As we near the conclusion of LRNT 525, I have found myself reflecting on several things. First and foremost, I am reflecting on the importance of good leadership and effective processes for managing change. As someone who worked for 15 years managing a not-for-profit organization, I have managed countless projects with no formal training in project management. I have found value in learning about good change management processes, the importance of reflective leadership practice, and how alternative leadership perspectives can open doors to a more inclusive organizational culture.
But perhaps I am pondering the most the role humans play in organizational change and how our humanness can impact change. We often talk about organizational change as if the organization is an entity on its own, yet it is a construct that is made up of humans. We are not machines, yet machines (for example, cars) require regular maintenance to ensure they are running safely and efficiently. What could happen if humans were cared for in this way, where employee wellness and well-being are foundational to organizational success?
In an episode of the Teacher Fan Club podcast, Dr. Jane Dutton discusses Positive Organizational Scholarship and the power of compassion and high-quality connections to unlock capacity and capability in people and how that translates to organizational success (Fulwiller & Tingle, 2022). She suggests that creating more compassionate organizations can lead to more compassionate systems that can help with global climate-related issues. What a thought.
The Student Well-Being Framework released earlier this month by the Calgary Board of Education (CBE) acknowledges well-being as a precursor to student learning. The CBE asserts that students must be healthy to learn effectively and thrive. The framework describes well-being as foundational to every student’s success, helping to provide more equitable access to education and learning. This same notion could be considered in organizations, and when change is on the horizon, they are more resilient, more prepared, and more likely to experience successful implementation.
This course has brought me back to my roots in wellness, seen through the lens of organizational leadership and change management. The intersection of the content in this course and my background and experience related to wellness has been where I have learned and grown the most in this course. I am grateful to end on this intersection, and I know it will inform my path forward, no matter which direction I find myself heading in.
References
Fulwiler, D., & Tingle., E. (Hosts). (2022, July 14). The power of compassion & high quality connections with Dr. Jane Dutton [Audio Podcast]. In Teacher Fan Club. https://teacherfanclub.com/dr-jane-dutton
Project management is a complex process that involves several steps and considerations combined with strong skill sets to achieve a successful outcome (Watt, 2014). Reflecting on my own experience with leading projects after reading about project management in the literature has been interesting. In my previous role managing a not-for-profit, I applied for, received, and managed many grant-funded projects with no project management training. Typical for a not-for-profit, I wore many ‘hats’ and had to develop skills on the job that would be fulfilled by a specialized position in many larger organizations. Over time, I became better at leading and managing projects, yet with a greater understanding of project management after the readings in this course, it is evident that the use of proper project management skills and processes could have improved the project outcomes and my experience managing the project itself. However, barriers in this context limit the ability to have full control over managing the project.
Speaking generally of the nature of projects I have managed, they were almost always funded by the government through one-time project grants. Due to the nature of grant applications, much of the project planning is completed as part of the application process. Upon approval, the project becomes constrained within the parameters of the application, and there is very little flexibility, especially from a budget and time perspective. Moreover, many project grants do not allow for expenses related to human resources, so the project management and execution stay ‘in-house’ without the ability to hire external expertise. Watt (2014) describes the term ‘triple constraint,” in which a project quality is influenced by the balance between time, cost, and scope, and with the best projects having a perfect balance between the three factors. In my experience with grant-funded projects, the proposed project plan based on the application requirements doesn’t always allow for a perfect balance to exist, as timelines are often based on the funding agency’s fiscal plan and not always aligned with the recipient’s needs. Furthermore, many projects I have led have been in partnership with Indigenous communities, and timelines dictated by the funding agency do not support the time needed to build relationships for meaningful and long-lasting work.
When working with Indigenous communities, I am not convinced that a traditional project management approach is the most effective, and I believe it has the potential to reinforce colonial systems. Taking a wider system view and applying cultural theory can help understand the power dynamics and motivation within a social system, leading to innovative ways to address challenges (Conway et al., 2017). This is a good place to start; however, the remaining challenge is converging two systems into a meaningful, respectful, and effective process for managing projects. Additionally, advocating for funding agencies to account for this process in their guidelines would be essential for progress in this area.
