Change+Guide+Draft+3.0+-+for+peer+review

= A Executive Summary =

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This guide is intended to assist the Heads of Department (HOD) of each Faculty to ascertain the scope of the change project and to understand what is required to deliver successful change management. =====

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HOD are considered as middle management of an organization, and will therefore have a pivotal role in the change process. Fullan (1991) describes the different roles and responsibilities, which principals, or more accurately related to this specific guide “heads of organizations”, play and have. For example, HOD are the people “most likely to be in a position to shape the organizational conditions necessary for success, such as the development of shared goals, collaborative structures and climates, and procedures for monitoring results.” (Fullan ,1991, p. 76). Moreover, HOD, and unlike Teachers, have access to information on ongoing innovations outside the scope of the classroom. This increases their chance of bringing in new ideas, which could contribute to change in one way or another. =====

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However, HOD as “middle managers” and leaders have very complex and ambiguous roles. “Leadership relates to mission, direction, [and] inspiration. Management involves designing and carrying out plans, getting things done, [and] working effectively with others.” (Fullan, 1991, p.157). HOD should do both “simultaneously and iteratively” requiring multiple skills that HOD often lack. This guide attempts to clarify the necessary and multiple //key// skills and strategies needed for HOD to carry out change in a smooth and effective manner. =====

= B Understanding Change =

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ABC University Administration is the driving authority that works on ensuring the university remains competitive when compared to national and international standards. The University Administration’s latest initiative is full ICT-integration across all faculties and into all academic courses as a step forward into creating an innovative and effective learning environment. This will be achieved by implementing the LMS. The University Administration is hoping to improve educational outcomes through this new initiative. =====

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A soft system methodology (SSM) approach was used to analyse the change situation. The 7 step, 5 action method was engaged.  Fullan claims with support from various studies that few attempts of change management succeed in their involvement in the change process due to the lack of knowledge of “what” change is and “how” it happens (content and process of change). Using a SSM that addresses both content, process and context of change will serve as a reliable tool for understanding and dealing with change. =====
 * Implications of analysis **

During the implementation phase, we should take more time to tease out the formal and informal practices/roles of people of the organisation/department and modify our action plan to be as __congruent__ as possible.

The high complexity of Moodle requires a well-managed scaffolded training program with accessible technical expertise. (This might increase costs but we could justify by saying without this, the introduction of Moodle would fail and the costs would be higher). We should make clear the admin issues like the implementation timeline, procedure to report technical difficulties, procedure for course design etc. These can be in the form of multiple media sources, including handbooks, online sources, email reminders, newsletters = C Change Coping Strategies and Tools =

Rationale > >  Implication > >
 * 1)   Frame it not as an adoption of an LMS but as a wholesale re-designing of courses and adoption of modern pedagogies in which the LMS plays an integral role.
 * 2)   Privileging just-in-time information/training over traditional mass seminar style training.
 * 1)   This is a lesson learnt from Chao (2008), where the replacement of a new LMS involved re-design of courses rather than a simple transfer from the old to the new. What more the adoption of an LMS by a Faculty who never had experience with it? The medium influences the pedagogy.
 * 2)   Chao (2008) observed that during the Moodle implementation process, there was a constant need for bug fixing and implementation of new features as technology constantly progresses. My interpretation is that having mass seminars would be more useful as an introduction to Moodle and for communicating how and where to access just-in-time training and information since mass seminars can only communicate a stuck-in-time snapshot of the state of Moodle. Thus the instructors would need further updating very quickly so why waste time on time consuming seminars? Furthermore it has been my experience and Chao’s (2008) as well that people have different technology acceptance rates, thus mass seminars would have little use on people who have not opened their minds to the idea. Having well designed and accessible just-in-time training would allow each individual to approach the technological content when he/she is ready and this would greatly increase the efficiency of the training.
 * 1)   This would mean technical training for Moodle will not be sufficient. Professional development for the pedagogies which suit Moodle should also be carried. E.g. seminars in constructivism, asynchronous project work etc. The mission statement would also have to be less specific to eLearning or technology adoption but to a general yearning to be as updated as possible in all aspects of education.
 * 2)   Expending the necessary resources and manpower towards just-in-time style training and information even if it seems more troublesome and costly. The returns are worth it.

