1

Mainstreaming Environment and Sustainability in African (MESA) Universities’ Partnership Programme

EDUCATE THE EDUCATORS “ENVIRONMENT AND SUSTAINABLE EDUCATE THE EDUCATORS “ENVIRONMENT AND SUSTAINABLE DEVELOPMENT (ESD) INNOVATIONS COURSE”DEVELOPMENT (ESD) INNOVATIONS COURSE”

MODULE 3: INSTITUTIONAL CHANGE INNOVATIONS:LEADERSHIP AND INNOVATION

By E. FrempongBy E. FrempongKWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KUMASI, GHANAKWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KUMASI, GHANA

Organized by: UNITED NATIONS ENVIRONMENT PROGRAMME (UNEP) and SOUTH AFRICAN DEVELOPMENT COMMUNITY REGIONAL

ENVIRONMENTAL EDUCATION PROGRAMME (SADC REEP)

KENYA SCHOOL OF MONITARY STUDIES, NAIROBI, KENYA

4-9 MAY, 2006

2

OUTLINE OF PRESENTATIONOUTLINE OF PRESENTATION Introduction

Major Challenges to Transforming Higher Education in Africa

Areas of Focus of Institutional Change

Strongholds and Resistance to Change/Innovation–Why people resist change

–Forms of resistance

–Strategies to minimize resistance

Leadership qualities

Leadership functions

3

Innovation and Creativity

Tools/techniques of ESD programme plan implementation

Critical success factors in leading and managing innovations in various Universities

Food for thought

Conclusion

4

INTRODUCTIONINTRODUCTION Change/innovations are inevitable Resisting change is deadly Not anticipating change is short -sightedness Allowing change to by-pass you is

anachronism Letting change work for you is wisdom and

gain The only thing that does not change is change

(Stephen Adei, 2005)

5

MAJOR CHALLENGES TO TRANSFORMING HIGHER MAJOR CHALLENGES TO TRANSFORMING HIGHER EDUCATION IN AFRICAEDUCATION IN AFRICA

Corporate Governance Leadership Culture and Work Ethics Infrastructure Faculty and Critical Personnel Team Building Academic Freedom Strongholds and Resistance to Change Finances The Triumvirate of Access, Quality and Relevance.

6

AREAS OF FOCUS OF INSTITUTIONAL AREAS OF FOCUS OF INSTITUTIONAL CHANGECHANGE

The Management System: Policies Leadership Procedures Missions and Visions Systems and Services

The Social System Culture Structure Teams Values Partnership Rewards

Transformation and Re-engineering Plans. Approaches. Development. Mechanisms. Evaluation Procedures and Plans

The Technical SystemWork plans and proceduresTools and techniquesWork processesJob descriptionsDecision-making

Behavioral Systems HabitsAttitudes and perceptionsBehaviors

7

STRONGHOLDS AND RESISTANCE TO STRONGHOLDS AND RESISTANCE TO CHANGE/INNOVATIONCHANGE/INNOVATION

Why People Resist Change No matter how rotten a system is, there are always its beneficiaries who will

resist change Weak articulation of vision, understanding of purpose, dimensions, and

consequences. Lack of participation Timing Sense of inadequacy and inability to learn new skills Role ambiguity Inadequate training and education Lack of facilities to effect change Fear of the unknown and uncertainty Perceived threats of intrinsic and extrinsic benefits i.e. envisaged “loss” of

status or rewards

Many of the above relate to way and manner of introduction of change

8

Forms of Resistance

Uncooperative attitude Apathy Outright Opposition Procrastination Sabotage

9

Some Strategies to Minimize Resistance

Effective education and communication of vision in education for sustainable development

Spending time with key elements to transform their vision

Involvement and participation of key players Negotiations and agreement on key elements of change Dealing with real and imaginary fears through

encouragement, sustainable communication And demonstration of quick wins

Anticipating violent opposers Having a positive attitude Facilitation and support

10

LEADERSHIP QUALITIES ESSENTIAL FOR LEADERSHIP QUALITIES ESSENTIAL FOR INNOVATIONINNOVATION Ability at challenging the process

