External Scan

When developing a model for effectively initiating change in digital learning environments (DLE), I considered the common themes discovered in the literature, my past experiences and the viewpoints of a few education leaders. The CHANGE model was the main framework for developing the 4 Steps to Initiate Change (4S-IC) model. The CHANGE Model, which consists of six steps, “provides a process that can be used to facilitate an organization through a change effort” (Biech, 2007, p. 7). Speaking with Karen Young, the Program Coordinator of the Broadcast-Television Program at Humber College, about the successful change she has experienced as a leader strongly influenced the elements of the 4S-IC. In addition, the perspectives of Chad Flynn, the Dean for Trades and Technology at Medicine Hat College, and Sandra Norum, a district inclusion mentor teacher for K-12 in British Columbia, were also helpful when developing the model. As shown in Figure 1, the 4S-IC model consists of four elements: challenge, plan, implement, and evaluate, and was designed as a cyclical process so that change is a continuous practice.

Figure 1. 4 Steps to Initiate Change

Challenge

The first step to the 4S-IC model is to challenge the existing technologies, pedagogies, and practices. Inspired by the CHANGE model, this step is initiated by a leader who recognizes the need for change (Biech, 2007). It is essential to continue being innovative and meet learners’ needs in DLEs. In the Voices of Leadership post, Chad Flynn, the Dean for Trades and Technology at Medicine Hat College, states, “You should always be asking yourself, is this going to serve the student best?” (Flynn, 2023, 2:48). For example, Karen Young, the program coordinator for the broadcasting program at Humber College challenged the format and flexibility of the program in 2017 (K. Young, personal communication, February 10, 2023) by putting student needs first. Karen was receiving many inquiries, many from mature students, on whether the program had a January start date and if there were flexible learning options. Since flexibility was one of the three pillars for academic planning at Humber College, Karen convinced the Associate Dean to add a hybrid learning option for several courses (seven weeks online/seven in-person classes) with a January start date. By challenging the then-current state of the program Humber College initiated positive change by providing a flexible digital learning option.

Plan

The next step in the 4S-IC model is planning, which is the largest part of the process. Also inspired by the CHANGE model, this stage consists of leaders deciding how to approach the change, including what will stay the same and what will change, and getting colleagues to buy into the initiative (Biech, 2007). For example, when Karen Young was leading the pivot to a hybrid delivery for the broadcasting program, it was essential to ensure courses were going to be designed in a way that considered the experiential and social constructivist approach that was currently in place in the fully in-person classes (K. Young, personal communication, February 10, 2023). Kotter’s Leading Change Method emphasizes having a strategy and vision and communicating that vision effectively (Al-Haddad & Kotnour, 2015). Although most of the courses in the program require hands-on learning, selling the pivot to a hybrid format to the faculty was not very difficult. Karen Young stated that “faculty were excited about the opportunity to design and build their courses and saw the big picture really quickly” (personal communication, February 10, 2023), which she claims is not always guaranteed. Beer and Nohria’s Theory O is essential to the planning stage, as it focuses on advancing organizational culture and human potential, and values input from all stakeholders (Al-Haddad & Kotnour, 2015). Incorporating all of these elements within planning can make the next stage of the 4S-IC model much more effective.

Implement

The implementation stage of the 4S-IC model is where the plan is put into action (Biech, 2007). Implementing change in this model can mean a couple of things, including incorporating a new digital tool or changing a pedagogical approach in the DLE. For example, implementing a hybrid delivery for Humber College’s broadcast program involved the subject matter experts who were also faculty to use a provided blueprint to design their hybrid courses and facilitate the new course delivery (K. Young, personal communication, February 10, 2023). In addition to providing the necessary tools and resources, the leader must provide support during the implementation process. Being one of the faculty that had to pivot a camera and lighting course to a hybrid model, I appreciated the ongoing support from Karen Young, who led the change initiative. Her attention to detail in the planning process made the designing and transition to the online process easy. In the Voices of Leadership post, Sandra Norum (2022), a district inclusion mentor teacher for K-12 in British Columbia, suggested that successful implementation is more likely if you have buy-in from faculty. Especially in this digital age, faculty must adapt to the changes in education and incorporate digital tools that can afford a more flexible learning experience. 

Evaluate

Finally, there is the evaluation stage of the 4S-IC model. This part of the process is essential to ensure constant improvement for an organization. This part of the process should include the opinions of all stakeholders, especially the students. In my experience as a professor in higher education, students fill out the Student Feedback Questionnaire (SFQ), where they give feedback on all aspects of each course. It is important to assess the impact of the change initiatives made and continue to tweak and adjust until satisfied with the outcome. Biech (2007) states that this step is important because it “encourages the organization to prepare for continuous change” (p. 7).

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. https://doi.org/10.1108/JOCM-11-2013-0215

Biech, E. (2007). Models for Change. In Thriving Through Change: A Leader’s Practical Guide to Change Mastery. Alexandria, VA: ASTD [Retrieved from Skillsoft e-book database]. https://ezproxy.royalroads.ca/sso/skillport?context=22651

Flynn, C. (2022). Voices of leadership: Interview with Chad Flynn. [Audio]. Royal Roads University MALAT Course Site. https://malat-coursesite.royalroads.ca/lrnt525/schedule/voices/

Norum, S. (2022). Voices of leadership: Interview with Sandra Norum. [Audio]. Royal Roads University MALAT Course Site. https://malat-coursesite.royalroads.ca/lrnt525/schedule/voices/