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Implementing Change : Patterns, Principles, and Potholes

by: Hall, Gene E.; Hord, Shirley M.

Implementing Change : Patterns, Principles, and Potholes

by: Hall, Gene E.; Hord, Shirley M.

ISBN 13:
9780205162222
ISBN 10:
0205162223
Edition: 1st
Format: Paperback
Copyright: 01/01/2001
Publisher: Allyn & Bacon
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Summary

This book focuses on the process of educational change and leadership using the Concerns Based Adoption Model (CBAM) as a conceptual framework.The change process in schools is made complex by the wide range of educational innovations. These require effective leadership that recognizes the role people play. If the focus of change is solely on technology and if the personal side is not addressed, the result is resistance and implementation failure. This book addresses those concerns using the CBAM Model in a useful and immediately applicable format.Each chapter in the book is organized to move from concept to application covering: research, a clear description of the change concept, case studies, examples, discussion questions, and activities.

Preface

PART ONE The Context for Implementing Change

(34)

Implementing Change: Patterns, Themes and Principles

(18)

Principles of Change

(14)

Change Is a Process, Not an Event

(2)

There Are Significant Differences in What Is Entailed in Development and Implementation of an Innovation

(1)

An Organization Does Not Change until the Individuals Within It Change

(1)

Innovations Come in Different Sizes

(1)

Interventions Are the Actions and Events That Are Key to the Success of the Change Process

(1)

Although Both Top-Down and Bottom-Up Change Can Work, a Horizontal Perspective Is Best

(3)

Administrator Leadership Is Essential to Long-Term Change Success

(1)

Mandates Can Work

(1)

The School Is the Primary Unit for Change

(1)

Facilitating Change Is a Team Effort

(1)

Appropriate Interventions Reduce the Challenges of Change

(1)

The Context of the School Influences the Process of Change

(3)

Summary

(2)

Examining Initiatives and Innovations: A Historical Perspective

(15)

How Changes for Schools Have Evolved

(2)

The Behavioral Perspective

(1)

The Cognitive Perspective

(1)

The Socially Responsible Perspective

(1)

The Escalating Scope of School Change

(2)

Waves of Reform

(1)

Policy Approaches to Change

(1)

Much Ado about Changes

(2)

Implementation Is the Issue

(3)

Summary

(5)

PART TWO Tools and Techniques for Change Facilitators

(68)

Clarifying the Change: Innovation Configurations

(20)

The Change: What It Is and Is Not

(1)

Innovation Adaptation

(1)

Innovation Configurations as a Concept

(1)

Mapping Innovation Configurations

(10)

Innovation Configuration Maps

(9)

Innovation Configurations: Applications and Implications

(1)

Using IC Maps to Facilitate Change

(1)

Using IC Maps in Research, Evaluation, and Implementation Assessments

(1)

The Fidelity Enigma

(2)

Summary

(3)

Understanding Feelings and Perceptions about Change: Stages of Concern

(24)

The Personal Side of Change

(1)

Stages of Concern about an Innovation

(2)

Fuller's Unrelated, Self, Task, and Impact Concerns

(1)

Connecting Concerns to Teacher Education

(1)

Concerns and the Change Process

(3)

Identifying the Stages of Concern

(2)

Why Are They Called ``Stages'' of Concern?

(1)

Can There Be Concerns at More Than One Stage?

(1)

Are There Typical Concerns Profiles?

(1)

Techniques for Assessing Stages of Concern

(7)

The One-Legged Interview

(1)

The Open-Ended Statement

(1)

The Stages of Concern Questionnaire

(1)

Characteristic Stages of Concern Profiles

(3)

Implications of Resistance in Stages of Concern Profiles

(5)

Summary

(3)

Exploring the Use of Innovations: Levels of Use

(23)

The Levels of Use Concept

(5)

Nonusers

(2)

Users

(2)

Assessing an Individual's Level of Use

(5)

The LoU Branching Interview

(1)

The LoU Focused Interview

(4)

Applying Levels of Use

(4)

Facilitation of Change

(3)

Motivation for Movement in LoU

(1)

Evaluation of Change

(1)

Sidelights about LoU

(4)

Summary

(4)

PART THREE The Imperative for Leadership in Change

103

(66)

Describing What Change Facilitators Do: Interventions

104

(22)

Intervention Definition

105

(2)

Intervention Delivery

107

(1)

Six Functions of Interventions

107

(6)

Developing, Articulating, and Communicating a Shared Vision of the Intended Change

108

(2)

Planning and Providing Resources

110

(1)

Investing in Professional Learning

110

(1)

Checking on Progress

111

(1)

Providing Continuous Assistance

112

(1)

Creating a Context Supportive of Change

112

(1)

Additional Kinds of Interventions

113

(2)

Communicating Externally

114

(1)

Disseminating Information

114

(1)

Sizes of Interventions

115

(3)

Policies

115

(1)

Game Plan Components

115

(1)

Strategies

116

(1)

Tactics

116

(1)

Incidents

116

(2)

The Anatomy of Interventions

118

(3)

Source

118

(1)

Target

119

(1)

