Professional Accompaniment Model for Change: For Innovative Leadership

238 Pages·2009·1.47 MB·English

by  Louise Lafortune

FUSION
ColleCtion
The Fusion Collection published by Presses de l’Université du Québec is the product of
observations and concerns about the need for innovation, the possibility of transposing
ideas for training, and the crucial importance of bringing about change in a variety of
fields. This general interest collection, edited by Louise Lafortune, features works on
training and accompaniment that explore themes, theories, reflections, and theoretical
and practical perspectives.
professional
accompaniment
model
for change
FUSION
ColleCtion
Professional Competencies
for Accompanying Change
A Frame of Reference
Louise Lafortune
2009, 206 pages, isbn 978-2-7605-1609-0
GUIDE FOR ACCOMPANYING CHANGE
Louise Lafortune
2009, 110 pages, isbn 978-2-7605-1611-3
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professional
accompaniment
model
for change
FOR INNOvAtIvE lEADERsHIP
Louise Lafortune
With Chantale Lepage, Franca Persechino,
Kathleen Bélanger and Avril Aitken
Preface by Sylvie Turcotte
Afterword by Margaret Rioux-Dolan
With the participation of
Nicole Boisvert, Karine Boisvert-Grenier, Bernard Cotnoir,
Bérénice Fiset, Sylvie Fréchette, Grant Hawley, Carine Lachapelle,
Nathalie Lafranchise, Reinelde Landry, Carrole Lebel,
France Plouffe and Gilbert Smith
2009
Presses de l’Université du Québec
Le Delta I, 2875, boul. Laurier, bur. 450
Québec (Québec) Canada G1V 2M2
Bibliothèque et Archives nationales du Québec
and Library and Archives Canada cataloguing in publication
lafortune, louise, 1951-
Professional accompaniment model for change : For innovative leadership
(Collection Fusion ; 5)
Translation of : Un modèle d’accompagnement professionnel d’un changement :
pour un leadership novateur
includes bibliographical references.
isbn 978-2-7605-1610-6
1. employees - Coaching of. 2. Organizational change. 3. vocational qualifications.
4. employees - Coaching of - Québec (Province) - Case studies. i. Title.
ii. series : Collection Fusion ; 5.
HF5549.5.C53l3313 2009 658.3'124 C2009-940401-X
We are grateful for the financial assistance received from the Government
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layout : inFoScAn collette-Québec
Cover : richArd hodgSon
1 2 3 4 5 6 7 8 9 PUQ 2009 9 8 7 6 5 4 3 2 1
All rights reserved. No reproduction, translation, or adaptation without authorization.
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bibliothèque et Archives nationales du Québec / bibliothèque et Archives Canada
Printed in Canada
PREFACE
A foundational project of great ambition
In 2002 an accompaniment team was set up for the province of Québec,
marking the start of an Accompaniment-Research-Training Project to
Implement the Québec Education Program, which began in 1998 and will
be complete in 2010. The program is a partnership between Québec’s
Ministère de l’Éducation, du Loisir et du Sport (MELS)—for which I had
the privilege of working as project manager—public and private educa-
tional organizations, and Université du Québec à Trois-Rivières (UQTR).
Available across Québec’s entire educational system, the project ran for
six years, from 2002 to 2008 in a context of educational reform. Its chief
aim was to develop expertise among school principals, consultants, and
teachers tasked with accompanying and supporting program implementa-
tion in their workplace. It sought not only to provide participants with
training and accompaniment, but also greater autonomy and professional
assurance by giving them the confi dence to take action in their workplace
and set up sharing networks on a local, regional, and provincial basis to
help them move ahead, as a team, with implementing the reform. Once
trained, they were key resources in the reform as their role was to
viii
Professional Accompaniment Model for Change
accompany and support other members of their respective workplace
communities so that the effects of the accompaniment process were felt
as far as the classroom.
Participants from all across Québec took part in the program at one
point or another between 2002 and 2008, representing nearly 60 French
and English language school boards and private teaching institutions
(over 60 institutions and one English language association from the
private sector). Together, these groups made contact with close to
1,000 people over the years, more than half of them consultants, but also
school principals and teachers. The project’s provincial accompaniment
team involved some 20 professionals, namely the UQTR research profes-
sor in charge of the project, employees from the educational network
seconded to MELS, and UQTR professionals and research assistants.
Another aim was to identify a structured, foundational accompani-
ment model for employees called upon to not only implement a major
change requiring an overhaul of their practices, but also to develop
greater professional autonomy. As outlined in this book, the model in
the broadest sense, along with its components, is in my view a fi rst—no
other accompaniment project for an educational change has to date in
Québec been subject to such systematic followup, and all thanks to the
unwavering commitment, expertise, and thoroughness of the project team
led by Louise Lafortune.
This is obviously not a recipe book, and pity the reader who expects
to fi nd all the answers and solutions to the complex range of measures
and actions to be taken in order to truly accompany a change. I never-
theless remain convinced that the valuable concepts outlined in this
book, along with the concrete descriptions of practices and conditions
conducive to successfully accompanying partners in a change implemen-
tation process, will open up a considerable number of avenues of refl ec-
tion and action that go well beyond the educational setting from which
they have arisen.
Given the number of people affected by the educational change
being implemented in Québec, the project has laid foundations that I
hope will continue to structure educational intervention for many years
to come. It is my wish that this book and the book on professional com-
petencies for accompaniment will be a step in this direction. MELS is
therefore making both books available to the educational network so that
the expertise honed over the past few years will outlive the project.
ix
Preface
Through its accompaniment model, the project has encouraged
educators to engage in a change process, receive training on how to
accompany a change, and exercise accompaniment leadership. This
undertaking has also furthered understanding and allowed staff to better
deal with questioning and resistance in their work tasks. It has also
contributed to exploring and developing new concepts and laid the
foundations for tomorrow’s leaders in the accompaniment process.
Together, all these people have put their shoulder to the wheel to make
Québec’s school system even better and ensure that the adults and young
people who come into contact with it—be they students or staff—develop
to their full potential.
Sylvie Turcotte1
Director, Direction de la formation et de la titularisation du personnel scolaire
Ministère de l’Éducation, du Loisir et du Sport
1. Sylvie Turcotte was director of Direction de la formation et de la titularisation du
personnel scolaire throughout the duration of the project.