A research-based guide for educators to the practical methods of understanding, evaluating and facilitating the change process.   Significantly revised based on student and instructor feedback, the new third edition of Implementing Change continues to examine the ways in which change processes are experienced by those "on the ground" while adding new features, new material and the most current research. Based primarily on the Concerns Based Adoption Model (CBAM), this user-friendly text focuses on introducing constructs that can be used by those engaged in facilitating change processes as well as those who are evaluating and studying change.   Rather than maintaining a bird’s eye view of change processes, each chapter introduces a research-based, research-verified construct about change that captures the complexity of implementing change and the diversity of reactions to it. With a stress on pedagogical aids, each chapter incorporates practical examples, sample research, case studies, reflection questions and examples of common roadblocks to change. 

Table of Contents:
Preface Foreword by Stephanie Hirsch   Dedication Part I The Context for Implementing Change Chapter 1 Implementing Change: Patterns, Principles and Lessons Learned  WHY A BOOK ON “IMPLEMENTING CHANGE?” Focus Questions Principles of Change Change Principle 1: Change Is Learning–It’s as Simple and Complicated as That Change Principle 2: Change is a Process, Not an Event Change Principle 3: The School is the Primary Unit for Change Change Principle 4: Organizations Adopt Change–Individuals Implement Change Change Principle 5: Interventions Are the Key to the Success of the Change Process Change Principle 6: Appropriate Interventions Reduce Resistance to Change Change Principle 7: Administrator Leadership Is Essential to Long-Term Change Success Change Principle 8: Facilitating Change Is a Team Effort Change Principle 9: Mandates Can Work Change Principle 10: The Context Influences the Process of Learning and Change Summary  DISCUSSION QUESTIONS FIELDWORK ACTIVITIES CONDUCT A STUDY ADDITIONAL READINGS/RESOURCES   Chapter 2 Developing Professional Learning Communities: A Powerful Context for Change Focus Questions ORIGINS OF ORGANIZATIONAL CULTURE AND PROFESSIONAL LEARNING COMMUNITY Five Disciplines Seventeen Factors The PLC Context and Culture Dimensions of a Professional Learning Community     Shared Values and Vision Intentional Learning and Application Supportive and Shared Leadership Supportive Conditions Physical Conditions People Capacities Shared Personal Practice Structure of the PLC Dimensions Who Is the Professional Learning Community? Benefits of a Professional Learning CommunitySchools Leadership Teams University    Schools Leadership AND INTERACTION in a Professional Learning Community Collegial Learning Sharing Responsibilities Using Conversations Types of Leadership Other Leadership Ideas to Be Considered Strategies for Facilitating a PROFESSIONAL LEARNING Culture Our Closing Pitch Summary     DISCUSSION QUESTIONS FIELDWORK ACTIVITIES CONDUCT A STUDY ADDITIONAL READINGS/RESOURCES Assessment Instrument Recent Books   Part II Tools and Techniques for Understanding Implementation at the Individual Level Chapter 3 Clarifying the Change:  Innovation Configurations Focus Questions The Change: What it is and is Not Innovation Adaptation Innovation Configurations as a Concept Mapping Innovation Configurations Innovation Configuration Maps  IC Map Components Developing Clear Word-Picture Descriptions Indicating Ranges of Quality and Fidelit Student Roles in IC Maps Other Roles in IC Maps More Complex and Richer IC Map Components The Process of Developing an IC Map        IC Map Components Innovation Configurations: Applications and Implications Using IC Maps to Facilitate Change Using IC Maps in Research, Evaluation, and Implementation Assessments The Fidelity Enigma Summary DISCUSSION QUESTIONS FIELDWORK ACTIVITIES CONDUCT A STUDY ADDITIONAL READINGS/RESOURCES   CHAPTER 4 Understanding Feelings and Perceptions about Change: Stages of Concern (SoC) Focus Questions The Personal Side of Change Different Types of Concerns have been Identified Fuller’s Unrelated, Self, Task, and Impact Concerns Connecting Concerns to Teacher Education Concerns and the Change Process Identifying the Stages of Concern Why Are They Called “Stages” of Concern? Can There Be Concerns at More than One Stage? Are There Typical Concern Profiles? Techniques for Assessing Stages of Concern The One-Legged Interview (OLI) The Open-Ended Statement The Stages of Concern Questionnaire Change Facilitator SoCQ Characteristic Stages of Concern Profiles The “Big W” Concerns Profile Implications of Resistance in Stages of Concern Profiles SUMMARY Discussion Questions Fieldwork Activities Conduct a Study Additional Readings   Chapter 5 Exploring the Use of Innovations: Levels of Use Focus Questions The Levels of Use Concept Nonusers Level of Use 0 Nonuse Level of Use I Orientation Level of Use II Preparation Level of Use 0 Nonuse