Mod5


 * module 5 > lesson 1 **

** Introduction **
Over the years, educational researchers, practitioners, as well as people for business and industry have been frustrated because their program or intervention was not adopted, implemented properly, or did not have the impact that they wished. Considerable amounts of information and research is now available that shed considerable light on the "change" process. That is, the methods and means people use to facilitate the adoption and implementation of something new. Instructional or Performance Technologists are often considered change agents; people who design and implement new things to facilitate learning and performance. As such, it is important for Instructional and Performance Technologists to understand the "change" process as well as methods and means for facilitating change. Given the task to identify, design, develop and/or implement a new intervention, describe how you would apply a specific change management concept or principle to facilitate the adoption and implementation of the intervention.
 * Context **
 * Objectives **
 * Resources**
 * HPT: Chapters 5, 12, 26 and 40
 * Appreciative Inquiry (pdf)
 * Organizational Change (pdf)
 * Diffusion of Organizational Innovations (pdf)
 * Change Management (pdf)

** module 5 > lesson 2 **

** Change Management **
Instructional Designers and Performance Technologists are change agents and play a significant role in initiating, creating, promoting, facilitating, implementing, managing, and evaluating interventions that are designed to promote changes in human learning, behavior and performance. Thus, it is important for d esigners and t echnologists to understand the change process and learn how to foster change. Powers and Dormant (1999) identify and discuss key concepts associated with change and the adoption of innovations. In this supplement, I review a number of the key concepts as well as expand on several important aspects based on my experience and additional readings in the area. Fuller (1999) presents a systematic approach for moving organizations from a typical concentration on training to a broader focus on human performance improvement. Fuller applies a number of key change concepts in his approach that may also help you change the focus of your organization. I do not spend much time reviewing Fuller's work, so be sure to read and review Chapter 14 carefully. Please keep in mind, this module alone is not meant to replace the readings; rather, it is designed to help you identify, process, and apply key change concepts. Some of these concepts are from the HPT Handbook. I only mention them to provide you with more depth. It is recommended that you conduct further research. Change may be viewed as a **process** by which an **innovation** is communicated through various **channels** and adopted **over time** among the members of a **social system**. A closer look at the key terms included in this view (above) further delineates the concept of Change. The evolution of Change Management: We will now look at these elements in greater detail. **Change Process** As Dormant (1999) states, change is a process, not an event. According to him, the change process (or more precisely, the process in which people accept change or adopts an innovation) can be divided into five user stages. Furthermore, depending on the user stage, Dormant suggests that change agents should apply different strategies to facilitate the process (as depicted in Table 3.1). Table 3.1. Change process divided into stages and related strategies Alternative models of the change process note similar, but somewhat different stages. For example, Rogers (1983) suggests the change process may be broken down into 5 key stages, including: In comparison, the Concerns-Based Analysis Model (CBAM) posit 7 stages of concern associated with change and the adoption of an innovation, including: > (Hall, George, & Rutherford, 1986; Hall & Horde, 1987) The primary value of identifying various stages of change is that it allows change agents to (a) determine where individuals and groups are in the process, and (b) design messages that are specific to where individuals and / or groups are in the process to bring potential adopters to the next stage and facilitate the overall process. For example, let's say I was trying to get a company to adopt Web-based training (WBT) using the Concern-Based Analysis Model (CBAM). After a series of meetings, I find that the majority of managers are expressing concerns over how to coordinate the use of WBT with others, but most employees are expressing concerns about his / her personal role in the use of WBT. Applying CBAM, I see that most managers are already be at Level 5, noting concerns regarding Collaboration. In comparison, most employees appear to still be at Level 2, identifying Personal concerns. In such a situation, I realize that sending managers and employees the same message would be a mistake. They are apparently at different stages of adopting WBT and thus, should be sent different messages to optimize the change process.
 * Overview**
 * Key Elements**
 * **Process** - A series of actions or functions that consists of various stages and brings about a result.
 * **Innovation** - An idea, practice, or object that is perceived as new by an individual or other unit of adoption.
 * **Channels** - Means by which message gets from one individual to another (Mass Media vs. Interpersonal).
 * **Over time** - S-shape rate of adoption (speed with which an innovation is adopted).
 * **Social System** - A set of interrelated units that are engaged in joint problem solving to accomplish a goal.
 * Early 1900's - Disciplinary cliques that studied one kind of innovation.
 * Mid 1960's - Gradual breakdown of formerly impermeable boundaries.
 * 1980-90's - Trend continues with increasing popularity. New fields are born (e.g., MOT, Change Management, Learning Organizations).
 * **Stage** || **User Stages** || **Strategy** ||
 * 1 || **Awareness** (Passive, little to no information or opinions) || **Advertise** (Be credible and positive, appeal to needs) ||
 * 2 || **Curiosity** (More active, express job concerns, asks about work) || **Inform** (Identify concerns, emphasize pluses, not negatives) ||
 * 3 || **Visualization** (Active, expresses work-related job concerns) || **Demonstrate** (Give images of success, provide demos, connect with peers) ||
 * 4 || **Tryout** (Has opinions about innovation, interested in learning how it works) || **Train** (Provide training, job aids & checklists, promise follow-up) ||
 * 5 || **Use** (Uses innovation, asks in detail about use. || **Support** (Provide tech. help, reinforcement and recognition). ||
 * 1) Knowledge
 * 2) Persuasion
 * 3) Decision
 * 4) Implementation
 * 5) Confirmation
 * 1) Awareness (little concern or involvement)
 * 2) Informational (interest in general characteristics, effects, requirements)
 * 3) Personal (concern for his/her role in relation to reward structure, decision making, commitment)
 * 4) Management (process & tasks for using innovation)
 * 5) Consequences (impact on students)
 * 6) Collaboration (coordination with others in use)
 * 7) Refocusing (exploring more universal benefits)
 * Alternative Approaches**
 * **Approach** || **Description** ||
 * **Rational**
 * Empirical** || People are rational and will follow their self interest - once it is revealed to them. Change is based on the communication of information and the proffering of incentives. ||
 * **Power