** Strategies for implementation **
Under construction

Change management tools (part 1 of 2) Adoption and implementation tools Change management is a critical activity embedded within the ICT implementation process and therefore the tools are designed to compliment and be in step with the implementation process. The matrix below is a schedule of proposed change management activities, description of outcomes, and the people we wish to engage split according to the ICT project phase. There are three phases, adoption, implementation and evaluation. Evaluation is discussed in section F.    ||  Change management tools and/or practices  || · ICT infrastructure · Personnel · Facilities Define change management approach: Develop change management plan: · How ICT is being used for learning in ways that deepen understanding of concepts · How to use digitally rich ICT environments for teaching and learning · How ICT may lead to initiating global communication and collaboration and develop creative · Innovative assessment expression || *  You Tube presentation on how to implement Moodle [] || Implement change: || Stakeholders will have been trained to use the Moodle LMS and continue to receive support and communication. They will be engaged through: · A series of well-structured information sessions carried out to ensure the ICT is supported and embraced. = D Providing Necessary Infrastructure = =  =  ** Significance of ICT infra ** Providing ICT infrastructure is essential in carrying out ICT-related change, and it should be considered and well-thought-of from the beginning while developing a vision for the change. ICT infra is considered as one of necessary bases of any change establishment as it is the medium without which ICT-related change could not take place. ** What does ICT infra consist of? **  Many misconceptions have been surrounding the concept and practice of the provision of ICT infra. For instance, ICT infra has been long thought of as mere physical equipment, such as computers, servers, bandwidth and cables and wires. However, provision of ICT infra extends to the provision of: Figure 1. An overview of each of these elements of ICT infra. Based on Fullan (2001) ELEMENTS OF ICT INFRASTRUCTURE ** How to plan ICT-infra for change? **  What applies to the development of a mission statement or establishment of vision for change also applies to the specific planning for ICT-infra for ICT-related change. As the above image shows, many dimensions should be considered in planning. A plan could include the following: · Clear objectives and goals for the use of ICT infra in the educational organizations covering administrative, technical and most importantly educational needs // Tips: // · Mere provision of ICT-infra with no planning does not guarantee its use · At the same time, provision of ICT-infra before forming a clear plan might help at initiate commitment to effective use of infra · Costs and benefits should be clearly linked and articulated · The plan should be integrated into the general strategic plan for the university · Specify considerable time-scale as it allows people to work toward the short and long-term goals · Provision of necessary human staff needed to implement and support the use of ICT infra // Tips: // · Humans are the drive for successful and active implementation of infra · Clear policies of the use of ICT infra for educational purposes by teachers and students // Tips: // · Policies should be first formed at a departmental level and informed by teachers · Specify to what extent and in what manner the technology is used in university courses i.e. fully online or merely as a repository of content · Specify if it is necessary for students to own a computer and financially plan for achieving this goal · Specify any “common technical standards” required for computers · Specify guidelines for “universal access” and “equity” in using computers by teachers and students · Communicating the plan to stakeholders including administrative staff, technical staff and academic staff // Tips: // · Giving out information about plan is necessary to get people involved · Limiting information could demotivate people and make them lose sight of //why// and //what// they should be doing · Get feedback on the plan from stakeholder to motivate them and get them involved · Continuous planning for funding is essential for maintaining and keeping ICT-infra up-to-date // Tips: // · Provide a “financing plan” for students to have their own computers · Financial investment in ICT-infra might not pay off immediately, but good planning allows for positive gains in the long run · Evaluating the effectiveness and adequacy of current ICT infra in relation to the specified goals // Tips: // · Refer to section H of this guide for more information = E Professional Development = =  = Technology has driven many changes in the past decades. We have moved from a "product economy" to a "knowledge economy", an "information society". Knowledge (and information) // is // the new product, the technologies our new tool to manipulate it. The labour force now has to have the skills that enable them to search for and select relevant information, interpret and analyze it, use it to solve problems either on their own or in distributed, multi-cultural teams and from this also to create new information. Throughout the history of the world change has occurred, what may be different now is the rapidity with which it is occurring, how it is crossing physical borders and the new mental processes it requires of us to deal with it. This has ramifications for every person in the transformed society. They are required to continuously respond to these rapidly changing circumstances by acquiring new skills throughout their lifetime. We are all to become "life-long learners". Educational Institutions have the task of producing this new labour