Implementing Change

About our authors Dr. Gene E. Hall earned his Ph.D. from Syracuse University and launched his academic career with 18 years as a faculty member and project director with the national R&D Center for Teacher Education at The University of Texas at Austin. Since then, he has been a Professor of Educational Leadership at the University of Florida, Northern Colorado, and UNLV. He twice has served as the Dean of a College of Education. Dr. Hall's main line of research has been related to the change process in organizational settings. He is the lead architect of the Concerns Based Adoption Model (CBAM), which places heavy emphasis on understanding and facilitating the personal side of change. This model and the related research and training programs have been tested and applied in many types of organizations including schools, business, government, and the military. The work also is widely studied and applied in other countries including Australia, Belgium, Canada, England, Hong Kong, Ireland, The Netherlands, Singapore and Taiwan. He also has had career-long involvement with teacher education, especially in relation to national accreditation and program innovation. His other publications include: Introduction to Teaching: Making a Difference in Student Learning (with Linda F. Quinn and Donna M. Gollnick, SAGE); Handbook of Teaching and Learning (with Linda F. Quinn and Donna M. Gollnick, Wiley-Blackwell) and Foundations of American Education: Becoming Effective Teachers in Challenging Times (with J. Johnson, D. Musial and D. Gollnick, Pearson).Dr. Shirley M. Hord received her Ph.D. from The University of Texas at Austin. She dedicated her career to engaging teachers, school leaders, and scholars in creating and implementing strategies for increasing learning. Her special passion has been being a champion for children learning. She is a recognized teacher, teacher educator, and facilitator of adult learning. In addition to her contributions to change science, she has been widely engaged with endeavors related to developing professional learning communities. Her other publications include: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, Meaning and Implementing Change Through Learning: Concerns-Based Concepts, Tools and Strategies for Guiding Change (with J. Roussin, Corwin); and Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with E.F. Tobia, Teachers College Press).

• Part I: Two Basics of Implementing Change: Assumptions & Interventions What Key Patterns and Lessons Have We Learned About Implementing Change: Change PrinciplesWhat Actions and Events Are Key to Facilitating Change Processes: InterventionsPart II: The Three Diagnostic Dimensions for Assessing Change: Concerns, Using, and Fidelity What is "It?": Innovation ConfigurationsHow Can the Different Feelings and Perceptions About Change Be Understood and Addressed: Stages of ConcernHow Do Behavioral Profiles Evolve as Implementers Progress from Not Using to Expert: Levels of UsePart III: Leading Change Across the Organization How Do Leaders Make a Difference in Implementing Changes: Change Facilitator StyleHow Can the Organization’s Culture Support Implementing Changes: A Culture of Continuous ImprovementWhat is a Part of the Change Process That Is Not Controlled by the Leaders or the Followers: Intervention MushroomsPart IV: Different Perspectives for Understanding the Big Picture of Change: Systems, Diffusion, and Organization Development How Can Understanding the Interconnections of Parts that Make a Whole Affect the Success of Change Efforts: Systems ThinkingHow Do Communication Activities and Change Agents Affect the Change Process: The Diffusion PerspectiveIn What Ways Can Team Member Skills and Process Consultants Affect Implementation: Organization Development (OD)Part V: Combining Views: Perspectives, Constructs, Tools, Applications, and Implications How Can Change Science Constructs Be Combined to Understand, Assess, and Lead Efforts to Implement Change: Data-Based and Conceptual ExamplesAPPENDICES Example Interventions for Each Stage of ConcernThe One-Legged Interview (OLI)Stages of Concern Questionnaire (SoCQ) (Form 075)Stages of Concern Questionnaire (SoCQ) Scoring DeviceLevels of Use of the Innovation (Operational Definitions)Six Dimensions of Change Facilitator StyleChange Facilitator Style Questionnaire (CFSQ)Change Facilitator Style Questionnaire (CFSQ) Scoring DevicePoisonous Mushroom: The Poltergeist and the Missing Tables