel mf'lly rev I,ew art i c le 'I'

I beok or an ~ncyelopedTa entrY shcu hI ~I ve 'you rei 'FeEd fer: 0) tli~ s COiP~ cf 'IJiEll top i e J (1) the. wo d<. th~~ ha~ b~en done Tn v~r'cus

p 1 6 ce. 5 a t va f f ou S t I IT!Itis. CS) the

"Wh~n J?la bp t~ dan 1 t ~01il th~, Q._r4SWG~;J thr9 l€!aiW th~1d p:t?aY1.-ae ~r-e ~t'tGrI

to p ~n'~ 8 OU:t"~~8 ~ . ~1hat' a . hOi;;) ,

ue f}e'f; , !rem p flop ~ e .'~o prt 1~t ~ .

Tn 8 g,~~a;:t ~ney c z.opedl-a;~ s th~ 8p~Gi~Zi~s~ ,Ylef~G~Bta bo~ki3'II. _

an.d 'tine ~,ono 'LO.:t"'1..y ;) Q1i~m~ Z ~ deB',@Y"Ve t h.e: 1~9lJpe (Jt Q'lAY' a OCt.i:'i! -f;~

aoc!'O :raj) tt~m. l';l a 1.yt,ra 1,. 't;o:r ,~rC)m

a~oth~ p p tant! t ?V8]1e to ~!DP 1"nJ., _ W~1C1 UQ11, iio;ub t;. that thiS' 00 Z. 1. JaQ' t1..Qn&l

:0 l' ·t..he Lib.r~a'i'V l-? l Co ng-V\£!Iifj & ~ou Z d 1ieiflht hi~ rlp_ini-ar; ot'. U~ .. rfl~~8

tha"n sa tu.zm 11 on ~~ t9 ~alltJ;.>~an t.rlU

padf' U P:ai £:I' i)g Y 8

ST~VE MIGHT HAVE MADE GOOD USE OF OVERVIEWS FROM COMPREH~NSIVE W,Rl TTEN .sa)URIC:ES J N I-iOM I N [jj IN

'ON SiEMS 11 Pil TV TRAHU NG., SEVERtH. SUCH SOURCES ARE NOW AVAILABL~

(e i 9 ~~. C,~ mp bel I j J" f. ,~n d

t:hJlm'h~ 1:: 'te, M ~ C ~ II I!E f feet i venes s

of TsGroup Exp~riences in Manager~;l Tr~1n~ng and C~yelop~n't til Psyc'1101 0; i ~iill Bu]; I 8t I ,11. i A,IJ.·g~:~ t I !~ 968) AN D MOST OF THE M SUGGEST TH AT :5 UCH 1 AA I N I HG I NI'= VOLVlES HIGH RI SK AND CO~S HO'T ALWAV'$. ACH I EVE OES,I RAI!L.tE' OLJreO ME.S ~

11 eve 'I o'f sol' ~ d ~e6e~h unde r+ standing of t~e top]~, and

(-4) va 1 uab 1 e 1 eads to rna Ire, deta r ~ ed seurces.

Howe V€H' t such 'gEm 1!.'O" a 1 r's v I ew 50urce~ ~robablv will not g[ve you [n fc rm~,·t'h,:n ~,iJc,h as: ,rr-t~e

rang~ ef InnovatIons ava'l~ble~

(2) enough Information to evaluate speer fT e I nncvat ions t fj) enough ~nformation to diagnose specifIc prQblems~ or (4) pr~ctlcal ~~99~st~ Tons about w~at to do~ The&e

d F Elwb !:H: ks c i!Ui be ra fIlCiHH e d by

r,ef~ r ra l t:o f'R:! re POipu 1 a r becks a r ~rtl c les and to kncwl edgellb le '~U.!nian reSQu,rCE::S, ~

b. Contact at Least One Per~on Who h~5 had Clrect Exp~rl~~c~

lis !.I·I 'i 1 y t he re Ifi'Tll b~ c:rlne FS

who heve ($lu:::ees s Fu 11 Y 01 If" 1!o11"1'""

