Implementing Change Patterns Principles and Potholes 5th Edition by Gene Hall, Shirley Hord 0135258235 9780135258231

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ISBN-10 :  0135258235 

ISBN-13 : 9780135258231

Author:  Gene Hall, Shirley Hord 

A research-based, practical guide helps educators understand, evaluate, and facilitate the change process
Implementing Change continues to examine on-the-ground change processes and practical strategies while adding new features, new material and the most current research. Based primarily on the Concerns Based Adoption Model (CBAM), this user-friendly text focuses on introducing constructs that can be used by those engaged in creating, implementing, and sustaining change processes as well as those who are evaluating and studying change. Rather than maintaining a bird’s eye view of change processes, each chapter introduces a research-based, research-verified construct about change that captures the complexity of implementing change and the diversity of reactions to it. With a stress on pedagogical aids, each chapter incorporates practical examples, sample research, case studies, reflection questions, and examples of common roadblocks to change.

Implementing Change: Patterns, Principles, and Potholes 5th Table of contents:

Part I Two Basics of Implementing Change: Assumptions & Interventions
Chapter 1 What Key Patterns, and Lessons Have we Learned About Implementing Change? Change Principles
Why a Book on “Implementing Change”?
Reflection Questions
Learning Outcomes
Principles of Change
Change Principle 1: Change Is Learning—It’s as Simple and Complicated as That
Spirals of Change.
Riding a Bicycle.
Change Principle 2: Change is a Process, not an Event
Three Phases.
Different Phase Priorities at Different Times.
Change Processes Take Time.
Change Principle 3: Implementing Change is a Whole System Effort
Change Principle 4: Organizations Adopt Change—Individuals Implement Change
Change Principle 5: The School Is the Primary Organizational Unit for Change
Change Principle 6: District- and School-Based Leadership Is Essential to Long-Term Change Success
Change Principle 7: Facilitating Change Is a Team Effort
Change Principle 8: Interventions Are Key to the Success of the Change Process
Change Principle 9: Appropriate Interventions Can Reduce Resistance to Change
Reflection Questions
Change Principle 10: All-way communication is needed all the time
Change Principle 11: Mandates Can Work
Change Principle 12: Sustaining change requires additional time, interventions and leadership
Summary
Discussion Questions
Applying the Change Principles in Facilitating Change Processes
Applying the Change Principles in Research and Program Evaluation Studies
Learning More About Change Principles
Chapter 2 What Actions and Events Are Key to Facilitating Change Processes? Interventions
Learning Outcomes
Defining An Intervention
Reflection Questions
Different Frames for Classifying Interventions
The Size of Interventions
Incident Interventions.
Tactic Interventions.
Strategy Interventions.
Intervention Game Plan.
Policies
Inherent Advantages and Disadvantages of Interventions
Reflection Questions
Six Functions of Interventions
Function I: Developing, Articulating, and Communicating a Shared Vision of the Intended Change
Function II: Planning and Providing Resources
Function III: Investing in Professional Learning
Function IV: Checking Progress
Function V: Providing Continuous Assistance
Function VI: Creating a Context Supportive of Change
Reflection Questions
Two Additional Intervention Functions
Communicating Externally
Scaling Up
Reflection Questions
The Anatomy of interventions
A Framework of Intervention Interelationships
Summary
Discussion Questions
Applying the Intervention Ideas in Facilitating Change Processes
Applying Interventions in Research and Program Evaluation Studies
Learning More About Interventions
Part II Three Diagnostic Dimensions For Assessing Change: Concerns, Using, and Fidelity
Chapter 3 What is “It?” Innovation Configurations
Learning Outcomes
The Change: What “It” Is and Is Not
Reflection Questions
Different Ways of Defining “It”
Perceived Attributes.
Underlying Philosophy.
Goals and Outcomes.
Intervention.
Implementation Requirements.
Behaviors/Functions.
Innovation Adaptation
Exact Replication i.e. Fidelity.
Reinvention.
Mutual Adaptation.
Different Configurations.
Fidelity of Implementation (FOI).
Issues.
Reflection Questions
Innovation Configurations as a Construct
Reflection Questions
Structure of Innovation Configuration Maps
Innovation Configuration Map Parts
IC Map Components.
IC Map Component Variations.
Developing Clear Word-Picture Descriptions.
Variations Present a Range of Quality and Fidelity.
Student IC Map Components.
A Comprehensive IC Map.
