The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation

by Robert Evans

In this insightful look at school reform, Robert Evans examines the real-life hurdles to implementing innovation and explains how the best-intended efforts can be stalled by educators who too often feel burdened and conflicted by the change process. He provides a new model of leadership along with practical management strategies for building a framework of cooperation between leaders of change and the people they depend upon to implement it.

Genres: Education, Leadership, Grad School, School, Nonfiction

336 pages, Paperback

First published October 28, 1996

Reviews

[Joy Kirr · Rating 5 out of 5]

I heard Dr. Evans speak, then had to read the book. I don't normally give books five stars, but there were so many "aha moments" in here, and so many ideas I felt I needed to share and let percolate in my brain. It took me four and a half months to read, but it was worth it for my next however many years I have in education. Here are all of my thoughts and notes, in three blog posts starting with this one: https://geniushour.blogspot.com/2017/...

[Aaron Schumacher · Rating 4 out of 5]

Here is a consultant who knew in 1996 that he needed to start saying "innovation" a lot. So now he's the keynote speaker at the upcoming NYC principals' conference, and all the principals are getting a copy of his book.

There is a lot to like about the book. The typesetting is gorgeous, for one. I wish it said what the font face is. But the author really does seem to be very intelligent, and the logical organization of the book is pretty good. It does irk me a bit how he seems to misuse "axiom" and to cite sources for claims that appear to be purely opinion. Overall: it's a book.

[Steffany · Rating 5 out of 5]

This book should be required reading for all principal and superintendent prep programs

[Zacharias · Rating 5 out of 5]

A realistic look at the difficulty of leading change in a school environment. Worth the read.

[Alicia Weaver · Rating 3 out of 5]

Required read for a college class.

[John Levasseur · Rating 5 out of 5]

Evans, R. (2001). The human side of school change: Reform, resistance, and the real-life problems of innovations. San Francisco CA: Jossey-Bass.
Text Purpose:
The Human Side of School Change: Reform Resistance and the Real-life Problems of Innovation by Robert Evans Ed.D. gives a pragmatic and robust assessment of how leaders can recognize the human potential within organizations to make strategic and systematic changes to the education system in a new era of demands and challenges made on educators (Evans, 2001). School leaders improve their efficacy when they fully recognizing the human potential within a school community (Evans, 2001). In a school community, educators are the human resource who have the classroom experience and the professional expertise to implement school change, while it is the educational innovators and reforms who envision new teaching techniques and school policies that meet the needs of a dynamic education system (Evans, 2001). It is the classroom educators who are the ones to carry out school reform plans created by the innovators (Evans, 2001). These educators’ willingness to embrace change is often impeded by an innate ambivalence or resistance to any form of change in school policies and procedures (Evans, 2010). Dr. Evans wants educational change agents to consider the school community members’ understandable lack of willingness to change and their reluctance to move in new professional directions (Evans, 2001). In this text Dr. Evans also examines the art and science of leadership, part of which is recognizing the humanity of those who the leaders such as superintendents, district level content directors, and principals call upon to implement the changes envisioned by innovators, policymakers, and change agents (Evans, 2001). The text encourages school leaders to find an appropriate balance between applying pressure on staff to strongly encourage change and providing support to facilitate change (Evans, 2001). Likewise, Dr. Evans’ text calls upon leaders of change in the school environment to rely on their authenticity, that is their core beliefs, guiding principles, and personal integrity (Evans, 2001). This authenticity forms the natural strengths that frame the potential for genuine reform and renewal in educational institutions (Evans, 2001).
Author’s Background and Credentials:
Robert Evans Ed.D. is a clinical and organizational psychologist who works out of Wellesley Massachusetts (Evans, 2009). Dr. Evans has been an international educational consultant at more than 1,700 schools worldwide; he is the founder and Executive Director of The Human Relations Service (Evans, 2009). Dr. Evans is experienced at working to help children, having employed his talents as a child and family therapist as well as a teacher in both the pre-school environment and at the high school level (Evans, 2009). Dr. Evans’ scholarly interests include the investigation of change and resistance within schools and organizations in addition to the challenges of leading innovation (Evans, 2009). Dr. Evans received his doctorate at Harvard University (Evans, 2009). He is the author of three books: The Human Side of School Change, The Savvy School Leader, and Family Matters: How Schools Can Cope with The Crisis in Childrearing. In addition to his books, Dr. Evans is a contributor to education journals and magazines such as: Educational Leadership, Education Week, Independent School and Phi Delta Kappan (Evans, 2009).

[Ensiform · Rating 3 out of 5]

The author takes issue with all the “quick-fix” ideas about changing organizations, especially schools. He argues that programs that urge instant reform ignore human nature and are doomed to fail. Evans posits that human nature being what it is, resistance to change and entrenchment in old values, even those that are demonstrably inefficient, is perfectly natural. Even more, this resistance is a necessary part of any change, as individuals need time to reexamine their culture’s values and social structures. Otherwise, any change is merely superficial: teachers will talk up student centered learning all day long, but then have their students memorize facts as usual. Authentic leaders, Evans argues, know how to listen, sympathize, offer feedback and specific recognition, and delegate authority. It’s a fairly convincing idea, and my own limited experience with leadership of small committees bears out his postulates. True reform can’t be thrust upon people unwillingly.

[Laura · Rating 4 out of 5]

This is a thoughtful, intelligent book for anyone interested in education reform in theory or practice, or who is directly involved with a school that is undergoing change. While some of it pertains to universal aspects of human nature, many passages explained very well the unique challenges of implementing change in a school setting. The book brings home how easy it is for people outside the profession to make pronouncements about what "should" happen in school settings without fully understanding the nature of what teachers do. At the same time, it is a real wake-up call to those teachers who are burned out, on auto-pilot or who otherwise have lost their vocation.

[Lawrence Linnen · Rating 5 out of 5]

Robert Evans examines the human side of school reform from a conceptual framework for understanding the process of change, the effects of change on educators as humans, and the craft of leadership. Evans suggests that large and complex innovations require of individuals greater quantity and quality of change producing greater potential, but being more difficult to implement. The emphasis is to pay attention to the lived realities of the educators who must make the change.

[Meg]

You know, I didn't love this book. I found it a bit dry and very redundant. But when I heard Rob Evans speak, I found him very helpful, with concrete and constructive ideas. One day I may reattempt this book, but at the moment, I'd recommend you spend your money on a Professional Development opportunity with the author.

[Patti · Rating 5 out of 5]

This is one of the best books I have ever read on change theory. Uses a systems approach which is an approach I use a lot in family therapy. I'll be leading a retreat for administrators later in the summer with this book as the basis.

[David Grant]

So helpful in understanding that people don't resist change because they are stubborn or contrary or stupid. They resist change because they are human.

[Rebecca]

Dense but illuminating! I read this for my grad. class and will definitely revisit it. Evans's work is helpful when planning educational change--or any change, for that matter!

[J. Boo]

Recommended as possibly having some details about history of the K-12 curriculum.