The Signalling phase may have characteristics such as ambiguity or confusion. In a school context, such characteristics require teaching teams to make sense of what change is being promoted. This third phase of Re-Visioning may hold many sensemaking strategies, from plausible stories to identity fusion. These enacted sensemaking responses are fodder for further sensegiving, where the leader moves to the fourth phase of Energising, and like Signalling, it is an influencing action. However, this Energising phase has more sway or vigour than the first Signalling, because it includes modifications, adjustments to include the target audience’s own sensemaking—or in the school context to include the teaching team’s own sensemaking of the change or event. It is at this stage where the leader demonstrates in their “re-sensegiving” that authentic and collaborative leaders are “at their best”.
Interested in the phases of sensegiving? Check out: Phase 2 Signalling and more detail about the sensegiving phases. I anticipate the sensegiving phases are pertinent for those seeking to be authentic and empowering leaders.