Rank them according to importance for you. State the method; then, tell why you choose it as #1, 2, 3, etc.

Methods used by Leaders to Influence Change

THIS A DISCUSSION QUESTION NOT TO LENTHGY

In the handout attached, the author talks about resistance to change. There are five methods that a leader can incorporate when trying to influence change.

Rank them according to importance for you. State the method; then, tell why you choose it as #1, 2, 3, etc. In order to get maximum points, you must take time to explain.

THE ORDER I CHOOSE IS 2, 1, 3, 4, 5 PLEASE FOLLOW THAT ORDER PLEASE

I WILL ATTACH THE HANDOUT THAT WAS GIVEN BELOW

I will take off for incomplete sentences and for grammatical errors. You are leaders and your writing should reflect leadership.

1. The establishment of integrity.School personnel and other mem-bers of the learning community will never listen to nor respond to a curriculum leader who they believe is dishonest, incompetent, non-objective, unethical, or immoral.
2. The use of positive approaches. When initiating change, curricu-lum leaders must incorporate positive approaches by working with the curriculum team and other members of the learning community. Such approaches include being respectful, genuine, caring, and rec-ognizing of the accomplishments of individuals and groups. Other 94 The Principal’s Guide to Curriculum Leadership positive approaches to change initiation indude being sincere, direct, and tactful in all forms of communication.
3. The articulation of a clear vision and mission. Faculty and staff will never be convinced of the need for change unless the principal can effectively establish a vision as to how the curricular program needs to be improved. To do so, the curriculum leader must carefully articulate the need for change through the medium of a clear and precise message, which must be in concert with the mission of the school.
4. The use of data-based decision making.Logical and reasoned arguments for change can be readily presented to members of the learning community when a principal incorporates data into decision-making processes. However, any decision for change will have lim-ited impact unless the need for change is supported with research and data from which a factual assessment can be ascertained relative to how the curriculum must be transformed. Alex Cornell, as cited in Hughes, Ginnett, and Curphy (2009) suggested that our world today is a chaotic place—however, such a muddled world must be confronted methodically. Data-based analysis and decision making is the basis for a systematic critique within any organization. This is especially true when change must be of the highest quality. High-quality change, based on data analysis, will have a direct and measurable impact on curricular decisions. Curriculum leaders must determine if there is a quality (data-driven) component to any change decision and subsequent modifying initia-tive. To do so, simply ask, does this change and initiative seek to improve services to our students? If the answer is yes, it is imperative that the principal collect the necessary data, with appropriate analy-sis, to ensure that the highest quality decisions are made in the best interest of students (Sorenson, 2005).
5. The use of persuasion. Effective principals, who initiate cur-ricular change, articulate a clear vision and mission. They also per-suade others with the presentation of rational and objective evidence (research- and data-based information) that supports the planned curriculum change. Principals who are exceptional persuaders pos-sess a leadership skill that builds trust among followers (Sorenson, 2004). Susan Gerhards (2008), former educator and conservative commentator, has remarked, “How a faculty perceives change, whether positively or negatively, seldom depends on the outcome of

subject: Management

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