![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-content\/uploads\/sites\/86\/2018\/02\/Infographic-Leading-Change-1024x576.png\")
<\/p>\n<\/p>\n
Figure.\u00a0 Three Perspectives on Leading Change in a Digital Learning Environment.\u00a0 Images retrieved and adapted from: \u201cWikimedia Commons\u201d by Ebaychatter0, 2012 (https:\/\/commons.wikimedia.org\/wiki\/File:Boeing_777.svg<\/a>); \u201c<\/span>Icons website\u201d by Icons 8, n.d.<\/span> (<\/span>https:\/\/icons8.com\/icon\/23318\/graduate<\/a>)<\/span>; and \u201cMicrosoft Office 365 ProPlus\u201d by Powerpoint, 2016.\u00a0 In the public domain.\u00a0<\/span> <\/span><\/span><\/p>\n ___________________________________________________________________<\/p>\n \u201cThe legacy of the leader\u2019s influence is perpetuated through the followers\u2019 incorporation of legacy principles into their lives as they become leaders\u201d (Castelli, 2016, p. 220).\u00a0 By understanding how leaders addressed situations involving change in digital learning environments, it is possible to learn from their approach to successfully address leadership challenges.\u00a0 Through the study of three perspectives on leading change in digital learning environments discovered through interview, it was apparent that there were commonalities that lead to successful change.\u00a0<\/span><\/p>\n Despite the different roles of interviewees, all three clearly and correctly annunciated the vision or goal of the change.\u00a0 Based on this, it was obvious that leadership had developed and communicated a clear vision.\u00a0 Unsurprisingly, this strongly aligns with literature which identifies a clear vision as a requirement for successful change (Al-Haddad & Kotnour, 2015; Kotter, 2012).\u00a0<\/span><\/p>\n The three interviewees identified different change initiators.\u00a0 The replacement of a college\u2019s Learning Management System (LMS) was advocated for by the student body after consistent failures in the legacy system.\u00a0 A group of advisors and a Commander were identified as the initiators in the creation of learning support centers.\u00a0 The third interview identified changes initiated by various groups: stakeholders, the Air Force technical training team and Commanders.\u00a0 Literature describes the benefits of change initiation from multiple levels (Moran & Brightman, 2000; Morrison & Phelps, 1999; Podsakoff, Whiting, Podsakoff, & Blume, 2009; Uhl-Bien, Riggio, Lowe, & Carsten, 2014), indicating there is support for change initiation from a variety of groups depending on the situation.\u00a0 This is especially true in the digital learning environment where leaders may not have daily contact with users of a system, so may not realize if a change is required.\u00a0 \u00a0\u00a0<\/span><\/p>\n Regardless of the initiator, influence tactics can be used at all levels to alter \u00ad\u00adthe details of the change implementation or modify the change itself (Uhl-Bien et al., 2014).\u00a0 \u00a0When first discussing change, Uhl-Bien et al. (2014) suggests that \u201cfollower inspirational appeals and consultation were most effective\u201d (p. 94).\u00a0 Both these approaches were highlighted in the examples where stakeholders either lead the projects or were consulted during the change process and where the leaders of the project emphasized presenting conditions as compared to predicted conditions following the change. \u00a0Followership theories of leadership specifically focus on \u201chow engaged followers can act as agents of change\u201d (Uhl-Bien et al., 2014, p. 91) and how participation in the change process can enhance change development and implementation (Al-Haddad & Kotnour, 2015).\u00a0 When describing the consultation that occurred, two of the interviewees specifically identified modifications to the change or change implementation following the consultation, demonstrating the value of consultation as it relates to the digital learning environment as a motivational factor (Fullan, 2007), as well as a significant contribution to a successful implementation plan and change (Al-Haddad & Kotnour, 2015).\u00a0<\/span><\/p>\n Although it was only explicitly stated in one interview, setting the conditions to ensure future success would have been a major consideration for all the leaders involved in overall project management as all of the changes were meant to be long-term (Moran & Brightman, 2000) and interoperability is important in the digital environment.\u00a0<\/span><\/p>\n Leveraging success was specifically highlighted in two of the interviews.