force and can only achieve this by incorporating these new skills and technologies into their curriculum and in their own practices. They have to teach others and at the same time teach themselves. They have to support their students through the process of change and at the same time support themselves through the same changes. They have to becoming learning organizations in their own right. The implementation of the LMS has brought to this University the new technology and all the // potential // and // necessity // of transformation it brings with it, but how to bring this about requires a new approach. The Professional Development program is a means, not only to realizing this potential but also to support the transformation. The University, by transforming itself - its people, its processes, its culture - how they handle information, work in teams, solve problems, create new artifacts – will transform how and what it teaches. A top-down approach that says, “Adopt the technology, change the teaching, learn differently " does not show an understanding of the transformations in teaching and learning that have occurred. The new learning that is required is difficult to formulate because the University, the Faculty Members and the Students are required to learn something that is not there yet. They have to learn as it is being created. There is no one teacher that can step in and teach an identifiable, stable skill.  Establishing Communities of Practice   Who are the subjects of learning and What do they learn?    Communities of practice (also known as workteams or work groups) could be established. They are groups that work together and form functional systems to work on the shared activity of change to their practices and their curriculum. They comprise a group of people from the faculty, and possibly other departments, who have a shared goal. Each person will bring to the community a different point of view, traditions and interests, they will also have different roles within the group. These differences could be a source of trouble but also a source of innovation as they will requires acts of translating and negotiating between the participants. The group has to adopt a new element – the Moodle LMS. This causes a contradiction between the previous methods of teaching and the way the curriculum was developed to how they need to be done now. Working as a group they need to find innovative ways to change their activities and so decrease the contradiction. As more of these communities of practise produce more, the combination is a result that is great than the some of the parts. The University itself is transformed into a learning organization. A practical example from Virginia Tech's Faculty illustrates how these communities of practice can be formed and how they can function. The development team did not concentrate on the technology itself but rather on the teaching and learning that occurs with the technology. They used a problem-based approach to training that combined a focus on instructional practice and collaborative learning. Small groups, with an instructor, prepared lessons using the technology. This enabled the latter to be learnt whilst being able to cover any teaching issues that surfaced. These were not one-shot workshops, instead a number of them were held as part of the development program. This approach was followed by a number of best-practise institutions. Faculty development was orientated to particular teaching issues and the design concepts emerged in response, rather than being imposed. Through this process of creating instructional software in a team, faculty members rethought their teaching and learning processes. The possible effectiveness of this approach is further demonstrated by a quote from a case study of an ICT implementation that did not support their Faculty members in this way (Kidd 2010). “In short, faculty have a difficult time applying technology skills in the classroom unless there is a direct linkage with the curriculum, teaching strategies, or improvements in achievement. Professional development tends to have a stronger impact when it is framed and intertwined in the teaching and learning process associate with the faculty. This is when training comes into play—to show faculty the possibilities of what can be done. This process has not only helped me become a better faculty, but an optimal user of technology.” Helping them to Learn Why and how do they learn? Expansive Learning is learning that encompasses a deep change in beliefs and attitudes and subsequent actions. The existing standard practices need to be critically questioned in order to instill in the participants deeper analysis of their beliefs and attitudes that will lead to change. If management tries to insist on fixed learning assignments traditionaly they are typically rejected. One way to affect the Teacher's beliefs and attitudes is by showing teachers evidence of the gains in Student Learning Outcomes. They believe in the new practices because they have seen them work and will thus be more committed to continue with the new practices. The object of teaching is student learning, this is what gives continuity and coherence to the actions and scripts teachers follow. Figure 2. A Model of Teacher Change (Guskey 2002) New solutions, instrumentality, patterns of activity can be modeled. Modelling can come either from examples from other groups or from within the group as they produce possible solutions. As solutions emerge they are examined, implemented reflected on and this reiterative process accompanies the group as they hone in on a solution that will fit with their objective. Once final solutions are put into practice the process starts again as new needs arise. Leadership behind the PD program Leadership and organizational support are vital for implementing change. Successful PD programs have a