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    Types of change management

    assignment; Respond with two additional strategies a leader should apply to address the change presented. colleagues post: eactive change management Three types of change management are reactive, proactive, and interactive (Behling, 2015). Reactive change management is reacting to change that has been thrust upon an organization without prior warning or preparation. It is initiated after a change has occurred (Rasmussen, 2009). According to Approached to Planning (n. d.) the reaction is to restore things to what they were like before the change. But Behling (2015) stated that reactive change involves reacting to change in an innovative way, by taking a leading role in solving problems resulting from change that has been, not to return to the former state, but to go forward. Since reactive change comes suddenly and unprepared for, it is necessary that the leader leads this change, sometimes being decisive and top-down approach to avoid wasting time while the reaction is urgent, e.g., if reacting to an earthquake, or a fire. After the situation has calmed down, it is necessary for the leaders of reactive change to create an environment where all voices are heard, including the opposing ones, using the opposing one as a source of insight and better reaction (Behling, 2015). Scenario planning brings the necessary change in reactive change management, in order to take the institution beyond the recovery from the change, but forward into better situations, taking advantage of the opportunities provided by the change driver. The leader needs to be flexible and fast as there was no one was prepared for the change. Later as it becomes possible to plan for the change, the leader needs to gather all possible ideas from their team and finding the best way out. The change response can change along the way. Because of this, a mixture of top down authoritarian and humble inquiry leadership may be the best mix to be used at different times of the reaction to the change, and depending on the nature of the urgency of the matter (Behling, 2015). When I first took my current post, which was to teach a group of co-teachers to adopt new methods of teaching and learning, without preparation, without information, without a common language, without knowing the history of my teachers, I went into reactive mode. In that mode I was forced to learn as much as I could (language, culture, teachers’ teaching methods, culture, the school culture, administrative priorities, listening to everything that was said, etc.,) in the shortest time. Proactive change management Proactive change is reacting to change that would happen later (Buller, 2015). The planning for this change happens before the threat happens (Rasmussen, 2009). Using the example of Delta Airlines, Buller (2015) stated the importance in proactive change as to understand the core of the business, to enhance that, and not to get side-tracked by appearances, but by delivery. Also in proactive change, top-down dictatorship does not work. Guiding and being innovative is what works (Buller, 2015). In our school, we have a highly proactive leader, who, when she came, looked at the mission and values of the school, then at the issues that administration worried about, like teachers coming late by 5 minutes, and school colors of clothes, and how long teacher were at lunch, and how many times they visited the canteen for tea or a meal. She worked through this by asking, “If Phillipa comes late by 5 minutes, does that mean she does not so her work well? Are there times when Phillipa uses her extra time on school duties? If she wears an orange blouse and not a white one, does that affect the way she teaches?” Through this she managed to move administration to move away from focusing on petty issues, therefore being able to point them to the real issues of teaching, teacher training and student performance. Now that they were no longer focusing on petty issues, they could devote themselves to the core issues. Since then, we see a growth, from day to day, of the focus of what we are here for. Every day we have something to rejoice about, either a rule knocked off, or a success achieved. Interactive change management According to Buller (2015) interactive change is change that is in response to something not imminent or for an unforeseeable reason. Leading this kind of change is controversial as it is difficult to convince people to rally behind the leader preparing for what may not come. Top down leadership does not give the desired result, but opposite. People doubt their ability. Humble enquiry works better. Humble enquiry asks for what one does best, what is deeply passionate about, and what drives one’s economic engine. The answers to these provide a direction for action, because it is led by a leader who enables people to realize their passion and abilities, and to pursue these for the achievement of the goals (Buller, 2015). Our interactive leader is good at discovering the best in us, and harnessing our abilities for the development of our school. Where we were not allowed to explore our abilities under a dictator leader before, being restricted to assisting rather than training our co-teachers, our present leader removed many barriers, encouraging everyone to do what they are best at, to chase our professional dreams, and helping us all to build our skills. Today, we give professional development courses, we write modules, and we are changing the curriculum, and are always thinking of and building something new to help achieve our school’s goals. We are a much happier team, and more productive. References Approaches to Planning (n. d.). Retrieved from: http://www.entarga.com/stratplan/approaches.htm Buller, J. L. (2015). Change leadership in higher education: A practical guide to academic transformation. San Francisco, Ca: Jossey-Bass. Rasmussen, L. B. (2009). From a reactive to a proactive approach. Retrieved from: http://orbit.dtu.dk/fedora/objects/orbit:59878/datastreams/file_5227129/content

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