V.+Change+Guide+Final

For Heads of Departments In     Higher Educational Institutions   || Ahlam Al-Rawahi Gilbert ng   Nicola Fehlmann Scarlet ||
 * Change Manager’s and Facilitator’s Guide
 * Authors: (TEAM A)
 * A. An 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. Context of 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. ===== ||
 * C. Using SSM to Understand Change ||
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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. ===== **__ What is Soft Systems Methodology? __**  Soft system methodology (SSM) is a methodology used to analyze “real-word” problems that one needs to deal with and change. It is a prescribed yet enriching way of considering multiple stakeholders involved in any change, which in return assists in viewing the problem from different perspectives as each one involved has his/her own unique understanding and/or perception of what the problem really is and how better deal with it. SSM is misunderstood for dealing with “soft” problems such as cultural and social problems only, while it is in fact deal with both “soft” and “hard” problems, i.e. technical, professional, etc. It is worth mentioning that SSM is an iterative process that is modified throughout the process as more perspectives come into consideration. **__ Why use SSM? __**  SSM is an effective way of considering the chaotic, unsystematic elements of a problem, especially a complex one, and pull them together in a systematic way. SSM views a system as an “epistemological” rather than an “ontological” entity. This means that SSM is more related to how people view things ….?? For example, one would view a “car” as an essential element of day-to-day life, while another views cars as life threatening ad environment polluters. A third, who own a car agency, views cars as factors for business thriving. All of these viewpoints are true to their owners, which makes none of them wrong. Being aware of the existence of such diverse views in any situation and considering all of them bring chaos into order and problems are more likely to be solved in accordance to all parties involved. Moreover, applying SSM leads to understanding of the context of a problem and helps at looking at it from the ground level rather than top. It is believed that local contexts, the values and perceptions of those at the grounds, are the key to success in any change. **__ How to use SSM? __**  Checkland (2006) who formed SSM describes how to apply SSM in the following stages: ** 1-  **** Draw a Rich Picture ** : an illustrative picture of what the situation is like would visualize the problem for you and could help you in extending your understanding of the problem.  ** An example of a Rich Picture (Checkland, 2006) ** ** 2-  **** Carrying out Analysis One (The intervention itself) ** : At this stage, you need to identify three parties in relation to the problem:  a. “Client(s)”: is the person/people who initiated the intervention and without whom it would have not been in action  b. “Practitioner”: is the person/people who examine the problem  c. “Owners”: are the people affected by the intervention. This could also include the practitioner(s). ** 3-  **** Carrying out Analysis Two (Social): ** At this stage you will examine the “culture” of the problem to see how “culturally feasible” it is.   * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l17 level1 lfo6; tab-stops: list .5in;">** Roles ** can be formal or informal: <span style="line-height: 150%; margin: 0in 0in 12pt 1in; mso-list: l13 level2 lfo2; tab-stops: list 1.0in; text-indent: -0.25in;"> o Formal roles, such as heads of department, senior managers and professors, are roles assigned formally by an authority. <span style="line-height: 150%; margin: 0in 0in 12pt 1in; mso-list: l13 level2 lfo2; tab-stops: list 1.0in; text-indent: -0.25in;"> o Informal roles, such as role-models, are roles that are attached to certain people due to their personal characteristics. <span style="line-height: 150%; margin: 0in 0in 12pt 0.2in; mso-list: l24 level1 lfo3; tab-stops: list 0in; text-indent: -0.2in;">** 5- **** Carrying out Analysis Three (Political): ** This stage is concerned with analyzing the powers that come into play in change and how they influence