vision of the long-term goals but a strategic plan to introduce change gradually and incrementally, building on what is successful (Guskey 1995) and in which the use of technology has a prominent role (Bates 2000). Organizational commitment includes allocating sufficient funds to support the program and offering support in a variety of ways (Bates 2000). The PD team needs to have a varied range of competencies such as: By using a problem-based approach with a number of practical workshops the PD of the faculty becomes a process rather than an event (Guskey 2002) (Trowler 2003). This supports changes in teaching practise throughout the implementation process, provides just-in-time training (Chao 2008) that also has a practical product – actual lesson plans which respects the time constraints and overload of teachers “When we first embarked on using Blackboard, I felt overwhelmed, discouraged, and bewilder at the attempts to use technology tools in the classroom. There was little to no support from administration. There were no extra funds for training or professional consulting. Administration purchased the tools, but soon after where back in the shadows from which they came, leaving us as faculty who are in the trenches to suffer.” All we received was a memo stating we are now implementing a new LMS to be used to support face to face and online teaching.“There was no reason as to why we were moving in this director or what avenues were available to support faculty who were remotely interested. All of our concerns feel on deaf ears.” The University at the Department Level, as well as the PD team itself, need to be aware that although PD is essential, it alone will not be sufficient to ensure the support for and adoption of the new technology (Bates 2000).. Having knowledge of the change process, where each faculty member is along this continuum and being sensitive to how their reactions are justified can add strength to the PD program and the support it offers. = F Evaluation = Strategies for Evaluation Summative Evaluation
 * ICT project phase ||  Change management milestones  ||  Outcomes
 * Adoption || Readiness assessment including:
 *  Develop and undertake stakeholder engagement and communications plans
 *  Revise communications plan   || Stakeholders will gain an understanding and appreciation for the proposed ICT implementation. They will see:
 *  How ICT will provide constructivist learning opportunities
 *  Webinar with opportunity to ask questions about process and policy
 *  Live practice courses
 *  Consult Faculty, staff, and students about when and how to change in order to ensure buy-ins and clear communication
 *  Consult Teachers to provide expert advice on design, delivery and assessment issues.
 * Implementation ||  Deliver and test training materials:
 * <span style="color: black; 0cm margin: 0cm 9.8pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Update and test training
 * <span style="color: black; 0cm margin: 0cm 9.8pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Deliver training and evaluate
 * <span style="color: black; 0cm margin: 0cm 9.8pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Identify and communicate quick and long term successes
 * <span style="color: black; 0cm margin: 0cm 9.8pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> A comprehensive professional development program to boost confidence, build competence and foster commitment among Teachers.
 * <span style="color: black; 0cm margin: 0cm 9.8pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Obtaining a positive result, a combination of communication tactics, including written documents, group meetings and opportunities for one-on-one discussions utilised.
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Adequate onsite technical support and service to ensure smooth running of ICT.
 * <span style="color: black; 0cm margin: 0cm 3.6pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt left 121.25pt;"> A ‘learning department’ is in a position to grow therefore is ready and has the capacity to process change    || * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;">  Train Faculty to use the new system in a just-in-time fashion
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Self-paced online tutorials and self-assessments
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Webinar with opportunity to ask questions about process and policy
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Live practice courses
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Mentors (Mentors to receive special training)
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Guides on how to facilitate using Moodle and on how to write content for Moodle courses
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Expert Teachers to become the promoters. Teachers are more receptive of advice and guidance provided by other Teachers instead of technical experts.
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Narrated screen-capture training tool that shows how to use Moodle and emphasizes useful classroom features
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Onsite technical support and service   ||
 * <span style="margin: 0cm 0cm 0pt; mso-list: l7 level1 lfo17; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> human technical,
 * <span style="margin: 0cm 0cm 0pt; mso-list: l7 level1 lfo17; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> continuous funding, and
 * <span style="margin: 0cm 0cm 0pt; mso-list: l7 level1 lfo17; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> continuous assessment of its adequacy.
 * Technical expertise relating to the new technology. In our example:
 * Instructional design
 * Web development
 * Moodle technical expertise
 * Knowledge of Curriculum and innovative Pedagogies
 * Training and change management expertise
 * Evaluation