Coercive** || People are basically compliant and will generally do what they are told or can be made to do. Change is based on the exercise of authority and the imposition of sanctions. || Bennis, W.G., Benne, K.D., & Chin, R. (1969) //The Planning of Change// (2nd Ed.). New York: Holt, Rinehart and Winston.
 * **Environmental**
 * Adaptive** || People oppose loss and disruption but they adapt readily to new circumstances. Change is based on building a new organization and gradually transferring people from the old one to the new one. ||


 * module 5 > lesson 3**

Characteristics of Innovations
According to Rogers (1983), and further elaborated by Dormant (1999), innovations have certain characteristics that affect the degree and rate they are adopted. In other words, when presented with an innovation, the assessment of one or more of the characteristics by potential adopters will affect whether they adopt/accept the innovation or not. Originally, Rogers identified 6 such characteristics, including: Later, Dormant (1999) refined the list to include 5 characteristics: As you describe proposed performance interventions to potential and/or targeted adopters, you should consider and address each of the aforementioned characteristics to increase the acceptance and accelerate the rate of adoption of the innovation. The adoption of innovations are said to follow an S-Curve as depicted in Figure 3.1. In short, a relatively small percentage of people within an organization (typically labeled Innovators) will adopt an innovation because of their interest in new ideas. Then, as long as the innovation exhibit positive characteristics (as noted earlier in the supplement), it will go through a stage of rapid growth or adoption, starting with Early Adopters (or opinion leaders), proceeding to the largest group within an organization, referred too as Middle Adopters. Finally, a small percentage of the population, known as Laggards, may adopt the innovation. //Figure 3.1 S-Curve representing the rate of adoption over time.//
 * Innovations (Characteristics Affecting Adoption)**
 * **Relative Advantage** - The degree to which an innovation is perceived as being better than the idea, practice, or object it supersedes in terms of money or status //(Individual vs. system incentives; Positive vs. negative incentives; Monetary vs. non-monetary incentives; Immediate vs. delayed incentives)//
 * **Compatibility** - The degree to which an innovation is perceived as consistent with existing values, past experiences, and needs of potential adopters. More consistent, less uncertainty, increased rate of adoption //(Clustering, Positioning, Naming)//
 * **Complexity/Simplicity** - The degree to which an innovation is perceived as relatively difficult to understand and use. Negatively related to rate of adoption. Innovation should be easy to understand, easy to learn, easy to use.
 * **Triability** - The degree to which an innovation may be experimented with on a limited basis. Directly related to immediate and reoccurring costs. Positively related to rate of adoption.
 * **Observability** - The degree to which the results of an innovation are visible to others. Positively related to rate of adoption.
 * **Modifiability** - The degree to which innovation may be changed to fit specific situation. “Not invented here syndrome.”
 * **Relative Advantage;**
 * **Compatibility;**
 * **Simplicity;**
 * **Adaptability** (same as modifiability); and
 * **Social Impact** - The degree to which the innovation affects social relationships, negatively related to adoption rate).
 * Adoption Rate Over Time**



