Freedom to Change
by Michael Fullan
Michael Fullan
begins Freedom to Change by
noting that a recent Gallup poll indicated that only 30% of employees feel
engaged at work, and that only 38% of teachers feel satisfied in their
vocation.
Given these depressing results, Fullan sets
as the topic of this book “how to put intrinsic motivation factors into play
[in your work] for yourself and with others.” (7) In order to motivate yourself and others, one
must move from what Fullan terms freedom
from to freedom to. (9) Quoting from the work of Eric Fromm, Fullan
states that freedom from constraints is “a hell of a lot easier to achieve than
‘freedom to’." (12) He adds that while freedom from may be “intoxicating”, it
can also be “a trap”. (11) In itself,
it will lead to negative outcomes such as isolation, anxiety, and even
self-destruction!
In the second chapter, Fullan presents a
solid argument for simplexity – the
process of approaching a complex problem by identifying a small number of “key,
alterable factors” that will effectively address the issue. (27) The author’s penchant for simplexity is based
on the premise that the more detailed a plan is the more likely it will simply
complicate things further and ultimately fail. Following his
simplexity process, Fullan identifies 4 key factors which he believes can effectively
move one from freedom from to freedom to: autonomy and cooperation,
feedback, accountability.
Connected
autonomy is the first of the factors that Fullan
discusses. In Chapter 3, he presents a
convincing argument for “a healthy balance between being your own person and
being connected.” (47) While we need to
work in groups in order to learn, create powerful synergy, and have influence
on others, “a healthy psychological distance from the group is necessary” to
avoid groupthink. (58) After all, a
“group can be not only powerful but also powerfully wrong.” (57) Only by retreating, at times, to reflective
solitude can one tap into his/her inner creative and innovative thoughts and
ideas. In summary of the point, Fullan
states: “We do not have to choose between autonomy and cooperation – we need both. We need to practice cycling in and out of
solitude and collaboration, being careful not to overdo either.” (59)
The second factor in moving to freedom to is feedback. Fullan succinctly states the paradox
surrounding feedback: “We want to learn, we want to be liked, and we want to
like ourselves; but these three desires don’t sit well together.” (71) Indeed, according to the author, this desire
to be liked creates distortion when
it comes to feedback, “the central challenge of receiving feedback.” (71) However humbling it may be, if one wants to
move to freedom to, he/she must “seek
out and [carefully and honestly] sort out feedback.” (71) And if faced with a conflict between acceptance or gaining learning, choose learning.
Other advice that Fullan provides is to not
waste time and energy on vague or unhelpful feedback, and to “stop doing what
doesn’t work.” (74) As well, “narrow
down your priorities about what types of things you most want or need feedback
about.” (78) Engaging in purposeful
interactions will inevitably lead to valuable feedback.
Fullan
recommends candor and respect for autonomy when one gives feedback to another.
It is important that a leader gives direct and honest feedback on
particular aspects; however, he/she should allow employees the option to “take
or leave it.” (84)
Accountability,
the third aspect, is the theme of Chapter
5. Fullan begins the discussion on
accountability by pointing out the short-comings of external accountability
systems. They inevitably fail because
while “they tell us that the system is not performing (they notice poor
results) [they] … do not give a clue about how
to fix the situation. (107) As well,
when it comes to education, external accountability systems are designed “to
hunt down the bottom performers by loading on tests and demanding action, while
slowing down those cultures that are on the move.” (106)
Instead, we should build collaborative
cultures of internal accountability that “honor and align individual
responsibility with collective expectations and actions.” (108) Such peer-focused cultures, as Fullan says,
“deploy way more pressure than any hierarchy can muster.” (112) They generate both push and pull forces by
creating strong allegiance to the shared vision of the organization (the pull factor) and to each of the other
members of the organization (the push factor
of peer pressure).
The author suggests that organizational
leaders should focus on two inter-related initiatives with respect to accountability. First, they should invest in the conditions
that produce strong internal accountability – setting a small number of lofty
shared goals, using rich data, and continuous monitoring of progress. As well, they should create clear standards
for employees and leaders that are included in job descriptions.
The final factor is diffusion, which is defined by Fullan as follows: “The spread of
good ideas that are adapted as people take them on, or the seeking and adaption
of ideas from others.” (135) According
to the author, it is neither leadership from the top nor scaling of ideas from
the bottom to the top that will best create the systemness that is needed in
organizations that creates synergy and sparks innovation. Instead, the author recommends leadership
from the middle (L ft M) because coherence – the glue that holds organizations together is found in the middle.
(137)
The “key idea” then for leaders is to “become
a better partner upward and downward” in
the organization. (138)
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