1. Content analysis for asynchronous discussion forums

Asynchronous discussion forums have tremendous benefits in eLearning contexts especially if the facilitator is skilled at designing leading questions and leading/focusing the discussion via strength of personality or questioning tactics like Socratic questioning (Yang, Newby & Bill, 2005).

To ascertain whether the beneficial affordances are fully taken advantage of, the content analysis model formulated by Yang, Richardson, French & Lehman (2010) shall be our guide. Previous/other attempts at content analyzing asynchronous discussion forums focus on cognitive aspects like thinking skills and because it takes into account both knowledge factors as well. (Model shall be reproduced on change manual)

Note: Evaluation agents should be reminded not to get into too much detail. Broad strokes will do as too much detail leads to slow decision-making and hence the course might not be re-designed in time for the next semester.

2. Augmented Fuzzy Cognitive Maps (AFCM) Augmented Fuzzy Cognitive Maps (AFCM) are a high level social computing modelling concept, which could be used to evaluate LMS success in its totality after a few years of its implementation. A Fuzzy Cognitive Map is basically an interconnected map of causal factors that are interrelated, with nodes having different weightings in relationships to other nodes. An AFCM includes inputs from experts. Salmeron (2009) has already identified several critical success factors for LMSes using FCMs and AFCMs which could be a reference but we should do our own (AFMC) to model for our context and contrast the factors discerned by the model to our situation. Ideally this should be done beforehand to identify success factors for us to work towards. But the lack of experts internally (as nobody had experiences with LMS use or implementation) would entail hiring outside experts which would be too costly. Hence, after Moodle has been implemented a few years, certain members of the staff who have gained moderate expert status can be the ‘expert input’ in the AFMC. ** Formative Evaluation **

3. Moodle data mining

Macfadyen & Dawson’s (2010) concept of data mining as an “early warning system” is consistent with the concept of formative evaluation, i.e. intervening with course design issues, including Moodle issues, in the midst of the course rather than at the end of it.

“….higher education institutions could harness the predictive power of Learning Management System (LMS) data to develop reporting tools that identify at-risk students and allow for more timely pedagogical interventions.”

Macfadyen & Dawson’s (2010, p588)

The above quote summarises the use of data mining. While technical aspects of Moodle or course design may not be that easily changed during the conduct of the course, other simple strategies like grouping at-risk students with stronger students or even a simple phone call/email to ask the students if they’re having any difficulty could be of some help.

Change management tools (part 2 of 2) Evaluation tools || Change management tools and/or practices  || = G Appendix = Soft Systems Methodology Approach Figure 4. Rich picture of change scenario
 * ICT project phase ||  Change management milestones  ||  Outcomes
 * Evaluation ||  Evaluate change:
 * <span style="color: black; 0cm margin: 0cm 9.8pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Monitor stakeholder reactions to change
 * <span style="color: black; 0cm margin: 0cm 9.8pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Adjust change implementation and communication plans   ||  Stakeholders will have an opportunity to give feedback and make any changes to the existing system.   || * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;">  Provide feedback channels to respond to learners' needs in a timely fashion
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Have a dedicated staff to coordinate training for learners
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l17 level1 lfo1; tab-stops: list 36.0pt;"> Collect learner's requests and feedback because communicating at the individual client level provides opportunities for development to respond to learners' needs, fix technical glitches etc.
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Development forums to discuss experiences
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Establish a review group to oversee progress and resolve problems
 * <span style="color: black; 0cm margin: 0cm 27pt 0pt 0cm; mso-list: l3 level1 lfo2; tab-stops: list 36.0pt;"> Engage an external party to formally review the implementation   ||

Analysis 1
Is an intervention. Involves the identification and description of the client, practitioner, and problem-owner. The client is the person who has caused the intervention to happen, without whom there would not be an investigation. In our case, the client is the University Administration who is seeking to improve the quality of learning by integrating ICT into its educational system. University Administration consists of the Vice-Chancellor (VC), Deputy VC for academic affairs, Deputy VC for financial affairs, and staff in its major administrative units such as Staff Affairs Department and Quality Assurance Office.