Search for opportunity Experiment and take risks

Ability at inspiring a shared vision Envision the future Enlist others

Ability at enabling others to act Foster collaboration Strengthen others

Ability at modeling the way Set an example Plan small wins

Ability at encouraging the heart Recognize individual contributions Celebrate accomplishments

11

LEADERSHIP FUNCTIONSLEADERSHIP FUNCTIONS Provision of direction

Defines mission or restate its purpose Casts vision/clarify mission-long term direction Set goals

Establishment of values Defines the core values Provides content of institutional culture Models the way

Determination of Strategy Determines strategies for each goal/part/activity Ensures sum of strategies, achieves vision.

12

Mobilization of People Communicate meaning Motivates, inspires and encourages followers through

appropriate mix of: Sharing vision Modeling education and training

providing tools and support Work environment Just compensation Creating atmosphere for creativity and risk taking Team building

Decision Making, Policy Formulation, and Problem Solving Removing obstacles Conflict resolution Taking the “buck stops with me” decisions Making judgments

13

Management of changes Providing enabling vision Forming a guiding coalition Generating quick wins Managing resistance

Development of other leaders Creating an enabling atmosphere Selection of potential leaders Monitoring, delegation, team work Challenging leadership potential

14

INNOVATION AND CREATIVITYINNOVATION AND CREATIVITY

RENEWAL OF PRODUCT OR SERVICES BY ADDING RENEWAL OF PRODUCT OR SERVICES BY ADDING VALUE THROUGH APPLICATION OF EXPERTISE AND VALUE THROUGH APPLICATION OF EXPERTISE AND IMAGINATION. IT REQUIRES THE CAPABILITY TO IMAGINATION. IT REQUIRES THE CAPABILITY TO IDENTIFY AN OPPORTUNITY FOR CREATION AND IDENTIFY AN OPPORTUNITY FOR CREATION AND ABILITY TO TURN IT INTO A REALITYABILITY TO TURN IT INTO A REALITY

INNOVATION DEMANDS THE ALTERATION OF WHAT INNOVATION DEMANDS THE ALTERATION OF WHAT IS ESTABLISHED AND BRINGS IN OR INTRODUCES IS ESTABLISHED AND BRINGS IN OR INTRODUCES NOVELTIES NOVELTIES

15

TOOLS/TECHNIQUES OF ESD TOOLS/TECHNIQUES OF ESD IMPLEMENTATIONIMPLEMENTATION

i.i. PREPARATION OF ACTION PLANPREPARATION OF ACTION PLAN

To guide implementation of the ESD programme and serve as a means of control, action plans must be prepared at both corporate and Strategic Business Unit level (college level). Departmental action plans are also required

A format for an action plan for implementation is provided on the next slide:

16

Example of Action PlanObjective:Strategy:

Action Step

Respon-sibility

Duration Time frame Resources Milestone/Intermedi-ate output

start Finish

17

ii. THE ADMINISTRATIVE COMPONENTS OF ESD PROGRAMME IMPLEMENTATION

Specific Tasks• Creating a programme supportive institutional structure •Selecting people for key positions

•Develop the skills and distinctive competence upon which programme is grounded

•Establishing and administering programme-facilitating policies and procedures

•Developing administra- tive and operating sys- tems to give the institution programme- critical capabilities

•Generating the right programme information on a timely bases

Specific Tasks•Seeing that each institu-

tional unit has the budget to carry out its part of the strategic plan

•Ensuring that resources are used efficiently to get “the biggest bang for the buck”

BUILDING AN ORGANISATION CAPABLEOF EXECUTING THE PROGRAMME

ESTABLISHING A STRATEGY-SUPPORTING

BUDGET

INSTALLING INTERNALADMINISTRATIVE

SUPPORT SYSTEM

Specific Tasks

18

THE ADMINISTRATIVE COMPONENTS OF ESD PROGRAMME IMPLEMENTATION (cont.)