Connecting IC Maps across Role Groups—a “Crosswalk”
More Complex and Richer IC Map Components
Reflection Questions
The Process for Developing an IC Map
Team Work is Best
Reflection Questions
Broad Spectrum Search.
IC Mapping Key Questions.
Thought Process.
Operational, not Philosophical.
Phase I: Compiling All Relevant Information.
Phase II: Mind/Web Charting.
Phase III: Drafting Components and Variations.
Identifying Dimensions.
Setting Form A of the IC Map.
Indicators of a Complete IC Map.
Innovation Configurations: Applications and Implications
Using IC Maps to Clarify the Change
Using IC Maps to Guide Construction of a Professional Learning Community
Using IC Maps as a PD Diagnostic
Coaching with IC Maps
Using IC Maps for Self-Reflection
Using IC Maps for Strategic Planning
Using IC Maps in Program Evaluation
Implications of IC Maps for Change Leaders and Facilitators
Reflection Questions
Using IC Maps to Generate Interventions
Using IC Maps in Research, Program Evaluation, and Implementation Assessments
Determining What is to be Measured is a Dilemma
Testing Fidelity of Implementation against Student Outcomes
The Fidelity Enigma, FOI or Not?
Identifying Critical Components and their Relationship to Student Outcomes
Summary
Discussion Questions
Applying Innovation Configurations in Facilitating Implementation
Applying Innovation Configurations in Research and Program Evaluation Studies
Learning More About Innovation Configurations
New References
Chapter 4 How Can the Different Feelings and Perceptions About Change be Understood and Addressed? Stages of Concern
Learning Outcomes
The Personal Side of Change
Different Types of Concerns
Fuller’s Unrelated, Self, Task, and Impact Concerns
Connecting Concerns to Teacher Education
Reflection Questions
Concerns About Implementing Change
Identifying and Defining the Stages of Concern (SoC)
Concerns Definition.
Stages of Concern Defined.
Stage 0 Unrelated.
Self-Concerns: Two Parts.
Impact Concerns: Three Parts.
Reflection Questions
Indicators of SoC.
Why are They Called Stages of Concern?
Can there be concerns at more than one stage?
How do Concerns Change Over Time?
Reflection Questions
Techniques for Assessing Stages of Concern
The One-Legged Interview (OLI)
The Open-Ended Concerns Statement (OE-SoC)
The Stages of Concern Questionnaire (SoCQ)
Reflection Questions
Change Facilitator Stages of Concern Questionnaire (CFSoCQ)
Characteristic Stages of Concern Profiles
SoC “Wave Motion”
Impact Concerns Profile
The “Big W” Concerns Profile
Interpreting Group SoC Profiles
Indications of Resistance in SoC Profiles
Understanding Resistance in Terms of SoC
Resistance within Self-Concerns.
Perceptions of Resistance at each SoC.
Looking Deeper at Resistance Based in Self-Concerns.
More About Concerns-Based Interventions
Reflection Questions
Summary
Discussion Questions
Applying Stages of Concern in Facilitating Change Processes
Applying Stages of Concern in Research and Program Evaluation Studies
Learning More About Stages of Concern
Chapter 5 How do Behavioral Profiles Evolve as Implementers Progress From Not Using to Expert? Levels of Use
Learning Outcomes
The Levels of Use Construct
Nonusers
Level of Use 0 Nonuse.
Level of Use I Orientation.
Level of Use II Preparation.
Users
Level of Use III Mechanical Use.
Level of Use IVA Routine.
Level of Use IVB Refinement.
Level of Use V Integration.
Level of Use VI Renewal.
Reflection Questions
Using Decision Points to Distinguish Each LoU
Assessing Levels of Use
Branching Design of the LoU Interview
LoU Interviewer Certification
The LoU One-Legged Interview
LoU Categories
Knowledge.
Acquiring Information.
Sharing.
Assessing.
Planning.
Status Reporting.
Performing.
The Full Operational Definition of LoU—The LoU Chart
Reflection Questions
Applying Levels of Use
Planning and Facilitating Change Processes
Strategic Planning.
As a Diagnostic Tool.
Using LoU in General.
Interventions for Nonusers.
Interventions for Users.
Moving to Higher LoU.
