Please sit with your district teams.

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Welcome!

• Please sit with your district teams.
• Please find the hand-out entitled Individual
  Reflection that is on your table.
• Answer questions 1 and 2 and then complete Part
  1of the table. At this time fill in only the
  first 2 columns entitled stakeholders and
  examples of comments The first two rows are
  sample answers.

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Initiating Change
Leading by Listening
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Objectives

• Understand the stages people move through as they
  face change.
• Learn appropriate strategies to help people
  depending on their stage of concern.
• Learn about the different types of adopters.
• Understand resistors and learn strategies to work
  with them.

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Big Idea 1
Change is a process requiring developmental
growth in feelings and skills.
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Concerns-Based Adoption Model (CBAM)

• Managing Change through
• Stages of Concern

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• CHANGE
• Is a PROCESS, not an event.
• Is made by INDIVIDUALS first, then institutions.
• Is a highly PERSONAL experience.
• Entails DEVELOPMENTAL growth in feelings and
  skills.

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• INTERVENTIONS MUST BE RELATED TO
• The PEOPLE first.
• The INNOVATION second.

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People move through stages when dealing with
change
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Stage of Concern Types of expressions you would expect to hear
6. REFOCUSING I have some ideas about something that would work even better.
5. COLLABORATION How can I relate what I am doing to what others are doing?
4. CONSEQUENCE What impact am I having? How can I refine it to have more impact?
3. MANAGEMENT I seem to be spending all my time getting materials ready.
2. PERSONAL How will using it affect me?
1. INFORMATIONAL I would like to know more about it.
0. AWARENESS I am not concerned about it.
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Stages of Concern

• Self Concerns Stages 0, 1, 2
• Most frequently expressed prior to beginning a
  new innovation. Concerns reflect a need for more
  information and answers.
• What is this all about?
• How does this affect me?

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Stages of Concern

• Task Concerns Stage 3
• Most frequently expressed just prior to and
  during the initial stage of implementation of a
  new innovation. Concerns reflect a need to know
  how to manage the innovation.
• How do I find the time to do all of this? How
  do I manage these new materials? How do I group
  students?

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Stages of Concern

• Impact Concerns Stages 4, 5, 6
• Most frequently expressed once the person feels
  comfortable managing and implementing the new
  innovation.
• Concerns reflect questions about the impact on
  student learning, how to improve the innovation,
  how effective it is, or how to collaborate with
  others to improve it.
• Are my students learning anything?
• I have ideas about how to make it better.

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Sample Concern 1
Almost every night I wonder if Ill be able to
locate and organize the material I will be using
the next day. I cant yet prevent surprises that
cause a lot of wasted time. I am not yet able to
anticipate what things I will need to have on
hand for next week. I feel inefficient when I
think about how I am using the program.
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Sample Concern 2
Some of the students dont seem to be catching
on to these new self-paced kits. They seem to
need more monitoring, closer supervision, and
fewer distractions. I wonder if it might help
for my aide to work with them more closely.
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Your Concerns

• Consider the statements you provided on the
  individual reflection sheets this morning. In
  which stage of concern would you place each of
  your stakeholders? Fill in the Stage of
  Concern column for each stakeholder group. The
  first two rows are samples.

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Stage of Concern Types of expressions you would expect to hear
6. REFOCUSING I have some ideas about something that would work even better.
5. COLLABORATION How can I relate what I am doing to what others are doing?
4. CONSEQUENCE What impact am I having? How can I refine it to have more impact?
3. MANAGEMENT I seem to be spending all my time getting materials ready.
2. PERSONAL How will using it affect me?
1. INFORMATIONAL I would like to know more about it.
0. AWARENESS I am not concerned about it.
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Discussion and Reflection
Share your concern statements with others at your
table.

• In what stage of concern are the majority of your
  stakeholders?
• What are the similarities and differences between
  your concerns and the concerns of other teachers
  at your table?

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So what now...

• How do we help address concerns for each stage?

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Interventions to Address Concerns

• Stage 0 Awareness Concerns

• Involve them in discussions and decisions.
• Arouse interest.
• Give permission not to know.
• Provide information and encourage sharing.

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Interventions to Address Concerns

• Stage 1 Informational Concerns

• Provide clear and accurate information.
• Share information often and in a variety of ways.
• Show how changes relate to current practices
  (similarities and differences.)

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Interventions to Address Concerns

• Stage 2 Personal Concerns

• Draw out and address personal concerns directly.
• Use personal notes and conversation.
• Connect people to others who are influential and
  supportive.

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Interventions to Address Concerns

• Stage 3 Management Concerns

• Focus on specific areas for change.
• Answer specific how to questions.
• Identify sequences of activities and set
  timelines for implementation.

