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.

Dr. Gene E. Hall earned his Ph.D. from Syracuse University and launched his academic career with eighteen years as a faculty member and project director with the national R&D Center for Teacher Education at The University of Texas at Austin. Since then he has been a Professor of Educational Leadership at the University of Florida, Northern Colorado, and UNLV. He twice has served as the Dean of a College of Education. Dr. Hall’s main line of research has been related to the change process in organizational settings. He is the lead architect of the Concerns Based Adoption Model (CBAM), which places heavy emphasis on understanding and facilitating the personal side of change. This model and the related research and training programs have been tested and applied in many types of organizations including schools, business, government, and the military. The work also is widely studied and applied in other countries including Australia, Belgium, Canada, England, Hong Kong, Ireland, The Netherlands, Singapore, and Taiwan. He also has had career-long involvement with teacher education, especially in relation to national accreditation and program innovation. His other publications include: Introduction to Teaching: Making a Difference in Student Learning (with Linda F. Quinn and Donna M. Gollnick, SAGE); Handbook of Teaching and Learning (with Linda F. Quinn and Donna M. Gollnick, Wiley-Blackwell); and Foundations of American Education: Becoming Effective Teachers in Challenging Times (with J. Johnson, D. Musial, and D. Gollnick, Pearson).

Dr. Shirley M. Hord received her Ph.D. from The University of Texas at Austin. She dedicated her career to engaging teachers, school leaders, and scholars in creating and implementing strategies for increasing learning. Her special passion has been being a champion for children learning. She is a recognized teacher, teacher educator, and facilitator of adult learning. In addition to her contributions to change science, she has been widely engaged with endeavors related to developing professional learning communities. Her other publications include: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, Meaning and Implementing Change Through Learning: Concerns-Based Concepts, Tools and Strategies for Guiding Change (with J. Roussin, Corwin); and Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with E.F. Tobia, Teachers College Press).

Part I: Two Basics of Implementing Change: Assumptions & Interventions

1. What Key Patterns and Lessons Have We Learned About Implementing Change: Change Principles

2. What Actions and Events Are Key to Facilitating Change Processes: Interventions

 

Part II: The Three Diagnostic Dimensions for Assessing Change: Concerns, Using, and Fidelity

3. What is "It?": Innovation Configurations

4. How Can the Different Feelings and Perceptions About Change Be Understood and Addressed: Stages of Concern

5. How Do Behavioral Profiles  Evolve as Implementers Progress from Not Using to Expert: Levels of Use

 

Part III: Leading Change Across the Organization

6. How Do Leaders Make a Difference in Implementing Changes: Change Facilitator Style

7. How Can the Organization's Culture Support Implementing Changes: A Culture of Continuous Improvement

8. What is a Part of the Change Process That Is Not Controlled by the Leaders or the Followers: Intervention Mushrooms

 

Part IV: Different Perspectives for Understanding the Big Picture of Change: Systems, Diffusion, and Organization Development

9. How Can Understanding the Interconnections of Parts that Make a Whole Affect the Success of Change Efforts: Systems Thinking

10. How Do Communication Activities and Change Agents Affect the Change Process: The Diffusion Perspective

11.  In What Ways Can Team Member Skills and Process Consultants Affect Implementation: Organization Development (OD)

 

Part V: Combining Views: Perspectives, Constructs, Tools, Applications, and Implications

12. How Can Change Science Constructs Be Combined to Understand, Assess, and Lead Efforts to Implement Change: Data-Based and Conceptual Examples

 

Appendix A: Example Interventions for Each Stage of Concern

Appendix B: The One-Legged Interview (OLI)

Appendix C:  Stages of Concern Questionnaire (SoCQ) (Form 075)

Appendix D: Stages of Concern Questionnaire (SoCQ)Scoring Device

Appendix E: Levels of Use of the Innovation (Operational Definitions)

Appendix F: Six Dimensions of Change Facilitator Style

Appendix G: Change Facilitator Style Questionnaire (CFSQ)

Appendix H: Change Facilitator Style Questionnaire (CFSQ) Scoring Device

Appendix I: Poisonous Mushroom: The Poltergeist and the Missing Tables