Cssr: Culture Change Opportunity Analysis

CSSR CULTURAL CHANGE

CSSR: CULTURE CHANGE OPPORTUNITY ANALYSIS

Instructions

1. Read each statement, and evaluate the degree to which the practice described is demonstrated in your school by circling the appropriate number, where 1=Low and 5=High.

2.Add up your score for all 18 items and determine your “Grade.” Anything less than an A reflects opportunities to enhance your performance/results.

A1. Clear and formal mutual expectation setting, to include role accountabilities, is conducted with your
TA providers prior to starting work on initiatives. / Low 1 2 3 4 5 High
A2. Milestones and formal progress checks are mutually identified and agreed upon with TA providers
prior to starting work on initiatives. / 1 2 3 4 5
B1. Teams have clear roles, policies, procedures, meeting protocols, and well-defined documentation
requirements. / 1 2 3 4 5
B2. All teams have formal documented charters. / 1 2 3 4 5
C1. Needs assessments focused on providing a foundation for significant change include data collection from all key stakeholders. / 1 2 3 4 5
C2. Student shadowing is relied upon as one of the core data collection techniques for identifying needs
as part of your needs assessment process. / 1 2 3 4 5
D1. Your school is driven by clear and mutually agreed upon values, vision, mission, and educational
philosophy that are actively employed to direct goal setting and action planning. / 1 2 3 4 5
D2. Your school has a process in place for taking things off the platter as new demands are added. / 1 2 3 4 5
E1. Every team has a formal project plan that insures goals will be attained. / 1 2 3 4 5
E2. Viability and sustainability planning is a part of every project/initiative you undertake. / 1 2 3 4 5
F1. Every project initiative employs a stakeholder resistance analysis process designed to asses the
political landscape to assist in the formulation and implementation of communication & buy-in plans. / 1 2 3 4 5
F2. Every project/ initiative has a formal communication and buy-in plan. / 1 2 3 4 5
G1. Prior to selecting strategies for implementation, a thorough analysis of what strategies would work
best is conducted. / 1 2 3 4 5
G2. Strategies selected for implementation have a high likelihood of being successful, and have been
integrated with other change efforts, and staged accordingly. / 1 2 3 4 5
H1. Whenever change is contemplated or made, it is done so with an eye to the alignment of all key
organizational elements, e.g., stakeholders, values, mission, core competence, processes, etc. / 1 2 3 4 5
H2. Whenever change is initiated, those impacted by the change play an active part in the redefinition of
their roles - role clarity is front of mind at all times. / 1 2 3 4 5
I1. Leadership is truly collaborative, with decision authority moved down the management hierarchy as
much as possible. / 1 2 3 4 5
I2. Leadership insures that students have a clear voice in the running of the school, e.g., they are on the
site council and on key improvement teams. / 1 2 3 4 5
TOTAL
SCORE / GRADE / CHANCE FOR SUCCESS*
81-90 / A / • Coming up roses!
66-80 / B / • Work to do, but good potential
51-65 / C / • Many holes to fill - iffy
26-50 / D / • Won’t get off the blocks
0-25 / F / • Divine intervention required!

* Initiative implementation with fidelity and optimized results.