Specific Tasks• Motivating institutional units and individuals to accomplish programme •Designing rewards and incentives that induce the desired employee performance

•Promoting a results orientation

•Leading the process of shaping values, molding culture, and energizing strategy accomplishment.•Keeping the institution innovative, responsive, & opportunistic.• Dealing with the politics of strategy, copping with power struggles, and Building consensus•Enforcing ethical standards and behavior•Initiating corrective action To improve strategy execution

Specific Tasks•Establishing shared values

•Setting ethical standards

•Creating a programme supportive work environ- ment.

DEVICE REWARDS & INCENTIVES THAT ARETIGHTLY LINKED TO OBJ-ECTIVES AND PROGRAMME

SHAPING THE CORPORATE CULTURE

TO FIT THE PROGRAMME

EXERCISING STRATEGIC

LEADERSHIP

Specific Tasks

19

iii. MANAGING AND COMMUNICATING CHANGE MANAGING AND COMMUNICATING CHANGE Before communicating change to staff and students ask yourself the following questions

1. Why are we changing? What are the reasons for the changes? Tell them why

2. What are we trying to achieve?

Clarify the end product of the change and the specific measure of success.

3. What are the benefits of the change?

Remember that you are selling the change like any good salesman concentrates on how the change will benefit you.

4. What are the likely objections to the change?

Consider all the likely objections and your response to them. Then deal with the objections in your communication. It will show that you are fully aware of all the implications.

5. What is the plan for change? Clarify the timetable for change and the involvement of your staff

6. What new skills will your staff need?

Explain how their job will change and how you intend to train them to learn new skills

7. When will you review progress?

Let them know that you will be given them the opportunity to feedback to you.

20

iv. IMPLEMENTATION ARRANGEMENTiv. IMPLEMENTATION ARRANGEMENT

A key element in managing change is the creation of ownership A key element in managing change is the creation of ownership for change. This in essence demands the establishment of for change. This in essence demands the establishment of leadership for change.leadership for change.

Effective leadership will ensure that the University is steered in Effective leadership will ensure that the University is steered in the proper direction through the transition period.the proper direction through the transition period.

For a large institution like the KNUST, three internal change For a large institution like the KNUST, three internal change agents or bodies may be constituted to facilitate the change agents or bodies may be constituted to facilitate the change process. These are: process. These are:

21

a) Implementation Steering Committee

This will have oversight responsibility and provide general direction and coordination for the implementation of the ESD Programme. In practice, this is carried out by the various Academic Boards.

b) Change Management Team/College Boards

This will be responsible for coordination and monitoring the implementation of the ESD Programmes at the college level

c) Project Team/Departmental Boards

Project teams will be constituted for implementation of special projects or assignments within the department as and when necessary.

The project teams will operate as sub-units of the Change Management Team

The mode of operation of each of the teams has to be worked out and formalized in a terms of reference.

22

v. v. LIKELY IMPLEMENTATION PROBLEMS AND LIKELY IMPLEMENTATION PROBLEMS AND

CONTINGENCY PLANNINGCONTINGENCY PLANNING

No matter how good your ESD Programme is, its implementation may be affected adversely by a number of factors, hence the need to anticipate and make contingencies to address them.

Contingency planning enables us to anticipate what could go wrong and thus determine preventive and/ or contingency action

Potential or likely implementation problems may include:

a)Institutional Culture

The culture may not be conducive for achieving objectives, thereby necessitating strategies and actions to “shape” the culture and/or somehow isolate the programme from the adverse influences of the culture.

23

Rewards and Sanctions System

This may not provide the necessary incentives for the efforts required in reaching your objectives, thereby necessitating strategies and actions for reviewing the Rewards and Sanctions System

c) Role and/or Competencies of Senior Managers

Role and/or competencies of more senior managers, boards, and other “authority” figures may mitigate against your objectives being achieved, thereby necessitating some strategies and actions for managing upwards

d) Climate for Change

The climate for change inside or outside the University may be hostile or indifferent to institutional changes being made, thereby necessitating “selling” strategies and actions to gain support for achieving your strategic objectives.

24

e) Funding For a public University, untimely release of funds by governments and shortfalls in projected income from other sources could hamper achievement of plan objectives. This could necessitate the institution adopting strategies such as:

* liaising closely with the government* conducting comprehensive feasibility studies* preparing several project proposals to other potential donors/collaborators, and* reducing waste through effective monitoring and supervision

25

A FORMAT FOR CONTINGENCY PLANNING

WHAT COULD WHAT COULD GO WRONG OR GO WRONG OR CHANGE THE CHANGE THE

PLAN?PLAN?