\u00a0 When learning support centers were created, the financial savings from early collaboration was publicized.\u00a0 Some specific projects such as the aircraft marshalling simulator were promoted as examples of successfully leveraging technology in military training to decrease costs and increase capability.\u00a0 Leveraging success is present in many change models such as Hamel\u2019s insurrection model (win small, win early, win often), Kotter\u2019s Leading Change Method (plan for and create short term wins) and Davenport\u2019s process reengineering (communicate ongoing results of the effort) (Al-Haddad & Kotnour, 2015).\u00a0 These models use early wins to increase the credibility of the change and motivate people to commit to it (Kotter, 2012) as well as allowing stakeholders to compare the predicted conditions to the presenting conditions.\u00a0<\/span><\/p>\n Despite the similarities in these three approaches, it is crucial that leaders study and react to each situation individually as what worked in one situation may not be applicable in another (Fullan, 2013).\u00a0 However, the examples studied have shown that in general leading change in digital learning works well when leaders develop and communicate a clear vision which informs change.\u00a0 Change can be successfully initiated from any level with stakeholder input.\u00a0 Key challenges such as convincing stakeholders of the return on investment and setting conditions for future success can be overcome by leveraging successes and emphasizing presenting issues.\u00a0<\/span><\/p>\n References:<\/strong><\/span><\/p>\n Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management, 28(2), 234\u2013262. https:\/\/doi.org\/10.1108\/JOCM-11-2013-0215<\/span><\/p>\n Castelli, P. A. (2016). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217\u2013236. https:\/\/doi.org\/10.1108\/JMD-08-2015-0112<\/span><\/p>\n Fullan, M. (2007). Understanding Change. In John Wiley & Sons Inc (Ed.), The jossey-bass reader on educational leadership (2nd ed., pp. 169\u2013181). San Francisco, CA: Jossey-Bass, Wiley.<\/span><\/p>\n Fullan, M. (2013). Neither Theory nor Action. In M. Grogan (Ed.), The jossey-bass reader on educational leadership (3rd ed., pp. 207\u2013219). San Francisco, CA: Jossey-Bass, Wiley.<\/span><\/p>\n Kotter, J. P. et. al. (2012). Leading Change\u202f: Why Transformation Efforts Fail. Harvard Business Review, (June).<\/span><\/p>\n Moran, J. W., & Brightman, B. K. (2000). Leading organizational change. Journal of Workplace Learning, 12(2), 66\u201374. https:\/\/doi.org\/10.1108\/13665620010316226<\/span><\/p>\n Morrison, E. W., & Phelps, C. C. (1999). Taking charge at work: Extrarole efforts to initiate workplace change. Academy of Management Journal, 42(4), 403\u2013419. https:\/\/doi.org\/10.2307\/257011<\/span><\/p>\n Podsakoff, N. P., Whiting, S. W., Podsakoff, P. M., & Blume, B. D. (2009). Individual- and Organizational-Level Consequences of Organizational Citizenship Behaviors: A Meta-Analysis. Journal of Applied Psychology, 94(1), 122\u2013141. https:\/\/doi.org\/10.1037\/a0013079<\/span><\/p>\n Uhl-Bien, M., Riggio, R. E., Lowe, K. B., & Carsten, M. K. (2014). Followership theory: A review and research agenda. Leadership Quarterly, 25(1), 83\u2013104. https:\/\/doi.org\/10.1016\/j.leaqua.2013.11.007<\/span><\/p>\n Image attribution for graphics used in infographic:<\/span><\/strong><\/p>\n Ebaychatter0. (Artist).\u00a0 (2012).\u00a0 Boeing 777.svg [Digital image].\u00a0 Retrieved from Wikimedia Commons website: https:\/\/commons.wikimedia.org\/wiki\/File:Boeing_777.svg<\/a><\/span><\/p>\n
![https:\/\/commons.wikimedia.org\/wiki\/File:Boeing_777.svg<\/a>); \u201c<\/span>Icons website\u201d by Icons 8, n.d.<\/span> (<\/span>https:\/\/icons8.com\/icon\/23318\/graduate<\/a>)<\/span>; and \u201cMicrosoft Office 365 ProPlus\u201d by Powerpoint, 2016.\u00a0 In the public domain.\u00a0<\/span> <\/span><\/span><\/p>\n___________________________________________________________________<\/p>\n\u201cThe legacy of the leader\u2019s influence is perpetuated through the followers\u2019 incorporation of legacy principles into their lives as they become leaders\u201d (Castelli, 2016, p. 220).\u00a0 By understanding how leaders addressed situations involving change in digital learning environments, it is possible to learn from their approach to successfully address leadership challenges.\u00a0 Through the study of three perspectives on leading change in digital learning environments discovered through interview, it was apparent that there were commonalities that lead to successful change.