change. These are expressed in terms of “commodities” that enable power and how these commodities are “obtained, used, defended, passed on, or relinquished”. Examples of commodities: ** How to do the recording? **  Have a special file to document and record what you observe at each stage of analysis and specify the date of your observations. This should help you at gathering necessary background information of your organization and context of problem. ** Making Activity Models ** In this section, a brief and concise explanation of activity models is given. <span style="line-height: 150%; margin: 0in 0in 12pt 0.5in; mso-list: l8 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> 1- ** Root Definition (RD): ** is a statement which describes an “activity system” and it should be a SINGLE one as it is considered as the basic description of the system. <span style="line-height: 150%; margin: 0in 0in 12pt 0.5in; mso-list: l8 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> 2- ** PQR: ** is the written statement of RD. PQR is formulated in this way: Do P By Q in order to achieve R. <span style="line-height: 150%; margin: 0in 0in 12pt 0.5in; mso-list: l8 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> 3- ** CATWOE ** <span style="line-height: 150%; margin: 0in 0in 12pt 0.5in; mso-list: l8 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> 4- ** Three EEEs **
 * ** Norms ** are the behaviors and patterns of actions associated to certain people due to the role they have. For example, a head of department could be associated with dressing, talking, smiling or sitting in a certain manner.
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l15 level1 lfo8; tab-stops: list .5in;">** Values ** are criteria by which “behavior-in-role” is judged. For example, a head of department is expected to make good decisions that would feed into the interest of the department’s staff. Not doing so would result in criticism and dissatisfaction from people.
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l12 level1 lfo5; tab-stops: list .5in;"> Access to important information
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l12 level1 lfo5; tab-stops: list .5in;"> Access to important authorities
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l12 level1 lfo5; tab-stops: list .5in;"> Having a history of achievements/ effective leadership etc
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l26 level1 lfo9; tab-stops: list .5in;"> An example would be: Improve quality of learning by introducing Moodle in order to get international accreditation.
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l1 level1 lfo10; tab-stops: list .5in;"> C: are the customers affected by the transformation (T)
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l1 level1 lfo10; tab-stops: list .5in;"> A: are the actors who do the activities which the transformation (T) needs
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l1 level1 lfo10; tab-stops: list .5in;"> T: is the transformation/change required
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l1 level1 lfo10; tab-stops: list .5in;"> W: is the worldview of the activity system
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l1 level1 lfo10; tab-stops: list .5in;"> E: is the environmental forces or factors that transformation would be affected by such as certain policies or time constraints
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l1 level1 lfo10; tab-stops: list .5in;"> O: are the owners of the transformations who could stop or change it
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l10 level1 lfo11; tab-stops: list .5in;"> Efficacy: to determine whether the objectives match the outcomes of change
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l10 level1 lfo11; tab-stops: list .5in;"> Efficiency: resources are used in a considerable manner (with the least number of resources)
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l10 level1 lfo11; tab-stops: list .5in;"> Effectiveness: to determine if the change contributes to a longer-term goal ||
 * D. Change Coping Strategies and Tools ||
 * == <span style="background: white; color: black; font-family: Georgia; font-size: 12pt; font-style: normal; font-weight: normal; line-height: 150%;"> ==

