1. L11

2. L11

3. How successful can our plan be?
Will it be implemented
To what extent?
Will it change anything? (achieve objective)
Will the school change?
Will there be a “new culture of teaching and learning”
Will your teachers & school become more effective
Let us look at the important process…

4. This Note is Courtesy of Prof Madya Dr. Mohd Majid Konting, UPM, 2011
How successful can our plan be? Diffusion and Implementation of Educational Innovation and the Changing of school culture
This Note is Courtesy of Prof Madya Dr. Mohd Majid Konting, UPM, 2011

5. Diffusion of Educational Innovation
Diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system.
Given that decisions are not authoritative or collective, each member of the social system faces his/her own innovation-decision that follows a 5-step process.

6. Innovation-Decision Process (Type writer vs Word processor)
1. Knowledge ~ person becomes aware of an innovation and has some idea of how it functions.
2. Persuasion ~ person forms a favorable or unfavorable attitude toward the innovation.
3. Decision ~ person engages in activities that lead to a choice to adopt or reject the Innovation
4. Implementation ~ person puts an innovation into use.
5. Confirmation ~ person evaluates the results of an innovation-decision already made.

7. …Innovation-Decision Process
Innovation-decision is made through a cost-benefit analysis where the major obstacle is uncertainty.
People will adopt an innovation if they believe that it will enhance their utility – some relative advantage.
People will also determine to what degree the innovation would disrupt other functioning facets of their daily life ~ Is it compatible? Is it hard to use? Does it work? If I adopt it, will people think I’m weird?
Since people are on average risk-averse, the uncertainty will often result in a postponement of the decision until further evidence can be gathered.

8. …Innovation-Decision Process
But for some people, innovation-decision is largely framed by personal characteristics, which makes diffusion possible.
Innovativeness is defined as the degree to which an individual is relatively earlier in adopting new ideas than other members of a system.
Five categories of system member innovativeness can be formed based on the bell-shaped curve.
The personal characteristics and interaction of these groups illuminates the domino effect.

9. Five Categories of Innovators (Rogers, 2003)
Venturesome, educated, multiple information sources.
Risk takers, Motivators and Communicators to the subsequent decisions of potential adopters.
2. Early Adopters (13.5%);
Social leaders, popular, educated, respected, visionary leaders, eager to give it a try, but with caution.
3. Early Majority (34%);
Deliberate, many informal social contacts.
Thinkers, caution, but willing to accept it quicker.
Continued

10. 4. Late Majority (34%);
Skeptical, traditional, lower socio-economic status.
Will accept new idea if the majority has successfully implemented it.
5. Laggards (16%);
Traditional, love old ways, critical, and will only accept it if the majority has practised it.

11. What is the Measure of Success?
- Success in life is not determined by how we are doing compared with others,
But
By how we are doing compared to what we are capable of doing.
- Success is a matter of choice, not chance.
Prof. Dato’ Sheikh Omar Abdul Rahman (31 Julai 2007)

12. Characteristics of Innovators
1. Burning desire.
2. Excellent motivators.
3. Positive looking.
4. Hardworking.
5. Responsible.
6. Give more than what she/he received.
7. Proud of her/his achievement .
8. Willing to learn.

13. Assumptions to Educational Change
1. Successful implementation consists of some transformation or continual development of initial ideas.
2. Any significant innovation requires individual implementers to work out their own meaning – a process of clarification.
Continued

14. 3. Conflict and disagreement are not only inevitable but fundamental to successful change.
4. People need pressure to change, but it will be effective only under conditions that allow them to react, to form their own position, to interact with others, to obtain technical assistance, etc.
Continued

15. 7. Do not expect all or even most people or groups to change.
5. Effective change takes time. It is a process of “development in use”.
6. Do not assume that the reason for lack of implementation is outright rejection of the values embodied in the change.
7. Do not expect all or even most people or groups to change.
Continued

16. Assumptions to Educational Change
8. A plan is needed based on the above assumptions that addresses the factors known to affect implementation.
9. No amount of knowledge will ever make it totally clear what action should be taken. Action decisions are a combination of valid knowledge, political considerations, on-the-spot decisions, and intuition.
10. Changing the culture of institution is the real agenda, not implementing single innovations.

17. Arena of Mindset Change
Howard Gardner (2006):
1. Big change involving various groups.
~Example, population in a state.
2. Big change involving homogeneous group.
~Example, a firm, university
3. Change brought forward by literatures, sciences and philosophers such as Pablo Picasso, Einstein, Sigmund Freud.
4. Change in formal institution such as school.
5. Change in mindset involving two persons, small group and in family.
6. Change in individual mindset;
~ Informal: scientific finding, thinking and artistic.

18. L10
(L12)

19. CHANGING SCHOOL CULTURE …is
To promote school culture as a learning culture; a culture that is able to respond to a learner’s internal and external needs
Culture is defined as written or unwritten regulations which control our actions; stories, myths, standards or values

20. LEVELS OF SCHOOL CULTURE
Trans-rationale
Rationale
Sub-rationale

21. 1. TRANS-RATIONALE LEVEL
Values are developed and interpreted as metaphysical based on the beliefs, ethical codes and moral perceptions
Schools are not clear of their values at trans-rationale level

22. 2. RATIONALE LEVEL
Where values are perceived and developed in the context of social norms, customs, expectations and standards, and depend on the group’s collective justification
At this level, schools clearly understood their values as stated in their norms, regulations, curriculum, daily practices, etc.

23. 3. SUB-RATIONALE LEVEL
Values are integral parts of personal needs and feelings, based on direct, basic, affective action
Values are asocial and amoral
Personal preferences have a major influence on an individual teacher
Individuals are highly influential and are a major determinant of the school culture

24. CHARACTERISTICS OF SCHOOL CULTURE
1. Pedagogical goals 2. Learning process 3. Standard practices 4. Autonomous teachers 5. Mechanistic organization 6. No incentive for collegial work

25. STRATEGIES FOR CHANGING SCHOOL CULTURE
School should realize their role, power and position in society
Schools should consider that they are units of change; responsible to themselves
Sense of belonging and ownership; they must motivate and be involved in the changing process
What is best for a school is what is best in the eyes of its teachers; they are the ones who are responsible for the learning outcomes
Consider that the changing process is a learning process; a learning culture must exist in the society
Schools should have an open system; change in one aspect will affect others

26. To effect change… Schools must plan Failure to.. Is planning to fail!
Think what are the critical success factors (CSF) that can make school successful at what they do?

27. Nice having you, Daun kayu daun selasih, Thank you, Terima kasih!