Implications of Levels of Use for Leaders and Change Facilitators
Using Levels of Use in Research and Program Evaluation Studies
Example Study Questions
Measuring Use in Treatment/Comparison Group Studies
Evolution of LoU Over Time
Reflection Questions
Sidelights About LoU
Summary
Discussion Questions
Applying Levels of Use in Facilitinating Change Processes
Applying Levels of Use in Research and Program Evaluation Studies
Learning More About Levels of Use
Part III Leading Change Across the Organization
Chapter 6 How Do Leaders Make a Difference in Implementing Change? Change Facilitator Style
Learning Outcomes
A Brief History of Research on Leaders and Leadership
The Legacy of Research on Leadership
Discovering in an Implementation Study That School Leaders Were Making the Difference
Implementation Data That Were a Mystery.
What Would Explain the Differences?
Principal Leadership Is the Key.
Reflection Questions
An Expanded Conception of Leadership: Three Components, Six Underlying Dimensions
Three Components of Change Leadership
Six Dimensions of Change Facilitator Style
Concern for People
Social/Informal.
Formal Meaningful.
Organizational Efficiency
Trust in Others.
Administrative Efficiency.
Strategic Sense
Day to Day.
Vision and Planning.
The Construct of Change Facilitator Style
Three Change Facilitator Styles
Initiator Change Facilitators.
Manager Change Facilitators.
Responder Change Facilitators.
In Summary
Reflection Questions
Discussion and Implications of Change Facilitator Style
A Continuum of Change Facilitator Styles
Metaphors for Change Facilitator Styles
Leader Succession
Additional Research and Support for Change Facilitator Styles
Research Findings: Intervention Behaviors are different for Each Change Facilitator Style.
Research Findings: There Can Be Other Change Facilitator Roles.
Research Finding: Facilitating Change is a Team Effort
Research Finding: Confirmation of the Change Facilitator Style Questionnaire (CFSQ)
Research Findings: Principal Change Facilitator Styles are related to Teacher Success in Implementing Innovations.
Research Findings: Principal Change Facilitator Style can be Related to Student Learning.
Reflection Questions
Measuring Change Facilitator Style with the Change Facilitator Style Questionnaire
Implications of Change Facilitator Style for Change Leaders and Facilitators
Supervision and Coaching Different CF Styles
Selecting a school for a Pilot/Demonstration project
A Few More Ideas, Implications, and Reflections about Change Facilitator Style
Change Facilitator Style as a Heuristic
Working with Different Change Facilitator Styles
Working with Initiators.
Working with Responders.
Working with Managers.
Summary
Discussion Questions
Applying CF Style in Facilitating Change Processes
Applying CF Style in Research and Program Evaluation Studies
Learning More about CF Style
Chapter 7 How Can The Organization’s Culture Support Implementing Change? A Culture of Continuous Improvement
Learning Outcomes
Reflection Questions
Organizational Culture is Socially Constructed
Construction of Meaning
Culture vs. Climate
Assessing Organization Culture
Organizational Climate Defined
Climate versus Culture
Assessing Organization Culture
Examples of Organization Culture
Origins of Organizational Culture as a Professional Learning Community
The Learning Organization
School Organization Culture as a Context for Learning
School-Wide Change and the Importance of Culture
Reflection Questions
Dimensions of a Professional Learning Community
Shared Values and Vision.
Intentional, Collective Learning and Application.
Supportive and Shared Leadership.
Structural Conditions.
Relational Conditions (People Capacities).
Shared Personal Practice.
Structure of the PLC Dimensions
Who Is the Professional Learning Community?
Benefits of a Professional Learning Community
Schools.
Leadership Teams.
University.
Reflection Questions
Leadership and Interaction in a PLC
Collegial Learning
Sharing Responsibilities
Using Conversations
Reflection Questions
Types of Leadership
Other Leadership Ideas to Be Considered
Two Principals Two Strategies for Facilitating Construction of a PLC
Scenario 1
Scenario 2
Reflection Questions
Our Closing Pitch
Summary
Discussion Questions
Applying PLC in Facilitating Change Processes
The Place of Organization Culture and PLC in Research or Program Evaluation Studies
Learning More about Professional Learning Communities
Chapter 8 What is a Part of The Change Process that is Not Controlled by The Leaders or The Followers? Intervention Mushrooms
Learning Outcomes
Introducing Mushrooms: A Unique Form of Interventions
Two Ways of Knowing: Objectivist and Interpretivist
The Objectivist Perspective of Change.
The Interpretivist Perspective of Change.
Intervention Mushrooms Are Constructed
Recognizing the Theme of an Intervention Mushroom
Mushroom Themes Are Like Rumors.