Leading change in digital learning environments can be a complex process and should be considered and addressed carefully and holistically to increase the probability of success. Reflecting on the literature and the lived experiences of myself, people who lead or have led digital change, and a colleague who has experienced digital change, I have developed a model for leading change in digital learning environments, as depicted in figure 1 and described in further detail below.
Throughout the process of leading change, engagement and reflection are embedded from start to finish. These are important overarching themes reflect good leadership practice, including the ability of the leader to continuously reflect, drawing awareness to behaviours, situations, and consequences in an effort to improve organizational outcomes (Castelli, 2016). Participatory Action Research, in which the people who are involved and impacted by the change are included in the process and their perspectives and lived experiences are heard, can lead to culture change and improved success (Al-Haddad & Kotnour, 2015). Moreover, Jones (n.d.) of Race Rocks 3D suggests that the inclusion of everyone’s voice can create an atmosphere of collaboration, contributing to successful change, whereas A. Fox (personal communication, February 12, 2023) describes a sense of community and connection leading to motivation when everyone is included in the process of change. This method of change is reflected in my proposed model as ‘engagement’ and can (and should) involve employees as well as the greater community, depending on the change being implemented and who is being impacted. Furthermore, engagement throughout the process considers Indigenous perspectives on leadership that promote connecting as opposed to dividing as a central concept of leadership in a flexible, non-hierarchal structure (Julien et al., 2010). This alternative perspective on leadership is something that I wanted to consider when thinking about a model for successful change with digital learning and is also relevant during reflection, where the past and future implications are considered early in the process.
Equity is an important issue that needs to be addressed when facilitating change in digital learning environments. Introducing new technology can introduce inequities due to a lack of access, support, and digital literacy (Boyce, n.d.; Jones, n.d.; Norum, n.d.). Seeking to understand how the proposed change could contribute to inequity and developing strategies to promote equity is an important part of the reflective process and should be addressed before moving on to the implementation stage.
Awareness in my proposed model reflects mindfulness and being aware of team and individual needs (Castelli, 2016), while also drawing awareness to the current state or readiness for change. Weiner (2009) describes readiness for change as being a multi-faceted and multi-level construct. Taking this into consideration, I propose that readiness for change in digital learning environments includes digital literacy, digital maturity, and the well-being of those involved. Boyce (n.d.) of Fraser Health describes digital literacy as a significant issue when facilitating digital change and the need for supporting education pathways to establish a baseline of digital literacy to build upon. A. Fox (personal communication, February 12, 2023) also describes the need for support with digital literacy to learn new technology effectively. Digital maturity, described as an “organization’s capability to recognize and utilize the opportunities provided by the development of digital technology and the ability to carry out strategies to execute the vision” (Larjovuori et al., 2016, p. 1144), is an important precursor to implementation, signifying readiness for change. Lastly, well-being is an essential element to successful change in digital learning environments as techno-stress, which can be characterized by feelings of anxiety, fatigue, and tension, can have a negative impact on employee well-being (Larjovuori et al., 2016). Employee well-being can be enhanced through effective leadership, ongoing participatory engagement, and support through the implementation stage of change. Both Boyce (n.d.) and A. Fox (personal communication, February 12, 2023) cite psychological safety as an area of focus during change and uncertainty, which is reflected in the inclusion of well-being as a precursor to implementation.
Finally, evaluation is included in my proposed model as an important step to help understand the impact of the change. Both quantitative and qualitative feedback provide important information feeding into the final reflection, where successes, mistakes, and lessons learned are considered for adapting the current state and planning future opportunities for change. Overall, my proposed model takes a holistic and human-centred approach and an integrated method to systematically deal with change in digital learning environments (Al-Haddad & Kotnour, 2015).