The p  ractitioner is the person or group of people conducting the investigation. ABC University has engaged an external team of IT consultants to manage the project from analysis to implementation and evaluation. The problem owner is the person or group of people who are affected by the intervention and its outcomes. In our case, the problem owners are the members of department (including teaching, administrative staff), students and technical staff (including Moodle designers and developers).

Analysis 2
A social analysis. Involves the identification and description of roles, norms and values. Roles Within the SSM there are two types of roles, formal and informal. In our case, the formal roles are played by the University Administration who are in direct connection with Deans of Colleges through meetings, emails, etc. The Deans of Colleges inform HOD with the University Administration’s decisions and plans and are directed to do what it takes to follow these decisions and implement plans. HOD meet with Faculty and discuss the University Administration’s proposed plans. Faculty and HOD discuss ways of implementing these plans in a way that aligns with the department’s educational goals, pedagogical practices and available expertise. They also report difficulties faced during implementation with Students and propose improvements to be made in the system for better implementations of University Administration’s plans. This is reported by HOD to the Dean who then reports to the University Administration who would revisit their plans for necessary modifications or reinforce certain goals to be met. (And the communication cycle continues.)

The Teachers carry out informal roles as they are in direct contact with students. This is such as the students consider Teachers to be role models. If they provide students with good role-models of change, students are more likely to respond positively.

** Norms + Values ** ** University: ** is a reputable educational institute that is a pioneer in establishing a strong educational system in the country in the last 20 years. As other educational institutions in the higher education sector emerged over the last years, competition emerged.

** University Administration: ** VC, VC Deputies, Directors, and Deans are people with high expectations, task designators and performers, work in tight timelines and expect others to do so. They are believed not to be very sensitive to “real” practice as they are alienated from the hectic day-to-day routine academic and administrative staff undergo. In the last few years, they have been working on enhancing the communication channel between them and staff and students through online opinion polls of university’s practices and services quality. Friendliness and openness between the top admin and staff and students is gradually being established.

** Heads of Departments: ** They are mediators between University Administration and staff. They have the most difficult and demanding role in that they should ensure meeting University Administration’s standards and requirements while maintaining staff’s satisfaction. They do not have direct authorial role and the same time are not directly or hugely impacted by change in practice.

** Faculty: ** They are the real implementers of change. They work hard to please their authorities and expect to be rewarded for their dedication to work. Dissatisfaction leads them to disapprove change especially when it is highly demanding. They are in direct connection with students and are in direct access to evidence of good or bad educational practice.

** Administrative staff (ICT & Educational Technology Centres, staff affairs, professional development, etc) ** : the first 3 statements describing Faculty apply here. In addition, they are the facilitators of change and failure in managing elements of change would lead to serious dysfunction in the flow of change. ** Students: ** are the targets of the change process. Improvements in their academic behaviour are indicators of success in change. Their attitude toward change affects the flow of implementing change policies, so their involvement in the process is critical.

Analysis 3
A political analysis. ** Intellectual and experiential authority: ** VC, VC deputies and Deans are normally assigned in their positions due to their intellectual excellence evident in their educational achievements. They all are PhD holders, and have had long service within the university. Thus, they are regarded as knowledgeable of what should work best for the welfare of the university and its staff and students.

** Reputation: ** the university’s high reputation is a product of the continuous hard work and efforts from the university’s administration and employees. However, reputation is mostly linked to the higher authorities quite overlooking the individual efforts that stand behind it. The reputation of the institution is hugely linked and interdependent with the reputation of its people.

** Policy Making: ** High authorities are the ones who have the power to initiate a new policy, change it or even cancel it. This is due to first commodity discussed above. Other employees are sometimes given a say in the effectiveness of a policy, but they do not always have a noticeable impact on policy making. ** Access to powerful role-holders: ** This applies to HODs who have direct contact with Deans who in turn have direct contact with University Administration. Access to powerful role-holders who are policy makers gives HODs and Deans higher impact on change practices.