Level of Use III Mechanical                 Level of Use IVA Routine Level of Use IVB Refinement Level of Use V Integration Level of Use VI Renewal Level of Use Assessing an Individual’s Level of Use The LoU Branching Interview The LoU Focused Interview     Knowledge Acquiring Information Sharing Assessing Planning Status Reporting Performing Applying Levels of Use Facilitation of Change Motivation for Movement in LoU Evaluation of Change Sidelights about LoU Summary     DISCUSSION QUESTIONS FIELDWORK ACTIVITIES CONDUCT A STUDY ADDITIONAL READINGS/RESOURCES   Part III The Imperative for Leadership in Change Chapter 6 Defining leaders and the Differences They make: Change Facilitator Style Focus Questions The History of Research on Leaders and Leadership The Legacy of Research on Leadership Discovering in an Implementation Study that School Leaders were making a Difference Implementation Data that were a Mystery What would explain the differences? Principal Leadership is the Key The Concept of Change Facilitator Style Three Change Facilitator Styles Initiator Change Facilitators Manager Change Facilitators Responder Change Facilitators Discussion and Implications of Change Facilitator Style A Continuum of Change Facilitator Styles Metaphors for Change Facilitator Styles Additional Research and Support for Change Facilitator Styles Research Findings: Intervention Behaviors of each CF Style Principal Research Findings:  Relating Change Facilitator Style to Teacher Success in Implementing Innovations Research Findings: Relationships of Principal CF Style to Student Learning Underlying Dimensions and Measurement of Change Facilitator Style Six Dimensions of Change Facilitator Style Concern for People Social/Informal Formal Meaningful Organizational Efficiency Trust in Others Administrative Efficiency Strategic Sense Day-to-Day Vision and Planning Measuring Change Facilitator Style with the CFSQ IDEAS, IMPLICATIONS AND REFLECTIONS ABOUT CHANGE FACILITATOR Change Facilitator Style as a Heuristic Working with Different Change Facilitator Styles Working with Initiators Working with Responders Working with Managers Summary Discussion Questions Fieldwork Activities Conduct a Study   Chapter 7 Describing What Change Facilitators Do: Interventions Focus Questions Intervention Definition Intervention Delivery Six Functions of Interventions Function I: Developing, Articulating, and Communicating a Shared Vision of the Intended Change Function II: Planning and Providing Resources Function III: Investing in Professional Learning Function IV: Checking on Progress Function V: Providing Continuous Assistance Function VI: Creating a Context Supportive of Change Additional Kinds of Interventions Communicating Externally Disseminating Information Sizes of Interventions Policies Game Plan Components Strategies Tactics Incidents Isolated Incident Simple Incident Chain Incident Repeated Incident Complex Incident Isolated Incident The Anatomy of Interventions Source Target Function Summary    203 DISCUSSION QUESTIONS FIELDWORK ACTIVITIES CONDUCT A STUDY Additional READINGS/RESOURCES   Chapter 8 The construction of Understanding: Intervention Mushrooms Focus Questions Introducing Mushrooms: A Unique Form of Intervention Two Ways of Knowing: Objectivist and Interpretivist The Objectivist Perspective of Change The Interpretivist Perspective of Change Intervention Mushrooms Are Constructed Recognizing the Theme of a Mushroom The Life Cycle of Intervention Mushrooms The Birth of a Mushroom The Growth of a Mushroom The Maturing of a Mushroom Keys to the Construction of Intervention Mushrooms Stages of Concern as a Source of Mushrooms Personal Concerns: A Significant Source of Negative Mushrooms Intervening on Insecurity Mushrooms Impact Concerns: A Significant Source of Positive Mushrooms Levels of Use as a Rubric for Developing Understanding of Mushrooms Levels of Use from a Constructivist Perspective LoU-Based Mushrooms Change Facilitator Style and Mushrooms Different Change Facilitator Styles Have Different Meanings Initiator CF Style: The meaning within a question Manager CF Style: The Meaning within a Question Responder CF Style: The Meaning within a Question Keys to Detecting Mushrooms Positive Mushroom Growth can be Encouraged Intervening on Positive Mushrooms Mushroom Detection by Change Facilitator Style Initiator CF Style Leaders are Early Detectors Responder CF Style: Respond to Some of the Individual Actions Manager CF Style: Keep Things Evened Out Evergreen Mushrooms Sometimes Doing Nothing is Best Summary Discussion Questions Fieldwork Activities Conduct a Study Additional Readings   Part IV Different Perspectives for Understanding the Big Picture of Change CHAPTER 9 Systems Thinking: Interconnections of Parts That Make a Whole Focus Questions Familiar Names in Systems Thinking Going Deeper to Examine a Systems View Components of the Educational System Components of Systems in Change Characteristics of Systemic Policy Elements of Systemic Reform Working Systemically in Schools