Recharge
The above model does not try to be prescriptive or attempt to imply that it will cover all the salient factors of an effective change programme. Due to the prescribed length of the paper, the author hopes that the model will shed more light in the topic of research in a more methodical manner.
Leading by Example
In most organisations that have embarked on a change programme, one of the more common complaints by the employees is that the leader does not 'walk the talk'. In a school, if a principal is not willing to learn and adapt to changes, there are no compelling reasons for the staff to do so. The Scout's motto, ' Lead by Example', is a major criteria of what a principal must do to succeed in leading change.
In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should also be a model of learning to the rest of the organisation and encourage the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by deeds to convince the staff that the change is happening at all levels. These build a sense of esprit de corp in the school that will help in lessening the pressures that change brings to organisations.
In short, a principal has to be perceived to be capable in leading school educational development by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not work co-operatively towards the success of the change programme.
Empowering Vision
A change programme requires a change of vision. According to Kotter (1995, p.10),
" A vision says something that clarifies the direction in which an organisation needs to move."
The Ministry of Education developed the vision of TSLN in the middle of 1997. In the schools, banners are put up to herald the vision of TSLN and school principals were expected to align the teachers towards this shared vision for the betterment of the schools. The principals are expected to modify culture through skill in communication of the necessary shared values for a changed vision. (Campbell-Evans, 1993).
Adaptive Change
In most organisations' change programme, the appropriate pace of change is often ignored. Most leaders are impatient to see results and thus apply unwarranted pressures on those involved in the process .In Singapore schools; such a situation is a commonplace. With the MOE's intention of creating a world-class educational system in Singapore, many new initiatives are introduced within a short period of time. Most of the initiatives will require much time and effort of the teachers, on top of their already-heavy load. Such a situation often causes distress and the principal has to address the issues.
A good leader, therefore, must be capable of regulating the distress by sequencing and pacing the work required of the change process. Unfortunately, this is not the case in most change programme. Most leaders start new initiatives without stopping other activities or they start too many initiatives at the same time. They overwhelm and disorient the very people who need to take responsibility for the work. (Heifetz & Laurie, 1997,p.180)
Developing People
The people who are directly involved in a change programme have to be suitably trained to meet the challenges. A good principal would ensure that the staff's potential is developed for many reasons. Firstly, if the staffs are not trained well to undertake the new responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned change programme will be more able to convince them to commit to it. By doing so, a principal can demonstrate leadership by sharing leadership with the staff in the school. Through empowering others, the principal can also elevate his/her status and power. (Blas, 1987)
A principal can also develop the staff potential by opening up channels of communication within the school. Setting up committees and encouraging peer learning could do this. External agencies with expertise in the areas of change can also be consulted to help smoothen the process of change.
A principal who is a people developer would benefit as " solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels."(Heifetz & Laurie, 1997,p.173) Thus, by doing so, the principal would have increased the level of success of the new initiative and also the hearts of his/her followers.
Evaluating the System
The principal must constantly monitor the process of a new school initiative. The initial enthusiasm that has been built up the principal may wane due t
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