S ucces 5 fu 11 y) done whil1: you a re

coni temp ~ at I 119 do I' ngl. 'Vou

should talk to at le~~t one of them. pref~rably In perSQn1 as part of yo~r ~om'ng-Tn process~ S~ch

i' i1 d f v 1 d u al s will ~ .~ \1m val u alb 1 eo [n - format~~n fer ev~luatlcn-before~ trial. T~ey wll1 glve you leads as to relevance, wor~abll1ty~ and p rob, 1 ems 'wh'l en P lilcnrote rs of an tMnQvatl~n are unlikely to

d i v u 1 ge '10 1 W r'I t e. r i 1 y ~ I f yo u, as

I ch~nge agent~ fInd ~~rs cDnt~ct person to be arr'cul~t~ and 1n~ formed you sho~ld ~lsa ~onsld~r him ms a pote~t1al on~$i~e conSiJ~~ t8nt and a resource for your

, .,

c:: I Hi!n't;o

c. Observe the Innovation In i COm! crete c'r a IlL 'I v~n Fo rm

I' of the I n nova t I 011 Un dcu' cons I' - deration is available In a prlnted or p&ckaged form w~lc~ can be

,bo r rowe d c r SEUIliP 1 cd ", \fCHj shcu l d

ob tid Mit. I n recent ye ars

,eomp 1 e )( ~'I"i nov iI t , c ns h a ve ~ e i:!:Ofle Ivaileb'~ ~n mult1~m~dl~ k't~ and P~H.:k.'!E!£Ies wh i en may g lve a JOO re comp' 1 e te '~mp res s T en "of how the

1 rUUlva t ~'on wl11 ree ~ I v wo Irk wh,e n lns te l l ed,

MIKE AND llMCA 80TH MAOE GOaD USE OF FACE-TO-FACE PERSONAL CONTACTS

- .

IN TH~ EARLY STAGES OF THEIR PROJECTS TO HOME ~N ON PR~NTJ PRO~UCT AND PEOPLE RESOURCES!

MIKElS DISCUSSIOMS WITH THE SCIENC~ CONSULTANT AN~ lINOA!S ~NTERV!EW WiTH THE BLACK COLLEGE STUOENT

ANC THEN TH! EDUCATION PROFESSOR WER~ ESPECIAlLV CRITtCA~~

HENRV NOTES THAT H~S AGENCY COUlO HAVE SAVED CONSIDERABLE TIMEl

E FFORT ~ AN IJ MOM E'Y I F TH EV H.AD F U\S,T GONE TO E XP'E RTS SllC~1 AS 'flxlt[j S·IE I NVDLVED IN 'PftOJECT SOCIAL STU~~ES~~

In addrt'on~ 1f th', Innova~ tfon Is instal1ed_nd operating ~omewhe~_., you shoul d go 'Ina 1 oak a tt~ ~sking youfse1f thre

k y quest lions ':

Is i t re,~lly. WQ~ki"'I,g for them? Is 1:t re·ally benefit.tin.g them? Wi 11 it rea 11 Y b)QP'k foYi u,s'l

(] . e. ~ ~ r the re c b v lou s ~Iff~'~ncei between tho e users and our cl1ents w~ich m~ght lfJak' T't unf 61!; i 'b.l e J n ou r setting? Conver~Bly~ are there positive advantages to our

s 't t log wh'i eh m I 91h~ rnak. 'tJfle

'Ii'rInovat 1, on rmore ef'fe,et i Ve for ~5 tho l' I: Is 'fer tnem?]

Ev~n I l' yObi are re.a 11 y lit 11..1 roe d en" by an T nnQV'9i t l' on . f te robs rv i os It, YQ~ Iho~ld still try to find

s e l -n t i if I c eva 1 UE! 't 'I ve Idat,i:j" 0

e~eck out you r 'hnp r 5 s l ons be fo re Vow or your clTent actually mke

a comml tm rit . Such data mayor

rn~y not confirm what you hay alre~dy ~oncl~ded about t~e ~nncv~tlQ"

nd what it~ prcmcters clQlm. In

1 oak. 1 ng 'Po r I ve 11.1il t I Vi!! 1 n fa. r'ms't l' on II do not rastr'ct yours If tD on

5,QU rce I f IlilO r 'I han ene a r- aval I,,,, Q b 1 e . Too Clf te I"! ,- V' 1 L;I tli'td 0 n '5 a r partisan and partIal Bspe~1a]ly when made by the Inncy~tlonls

a tlltliro Ii 10 f" P romo,t .r , The !110 r-

ef r s f rite r'stecl the lev 1 u,a U O'f1 and the more th_ evglua'or adher~s ~o selent' ftc rules of evTd~nce the more yOy can co~nt on hIs ~esults.