IS IT LIKELY IS IT LIKELY OR OR

SIGNIFICANT?SIGNIFICANT?

PREVENTIVE PREVENTIVE ACTION: ACTION:

WHAT CAN I WHAT CAN I DO TO KEEP DO TO KEEP THIS FROM THIS FROM

HAPPENING?HAPPENING?

CONTINGENCY CONTINGENCY ACTION: WHAT ACTION: WHAT WILL I DO IF IT WILL I DO IF IT

HAPPENS HAPPENS ANYWAYANYWAY

26

vi. ESD Programme Plan Monitoring and Control

Reviews are conducted at a number of levels within the strategic framework, but primarily at (a) the operational level (b) the strategic business unit level, and (c) the corporate strategic level.

At the Operational Level the review process is largely dominated by the budget system, and the emphasis is on efficient, productive and timely use of resources. Reviewing is usually done on a monthly bases.

At the Strategic Business Unit Level the review process is a combination of budget led progress reports and an examination of the goals that have been set. Thus the emphasis is as much on effectiveness as on efficiency. SBU reviews are likely to be a mixture of monthly budget reviews and quarterly strategic reviews.

27

At the Corporate Level the process combines consolidated budget reports, management reviews of SBU progress, special projects, and review of the whole cooperate performance. The emphasis is usually on performance against major targets and on an examination of strategic goals. So, the focus of attention is rather more on effectiveness than on efficiency. Corporate reviews are usually conducted on a quarterly bases, although some may take place at longer intervals.

SUCCESS OF ESD PROGRAMME IMPLEMENTATIONAn effective management information system, which can ensure data collection, data analysis, information reporting, timely corrective action, data storage and retrieval, is the key to the success of ESD Programme implementation. Annual evaluation should be conducted to assess the effectiveness of implementation.

28

THE CONTROL PROCESSThe steps of the control process are: Setting standards Measuring performance Comparing actual performance with the standard Taking corrective action.

TYPE OF CONTROL AND TECHNIQUES

Universities employ various types of control and associated techniques or tools to ensure that institutional objectives are achieved. Individual institutions have to select which controls and techniques will best regulate and conserve available resources.

29

The controls and techniques are summarized below

Financial control Institutional controls Inventory controls Procurement controls Quality controls Production/operation control Maintenance controls Project control

30

CRITICAL SUCCESS FACTORS IN LEADING AND CRITICAL SUCCESS FACTORS IN LEADING AND MANAGING INNOVATIONS IN VARIOUS MANAGING INNOVATIONS IN VARIOUS UNIVERSITIESUNIVERSITIES

Need for communicating vision simply, clearly and constantly. Key role in leadership team.

Ownership vision always and invariably comes from a leader

However for its implementation, one needs Management team to buy-in

Critical consistency (Faculty etc, important for success) Guiding coalition: Indispensable. Building team is

important, but all the time must not be spent to convince a few

Highlight the positive effects

31

FOOD FOR THOUGHTFOOD FOR THOUGHTTen reasons for doing nothing It won’t work We are already doing it Its been tried before without success It is not practical It won’t solve the problem It’s too risky It’s based on pure theory It will cost too much It will antagonize the students/staff/stakeholders It will create more problems than it solves (Michael Armstrong & Tina Stephens, 2005)

32

CONCLUSIONCONCLUSIONAS LEADERS WE WOULD HAVE FAILED IF WE ALLOW RESISTANCE/OPPOSITION TO EDUCATION FOR SUSTAINABLE DEVELOPMENT BLOCK OUR SUCCESS.

INSTITUTIONAL CHANGE INNOVATIONS, IN RESPECT OF EDUCATION FOR SUSTAINABLE

DEVELOPMENT, ARE RELEVANT, A CATEGORICAL IMPERATIVE, NOT ONLY FOR THIS DECADE BUT FOR FUTURE GENERATIONS.