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Interventions to Address Concerns

• Stage 4 Consequence Concerns

• Gather data and provide feedback
• Provide opportunities for users to share
  knowledge and skills.
• Provide evaluation strategies.

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Interventions to Address Concerns

• Stage 5 Collaboration Concerns

• Train people to collaborate.
• Arrange for people to help each other.
• Rearrange schedules so people have time to work
  together.

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Interventions to Address Concerns

• Stage 6 Refocusing Concerns

• Train people to experiment and collect data on
  results.
• Document changes being made and monitor impact.

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Remember Big Idea 1
Change is a process requiring developmental
growth in feelings and skills.
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Use Big Idea 1 to Your Advantage

• Expect that people in any group will be at
  different places in the sequence.
• Plan interventions that support people wherever
  they are, not just the beginning.
• Repeat interventions over time accommodate new
  people to the system.
• Check to make sure you are getting the results
  you intend.

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But first

• Take a break

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• Please take your seat

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Big Idea 1
Change is a process requiring developmental
growth in feelings and skills.
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Big Idea 2

• People commit to ideas at different rates.

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A dramatic reenactment
All characters represented in this skit are
fictitious. Any similarities to any person
living, dead or working in your school district
are purely coincidental
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ADOPTER TYPES

• INNOVATOR (8) Eager to try new ideas, open to
  change, and willing to take risks can be
  perceived as naïve or a little crazy and,
  therefore, not well integrated into the social
  structure.

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ADOPTER TYPES

• LEADER (17) Open to change, but more thoughtful
  about getting involved trusted by other staff
  and sought for advice and opinions.
• EARLY MAJORITY (29) Cautious and deliberate
  about deciding to adopt an innovation tends to
  be a follower, not a leader.

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ADOPTER TYPES

• LATE MAJORITY (29) Skeptical of adopting new
  ideas and set in their ways can be won over by
  a combination of peer pressure and administrative
  expectations.

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ADOPTER TYPES

• RESISTER (17) Suspicious and generally opposed
  to new ideas usually low in influence and often
  isolated from the mainstream.

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Reflect

• Consider a time when you have been reluctant to
  try something new. What made you reluctant?
• Discuss your reasons with your table group.

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Reasons People Resist Change

• They do not know enough about the change, dont
  know what is expected of them.
• No one has made a clear case for the change.
• There has been poor communication about the
  change.
• People do not believe the change is worthwhile,
  question if the change is beneficial for
  students.
• People are afraid they will fail.
• The change is not aligned with the school
  culture.
• Stakeholders are not adequately involved.
• Lack of trust or collegiality.
• Lack of leadership for change.
• Perception of inadequate resources.

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How to Work With Resisters

• 1. Ask yourself, Why is this person resisting?
• Gather data to understand the basis of peoples
  resistance.
• Dialogue and inquire into the resisters
  thinking, rather than advocating your position.
• What are the differences between your position
  and the resisters position? Ideas? Thoughts?
  Experiences? Beliefs?

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2. Address their Concerns

• Develop plans for addressing the concerns and
  needs people have with regard to the change. What
  do they need in order to support the change?
• Give them what they need more information, PD,
  resources, risk free environment to try new
  things.
• Include them in the process of implementing the
  change.
• Acknowledge valid objections to the change (e.g.,
  will it improve student learning?)
• Examine the negative and positive aspects of the
  change together.
• Create a shared vision for what you are trying to
  accomplish.

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3. Create a Culture Accepting of Change

• Build stronger relationships among all members of
  the organization/school.
• Hold high expectations for each other in the
  organization/school.
• Create a learning environment where change is
  seen as continuous improvement and not something
  threatening.
• Get people out of their offices and classrooms
  -- collaborate with each other.

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Remember Big Idea 2

• People commit to ideas at different rates

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Use Big Idea 2 to Your Advantage

• Identify the Leaders (or early adopters) first
  and get them involved.
• At the same time, invite and support the early
  and late majority.
• Plan for phased-in involvement, aim for critical
  mass.

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Recall the skit

• What are some strategies that could help move the
  group toward adopting the desired changes?
  Consider what adopter type each teacher is and
  also be mindful of where they are in the stages
  of concern. Brainstorm with your group how you
  could initiate a conversation with these folks to
  get them involved.

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Your Concerns

• Refer back to the self reflection worksheet, can
  you identify the different adopter types within
  your list of stakeholders?
• On the back of the sheet, brainstorm possible
  activities that you could use with each
  stakeholder group to move them toward
  implementing change?
• Look again at the professional development plan
  you created in October. Do the activities in
  your leadership plan meet the personal needs of
  your stakeholders? Consider making additions to
  your plan to reflect the strategies you learned
  today.

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High above the hushed crowd, Rex tried to remain
focused. Still, he couldnt shake one nagging
thought He was an old dog and this was a new
trick
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• Thank You