Your Vision for Change Steve Outram21 May 2012 Your vision for change.

Your Vision for Change

Steve Outram 21 May 2012

Your vision for change

Your vision for change

Reaching the Early Majority

1 2 3 4 5

Distribution of Adopters – Rogers, 1983The members of each group have their own social and

psychological characteristics that underlie their willingness to accept, adapt to, and implement change.

Ear

ly a

dopt

ers

Inno

vato

rs

Ear

ly m

ajor

ity

Late

maj

ority

Lag

gard

s

Ear

ly M

ajor

ityE

arly

Maj

ority

Late

Maj

ority

Late

Maj

ority

LaggardsLaggards

EarlyAdopters

Innovators

Th

e ‘C

ha

sm’

Th

e ‘C

ha

sm’

Number ofAdopters

Time2.5% 13.5% 34% 34% 16%

Critical mass for widespread adoption is thought to be 15% to 20%

EarlyMarket

MainstreamMarket

LateMarket

Adapted from Rogers (1983), Moore (1991), Geoghegan (1994)

Though people don’t cross the chasm, we can try to reduce its size so that the rate of adoption doesn’t stall too much as adoption moves from the early adopters to the early majority.

The earlier we get the early majority on board, the narrower we have made the chasm.

How can we ‘shrink the gap’ between the two key groups of people?

• Favour revolutionary change

• Visionary

• Project orientated

• Risk takers

• Willing to experiment

• Generally self-sufficient

• Favour evolutionary change

• Pragmatic

• Process orientated

• Risk averse

• Want proven applications

• May need significant support

What is unsatisfactory about the current situation?

Who are your dissatisfied colleagues/ students?

Why are they dissatisfied?

Do they know they are dissatisfied?

What are you offering?

What does it do?

Unlike......?’

What are the ‘segments’ of your current situation?

Where are your narrow target groups?

Pick one.........

Things to consider….

What is your story…?

Elevator Pitch

In pairs, you have 30 seconds to pitch your story to someone who you need to influence.

On-line pitch wizard http://www.15secondpitch.com/new/index.asp

Tip – According to Chip and Dan Heath, a ‘sticky story’ is one that is

Simple

Unexpected

Credible

Concrete

Has an emotional appeal

http://www.15secondpitch.com/new/index.asp

Know your target Their ‘perceptions’ – of you, your motives

Their ‘information’ – What they do or do not know?

Their ‘attitudes’ – Hostile, resistant, trusting, up for it

Their ‘motives’ – What they want, their needs/objectives?

Their ‘roles’- Are you introducing anxiety or support?

Their ‘values’ – What they believe to be good and bad?

Their ‘language’ – Technical, informal, formal

Learn - Achieve - Succeed

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Time’s Up!

00:00END

To replay the timer press the green “home” button

To close the timer press the white button labeled END.

Representing your vision

On your stars please write one or two compelling sentences that represent your initiative.

The contexts You are influential within the contexts of

Learning communities

Social networks

Knowledge generation

Personal and positional power

It is important to know yourself and know where you are

eg Social network analysis

Social Network Analysis

Know yourself

KnownToOthers

Arena

Adaptable 4Caring 3Calm 2Intelligent 2

Blind Spot

Reflective 6Helpful 4Knowledgeable 3Brave 3Able 2Warm 2Friendly 2Witty 2Responsive 2Trustworthy 2CheerfulComplexModest EnergeticRelaxedAcceptingObservantBoldOrganizedSensibleGivingTense Self-consciousNervousClever

Not known to others

Façade

PatientSympathetic

Unknown

Confident, dependable, Idealistic, independent, ingenious, introverted, kind, logical, loving, mature, powerful, proud, quiet, searching, self-assertive, sentimental, shy, silly, spontaneous, sympathetic, wise

1. develop individual teachers’ practice (training, with a focus on competence).

2. develop teacher thinking, HoD thinking, PVC thinking, about teaching and learning (education with a focus on understanding)

3. develop teacher motivation for teaching (appointment criteria, career structures, reward and recognition, engineering more engaging teaching experiences, with a focus on values and orientations)

4. develop (local) communities of practice (creating facilitative environments for teachers with a focus on the social context).

Teaching and Learning strategic development

February 2009 G Gibbs Developing students as learners, Journal of Learning Development in Higher Education, Issue 1

5. develop 1-4 in locally varied, disciple- context- and organisational culture-relevant ways, oriented to addressing local issues and problems

6. identify successful emergent change and spread best practice across the university

7. develop learning environments (at the level of programmes) focussing on curricula, in the widest sense, assessment environments, co-ordination between courses, progression, the affective and social environment of learning etc.

8. develop learning resources (libraries, e-learning, learning spaces, access to digital resources, laboratories, studios

9. develop students (attracting better students, developing learning skills, enhancing student engagement, developing clearer career or educational orientations)

10. develop quality assurance (course approval, course review, appraisal of teachers, review of support services) so as to have positive influences on teaching development, with a focus on accountability)

11. undertake evaluation and obtain and interpret evidence, including benchmarking, scholarship of teaching and educational and institutional research, in order to recognise institutional progress and steer future development

12. develop leadership of teaching (for course directors, directors of undergraduate study, PVCs teaching)

13. identify and remove (infrastructure) obstacles to development and change (such as unhelpful or unnecessarily constraining resource allocation methods, workload allocation methods, promotion criteria, library policy, assessment policy, room allocation systems, quality assurance rules etc)

14. integrate and align several of the above in a co-ordinated institutional strategy, and link this to parallel strategies (Estates, Research, Student Support etc) with a focus on strategic planning and orient all these towards a common goal, with a focus on corporatism.

15. influence the external environment (e.g. national quality assurance a funding policies) that frame what is possible and institutional priorities, with a focus on politics.

The Art of PersuasionReciprocity – be the first to give something/ service/ share information/ concessions

When asking for commitments –start small

Written commitments are much more powerful than verbal commitments

Where possible, get commitments made in public

Look for areas where you can work together

Use praise wherever possible

Draw on your authority and expertise – use examples – everyone is/ will be doing it

Acknowledgement

The first slides about Moore’s chasm were developed by Professor Alan Mortiboys; an educational and organisational development consultant

Contact

email:

[email protected]

telephone:

07932 032365

ALSO - Gilbert, S., & Geoghegan, W. (1995). An "online" experience: discussion group debates why faculty use or resist technology. Change, 27(2), 28-45.)

mailto:[email protected]

Thank you

Your Vision for Change Steve Outram21 May 2012 Your vision for change.

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