Focus on planning

For organisations to remain in business they have to change, so that they keep in balance with the environment (Nadler & Tushman, 1989). Planning is an important part of the change process (DBE, 2012). It is a way of responding to accelerated change. Harper (2004: p. 327) argues that “organisations without the ability to respond successfully to the accelerating changes would have no future”. In order to be meaningful, the changes should be controlled, directed and managed. Change is most likely to be chaotic when unplanned but most likely to be orderly when planned

(Hielgerell et al., 2010). A primary objective at this stage is to convince members of the organisation of the need for change as well as the purpose of change (Dawson, 2003). Since an instructional leader consults, he/she would start with what is known as a School Review (DBE, 2012). This review is also referred to as a SWOT analysis which is an acronym for Strength, Weaknesses, Opportunities and Threats of the organisation. These affect teachers in a positive or negative manner. The review process becomes a collective effort of the School Management Team (SMT). Hielgerell et al. (2010) highlight eight basic components of a planned change process. These are:

First, planning is about scanning the environment for information that may signal the need for change (DBE, 2012), because change needs to be focused on the present day-to-day situation and improve the future. It is not enough for principals to know the strengths as well as the weaknesses of their staff members. They must also recognise teachers’ desires to be acknowledged for a job well done. This has already been discussed under the school improvement plan. It is the function of the principal and staff to make this form of assessment and to be as honest as possible, as the purpose is to bring about improvement.

Planning also includes identifying the performance gap, which is the difference between what the organisation wants to do and what it actually does (Hiegerell et al., 2010). By determining the performance gap, managers provide clear answers to questions such as: “What is wrong?” That is self-criticism which serves to address the needs of internal and external customers (Moran & Humberman, 1994). Useful and properly used data can inform staff about the gap between the desired outcomes and the reality of results (Fullhan, 2005). Instructional leaders make use of data to assess the situation (Bush, 2002). Successful change requires an inner shift in people’s values, attitudes and behaviours, which means basic ways of thinking (Gavin, 1993; Stark, 1999). Managing people in change includes working with attitudes, beliefs and thoughts (Austin & Currie, 2003). Principals must monitor how the curriculum is taught and participate in how it is developed.

The duty of a school management team is to work closely with SGB members (DBE, 2012). For example, if in the plan it has been decided that afternoon classes or

weekend classes are needed in order to improve learner performance, then they have to ask themselves if they are doing that or not. If the answer is no, they have to take action. This suggests that the school should have an implementation committee to check implementation of decisions made by the school. Senior (2002) presents change as either discontinuous, or smooth or bumpy. Fulhan (1990) argues that people learn best through doing, reflection, inquiry, evidence more doing, and so on. Planning also requires leaders to be able to identify organisational problems. This means that leadership requires effective diagnosis of problems, followed by adopting the most appropriate response to the issue or situation (Morgan, 1997). The aim is to identify the nature and extent of problems in order to push for solutions (Hielgerell et al., 2010). A further point is to react as appropriate rather than relying on a standard leadership model (Morgan, 1997). Change should be a problem solving process (agents in the organisation). Change agents are groups of individuals who act as catalysts (Jick Lewin, 1951). It is a matter of moving from one state to another; from the problem state to the solved state (ibid). For change to be effective, it requires the presence of change, 1993). Change requires gathering and assessing data to determine needs and to monitor instruction (Leithwood and Riehl, 2003).

The researchers claim that resistance to change will not completely disappear whether the change is radical or incremental. Change management includes results of the change process as well as the management of resistance to change. It is often a natural reaction to change (Stark, 1999) as it affects people personally. Kotter and Schlesinger (2008), Fernandez (1988), and Margolis and McCabe (1988) all underline the importance of managing resistance. It can affect the organisation in a negative manner. The instructional leader should collaborate to solve problems which also may affect the organisation in a negative manner (The National Association of Elementary School Principals, 2002). The instructional leader needs to know what is going on in the classroom. It is crucial that the instructional leader know the real causes of their problem so that their change efforts would focus rather than being broad-brush (Milis & Mercken, 2002). Without this knowledge they are unable to appreciate some of the problems teachers and students encounter. It will not only be sufficient for the principal to know the source of resistance or problem encountered by teachers and learners but they must also have capacity to deal with

it effectively not as an individual but as a collective. Management should be aware of the factor of human resistance (Kotter and Schlesinger, 2008).