E '" a 1 us t J Vi! d t a a ril o f t n found fn form_l ~epQrts t~ the gove rnrneli it (neru:;e. I t:11: V in' ev,~' l-

ab 1! th roug M E1U C: !:g.E: ApF,lefi d I x 8)

Dr re reported In research Jo~rn~15~' This m~ans the l~nguage m y b. technical and the findIngs diff~t'Ult flor 1aymerr,o l nte rp re t , rf VC~ ca~not un~erst nd wh t 1s

W If" I 't ten 0 r" ~'f tba 1 mp 1 i CD t tOM 5 f,o r I!i ret i' t ion t! rs fa r a 11.0 t e 1 e. a r 'I I It may be wor~h your while to ~~ll the author~evQluat~r on the phone and get hIm to chat w!th you

'11 KE I S riROUF-' APPARIENTLV WAS AWA~[ THAT sri X E DUC:;,AT I ON CURR 1 C ULA HAD FAI LI!O ElS EWBE RE AND !-lAD A'RRQ'U5E D 'PUB'L II: C, ANTAGO~U s,M 6UT THEY JUDGI!'O lHA.T THEY WOULD' NOT E,N tOUNTE R SUCH OIFFICULTI~S BECAUSE OF THE WAV THE-V WERE WCR,K I NG WII TI-1 THE I R COMr1LJN I 1'Y ~

f~P:flint Bm.l~OIti! M?J4!l3 tht§Ti.~ 8ko.r~tr::omi'ily.· II ZJh\1J~'J, "b'h. 'mae&d 1.'1'2- fo:rmat ;()11 is V,{1tW c.-istai,ted or tJG!'l' ;I! pet:! iu Z '. Tflel1 We oou l d rather taZk to ~ 6~pe~t~ BO

that be ooutc2 e.xtltain.. ewemp ~i.fy.; a:niI adap t ~ nfqtimat i"l1 to o:ttr t!8' ds .. N

Fai.eZGJj4

-98-

'I n fo rrna 1 1''1 ! 'Y C u wIlli p re b a b 1 y

find th~t he h3S th~ught a sreat d,s ad about P r act 'u ce 1 T mp l i Cia] on s and c.a n 0 f 'fB r 1"1 T s i n 'forme d J ~ dg'" men t 1 n Eli ,C 1 ail rand !'iIon - 'tl':ichrd ca 1 way~ y~u wIll alsQ probably

gal i .n more coope lia 't l'on j'r y'ou

in d r !;~'t:,e '~,liH11It- YOli have re~d hi's research.

I f yo~ 'f'~ nd that n() Ilha r d' data are ~varlable to evaluate t~~ lnnovat1ve progrQm you ar~

- ~ d .' b. 1 _..j

cons I .' ell n !"Ii'S ~ you is .=~C"'JI c ,t ry to

acq U T re ~ iSICI 'ft i i da '~a i n the - 'Fe rm

of pBr50~al evalu~tTons by at ]~as! two persons r~p~~sent1ng diff~rent pe, rspec t l ve S 'I e ~ 9 ~:i one man who

has tried It~ and one man who has

e r' I' t i ca 11 y chse rved someone e 1 se

't ry n ,

e. Obtain t~e IMnovation on Trial

If YDur pre-trIal avaluatlon data con r i rms 'YOl_! r J udgme.n'~ 'to proceed, you s~ou1d attempt to ~cqylr~ the Innov~tion or th~

neee 5 sa ry n'tate r rail s fa'r use I n an exp&"l mental t r! Elill"'aiflld-d~monstr~'" t]O" In your cl[ent syst~m. Thl~ wIll usually Invo]ve d1rect contact and ne9ctl~t'on with t~e developers

andl~ir' 'suppl i e f'5 • I n ask I"g fo r

ilia te ria 1 S i;j r o,tiie r restlU r ces '0111

a t 11'1 al bas I 5, make S ure 'you al so' Inquire about-the aval]eb}~lty of w r-] t ten ImEi te r 'j a ls on oo6'be of

inil' ia l: z.a tior? and mai'l1 t!:f;n.ano'G ~

p~~ !o'1'17Jt:rru:e lap eoi Ii all t iOIl1£i EJ n d ~'taims con ce m i ng bene f t ,t 5, (s no r-t .. tBrm a~d long-term) t s~p~leme"t~ry materIals required and ~rov'ded -

