Book Review: Reduce Change to Increase Improvement By Viviane Robinson

In Reduce Change to Increase Improvement, Viviane Robinson, a respected professor at the University of Auckland and academic director at the Centre for Educational Leadership, provides a powerful exploration into educational leadership.

Her work centres on two critical questions: “What do leaders need to do to improve outcomes?” and “How do they do it?”.

Drawing from over 15 years of in-depth research and development, Robinson's insights are rooted in real-world school settings. Through the observation and analysis of coaching conversations and leadership behaviors, she identifies the types of leadership that are most likely to create meaningful, lasting improvements for students. This book not only challenges conventional approaches to educational reform but offers a nuanced, research-backed approach to leadership that prioritises effectiveness over the constant pursuit of change.

At the heart of Reduce Change to Increase Improvement lies a critical comparison between two distinct approaches to leadership and school improvement: the bypass approach and the engagement approach.

Robinson argues that while the bypass approach may appear to offer quick solutions by circumventing deeper issues, it often leads to superficial change with limited impact on student outcomes.

In contrast, the engagement approach requires leaders to confront and work through the complex beliefs, values, and assumptions that underlie existing practices. This method not only engages with the surface-level challenges but digs into the root causes that sustain the practices leaders aim to transform.

A key strength of the book is Robinson’s practical advice on how to "drill down" into these underlying belief systems. Leaders are encouraged to explore the theories of action—the mental models and assumptions—that guide their decisions and actions. By doing so, they can better understand the forces that perpetuate the current practices and outcomes they wish to change.

The book offers concrete strategies for facilitating these reflections, inviting leaders to probe deeper into their own thinking and that of their teams.

As you read the book, Robinson takes you on a journey through the processes of thinking, understanding, planning, professional learning, action, and evaluation. This is not a passive read. It is an interactive experience, with each chapter offering powerful reflection and action questions designed to provoke critical thought.

These are complemented by real-world examples from schools, where the dynamics of change are illustrated through practical case studies. Readers are encouraged to not only absorb the material but to actively apply these insights to their own leadership contexts.

For me, the greatest strength of the book is Robinson’s focus on the importance of working with and through other people. Leadership is not just about individual expertise; it’s about how leaders engage interpersonally and cognitively with their teams. The book delves into complex concepts such as single and double-loop thinking, offering leaders tools to challenge deeply held assumptions and create more adaptive, reflective environments.

Robinson also highlights how coaching, particularly respectful coaching conversations, can support this process of engagement and understanding. Coaching becomes a crucial tool in helping leaders and teams uncover and question the theories of action that shape their practices, ultimately leading to deeper, more sustainable improvements.

Change in education is inevitable - it can either be thrust upon school leaders through external pressures or actively pursued as part of a deliberate strategy to improve outcomes.

In Reduce Change to Increase Improvement, Robinson underscores the importance of mindful, intentional change that directly impacts learners, urging leaders to rethink how they approach and implement change in their schools.

As educators, we are often driven by a shared sense of dissatisfaction with the status quo, motivated by the desire to create something better. However, this book reminds us that the drive for improvement must be carefully harnessed, ensuring that any change is meaningful and sustainable.

One of Robinson’s key insights is that while change is essential, its implementation is far more complex than it might initially seem. The book serves as a vital reminder that poorly planned or hastily introduced change can result in disruption without real progress.

If school leaders focus on reducing the frequency of unnecessary or reactive change and instead prioritise thorough, thoughtful planning, they can achieve more impactful results.

Robinson calls on leaders to disrupt and transform their approach to change, shifting from a mindset of constant activity to one of strategic, deliberate improvement.

This approach requires leaders to move beyond simply managing change to becoming change architects—those who carefully design and implement interventions with a clear focus on positive student outcomes.

It challenges us to interrupt the cycles of superficial change and dig deeper into the forces driving the need for transformation. By refining our leadership strategies, we can ensure that when change is undertaken, it is more intentional, less frequent, and ultimately more successful in addressing the needs of students and teachers alike.

The lessons from this book highlight the power of thoughtful leadership that balances the urgency for improvement with the need for long-term, sustainable growth in our schools.