2014 DEANZ Conference – Christchurch

Using a concerns-based approach to

professional development of staff for

open and distance learning

CHALLENGES

What are the biggest challenges facing your organisation with regards to the adoption of innovation, for example, the introduction of open, flexible or distance education approaches?

•  Staff resistance •  Lack of resources •  Lack of clarity around

‘why’ •  Lack of time •  Lack of expertise •  Lack of experience •  Lack of knowledge •  Lack of support •  No leadership

ACOT MODEL

UNDERSTAND YOUR STAFF

•  Who are your leaders? •  Who are your technical ‘experts’? •  Who are your ‘theorists’ and thinkers? •  Who are your risk-takers? •  Who are your best practitioners? •  How do you decide? •  What evidence do you have?

RESPONSE TO CHANGE

Supportive of change

Not supportive of change

Not aligned with vision

Aligned with vision

RESPONSE TO CHANGE

Supportive of change

Not supportive of change

Not aligned with vision

Aligned with vision

RESPONSE TO CHANGE

Supportive of change

Not supportive of change

Not aligned with vision

Aligned with vision

Moving ahead together – goals achieved, innovation evident

“Rogue” staff – enthusiasts who are difficult to harness

Reluctance, silent resisters, grumblers, lacking confidence

Vocal opposition, resisters, underminers

ASK

What do you think are the characteristics of a successful PD programme?

•  Relevant •  Sustained •  In-depth •  Personalised •  Authentic •  Applied •  In context •  Engaging •  Over time

SOME MODELS TO CONSIDER…

•  Whole staff/school wide •  Syndicates •  Mentor teachers •  Trickle down •  Just-in-time •  Reward innovation •  Which have you experienced?

DEFINITION OF CONCERN “The composite representation of the feelings, pre-

occupation, thought, and consideration given to a particular issue or task is called concern.”

Hall & Hord, p. 61

SCENARIO…

Your management team announces that your organisation will be offering a MOOC by the end of the year. What questions/concerns do you have about how you’ll cope and what you’ll have to do?

Record one concern per sticky and add to the wall

OPEN-ENDED STATEMENT

“When you think about [innovation] what concerns do you have? Please be frank, and

answer in complete sentences.”

Hall & Hord, p. 68

CATERING FOR LEVELS OF CONCERN

•  Concerns Based Adoption Model (CBAM) •  7 levels that cater for the level of concern of

each member of staff •  Awareness •  Informational •  Personal •  Management •  Consequences •  Collaboration •  Refocusing

AWARENESS

•  "I don't know anything about ICT and am not interested“ •  The main focus for staff development at this level of

concern is raising awareness. •  Strategies include: displays, notice-boards, orientation

programmes, presentations.

INFORMATIONAL

•  "I don't know a great deal but would like to know more".

•  The main emphasis at this stage is providing information

•  Strategies include: brochures/pamphlets, tours/visits, starter kits, newsletters.

PERSONAL

•  "I'm not really sure I can do it. How will this affect me?“ •  The main focus at this level is establishing relationships

and support. •  Strategies include: one-on-one assistance, functional

relationships with key resource people

MANAGEMENT

•  "getting organised takes all my time". •  The main focus at this level is demonstrating

procedures •  Strategies include: procedures for accessing software,

hardware, peripherals, technical help etc. Also, templates, shared files/clipart, policies.

CONSEQUENCES

•  "How can I improve my work to increase student performance?“

•  The main focus of this level is clarifying and evaluating effective teaching techniques

•  Strategies include: seminars, workshops, professional reading, library resources, internal ‘help’ publications

COLLABORATION

•  "How can I work with others to make a greater impact?

•  The main focus of this level is disseminating ideas and working with others

•  Strategies include: peer networks (buddies), seminars, conference presentations, contributions to staff meetings & newsletters

REFOCUSING

•  I know a better way.“ •  Those working at this level are able to

concentrate their efforts on new developments.

•  Need to provide background information in the form of research findings, readings etc.

LEVELS OF CONCERN

Level of concern Expression of concern

6. Refocusing I have some ideas about something that would work better

5. Collaboration How can I relate what I am doing to what others are doing?

4. Consequence How is my use affecting learners? 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

PLANNING INTERVENTIONS

Hall, George, & Rutherford, 1986

Talking Points

Think about planning a professional development workshop in your organisation. . .

•  How were the participants’ concerns identified?

•  How did the PD programme match the concerns of the individuals?

Derek Wenmoth Email: derek@core-ed.org

Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>