Change Management Programs enable Multi Academy Trusts (MATs) to deploy new processes to improve students’ outcomes. These programs involve devising change initiatives, transforming data into intelligence, generating organizational buy-in and setting in place a repeatable scrutiny model for ensuring continued innovation.
A Change Management Program moves power away from the board, empowers middle leaders, shows where and when under-achievement is likely to occur and lays out a strategy for mitigating risks and monitoring progress.
There is a lot of information available regarding the effective MAT. From the ‘Good Practice guidance and expectation for growth’ (December 2016 Department of Education) to Naureen Khalid’s article – Where does Power really lie in MATs? (19/12/2016) the focus is quite clearly on governance. And this is as it should be for the MAT to function but it is not what it is about. Indeed, some struggling MATS are trying to get to grips with governance when they probably would make more progress if they focused on change management.
Change Management Programs require managers to:
Maintaining a goal-oriented mindset by establishing clear, non-negotiable goals pre supposes a sophisticated ability to set aspirational targets. Setting aspirational targets requires an excellent understanding of contextualised data and this understanding is often replaced by a target which is plucked from thin-air.
If these aspirational targets do not require change, they are not aspirational. Multi Academy Trusts need to measure and manage the risk of change whilst embarking on an path which promotes innovative teaching.
Effective Multi Academy Trusts use Change Management Programs to implement major strategic initiatives to challenge the standards of teaching of learning to improve outcomes. A MAT with clunky governance which focuses on leveraging the power of its teachers will be successful. A MAT which struggles and so focuses on governance to improve outcomes might spend too much time missing the target.