\u00a0<\/span><\/p>\nDespite the different roles of interviewees, all three clearly and correctly annunciated the vision or goal of the change.\u00a0 Based on this, it was obvious that leadership had developed and communicated a clear vision.\u00a0 Unsurprisingly, this strongly aligns with literature which identifies a clear vision as a requirement for successful change (Al-Haddad & Kotnour, 2015; Kotter, 2012).\u00a0<\/span><\/p>\nThe three interviewees identified different change initiators.\u00a0 The replacement of a college\u2019s Learning Management System (LMS) was advocated for by the student body after consistent failures in the legacy system.\u00a0 A group of advisors and a Commander were identified as the initiators in the creation of learning support centers.\u00a0 The third interview identified changes initiated by various groups: stakeholders, the Air Force technical training team and Commanders.\u00a0 Literature describes the benefits of change initiation from multiple levels (Moran & Brightman, 2000; Morrison & Phelps, 1999; Podsakoff, Whiting, Podsakoff, & Blume, 2009; Uhl-Bien, Riggio, Lowe, & Carsten, 2014), indicating there is support for change initiation from a variety of groups depending on the situation.\u00a0 This is especially true in the digital learning environment where leaders may not have daily contact with users of a system, so may not realize if a change is required.\u00a0 \u00a0\u00a0<\/span><\/p>\nRegardless of the initiator, influence tactics can be used at all levels to alter \u00ad\u00adthe details of the change implementation or modify the change itself (Uhl-Bien et al., 2014).\u00a0 \u00a0When first discussing change, Uhl-Bien et al. (2014) suggests that \u201cfollower inspirational appeals and consultation were most effective\u201d (p. 94).\u00a0 Both these approaches were highlighted in the examples where stakeholders either lead the projects or were consulted during the change process and where the leaders of the project emphasized presenting conditions as compared to predicted conditions following the change. \u00a0Followership theories of leadership specifically focus on \u201chow engaged followers can act as agents of change\u201d (Uhl-Bien et al., 2014, p. 91) and how participation in the change process can enhance change development and implementation (Al-Haddad & Kotnour, 2015).\u00a0 When describing the consultation that occurred, two of the interviewees specifically identified modifications to the change or change implementation following the consultation, demonstrating the value of consultation as it relates to the digital learning environment as a motivational factor (Fullan, 2007), as well as a significant contribution to a successful implementation plan and change (Al-Haddad & Kotnour, 2015).\u00a0<\/span><\/p>\nAlthough it was only explicitly stated in one interview, setting the conditions to ensure future success would have been a major consideration for all the leaders involved in overall project management as all of the changes were meant to be long-term (Moran & Brightman, 2000) and interoperability is important in the digital environment.\u00a0<\/span><\/p>\nLeveraging success was specifically highlighted in two of the interviews.\u00a0 When learning support centers were created, the financial savings from early collaboration was publicized.\u00a0 Some specific projects such as the aircraft marshalling simulator were promoted as examples of successfully leveraging technology in military training to decrease costs and increase capability.\u00a0 Leveraging success is present in many change models such as Hamel\u2019s insurrection model (win small, win early, win often), Kotter\u2019s Leading Change Method (plan for and create short term wins) and Davenport\u2019s process reengineering (communicate ongoing results of the effort) (Al-Haddad & Kotnour, 2015).\u00a0 These models use early wins to increase the credibility of the change and motivate people to commit to it (Kotter, 2012) as well as allowing stakeholders to compare the predicted conditions to the presenting conditions.\u00a0<\/span><\/p>\nDespite the similarities in these three approaches, it is crucial that leaders study and react to each situation individually as what worked in one situation may not be applicable in another (Fullan, 2013).\u00a0 However, the examples studied have shown that in general leading change in digital learning works well when leaders develop and communicate a clear vision which informs change.\u00a0 Change can be successfully initiated from any level with stakeholder input.