Components Levels Competencies The Cube Competencies from Other Writers Effects of Working Systemically Outcomes for Educators Results for Students Facilitators and Barriers to Working Systemically Facilitators of the Change Barriers to the Change Process Limitations of Working Systemically Summary DISC DISCUSSION QUESTIONS FIELDWORK ACTIVITIES CONDUCT A STUDY Additional READINGS/RESOURCES       Chapter 10 Diffusion Communication and Change Agents Focus Questions Communication Within the Lines and Networks? Components of Interpersonal Communication Understanding Communication Networks Implications of Communication Networks for Facilitating Change Communication of Innovations: Who is Doing What? Communication Elements: Sources, Targets, and Media Sources of Communication Targets of Communication Media in Communication Purpose of Communication Coding Communication Actions in General Implications of Coding Communications for Facilitating Change Characteristics of Adopters Five Adopter Categories Innovators are Excited About Trying Something New Early Adopters Think before Adopting Early Majority are Careful Late Majority are Cautious Laggards Resist the New There is a predictable Pattern to the flow of information across adopter categories Opinion Leaders Communicating across Adopter Categories There is a Predictable Pattern to the Rate of Innovation Adoptions The S Curve Explains it all Critical Mass Signifies an Important Point  Implications of Adopter Categories for Facilitating Change Other Diffusion Constructs: Perceptions of the Innovation and Characteristics of Change Agents Perceived Attributes of the Innovation Relative Advantage Compatibilty Complexity Trialability Observability Addressing Perceived Attributes of the Innovation The Role of Change Agents Summary Discussion Questions Fieldwork Activities Conduct a Study Chapter 11 Organization Development Team Building, Action Research and Process Consultants Focus Questions What Is OD? OD Definitions across the Decades Training and Planning Changing OD Definitions  OD Intervention Tools and Techniques Survey Feedback  Exercises  Building Consensus Team Functioning OD Exercises are Job Context Free Finding and Sharing OD Exercises Team/group and Individual Process Skills Team Decision Making  Brainstorming Developing Consensus Problem Solving Force-Field Analysis Meeting Skills Individual Team Member Process Skills Using OD to Change Whole Organizations Assessing and Developing Climate/Culture Organizational Climate Defined Climate versus Culture Interviewing to Assess Organization Culture Examples of Organization Culture Comparing Measurement of Climate and Culture Strategic Planning Making Strategic Planning Real Providing Indicators/Evidence is Important Action Research OD Process Consultants OD Consultants at Work Planned Change Steps OD Consultant Issues Summary Discussion Questions Fieldwork Activities Conduct a Study Additional Reaings   Part V Combining Views and Tools Chapter 12 Implementing Change: Assessing and Facilitating the Process from Individuals to Whole Systems Focus Questions Units of change range from the very large to the very small The System as the Unit of Change An Organization as the Unit of Change Teams or Divisions as the Unit of Change The Individual as the Unit of Change The Change Perspective of the Concerns Based Adoption Model (CBAM) CBAM Addresses the Individual CBAM Addresses Teams and Groups SoC Whole Group Profiles: Lap Top Computers for Teachers SoC Subgroup Profiles The Implementation Bridge: Using LoU and IC to Assess Change Progress A School District Superintendent Wants to Know Assessing Implementation Action Research Can Happen Two Snap Shots are Better than One LoU is One Indicator Another Indicator: Innovation Configurations Fidelity of Implementation Fidelity of Implementation of a Mathematics Innovation The Bottom Line Question: What is the relationship between Extent of Implementation and Outcomes? Which Research Design is Best? Problems with Treatment-Control Group Designs Comparing Degrees of Implementation Leadership is a Very Important Factor  Relationships between CF Style and Student Outcomes Principal CF Style and Student Test Scores  A Summary Systemic Framework  Principal CF Style and School Organization Culture Final Reflections about Implementing Change Ethical Issues in Facilitating Change Understanding the Constructs Responsible Use Support at All Levels of the Organization What about the Ethics of Change Agentry? Ethical Behavior From a Concerns-Based Perspective Wrong Interventions Deliberate Manipulation Continue Asking the Ethics Question Summary Discussion Questions Fieldwork Activities Conduct a Study Additional ReaDings Appendices Appendix 1 Stages of Concern Questionnaire (Form 075) Appendix 2 SoCQ Scoring Devise Appendix 3 Levels of Use of the Innovation (operational definitions) Appendix 4 Six Dimensions of Change Facilitator Style Appendix 5 Change Facilitator Style Questionnaire (CFSQ) Appendix 6 Change Facilitator Style Scoring Devise