PQR

R in order to ensure the university remains competitive when compared to national and international standards
CATWOE Involves the identification and description of C, A, T, W, O and E.   C: Departments, Program Coordinators, Teachers, students, technicians, etc. (List can be expanded)

A: Departments, Program Coordinators, Teachers

T 1: A university that utilised a paper-based, decentralised system of program delivery  transformed to an online, centralised system through implementation of the LMS

T 2: « Current quality of learning »  à « current quality of learning improved »

W: Implementation of the LMS enhances the quality of learning and thus leads to the university remaining competitive when compared to national and international standards.

O: University Administration

E: Computer access, budget, Moodle efficiency as an educational tool, technical capabilities, technical support, blended learning system, learning strategies/styles, previous traditional teaching and learning practices, developers competencies and time, etc. EEE Involves the identification and description of efficacy, efficiency and effectiveness.

// Efficacy will be achieved when t  //  he implemented LMS has contributed to the enhanced quality of learning.

// Efficiency will be achieved when t // he LMS enables quality learning and quality organizing and assessment of that learning with a minimum amount of resources.

// Effectiveness will be achieved when the // transformation of the quality of learning is such that the university maintains competitiveness compared to national and international standards. CCC Analysis

Involves the identification and description of congruence, complexity, and clarity. // Congruence: // changes which build on what is already in place have a much greater chance of adoption than those which imply a complete and unfamiliar shift in routine practices.

// Complexity: // Changes which are presented in a relatively straight-forward way and are accessible or ‘recognizable’ are more likely to be successfully adopted. (Complex thinking may underlie simple presentations and handy tools, though.)

// Clarity: // Changes which are explicit about who is to do what and when are more likely to be adopted, especially if change sponsors provide useful change tools. ** Macro examples ** I’m assuming the culture in Oman is like most Asian cultures, that of being on the conservative side and preferring to stick to traditions. Furthermore, it has been often stated that Teachers as a profession are not so eager to change. And there is justified skepticism of any new technological intervention because of the previous presence of fads that came and went quickly (seek citation). From the above-mentioned context, the congruence level of our LMS introduction is low.

** Micro examples ** (From the rich picture we can see statements like) > >  These statements are evidence of low congruency. (Department culture/context could also be the unit of analysis for congruency but I don’t have enough information. According to the readings, the department should be a change agent viewed with high importance.)
 * 1)   eLearning is not effective and a waste of time
 * 2)   Technical expertise level of staff is low. Hence the fear of technical issues. (For the digital native generation, i.e. our current and future students technical issues are solved by intuition)
 * 3)   The initiative is a top-down thing with the main purpose being the instrumental one for ensuring the university remains competitive when compared to national and international standards rather than a bottom up initiative driven by the Teacher’s recognition of the benefit eLearning might bring to students.
 * 4)   Knee-jerk resistance reaction, as expressed in the excuse “no time for eLearning”.

Complexity: Assuming a low technology comfort level and low technical expertise, Moodle might seem like a very complex system for the staff to adopt.