Reflection Questions
The Life Cycle of Intervention Mushrooms
The Birth of a Mushroom
Charting Intervention Mushrooms
The Growth of a Mushroom
The Maturing of a Mushroom
Reflection Questions
Poinsonous Mushrooms
In Summary
Keys to the Construction of Intervention Mushrooms
Stages of Concern as a Source of Mushrooms
Personal Concerns: A Significant Source of Negative Mushrooms.
Intervening on Insecurity Mushrooms.
Impact Concerns: A Significant Source of Positive Mushrooms.
Levels of Use as a Guide for Understanding Mushrooms
Levels of Use from a Constructivist Perspective.
LoU-Based Mushrooms.
Change Facilitator Style and Mushrooms
Different Change Facilitator Styles Have Different Meanings.
Initiator Change Facilitator Style: The “Real” Meaning of a Question.
Manager Change Facilitator Style: The “Real” Meaning of a Question.
Responder Change Facilitator Style: The “Real” Meaning of a Question.
Reflection Questions
Implications of Intervention Mushrooms for Change Leaders and Facilitators
Detecting, Eradicating, and Facilitating the Growth of Intervention Mushrooms
Keys to Detecting Mushrooms
Positive Mushroom Growth Can Be Encouraged
Intervening on Positive Mushrooms.
Mushroom Detection by Change Facilitator Style
Initiator Change Facilitator Style Leaders Are Early Detectors.
Responder Change Facilitator Style Leaders Respond to Some of the Individual Actions.
Manager Change Facilitator Style Leaders Keep Things Evened Out.
Evergreen Mushrooms
Sometimes Doing Nothing is Best
Reflection Questions
Summary
Discussion Questions
Applying Intervention Mushrooms in Facilitating Change Processes
Applying Intervention Mushrooms in Research and Program Evaluation Studies
Learning More about Intervention Mushrooms
Part IV Different Perspectives For Understanding the Big Picture of Change Systems, Diffusion, and Organization Development
Chapter 9 How Can Understanding The Interconnections of Parts That Make a Whole Affect the Success of Change Efforts? Systems Thinking
Learning Outcomes
Initial Thoughts about Systems Thinking
System Theory Concepts
Social Systems
Reflection Questions
Getting to Outcomes (GTO)
Policy Views of Education System Reform (1970–1990s)
“Fixing” the System (1970s–1990s).
School Systems in Changing Environments
Accepting Systems Thinking
Components of the Education System
Components of Systems in Change
Characteristics of Systemic Policy
Elements of Systemic Reform
Reflection Questions
Working Systemically in Schools
Components as Subsystems
Organization Levels as Subsystems
Individual Competencies as Subsystems
The System as a Cube
Competencies from Other Writers
Effects of Working Systemically
Outcomes for Educators
Results for Students
Reflection Questions
Facilitators and Barriers to Working Systemically in Higher Education: A Case from Mexico
Facilitators of the Change
Barriers to the Change Process
Reflection Questions
Limitations of Working Systemically
Current Recommendations for Developing Competencies and Capacities
From the Organization Consultant
From the School Board
From the Superintendent
Summary
Reflection Questions
Discussion Questions
Applying Systems Thinking to Facilitating Change Processes
Applying Systems Thinking in Research and Program Evaluation Studies
Learning More about Systems and Systems Thinking
Chapter 10 How Do Communication Activities and Change Agents Affect the Change Process? The Diffusion Perspective
Learning Outcomes
The Long and Rich History of the Diffusion Perspective
Rich History of Research and Applications
Communication within the Lines and Networks
Components of Interpersonal Communication
Understanding Communication Networks
Implications of Communication Networks for Facilitating Change
Reflection Questions
Communication of Innovations: Who Is Doing What?
Elements Within Communication: Note Taking
Implications of Noting One-on-One Interactions for Facilitating Change
Reflection Questions
Characteristics of Adopters
Five Adopter Categories
Innovators Are Excited About Trying Something New.
Early Adopters Think Before Adopting.
Early Majority Are Careful.
Late Majority Are Cautious.
Laggards Resist the New.
The Flow of Information Across Adopter Categories
Opinion Leaders
Opinion Leaders in Opposition
Communicating Across Adopter Categories
The Rate of Innovation Adoptions
Reflection Questions
The S Curve Explains It All
Critical Mass Signifies an Important Point.
Implications of Adopter Categories for Facilitating Change.
Perceptions of the Innovation
Perceived Attributes of the Innovation
Relative Advantage.
Compatibility.
Complexity.
Trialability.
Observability.