Function

119

(2)

Summary

121

(5)

Defining Change Facilitator Style: Different Approaches Produce Different Results

126

(22)

The History of Research on Leaders and Leadership

128

(2)

The Legacy of Research on Leadership

128

(1)

Studies of Leaders during the Change Process

129

(1)

The Concept of Change Facilitator Style

130

(4)

Three Change Facilitator Styles

131

(3)

Discussion and Implications of Change Facilitator Style

134

(6)

A Continuum of Change Facilitator Styles

134

(1)

Additional Research and Support for Change Facilitator Styles

135

(1)

Research Relating Change Facilitator Style to Implementation Success

135

(1)

Metaphors for Change Facilitator Styles

136

(1)

Underlying Dimensions of Change Facilitator Styles

137

(1)

Changing Change Facilitator Style

137

(3)

Change Facilitator Style as a Significant Factor in Change

140

(4)

Change Facilitator Style as a Heuristic

140

(1)

Working with Different Change Facilitator Styles

140

(1)

The Relationship of Change Facilitator Style to Other Factors

141

(1)

Changes in Change Facilitator Style

141

(1)

The Relationship of Change Facilitator Style to Organizational Variables

142

(2)

Summary

144

(4)

Expanding Views of Change Leadership: The Change Facilitator Team

148

(21)

The Leader Doesn't Do It Alone: The Case for a Second Change Facilitator

149

(4)

The Second Change Facilitator Role

150

(1)

Formalized Examples of Second Change Facilitator Roles

151

(2)

The Third Change Facilitator Role

153

(1)

No School Is an Island: The External Change Facilitator Role

153

(1)

Change Facilitator Role Functions

154

(2)

Change Facilitator Teams

156

(4)

Working as a Change Facilitator Team

156

(1)

Change Facilitator Team Functions

156

(4)

Change Facilitator Team Dynamics and Principal Change Faciliator Style

160

(6)

Elements of Change Facilitator Team Dynamics

160

(1)

Different Change Facilitator Styles Mean Different Change Facilitator Team Dynamics

161

(2)

The Role of the External Change Facilitator in a Responder Change Facilitator Team

163

(3)

Summary

166

(3)

PART FOUR Constructing and Understanding the Different Realities of Change

169

(60)

Constructing Understanding of Change: Intervention Mushrooms

170

(20)

Introducing Mushrooms: A Unique Form of Intervention

172

(2)

Two Ways of Knowing: Objectivist and Interpretivist

173

(1)

Intervention Mushrooms Are Constructed

174

(2)

Four Aspects of Intervention Mushrooms

175

(1)

The Life Cycle of Intervention Mushrooms

176

(2)

The Birth of a Mushroom

176

(1)

The Growth of a Mushroom

176

(2)

The Maturity of a Mushroom

178

(1)

Keys to the Construction of Intervention Mushrooms

178

(6)

Levels of Use as a Rubric for Developing Understanding of Mushrooms

178

(2)

Stages of Concern as a Source of Mushrooms

180

(2)

Change Facilitator Style and Mushrooms

182

(2)

Dealing with a Growing Mushroom

184

(1)

Evergreen Mushrooms

185

(2)

Summary

187

(3)

Considering a Set of Organizational Factors: Culture

190

(16)

Emphasis on the Individual

192

(2)

Context? Climate? Culture?

194

(1)

Attention on the School Organization

195

(2)

The Professional Learning Community Context

197

(3)

Shared Values and Vision

198

(1)

Collective Learning and Application

198

(1)

Supportive and Shared Leadership

198

(1)

Supportive Conditions

199

(1)

Shared Personal Practice

199

(1)

Leadership in a Professional Learning Community

200

(2)

Summary

202

(4)

A Systemic View: The Concerns-Based Perspective in Action

206

(23)

Systemic Applications of Elements of the Concerns-Based Adoption Model

207

(2)

Districtwide versus Site-Based Implementation Support

209

(12)

Case One: Two Intervention Strategies, Districtwide Support versus Site-Based Coaching, and Stages of Concern

210

(6)

Implications and Recommendations from the Two Models of Implementation Support

216

(1)

Case Two: Districtwide Use of Master Teachers, Extent of Implementation, and Student Outcomes

217

(4)

A Sampling of CBAM Research and Evaluation Activities from around the World

221

(2)

Issues and Implications

223

(4)

Summary

227

(2)

The Caveat

227

(1)

A Final Phase

227

(2)

Appendix 1 Stages of Concern Questionnaire

229

(4)

Appendix 2 SoCQ Quick Scoring Device

233

(2)

Appendix 3 Levels of Use of the Innovation

235

(4)

Appendix 4 Six Dimensions of Change Faciliator Style

239

(4)

Index

243

Amazon no longer offers textbook rentals. We do!

Implementing Change : Patterns, Principles, and Potholes

Implementing Change : Patterns, Principles, and Potholes

9780205162222

0205162223

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Implementing Change : Patterns, Principles, and Potholes

Implementing Change : Patterns, Principles, and Potholes

9780205162222

0205162223

Summary

Table of Contents

Supplemental Materials

Write a Review

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