Clarity: Only evident in the implementation stage

= H Appendix = ICT Project Plan (with Change Management focus) For our ICT implementation project we have adopted a version of the DET IPL. Below is a matrix that shows each of the ICT project phases (our ICT implementation project will follow) and provides a high-level note of activities that will be carried out at each of the phases for this project’s completion. The change management initiatives are highlighted as applicable to the phase. || Purpose (to address)  ||  Change activity  ||  Change product  ||  Change agent  || || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Change management approach = <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt; font-weight: normal;"> = = I References = Website references [] [] [] [] Text references > >
 * ICT project phase
 * Idea definition || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l0 level1 lfo7; tab-stops: list 36.0pt left 61.2pt;">  Prepare idea definition
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l0 level1 lfo7; tab-stops: list 36.0pt left 61.2pt;"> Seek endorsement   ||   ||   ||   ||
 * Start up || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;">  Project management establishment
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Initiate planning
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Determine initiative benefits and costs
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Fully identify stakeholders
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Undertake project assurance planning
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Perform initial risk analysis
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Undertake high level options analysis
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Assess alignment with enterprise architecture
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Produce high level outline of business case
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Seek funding   ||   ||   ||   ||
 * Initiation || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;">  Mobilise governance and project team
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Develop the project plan
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Define plan of work
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Refine preliminary risk assessment
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Refine budget/costs for project and ongoing operation
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Identify security requirements
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Set up project controls
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Assemble
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Conduct end stage assessment
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Create stage plan for next stage
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Mobilise project team   ||   ||   ||   ||
 * Requirements || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;">  Identify high level business requirements
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Develop detailed business requirements
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Develop conceptual, enterprise architecture-aligned solution design
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Define change management approach   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list blank 36.0pt left blank 78.25pt;">  Determine transformational changes
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list blank 36.0pt left blank 78.25pt;"> Undertake As-Is assessments
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list blank 36.0pt left blank 78.25pt;"> Develop and undertake stakeholder engagement and communications plans
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Stakeholder engagement plan
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Communications plan   ||  Team of external IT Project consultants (Change practitioner), individual-level, group-level stakeholders and HOD  ||
 * Architecture and high level design || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;">  Analyse current and define future operational environments
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Perform detailed and rigorous options analysis
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Create stage plan for next stage, update project plan and refine business case   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;">  Define ICT change strategy   ||   ||  Team of external IT Project consultants (Change practitioner)  ||
 * Solution definition and selection || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;">  Select solution
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Conduct detailed risk assessment
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Define execution strategies
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Review project costs and benefits
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Confirm funding approval
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l10 level1 lfo5; tab-stops: list 36.0pt left 61.2pt;"> Develop change management plan   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;">  Develop ICT change management, implementation and support strategy   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l4 level1 lfo10; tab-stops: list 36.0pt left 61.2pt;">  Change impact assessment plan   ||  Team of external IT Project consultants (Change practitioner), individual-level, group-level stakeholders and HOD  ||
 * Buy solution – detailed design ||   ||   ||   ||   ||
 * Design and configure solution – build solution ||   ||   ||   ||   ||
 * Test solution || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;">  Perform acceptance testing
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Implement and refine change management plan
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Develop and test training materials
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Conduct final risk assessment
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Create stage plan for next stage, update project plan and refine business case
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Prepare production release authorisation   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;">  Implement and refine change management plan   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;">  Training plan and training materials   ||  Team of external IT Project consultants (Change practitioner), individual-level, group-level stakeholders and HOD  ||
 * Deploy solution || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;">  Implement solution
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Implement change
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Obtain operational customer acceptance   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;">  Deliver training and evaluate
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;"> Identify communicate quick and long term successes
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;"> Monitor stakeholder reactions to change
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;"> Adjust change implementation and communication plans   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;">  Deployment and support plans
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo8; tab-stops: list 36.0pt left 61.2pt;"> Training evaluation   ||  Team of external IT Project consultants (Change practitioner), individual-level, group-level stakeholders and HOD  ||
 * Close project || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;">  Review project performance
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Package knowledge
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Close project   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;">  Document feedback and learning
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;"> Hand over benefits tracking   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;">  Lessons learnt report, including feedback   ||  Team of external IT Project consultants (Change practitioner), individual-level, group-level stakeholders and HOD  ||
 * Business operations || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;">  Verify project benefits
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Report actual and forecast project benefits
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Close benefits realisation process
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Review delivered risk treatments
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l14 level1 lfo6; tab-stops: list 36.0pt left 61.2pt;"> Review project benefit performance   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;">  Evaluate change effectiveness
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;"> Communicate close
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;"> Prepare final benefits tracking report
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;"> Review project benefit performance   || * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;">  Business as usual operation and reporting
 * <span style="color: black; 0cm margin: 0cm 0cm 0pt; mso-list: l9 level1 lfo9; tab-stops: list 36.0pt left 61.2pt;"> Final benefits report   ||  Team of external IT Project consultants (Change practitioner), individual-level, group-level stakeholders and HOD  ||
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