Dialogic #322

Leadership, learning, innovation

Your Snapshot

​ A summary of the key insights from this issue

⬩ The ADKAR model of change consists of five elements: Awareness, Desire, Knowledge, Ability, and Reinforcement.

⬩ The model of change shows you how to move from awareness to intention, and from intention to implementation

⬩ The real challenge of leading change and transformation is how to balance between planning and adapting, between order and chaos.

In today’s issue, we explore a model of change which begins with changing awareness.

I’ve had the opportunity to collaborate with several school teams over the past few weeks, discussing various areas of professional learning, including fostering a culture of feedback, creating conditions for innovation, and building a more effective cognitive toolkit.

Throughout these sessions, I’ve reflected on the transition from “I am aware…” [Awareness] to “I am going to change this…” [Intention], and the potential for encountering a stall in our growth efforts.

Hence, I was eager to explore models and frameworks of change that emphasise transforming awareness. Below, I have outlined the ADKAR model from Jeffrey Hiatt, a British author and change management expert.

This model encompasses five stages: Awareness, Desire, Knowledge, Ability, and Reinforcement. Incorporating the ADKAR model can provide a structured approach when leading new projects or addressing the question of “how do I get buy-in?”—though not my preferred phrase, it is a concept that often arises in educational change.

Additionally, the ADKAR model can be instrumental in personal growth and individual change endeavours, helping to overcome potential stalling points along the way.

Awareness

The first step is to create awareness of the need for change. This means communicating the reasons, goals, and benefits of the change to colleagues in a clear and compelling way. It also means addressing any questions, concerns, or objections that they may have. The aim is to help people understand why the change is necessary and desirable. What might be obvious to us, could be unknown to others – don’t make assumptions.

This step addresses the challenge of lack of understanding about the need for change. If individuals don’t understand why change is necessary, they may resist it or be apathetic.

Some strategies to create awareness are:

• Use multiple channels and formats to communicate the need for change
• Provide data and evidence to support the change (e.g., research findings, best practices, success stories)
• Take your time and create spaces for feedback and dialogue

Desire

The second step is to generate a desire to support and participate in the change. This means motivating employees to embrace the change and commit to it. It also means addressing any barriers or risks that may prevent them from doing so. The aim is to help employees feel the change is in their best interest and aligned with their values.

Your focus on Desire tackles the issue of resistance to change. Even if individuals understand the need for change, they may not want to change. This could be due to fear of the unknown, comfort with the status quo, or disagreement with the change.

Some strategies to generate desire are:

• Highlight the intended impact, positive outcomes and benefits of the change on personal or professional growth
• Address the negative consequences and costs of not changing. The missed opportunities, student disadvantage, diminishing wellbeing or cultural stagnation.
• Involve employees in the change process and empower them to build a rationale, co-design opportunities, pilot innovations, and share feedback.

Knowledge

The third step is to provide knowledge of how to change. This means educating employees on the skills, behaviours, and actions required for the change. It also means providing the necessary resources and support to learn and apply them. The aim is to help employees acquire the competence and confidence to change.

Address the challenge of not knowing how to change. Individuals may understand the need for change and desire to change, but if they don’t know what to do differently, they can’t change.

Some strategies to provide knowledge are:

• Offer training and coaching programs that are relevant, timely, and accessible.
• Provide tools and materials that are practical, user-friendly, and flexible.
• Create learning communities that are supportive, collaborative, and diverse (e.g., peer groups, mentors, experts, etc.)

Ability

The fourth step in the ADKAR change framework is the ability to implement the change. This means facilitating employees to practice and perform the new skills, behaviours, and actions required for the change. It also means monitoring and evaluating their progress and performance.

This step tackles the inability to implement the change. Even if individuals know what to do differently, they may not have the skills, resources, or support. Our focus here is on capacity and capability building.

Some strategies to enable ability are:

• Provide safe opportunities to apply and experiment with new skills, behaviours, and actions. Test and tinker together.
• Offer feedback and celebrate the efforts and achievements teams have made.
• Provide coaching and ongoing support in building capacity. Respond quickly to difficulties and challenges.

Reinforcement

The fifth step is to ensure reinforcement to sustain the change. This means reinforcing the new skills, behaviours, and actions. It also means celebrating and sharing their successes and learnings.

This final step addresses the challenge of change not sticking. Even if individuals have successfully implemented the change, they may revert to old behaviours if the change is not reinforced.

Some strategies to ensure reinforcement are:

• Create stability and certainty in the messaging by maintaining focus on core areas of change. Don’t jump to something else!
• Offer regular reminders and cues for consistent adoption and integration. Share and highlight stories of change and success.
• Create opportunities and resources for ongoing learning and development. Invest in reminders, refreshers and retraining.

 Your Next Steps

Commit to action and turn words into works

⬩ Use the ADKAR model to reflect on the current level of awareness, desire, knowledge, ability, and reinforcement of your change experiences.

⬩ Analyse the results and identify the gaps and barriers that might prevent change and innovation.

⬩ Tap into the history of change in your organisation. What works? What’s missing?

 Your Talking Points

Lead a team dialogue with these provocations

⬩ Why do we need to change and innovate? What are the goals and benefits of doing so?

⬩ How do we feel about the change and innovation? What are the key motivations for change?

⬩ What does co-design look like for us?

 Down the Rabbit Hole

Still curious? Explore some further readings from my archive

⟶ 3 Mental Models From Economics For Educators To Enhance Your Innovation – Tom Barrett (edte.ch) My article introduces three mental models from economics that can enhance innovation in education: the network effect, the sunk cost fallacy, and compounding.

⟶ Adapting education innovations and their ‘knock-on effects’ in the time of COVID | Brookings​
The article from the Brookings Institute argues that adaptations not only address the direct challenges but also trigger other changes and effects that alter the larger system. Some of these effects are positive, some are negative, and all will continue to evolve.

⟶ The ADKAR Model: Why it works​
This article highlights the benefits of using the ADKAR model, such as being easy to learn, outcome-oriented and applicable to any type of change. The article emphasises that change happens one person at a time and that the ADKAR Model is a powerful tool for supporting individuals through change.