E-+TOC-+Draft


 * Table of Contents**

Note. This table of contents was developed using the assignment description found on []


 * Abstract (issue description, management strategies, change manager's tools)**

SSM 7 steps (5 activities)


 * Change management approach**

Soft and Hard systems methodology references (use inks)


 * Tools, templates, examples, tips (use either links or create own)


 * I will talk you guys through this tonight - may be completely off track finding this VERY difficult **************

Need to go and find an example of a Change Managers guide as have lost the global picture. Seems like we should break down the Actors to determine who our audience is and then look at what their needs could be?

Dean Heads of Departments Program Leaders Students Technical Support? ( lets ignore technical support who will just install LMS and leave it up to the actors to use it

Then maybe Organisational Level changes Group Level changes Individual Level changes

Once again I am very frustrated with how our time limits match to the projects set. An ordinary change guide must take months to develop – our time limits mean we do not actually produce a change guide but just one bone in a skeleton of one.

We are going to have to concentrate on only minimum aspects of it. Okay step back – The main focus of this exercise appears to be GROUP WORK Secondary focus appears to be CHANGE GUIDE

1800 words each in the Change Guide = - Maybe we could split SSM of main problem into the 3 levels and each work on a level: 1. Organisational Level changes 2. Group Level changes 3. Individual Level changes

And within that choose only one particular audience eg 1. Organisational Level change ( University staff – Dean, Heads of Department) 2. Group Level changes (Program Co-ordinators) 3. Individual Level Changes (Teachers )

Within each section we can structure it in the same manner (but within each structure the theory and focus will change)b(taken from Trowler)  Trowler -  Accountability ( measuring results or efficiency )  Development ( providing evaluative help to strengthen institutions or projects )  Knowledge ( obtaining a deeper understanding in some specific area or policy field Audience (They are the leaders of change of who?)
 * 1) Source of change, control power
 * 2) Change processes and evolution of changes – (Systems Thinking)
 * 3) Strategic change Management (Systems Thinker)
 * 4) Impact and evaluation (Sustainability)

So let me see if practical examples fit:
 * 1. Organisational Level change ( University staff – Dean, Heads of Department)**
 * 1) Source of change, control power

High level change ideas eg Trowler pg 7 Weisbord's Six Box Organisational Model NHS pg 25
 * 1) Change processes and evolution of changes – (Systems Thinking)

Trowler 3.3 pg 24 5 Factor – Factor 4 Managing ICT & Financial Resources
 * 1) Strategic change Management – (Systems Thinker)


 * 1) Impact and evaluation - (Sustainability)

Global data from NHS and Trowler

Input into OL program is going to be the T – need to improve quality of learning by implementing LMS Audience of the Dean – is his team of Program co-ordinators Output of OL to be fed into GL – High level directives of processes to implement change Evaluation - Info of LMS installed, Quality Stats from Student Assessment

http://lrnlab.edfac.usyd.edu.au/resources/edpc5024-readings/ict-in-schools-guide/ict_all.htm/index_html#ptuse_main Factor 1 and Factor 2
 * 2. Group Level Changes (Program Co-ordinators)**

Techniques to motivate staff and to get ideas from them eg brainstorming Collaborative Teamwork
 * 1) Source of change, control power
 * 2) Change processes and evolution of changes – (Systems Thinking)

Trowler 3.5 pg 27, 3.6 pg 28 Eg Professional Development Five Factor - Factor 2
 * 1) Strategic change Management – (Systems Thinker)


 * 1) Impact and evaluation - (Sustainability)

Input into GL Program – Higher Level directives of processes to implement change Audience of the PC are the Teachers Output of GL to be fed into TL – Middle level processes to implement change Evaluation - Info of LMS installed,

Personal tools when dealing with change
 * 3. Individual Level Changes (Teachers)**
 * 1) Source of change, control power

Innovations in Learning and Teaching using LMS Changing Teaching practices Collaborative Learning
 * 1) Change processes and evolution of changes – (Systems Thinking)

Trowler 3.4 pg 26, 3.7 pg 30
 * 1) Strategic change Management – (Systems Thinker)

Innovations in Assessment
 * 1) Impact and evaluation - (Sustainability)

Input into TL Program – Middle level processes to implement change Audience of the Teachers are Students Output of TL to be fed into students – Low level processes to effectuate change Evaluation – Quality stats from student assessment

http://lrnlab.edfac.usyd.edu.au/resources/edpc5024-readings/ict-in-schools-guide/ict_all.htm/index_html#ptuse_main See Factor 3 : Teachers use of ICT

Audience of the Teachers are the students:

Within each level - produce the wiki page that has - narrative to explain concepts - practical tools, templates, examples, tips etc… (from ticket)

A.B.C.D - Source of change from Trowler

1.2.3 Level changes from NHS example http://www.nodelaysscotland.scot.nhs.uk/SiteCollectionDocuments/NoDelays/Documents/Adobe%20PDFs/RG0054%20Managing%20Change%20in%20the%20NHS%20-%20Organisational%20Change.pdf

Systems Thinking, Systems Thinker, Sustainability - http://www.flacso.edu.mx/openseminar/downloads/ocde_schooling.pdf pg Fullan pg 39

Body of text: 5 Factor Study http://lrnlab.edfac.usyd.edu.au/resources/edpc5024-readings/ict-in-schools-guide/ict_all.htm/index_html#ptuse_main and NHS detail