\u00a0 Key challenges such as convincing stakeholders of the return on investment and setting conditions for future success can be overcome by leveraging successes and emphasizing presenting issues.\u00a0<\/span><\/p>\nReferences:<\/strong><\/span><\/p>\nAl-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management, 28(2), 234\u2013262. https:\/\/doi.org\/10.1108\/JOCM-11-2013-0215<\/span><\/p>\nCastelli, P. A. (2016). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217\u2013236. https:\/\/doi.org\/10.1108\/JMD-08-2015-0112<\/span><\/p>\nFullan, M. (2007). Understanding Change. In John Wiley & Sons Inc (Ed.), The jossey-bass reader on educational leadership (2nd ed., pp. 169\u2013181). San Francisco, CA: Jossey-Bass, Wiley.<\/span><\/p>\nFullan, M. (2013). Neither Theory nor Action. In M. Grogan (Ed.), The jossey-bass reader on educational leadership (3rd ed., pp. 207\u2013219). San Francisco, CA: Jossey-Bass, Wiley.<\/span><\/p>\nKotter, J. P. et. al. (2012). Leading Change\u202f: Why Transformation Efforts Fail. Harvard Business Review, (June).<\/span><\/p>\nMoran, J. W., & Brightman, B. K. (2000). Leading organizational change. Journal of Workplace Learning, 12(2), 66\u201374. https:\/\/doi.org\/10.1108\/13665620010316226<\/span><\/p>\nMorrison, E. W., & Phelps, C. C. (1999). Taking charge at work: Extrarole efforts to initiate workplace change. Academy of Management Journal, 42(4), 403\u2013419. https:\/\/doi.org\/10.2307\/257011<\/span><\/p>\nPodsakoff, N. P., Whiting, S. W., Podsakoff, P. M., & Blume, B. D. (2009). Individual- and Organizational-Level Consequences of Organizational Citizenship Behaviors: A Meta-Analysis. Journal of Applied Psychology, 94(1), 122\u2013141. https:\/\/doi.org\/10.1037\/a0013079<\/span><\/p>\nUhl-Bien, M., Riggio, R. E., Lowe, K. B., & Carsten, M. K. (2014). Followership theory: A review and research agenda. Leadership Quarterly, 25(1), 83\u2013104. https:\/\/doi.org\/10.1016\/j.leaqua.2013.11.007<\/span><\/p>\nImage attribution for graphics used in infographic:<\/span><\/strong><\/p>\nEbaychatter0. (Artist).\u00a0 (2012).\u00a0 Boeing 777.svg [Digital image].\u00a0 Retrieved from Wikimedia Commons website: https:\/\/commons.wikimedia.org\/wiki\/File:Boeing_777.svg<\/a><\/span><\/p>\nIcons 8.\u00a0 (n.d.).\u00a0 Graduate icon in flat style [Digital image].\u00a0 Retrieved from icons website:\u00a0 https:\/\/icons8.com\/icon\/23318\/graduate<\/a><\/span><\/p>\nPowerPoint 2016. (Microsoft Office 365 ProPlus).\u00a0 Computer [Digital image]. Redmond, WA: Microsoft.<\/span><\/p>\nPowerPoint 2016. (Microsoft Office 365 ProPlus).\u00a0 Three people [Digital image]. Redmond, WA: Microsoft.<\/span><\/p>\nPowerPoint 2016. (Microsoft Office 365 ProPlus).\u00a0 Person with screen [Digital image]. Redmond, WA: Microsoft.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"Figure.\u00a0 Three Perspectives on Leading Change in a Digital Learning Environment.\u00a0 Images retrieved and adapted from: \u201cWikimedia Commons\u201d by Ebaychatter0, 2012 (https:\/\/commons.wikimedia.org\/wiki\/File:Boeing_777.svg); \u201cIcons website\u201d by Icons 8, n.d. (https:\/\/icons8.com\/icon\/23318\/graduate); and \u201cMicrosoft Office 365 ProPlus\u201d by Powerpoint, 2016.\u00a0 In the public domain.\u00a0 ___________________________________________________________________ \u201cThe legacy of the leader\u2019s influence is perpetuated through the followers\u2019 incorporation of […]<\/p>\n","protected":false},"author":83,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[51,57,55,62,63],"class_list":["post-201","post","type-post","status-publish","format-standard","hentry","category-lrnt525","tag-change","tag-digital-leadership","tag-leadership","tag-leadership-in-digital-environments","tag-quick-wins"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/posts\/201","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/users\/83"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/comments?post=201"}],"version-history":[{"count":6,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/posts\/201\/revisions"}],"predecessor-version":[{"id":209,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/posts\/201\/revisions\/209"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/media?parent=201"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/categories?post=201"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0037\/wp-json\/wp\/v2\/tags?post=201"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}](\"https:\/\/commons.wikimedia.org\/wiki\/File:Boeing_777.svg\"){kind=link}