The adoption curve suggests that to maximize the rate of adoption, change agents should focus on identifying and addressing the concerns and interests of Early Adopters / Opinion Leaders and Middle Adopters. This is not to say that Innovators and Laggards should be ignored. In fact, Innovators, who are //credible// in the eyes of potential users, can facilitate change by modeling and demonstrating the use of an intervention. It may also be wise to address the concerns of highly vocal Laggards, who may inhibit the change process with their negativity. Now, let's take a closer look at the various people who may affect the change process. A number of people, primarily internal, but some external to the organization, may have a significant influence on the change process. Labels, given to such people, include: Knowledge of the individuals who represent each of these groups can greatly facilitate the change process. For example, Sponsors have may the power and influence to initiate an intervention, as well as to legitimize it and provide continuing support. Identifying and gaining the support of key Sponsors can help ensure the success of your intervention. Similarly, earning the trust of Gatekeepers can help you identify and contact key Sponsors.
 * Social System**
 * **Change Agent / Change Samurai** - Coaches and consults with target adopters / users, facilitates and executes change (typically external to organization).
 * **Change Champion** - Advocates change, influences decision makers (internal to organization).
 * **Executive Sponsor** - Highest placed person, authorizes expenditures, arbitrates resource allocation conflicts (internal to organization).
 * **Implementation Sponsor** - Closest to target audience; controls departmental budgets, schedules, and politics (internal to organization).
 * **Project Manager** - Responsible for task output (internal to organization).
 * **Target Audience** - Consist of Innovators, Opinion Leaders, Early Adopters, Middle Adopters, and Laggards (internal to organization).
 * **Gatekeepers -** Little formal authority or interest in change. Has the power to open or close gates to leaders, information, and/or resources (internal to organization).

** module 5 > lesson 4 **

** Change Agents **
Since you will probably take on the role of a Change Agent, let's take a look at the what constitutes an effective Change Agent. Effective Change Agents: Are you an effective Change Agent? Review the characteristics, listed above, and identify the characteristics you already portray and highlight those you can work on to improve your ability to affect change. Dormant (1999) also provides recommendations for HPT professionals responsible for facilitating change. As noted above, effective Change Agents use Power Bases to facilitate change, adoption and implementation. So what are Power Bases and how do you utilize them? Powers (1999) identifies and describes a number of Power Bases including: Be sure to read research the description of each Power Base (if you haven't done so already) so you can optimize the use of exiting bases, as well as develop additional sources of Power. In short, Change Agents, as well as others within an organization, may have one or more sources of power, and the more bases you have, the more power you have to influence change. To make the most of existing Power Bases, as well as to develop other bases, you should:
 * Overview**
 * Are responsible for designing, developing and implementing performance interventions.
 * Must purge personal concerns and expectations, listen to and acknowledge the needs of others, and seek genuine consensus within group.
 * Gain considerable business knowledge, including the:
 * Political system (information control and formal positions)
 * Rational decision making system (information flow)
 * Problem solving system (constant search for improvement)
 * Emotive system (decisions based on feelings)
 * Earn respect from top management, supervisors, and operating members.
 * Orchestrate effective and efficient meetings.
 * Communicate, counsel, and coach.
 * Develop on-going relationship with internal sponsors.
 * Use participation and involvement to engage and work with others.
 * Use Power Bases to facilitate change, adoption and implementation
 * Power Bases**
 * Expertise
 * Information Power
 * Political Access
 * Staff Support
 * Tradition
 * Credibility
 * Assessed Stature.
 * Present non-threatening image
 * Diffuse opposition
 * Align with powerful others
 * Develop liaisons
 * Strike while iron is hot
 * Research issues so you know what you are talking about
 * Use neutral cover and language
 * Nurture key players in change

**module 5 > lesson 5**

Other Change Factors

 * Other Factors Affecting Change**
 * Type of innovation decision - Optional vs. Collective vs. Authority
 * Nature of social system - Norms and degree of interconnectedness
 * Diffusion effect - Cumulative increase in influence upon an individual to adopt or reject an innovation, resulting from peer networks.
 * Over-adoption - Technology for technology sake. Perceived but unfounded need
 * Myths**
 * Consensus requires total agreement. Chosen option has most acceptance. Everyone does not have to support decision, must agree not to inhibit decision.
 * Support functions are rarely helpful.
 * Only few can be powerful
 * A participative organization is founded on democracy
 * Managers are bad if they take charge and give directions
 * Change Plan**
 * Goals and objectives
 * Constraints and boundaries
 * Key roles and reporting responsibilities
 * Potential problems
 * Tentative work plan (key events & tasks, resource requirements, primary people responsible, methods for evaluating change)