(e . 9. ~ nraan u a '1 Ii ') I' '1 I m I t i n'9 co n d I t Ion s ~

guarante~s of quality and ra~

11 all i 11 ty, and p~b ~em8 -that rrt~ffht be enao ~n. tel!;ped i 11 tellmi netting t h~ i :rlno '/JI;z"ti on at a Za: ~G~ date ~ - T he r"ei pr~b~bly wcn~t be ma~y answers to these questionsl but If you feel that ~h~ supplier is be]ng evms1ve and Vo!JJ If i nd YDYiil:I re !fl,e t t 1'11"19 'none o f '110 U r q LH~ S t J on s t81!'1 S We r'ri! d p. I t f s p robab 1 Y i'i good e 11 ue t!ia't you should 5e~rc~ ~ls~wh~r~~

WAS STiEVE FORCIED TO RELY TOO

HEAVI LV' ON ~ 15 OWN E.XPERI ENeE AND HIS OWN FEELING THAT S[NS~lIVITY l' ~A I N I N G WAS IiT~ E: WAY TO Glon~

ONIE, OF THE PROiU.,EM~S, WI TH COMPiEX

I NNOVAT IONS IN E C'IJCAT! ON ~ S TI,IE LAC,f{ OF SPEC I FI CAT I ON OF 'fl'm~ CO~~~T~ON& REQUIRED FOR T~JAL,

I rtsTAL LAT I ON" AN D MA II NTENANC.E '.

f. _8,,~q,",d re_ B FraL work 'for "EVal u _t r n '9 d~e I\~ sJ • .l t 5 of' 't he T r' i i! '1

Even be+o r"e I"l ae tlUeJ 1 't r l a 1

e'n'ort takes IlJ 1 ace I' the cl l ent

sly s tm shou I d ~re cOiUifll t ted to a plan or pro~adurc far evaluatIng the 't r r a 1 and mak Jn 9 e "90- no-gol ~

d, c.1 s l' en 0' Th i sis crt t t t,~al be ..

taus', Elil T - too"'o'f ten I' a 51 Q cal 1 ed i , t r I II 1" e xp e rl ~ n tire '5 u ~ t, s Tn

pta rJn"Ian.e!"lt !ElIdopt R on s T map 1 y becau se the client h~5 no ~lBn for evaluating andJ If "e~essarYi rejectIng w~~t does not work~ h~ accepts

II b~cause It Is th~re and for no bette r reason ~

J n e s tab 1 Ish t n ~ a F r a me.wo r k for eval~at~on~ Yo~r P~rst In~ fcrmattcn need Is for erTt ria on

wh i tn to, ba S £I J IJd'gmen t , I In

STAGE IV We wll1 dlscuss sam of t~e criteria wh'~h are relevant unde r th ie.e. head l n~ls.:. IipO ten t I a l bef!1·e,'f I t 'I II Uwo rkal'b 'i ]1 ty ," and 11'·cnffl.lsH~i 1 itY4U At rhe t r l s l

s age, you and your el1e~t shou1d 'be. c(:l111: r2 ct jrr'l!:Jl y,rul'" Ol4n ·data j

J udgnen t 5 Ii and Imp re S s l OilS about T'n~rta~Zation ees ts and prob 1 ms

an d maint t?~a-n"e co 5, t s an d p 1'"0. b 1 ems ..

The criterIa ~$Qd 1n av~lle b 1 B e \I' a 1 ua t ion rep 0 r t 5 on '~ he same In"ovat~on in other settfngs wi1] also proVlde Id~a$ for

er'i tier I a 'to, be appl l ed ~ II 'yea.! r

set t I n~ 'i o'F 5,p-e ci a 1 va 1 ue (,an d

~~ecl 1 f6rlty) are research

v~luat~ons w~lch use the fulfi\l~ ment of pecif]c behavior~l

ob ] c t 1 ves as C r i tie r la . !'Ja C,IfJ'!Jle of the specIflcTty and cbservabi~

1 '~'ty e f the mess u res in S!)J en cases ~ yo~ will have l1ttle trouble ~daptlng t~sm for use ]n your

s tttng~ Ther~ 15 a current

t re nd 11"11 ed ucat lena 1 re Sea rc.h

rul eV.l1 'LI,a't ron tlowa rei more and mere spe~lflclty and behavioral stet ment of objectives and Oytccmas~ hence In f~t~re yeer~ we may look to the r-s arc~ 1ltera~

I ~ re for rno r e me n I n SI 'f u 1 9 u I d an GEl

Tn des]gn1ng post~trl~l evaluations.

