Figure 1. 2019 Results from Interviews conducted by J. Wimmer for LRNT 525 (Infographic link)
“Change occurs more consistently … when those undergoing change understand the need for it and have a desire to change” (Bates, 2016). Interviews were conducted with two leaders from different programs in the college to discuss successes and challenges (if any) when implementing a change. Although they come from different professions, their thoughts on change management in the digital learning environment (DLE) were quite similar. The results demonstrate a five-step process: (a) analysis, (b) share the vision, (c) implementation plan, (d) assess and evaluate and (e) celebrate the success (see Figure 1). This process and possible alignment with established change models and theories will be explored.
In the analysis stage, both leaders felt it was important to identify the gap in learning and teaching and to take the opportunity to act. One recommended, a usability study be done with a few faculty to ensure a digital resource will be easy to use by everyone. These individuals (change agents) will later be involved with the design and implementation of the resource (Kanter, Jick & Stein, 1992, as cited in Al-Haddad & Kotnour, 2015). Another recommendation is to perform a literature review to identify possible challenges that may arise when implementing a digital resource. If challenges are known ahead of time, then this can be addressed prior to implementation. This point is supported by Luecke’s method which suggests identifying both the issues and the solutions leads to a shared vision (Al-Haddad & Kotnour, 2015). Furthermore, Judson method (1991) considers possible barriers at each phase to ensure success (Al-Haddad & Kotnour, 2015). Supported by Al-Haddad and Kotnour’s (2015) statement of “[p]roper planning and analysis help identify the gap between where the organization is now and where it wants to be” (p. 243). Talking to the leaders about beginning this process, they both indicated it is important to have senior management’s commitment and support to maintain the vision.
According to the interviewees, vision should be shared by the leaders and change agents to ensure faculty buy-in. This is where transparency, openness and good communication of a leader plays a key role. This is supported by Kotter’s Leading change method (1996) as well as Luecke’s method (2003) where they state, a team develops and supports a shared vision in the process (Al-Haddad & Kotnour, 2015). The leaders felt, when the rest of the faculty are on board and share the same vision and values, the implementation of the change would be smoother.
The implementation plan involves everyone. The leaders agreed faculty must be included in the creation and the decision-making processes. “Faculty have a wealth of knowledge and are self-directed; therefore, leaders must allow them to go through the learning and discovery process when working with the consultants”, said one leader. “Having faculty in the decision-making process as opposed to being told what to do, makes a big difference”, said the other. Leucke claims a strong leadership plays an important role in change support and individual motivation (Al-Haddad & Kotnour, 2015). Both interviewees conclude that leadership trust and support, and the provision of the necessary resources and technologies is required to have a successful outcome.
As change is implemented, it is important for leaders and the team to continually “review and make necessary adjustments according to faculty and student feedback” (as cited in Figure 1). The Insurrection model emphasizes that change goes through a cycle of “imagining, designing, experimenting, assessing, scaling innovative ideas” (Hamel, 2000, as cited by Al-Haddad & Kotnour, 2015, p. 250). Leucke (2003) also affirms “monitoring and adjusting strategies” (Al-Haddad & Kotnour, 2015, p. 250) is needed in the change process. This phase addresses the ever-changing needs of students and faculty in the DLE.
Celebrating a successful change outcome is key to the growth of the teams and the organization. One leader stated that “[s]uccessful change leads to other changes” (as cited in Figure 1). This is supported by Galpin’s (1996) Wheel change method and Luecke’s claim of considering and motivating the people (Al-Haddad & Kotnour, 2015). When people feel that they are supported and recognized for the hard work, it will motivate them to continue a task and achieve a goal.
Through leaders’ experiences in each phase, it was demonstrated there were a few established change methods and theories that correlated; however, the overall process was strongly aligned to Luecke’s Change method (Al-Haddad & Kotnour, 2015). When examining the five-step approach of the interview participants, one can conclude that strong leadership is important throughout the whole change process in a DLE.
References:
Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management, 28(2), 234-262.
Bates, A. W. (2015). . BC Campus. Retrieved from https://opentextbc.ca/teachinginadigitalage/