Collaboration: Overcoming challenges and Redesigning for success

1. Collaboration: Overcoming challenges and Redesigning for success Adrianna Kezar

2. Overview Ways to think about creating greater collaboration – 10 minutes Discussion of “general” change strategies –Bolman and Deal– 20 minutes Leadership without formal authority– 10 minutes Remaining time for questions

3. My Research/Background • Consortium work related to work I have done on encouraging collaboration– book on Organizing higher education for collaboration -- http://www.amazon.com/Organizing-Higher-Education-Collaboration-Leaders/dp/0470179368 • Presentation: http://www.youtube.com/watch?v=_2gg8lMgT1U

4. My Background • Several major studies of change last two decades – Kellogg Institutional Leadership and Transformation; Project Kaleidoscope – FIDL; ADVANCE; • Also, studies of leadership – college presidents, board members, and faculty and staff bottom up leaders

5. Creating a collaborative context • Higher education not organized for collaboration – siloed, bureaucratic, specialization, etc. • Rather than forcing collaboration into a siloed individualistic context – redesign • Whole infrastructure needs to be examined: • mission, vision, values; • create networks;

6. Organizing for collaboration • establish integrating structures; • alter rewards and create incentives; • capitalize on external pressures - NSF; • help people learn value of collaboration • Is a developmental process from building commitment, to placing structures to support to holding people accountable

7. How can you encourage Redesign and other changes • assessment of vision/type of change+ • assessment of culture+ • assessment of leadership team or coalition skills + • =strategy for change

8. Type of change or vision • Start with vision, but recognize different changes require different approaches • Agendas for change are political – some more so than others • Some threaten people’s values and identity • Deep change requires different strategies than tinkering – in higher education – working across campus collaboratively can be a deep change

9. Deep change • Sensemaking – studies of transformational change • Organizational self-discovery – data and assessment is key for this! • Facilitated interaction • Flesh out deeply held values, beliefs and fears

10. Assessment of culture • Change strategies work better when they match the cultural context • Changes themselves may challenge context, but approach should keep context in mind – part of strategy • How do I learn to assess context? • What is a cultural or climate audit? How is the same or different from the culture audit done to create our vision related to diversity?

11. Leadership and Change strategies: Four frames • To understand organizations from a variety of perspectives – summary of major organizational theories • To consider different change strategies • To analyze leadership styles and strategies of yourself and others (part of change formula) • To enhance one’s own set of leadership tools

12. Four frames • Structural frame – organization as factory • Human relations – as extended family • Political or advocacy – as arenas or contests • Symbolic – as tribes, theaters or carnivals

13. Structural frame • Rationality, formal roles and rules • Key concepts – roles, rules, goals, policies, technology, rationality, differentiation, integration • Key processes – division of labor and coordination of individual activities

14. Structural frame • Organizations exist primarily to accomplish established goals • A structural form can be designed and implemented to fit any particular set of circumstances • Organizations work effectively when environmental turbulence and personal preferences are constrained by norms of rationality

15. Structural frame • Specialization permits higher levels of individual expertise and performance • Coordination and control are essential to effectiveness • Problems originate from inappropriate structures or inadequate systems and can be resolved through restructuring or developing new systems

16. Human Relations frame • Fit between people and the organization • Key concepts – needs, skills, relationships, interpersonal interactions, fit, satisfaction • Key processes – tailoring the organization to meet individual needs

17. Human Relations frame • Organizations exist to serve human needs • Organizations and people need each other • When the fit is poor, both will suffer, individuals will be exploited, or seek to exploit organizations, or both • Human beings find meaningful and satisfying work, and organizations get human talents and energy – a good fit between both!

18. Political or advocacy frame • Organizations are coalitions of various individuals and interest groups • There are enduring differences among coalition members in values, beliefs, information, interests, and perceptions of reality • Most important decisions involve the allocation of scarce resources

19. Political and advocacy frame • Allocation of power and scarce resources • Key concepts – power, conflict, competition, positive politics, power base • Key processes – bargaining, negotiation, collation building, agenda setting

20. Symbolic frame • Organizations as tribe, theater and carnival • Key concepts – culture, symbols, ritual, ceremony, stories, heroes/heroines, myths, charisma • Key processes – common vision, attending to meaning, devising rituals, ceremonies and symbols

21. Symbolic frame • Symbols form a cultural tapestry or secular myths, rituals, ceremonies, and stories that help people find meaning, purpose and passion • Symbols embody and express the organization's culture – the interwoven pattern of beliefs, values, practices and artifacts that define for members who they are and how they are to do things

22. Leaders without formal authority use unique approaches • use existing campus networks and coalitions • garner external resources and support • createprofessional development opportunities • use data and research to tell a story • market their success

23. Leaders without formal authority use unique approaches • organize intellectual opportunities • partner with external stakeholders • leverage course curricula and using the classroom as a forum • partner with students

24. Considerations • capitalize on and being open to opportunities • assess whether the timing is right • identify translators to help them frame change initiative to others who think differently – come from a different campus subculture • sensitize those in power or resistors to the change initiative

25. Considerations • “Manage up”--those in subordinate positions in a hierarchy provide direction, support, and information so others help you lead • Secure membership on key committees • Utilize negotiation skills • Create coalitions with other initiatives with somewhat similar goals

26. Leaders without formal authority face resistance • Navigate resistance by – flying under radar, creating coalitions, creating internal and external network, obtaining allies in positions of power, modest changes, recognizing and naming resistance, and reframing issues

27. Summary • No recipe (but there is a formula) • Custom design strategies to fit vision, culture and context; and leadership skills • Combined and complex change approaches like Bolman and Deal; multi-faceted strategy • Know leadership strategies for those without formal authority

28. Questions • And thanks!