"UBe:ro ten,d 7;0 ~1? t; in:notJatio)l1.D lor ~h~i~ ppactiaaZ utility

wi t'fwut b@t:lta.fit af a:. 1;p'/.:al

etCI(J8 and 1;Mn "ont~'imt6 'w 1d!88

'bh ern as pa~t .0 i' t ~zs t:fi !' tlCl.l3tiG!Ei1 (un t. e a a the ·L nnG'1.'at"'tan8 eY'eate

madocr ~''''QBJ. rt

HENRV I 5, I~PLANM II ~G rEAW' ! 'SET UP A ~ESEA~CH STUDY TO C~TiRHINE TO WH,AT EXTENT Wi! ACH I EVE b OUR,

SPEC II F I ED OBJECT I VES., II (p; 31)

... l DC ...

If an Innovation I~ e~PQnslve~ comp 1 x lor un us ua lily r] SKY.' ", yow may w~nt tc acquire the serv]ces

of ~n outside professlonal evaluator or evalu&tion team. As yet there ere few 'ndivld~61s iv~[lable to school Systi~S who are real~y skl]~ed Tn eVQlw~ticn but the numbers are growing and the need Fer them J s reoogn 'I z,ed T nrc IFeaS I ng 1 y

at el1 ]evels~ Th~s~ a number of regionall l aber atcr l es , 1 I' tIe III center5~ ;nd state ed~catlo~ dc-

pi r tnen 'ts a re we rk l 1'19 on 't ra in r n"I Q programs for evaluators ~nd qualIty aSSUrBn~e 5pec~allsts to fIll th1s sort of f~nctio~! Wlth the ~elp

o 'f '5 orne 1 e d 5 i n Ap pe 1"1 d ~'x B I a v'19crous '5ear'~h shoul d 'get you

an experIenced evaluator If you

and your client dec]de that suc~ help ]s n-cessary.

~~ layrng out thIs proposed

's rat 9"1 for 'Ihcmlng ln ,!' w m y h ve accentuated th~ pos1tive intentionally In the bel ref t~at most ~~ange agent~ and the I r c~ j' ents do not try I"Ilil rd en5ugh to reach c~t for ava~lable reso~rces. HowBv-r, we ~lso recognr~ that yo~ w~ll not ~lway~ 5~cceed i~ ~ettln9 the In~or~at]c~ you want.

This f ct should not stop you~ howeusrj beceus e the re a re a 1 wave human i"e~

50ure SI people wlth relevant experien~e and know~edge from which yOy can

bene fit. Me !i~H~'Ve r , as we Ej,MI ~ 11 !aXP la I n 1 n S TAGlE I V 'I i t 1r 5, a l sc po 5 5 ~ b 1 e: f 0 r thB eli Ten 't tc 1 n ve,n 't h 1 s own i nnovatlon te me~t a speclflsd need 1f he

C' nnot .,1I"H::1 e,d'- quate o,u't!:d de re seur-ees •

c. BUILD'ING A P~fNT CJlPACIlY RJR RESOURCE AQQ~IS]T]ON

Acq:t-{ iring dia,gno e'm (J -t nforrtrJ. ti on.li rnai?'rtaining QlJareneaR.. an d nom-tflU in a r,e skIlls and procedures whl~M Ql1 ~hange agents should know and have ~ cu,t the'li are 1111 So act T 1t'1' 't l' es 't nat. c I en t sys'tems sheu 1 d

] ea I"ii"i to I n I 't I ate on the i r QWn ~ !\esc,UJ'n:e

acq u I 'I'" I'FIg k",ow- how I s e 1 a, rg,e, pa rt erf

bu l l d] rig a 8eZf .... "(iB~t4JaZ. capac] ty (sse STAGE V I f'or mo re d i So cus S I 01"11 o,f ehl 5, eoneep t) ~