Strategies for Managing Change regarding the adoption/use of
R4L Resources
Overview
• How the change is implemented is critical
for the successful adoption of new
information resources
• Review several models and concepts for
managing change
• Apply these methodologies to your
institutional setting regarding the adoption
of Research4Life resources
Broad Concept of Change
“Change is a permanent part of life. No matter
who we are, where we live, how old or young,
we all make changes in our lives. Most of us
struggle with change…
The ways we change inside, the ways we grow
and learn, and become transformed are
because of the changes in our lives.”
Orlando A, Anaam C. The Change Agent
http://www.nelrc.org/changeagent/ (accessed 25 May
2014)
Change agent
an individual who influences clients’ decisions in
a direction deemed desirable by a change
agency; roles include:
• develop the need for change
• diagnosis the problem
• establish information exchange channels
• create an intent to change in the clients
• translate an intent into action
• stabilize adoption and prevent discontinuance
Conditions for successful change
• dissatisfaction with the status quo
• people have the necessary knowledge and
skills
• tools needed to are available
• implementers have time to learn, adapt,
integrate and reflect on change
• rewards or incentives exist for participants
• participation in process is expected and
encouraged
• have support for innovation by key players
and stakeholders
Resistance to change
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lack of trust
perception that change is not necessary
perception that change is not possible
relatively high cost
fear of personal failure
loss of status or power
threats to values and ideas
social, cultural or organizational
disagreements
• resentment of interference
Exercise 1
•
Think of one successful change in your
work environment. List the successful
change variables that were in place. What
was the critical factor(s) for the success of
the change?
•
Think of some unsuccessful change from
your environment. List the resistance to
change variables that were present. What
was the critical factor(s) that thwarted the
change?
Exercise 1 continued
• Regarding the use and implementation
of R4L programs, list some of potential
resistance to change factors in your
institutional setting.
Everett Rogers:
Innovation/Decision Process Model
Surry, Daniel & Ely, Donald P. Adoption, Diffusion, Implementation and
Institutionalization of Educational Technology (accessed 18 Aug 2015)
www.usouthal.edu/coe/bset/surry/papers/adoption/chap.htm
Change Management Model
•
Unfreezing phase – recognition that old ways
are no longer appropriate & that change is
needed
– Activities: initial problem identification,
preparing the ground and communication and
obtaining data
•
Changing phase - selection of an appropriate
and promising approach
– Activities: obtaining data, problem diagnosis,
action planning, implementation, follow-up and
stabilization, assessment of consequences
•
Refreezing (consolidation) phase –
realization of benefits of change as it is
incorporated into the culture
– Activities: assessment of consequences,
ongoing monitoring, learning from process
‘Lewin’s Change Management Model: Understanding the Three Stages
of Change’ (accessed 18 Aug 2015)
www.nwacademy.nhs.uk/sites/default/files/86_1722011_lewin_s_change
_management_model.pdf
Rogers: S-shaped Curve
a period of slow adoption before experiencing a sudden
period of rapid adoption and then a gradual leveling off
Rogers, EM. Diffusion of Innovations, 5th ed. New York: Simon & Shuster, 2003
Adoption (Bell Shaped) Curve
Rogers, EM. Diffusion of Innovations, 5th ed. New York: Simon & Shuster, 2003
Adopter Categories Definitions
• Innovators
– have a great interest in new ideas and a desire to
be daring and risky
– can cope with uncertainty regarding change
– may not be respected by other members of the
organization
• Early Adopters
– are the critical group for change/opinion leaders
– contain role models for others that respect them
for judicious ‘innovation decisions’
– are not too far ahead of the organization as
compared to innovators
– decrease uncertainty when they adopt new ideas
Adopter Categories Definitions
• Early Majority
– adopts new ideas before the average members of
the organization
– not opinion leaders/make decisions slowly and
carefully
– follow with deliberate willingness in adopting
change but rarely lead
• Late Majority
– adopts innovations after the majority of the
organization
– generally are skeptical and cautious
– respond to pressure from their peers and new
organizational norms
Adopter Categories Definitions
• Laggards
– are isolated and interact with others
with traditional values
– usually make decisions on what has
been done in the past
– possess almost no opinion leaders
– often are suspicious of change and
change agents
Rogers, EM. Diffusion of Innovations, 5th ed. New York: Simon & Shuster, 2003
Exercise 2
For the successful utilization of R4L resources
in your institution, identify individuals that would
be:
• Innovators
• Early adopters
• Early majority
• Late majority
• Laggards
• Opinion leaders in the early adopters’
group
Exercise 2 continued
• List two or three strategies you would
use to work with the opinion leaders.
• How would you deal with the laggards
(and you can be honest)?
Useful Strategies
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establish a sense of urgency
create a guiding coalition
develop a compelling vision and strategy
communicate the change vision widely
empower stakeholders for broad-based
action on the vision
generate short-term wins
consolidate gains and produce more
change
anchor new approaches in organizational
culture
Exercise 3
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For your institution’s adoption of R4L resources,
how would you utilize the strategies and
suggestions listed above?
What would be most useful and why?
Identify the key (most difficult) issues to
overcome for the successful adoption/utilization
of R4L.
What strategies do you propose to surmount
these hurdles?
Implement the strategy that you have developed
(to be done after the completion of the course)!
Strategy for Stakeholders
• Identify the stakeholders’ groups whose
commitment is required.
• For each type of stakeholder, describe the
needed change, perceived benefits and
expected resistance.
• Develop action plans including ones for the
stakeholder groups that are not sufficiently
committed.
• One critical group often ignored is higherlevel administration; they must be included
one of the key groups.
Exercise 4
• For the optimal use of R4L resources,
who are the key ‘stakeholder groups’?
• How would each group benefit from
these resources?
• Which would be the most difficult group
to work with and what strategy would
you use?
• How would you involve the
administration?
Cautionary note
Consequences of innovation can include
desirable and undesirable consequences:
– direct or immediate results
– indirect results or consequences that are a
result of the innovation
– anticipated or recognized/intended changes
– unanticipated consequences that are neither
intended or recognized
Goal of innovation or change
• Dynamic equilibrium
– Change occurs at a rate that the institution
can cope with it
– System can adapt to the change
– The organization is not overloaded with too
rapid change that leads to an inability to
adjust or disequilibrium
– Can this be achieved with R4L resources?
References
Lewin’s Change Management Model: Understanding the Three Stages
of Change (accessed 18 Aug 2015)
www.nwacademy.nhs.uk/sites/default/files/86_1722011_lewin_s_chan
ge_management_model.pdf
Rogers, Everett M. Diffusion of Innovations 5th ed., Simon & Schuster,
2003
Surry, Daniel & Ely, Donald P. Adoption, Diffusion, Implementation and
Institutionalization of Educational Technology (accessed 18 Aug 2015)
www.usouthal.edu/coe/bset/surry/papers/adoption/chap.htm
Updated 2015 08