Addressing Perceived Attributes of the Innovation
The Role of Change Agents
Reflection Questions
Summary
Discussion Questions
Applying the Diffusion Perspective in Facilitating Change Processes
Applying the Diffusion Perspective in Research and Program Evaluation Studies
Learning More about Diffusion
Chapter 11 In What Ways Can Team Member Skills and Process Consultants Affect Implementation? Organization Development (OD)
Learning Outcomes
What is Organization Development?
The Beginnings of OD
OD Definitions across the Decades
Training and Planning.
Changing OD Definitions.
Reflection Questions
Team/Group Process Skills
Team Process Skills
Ideal Teams.
Team Decision Making.
Developing Consensus.
Data and Feedback.
Brainstorming.
Force-Field Analysis.
Meeting Skills
Team/Group Process Strategies
Problem Solving.
Action Research.
Strategic Planning.
“SWOT.”
Making Strategic Planning Real
Obtaining Evidence: Indicators and Measures.
Individual Team Member Process Skills
Reflection Questions
Learning OD Tools and Techniques
Survey Feedback.
Exercises.
Building Consensus.
Team Functioning.
OD Exercises Are Job-Content Free
Finding and Sharing OD Exercises
Reflection Questions
Using OD to Change Whole Organizations
Assessing and Developing Climate/Culture
Comparing Measurement of Climate and Culture
Reflection Questions
Organization Development Process Consultants
OD Consultants at Work
Planned Change Steps.
OD Consultant Issues
Summary
Discussion Questions
Applying Organizational Development in Facilitating Change Processes
Applying Organizational Development in Research and Program Evaluation Studies
Learning More about Organizational Development
Part V Combining Views Perspectives, Constructs, Tools, Applications, and Implications
Chapter 12 How Can Change Science Constructs be Combined to Understand, Assess, and Lead Efforts to Implement Change? Data-Based and Conceptual Examples
Learning Outcomes
Assessing Implementation in Program Evaluation and Research Studies
Units of Change: Systems, Organizations, Groups, Individuals
The System as the Unit of Change.
An Organization as the Unit of Change.
Teams or Divisions as the Unit of Change.
The Individual as the Unit of Change.
CBAM Begins with the Individual
Reflection Questions
District Case: Evaluating and Facilitating Implementation of Systems Change
The Intervention Game Plan
Function I: Developing, Articulating and Communicating a Shared Vision of the Intended Change
Function II: Planning and Providing Resources
Function III: Investing in Professional Learning
Function IV: Checking Progress
Function V: Providing Continuous Assistance
Function VI: Creating a Context Supportive of Change
Implementation Assessment Findings
Stages of Concern of Teachers.
Subgroup SoC Profiles.
Change Facilitator Stages of Concern.
Recommendations Based on SoC
Reflection Questions
The Implementation Bridge: Using LoU and IC to assess Change Progress
A School District Superintendent Wants to Know.
Assessing Extent of Implementation (Levels of Use and Innovation Configurations).
Action Research Can Happen.
Two Snapshots Are Better than One.
LoU across Two Years.
Measuring Fidelity of Implementation (Innovation Configurations).
Reflection Question
Implications of Using Combinations of Change Constructs by Evaluators, Researchers, and Leaders Facilitating Change
Three Major Change Science Questions that need More Attention
Sustaining Change Represents Different Challenges.
Implementing Multiple Innovations at the Same Time Is Reality.
Assessing MAD Strategies.
MAD Thinking as Braiding.
Outputs and Outcomes Are Different
Using IC to Construct a Shared Macro System View
Conceptual and Operational Interrelationships among SoC, LoU, and IC
Three Orthogonal Constructs
SoC × LoU
LoU × IC
IC × SoC
There is More to Implementing Change than SoC, LoU, and IC
Relationships Between Principal CF Style Organization Culture and Student Outcomes
The Possibility of Principal Effects on Test Scores.
Principal CF Style and Student Test Scores, Study Findings.
Principal CF Style and School Organization Culture.
Three CF Styles, Three Organization Cultures.
CF Style and Leader Succession.
A Systemic View of Implementing Change.
Reflection Questions
Systems View, Holistic Thinking
Using IC to Construct a System View
Support at All Levels of the Organization
Impetus for Change
Sustaining Continues to be the Neglected Phase
Final Reflections about Implementing Change
Ethical Issues in Facilitating Change
Understanding the Constructs.
Responsible Use.
What about the Ethics of Change Agentry?
Ethical Behavior from a Concerns Based Perspective
Wrong Interventions.
Deliberate Manipulation.
Continue to Ask the Ethics Question
In Conclusion
The Caveat
A Final Phrase

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