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

3. Reaching the Early Majority

4. 12345 Distribution of Adopters – Rogers, 1983 The members of each group have their own social and psychological characteristics that underlie their willingness to accept, adapt to, and implement change. Early adopters Innovators Early majority Late majority Laggards

5. Early Majority Late Majority Laggards Early Adopters Innovators The ‘Chasm’ Number of Adopters Time 2.5%13.5%34% 16% Critical mass for widespread adoption is thought to be 15% to 20% Early Market Mainstream Market Late Market Adapted from Rogers (1983), Moore (1991), Geoghegan (1994)

6. 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.

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

8. 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

9. 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.........

10. Things to consider…. What is your story…?

11. 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.asphttp://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

12. 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

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

29. 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

30. Social Network Analysis

31. Know yourself

32. Known To Others Arena Adaptable 4 Caring 3 Calm 2 Intelligent 2 Blind Spot Reflective 6 Helpful 4 Knowledgeable 3 Brave 3 Able 2 Warm 2 Friendly 2 Witty 2 Responsive 2 Trustworthy 2 Cheerful Complex Modest Energetic Relaxed Accepting Observant Bold Organized Sensible Giving Tense Self-conscious Nervous Clever Not known to others Façade Patient Sympathetic Unknown Confident, dependable, Idealistic, independent, ingenious, introverted, kind, logical, loving, mature, powerful, proud, quiet, searching, self-assertive, sentimental, shy, silly, spontaneous, sympathetic, wise

33. 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

34. 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

35. 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)

36. 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.

37. The Art of Persuasion Reciprocity – 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

38. Acknowledgement The first slides about Moore’s chasm were developed by Professor Alan Mortiboys; an educational and organisational development consultant Contact email: alan.mortiboys@btinternet.com 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.)

39. Thank you