References
Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management, 28(2), 234-262. https://doi.org/10.1108/JOCM-11-2013-0215
Castelli, P. (2016). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217-236. https://doi.org/10.1108/JMD-08-2015-0112
As I reflect on leadership as we begin LRNT 525, I am learning more about what I admire in a leader and how my top-ranked leadership qualities align with my personal values. After completing a leadership characteristic ranking exercise, my top characteristics were inspiring, honest, supportive, caring, and competent. Most of these characteristics embody a human-centric approach to leadership which I can relate to my desire to be known and supported holistically, beyond who I am in a professional role.
The readings for this unit have given me insight into effective leadership practices while also providing a framework and language that reflect what I value in leadership. In particular, reflective leadership, in which self-awareness, mindfulness, and personal wisdom are integral to leading change and developing a culture of inclusion, safety, and trust, supports followers’ professional and personal development (Castelli, 2016). This approach to leadership resonated with me and is something I hope to explore and consider further.
‘Digital’ Leadership
I believe an adaptive leadership approach is necessary to be a ‘digital’ leader in a world where technology is ubiquitous and continuously influencing the way we live, work, and play. An adaptive leadership approach not only considers the changing environment but also the unique needs of individuals or followers, seeking to understand, support and motivate them to reach individual goals (Khan, 2017). As new technology emerges, a leader should be able to learn and adapt while including and supporting each follower in their learning and integration of new technology in their work. Not assuming digital literacy is important when adopting new technology or digital processes. Taking the time to introduce, train, and offer learning support is essential for successful adoption and effective use of time. In my own experience adopting new technology in my work setting, I have wasted many hours of my workday trying to figure out how to use new technology without formal instruction or support. This lack of training reduced my productivity while affecting my confidence to do my job effectively.
As technology is changing rapidly, a distributed leadership approach could also be beneficial to support effective digital learning and change in an organization. Although a distributed leadership approach assumes a level of risk, it can help build individual and organizational capacity (Huggins, 2017). For example, if there are people on a team with good digital literacy and an interest in developing their leadership skills, allowing them to help support their peers in adopting new technology would take the pressure off the leader while supporting leadership development and capacity in followers.
A good digital leader leans into innovation and sees the potential of new technology. The introduction of ChatGPT is an excellent example of a new technology that has many people wary. George Veletsianos looks at the reality of a technological innovation that is here to stay and encourages everyone to look at its opportunities and find ways to use it ethically and responsibly (CBC News, 2023). In my opinion, this example is the essence of good digital leadership.
Alternative Perspectives on Leadership
Lastly, I would like to draw attention to an alternative perspective on leadership. Indigenous perspectives offer a holistic and non-hierarchical approach to leadership that considers the past and the future when making decisions (Julien et al., 2010). We can learn a lot from this approach. It is crucial, concerning issues such as climate change, to consider how our decisions will impact future generations, not just those immediately impacted. I hope to learn more about this approach and how we can work together with the Indigenous community to make good decisions that consider history, future generations, and the interconnectedness of our systems.
References
Castelli, P. (2016) Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217-236. https://doi.org/10.1108/JMD-08-2015-0112
CBC News. (2023, January 30). ChatGPT could help rather than hinder student learning, says B.C. professor. https://www.cbc.ca/amp/1.6731105
Julien, M.H., Wright, B., & Zinni, D.M. (2010). Stories from the circle: Leadership lessons learned from aboriginal leaders. Leadership Quarterly, 21, 114-126. https://doi.org/10.1016/j.leaqua.2009.10.009
Huggins, K. S. (2017). Developing leadership capacity in others: An examination of high school principals’ personal capacities for fostering leadership. International Journal of Education Policy and Leadership, 12(1). https://doi.org/10.22230/ijepl.2017v12n1a670
Khan, N. (2017). Adaptive or transactional leadership in current higher education: A brief comparison. International Review of Research in Open and Distance Learning, 18(3), 178–183. https://doi.org/10.19173/irrodl.v18i3.3294