<span style="background: white; color: black; font-family: Georgia; font-size: 12pt; font-style: normal; line-height: 150%;">Strategies for adoption
** Implication ** == **<span style="background: white; color: black; font-family: Georgia; font-size: 12pt; font-style: normal; line-height: 150%;">Strategies for implementation ** <span style="color: black; font-family: Georgia; font-size: 12pt; font-style: normal; font-weight: normal; line-height: 150%;"> == Change management tools (part 1 of 2) Adoption and implementation tools
 * 1) <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l29 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> 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) <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l29 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Privileging just-in-time information/training over traditional mass seminar style training.
 * Rationale **
 * 1) <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l14 level1 lfo13; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> 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) <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 19.5pt; mso-list: l14 level1 lfo13; mso-margin-top-alt: auto; tab-stops: list .5in;"> 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) <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l7 level1 lfo14; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> 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) <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 19.5pt; mso-list: l7 level1 lfo14; mso-margin-top-alt: auto; tab-stops: list .5in;"> 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.

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. ||  ICT project phase   ||  Change management milestones   ||  Outcomes

|| Change management tools and/or practices   || · ICT infrastructure · Personnel · Facilities
 * Adoption  ||  Readiness assessment including:

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 || * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l22 level1 lfo18; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> 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. || 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: The image gives an overview of each of these elements of ICT infra. <span style="height: 323.2pt; margin-left: -0.4pt; margin-top: 0px; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; position: absolute; width: 6in; z-index: -1;">    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: <span style="line-height: 150%; margin: 0in 0in 12pt 0.25in; mso-list: l30 level1 lfo26; tab-stops: list .25in; text-indent: -0.25in;"> · Clear objectives and goals for the use of ICT infra in the educational organizations covering administrative, technical and most importantly educational needs **// Tips: //** <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l16 level2 lfo27; tab-stops: list .75in; text-indent: -0.25in;"> o Mere provision of ICT-infra with no planning does not guarantee its use <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l16 level2 lfo27; tab-stops: list .75in; text-indent: -0.25in;"> o At the same time, provision of ICT-infra before forming a clear plan might help at initiate commitment to effective use of infra <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l16 level2 lfo27; tab-stops: list .75in; text-indent: -0.25in;"> o Costs and benefits should be clearly linked and articulated <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l16 level2 lfo27; tab-stops: list .75in; text-indent: -0.25in;"> o The plan should be integrated into the general strategic plan for the university <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l16 level2 lfo27; tab-stops: list .75in; text-indent: -0.25in;"> o Specify considerable time-scale as it allows people to work toward the short and long-term goals <span style="line-height: 150%; margin: 0in 0in 12pt 0.25in; mso-list: l30 level1 lfo26; tab-stops: list .25in; text-indent: -0.25in;"> · Provision of necessary human staff needed to implement and support the use of ICT infra **// Tip: //** <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Humans are the drive for successful and active implementation of infra <span style="line-height: 150%; margin: 0in 0in 12pt 0.25in; mso-list: l30 level1 lfo26; tab-stops: list .25in; text-indent: -0.25in;"> · Clear policies of the use of ICT infra for educational purposes by teachers and students **// Tips: //** <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Policies should be first formed at a departmental level and informed by teachers <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o 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 <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Specify if it is necessary for students to own a computer and financially plan for achieving this goal <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Specify any “common technical standards” required for computers <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Specify guidelines for “universal access” and “equity” in using computers by teachers and students <span style="line-height: 150%; margin: 0in 0in 12pt 0.25in; mso-list: l30 level1 lfo26; tab-stops: list .25in; text-indent: -0.25in;"> · Communicating the plan to stakeholders including administrative staff, technical staff and academic staff **// Tips: //** <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Giving out information about plan is necessary to get people involved <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Limiting information could demotivate people and make them lose sight of //why// and //what// they should be doing <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Get feedback on the plan from stakeholder to motivate them and get them involved <span style="line-height: 150%; margin: 0in 0in 12pt 0.25in; mso-list: l30 level1 lfo26; tab-stops: list .25in; text-indent: -0.25in;"> · Continuous planning for funding is essential for maintaining and keeping ICT-infra up-to-date **// Tips: //** <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Provide a “financing plan” for students to have their own computers <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Financial investment in ICT-infra might not pay off immediately, but good planning allows for positive gains in the long run <span style="line-height: 150%; margin: 0in 0in 12pt 0.25in; mso-list: l30 level1 lfo26; tab-stops: list .25in; text-indent: -0.25in;"> · Evaluating the effectiveness and adequacy of current ICT infra in relation to the specified goals **// Tip: //** <span style="line-height: 150%; margin: 0in 0in 12pt 0.75in; mso-list: l30 level2 lfo26; tab-stops: list .75in; text-indent: -0.25in;"> o Refer to section H of this guide for more information ** References ** <span style="line-height: 150%; margin: 0in 0in 12pt 0.5in; mso-layout-grid-align: none; text-indent: -0.5in;"> Queensland Government (2007). Change management best practices guide: Five (5 ) key factors common to success in managing organizational change. Retrieved from: <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; text-indent: -0.5in;"> Envirowise & Government Office for the South West. (2004). Resource efficiency and corporate responsibility: Managing change. Retrieved from: <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; text-indent: -0.5in;"> <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; text-indent: -0.5in;"> Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press. || 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.
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l19 level1 lfo15; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Develop and undertake stakeholder engagement and communications plans
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l0 level1 lfo16; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Revise communications plan  ||  Stakeholders will gain an understanding and appreciation for the proposed ICT implementation. They will see:
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l3 level1 lfo17; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> How ICT will provide constructivist learning opportunities
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l22 level1 lfo18; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Webinar with opportunity to ask questions about process and policy
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l22 level1 lfo18; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Live practice courses
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l22 level1 lfo18; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Consult Faculty, staff, and students about when and how to change in order to ensure buy-ins and clear communication
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l22 level1 lfo18; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Consult Teachers to provide expert advice on design, delivery and assessment issues.
 * Implementation  ||  Deliver and test training materials:
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l2 level1 lfo19; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Update and test training
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l5 level1 lfo20; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Deliver training and evaluate
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l5 level1 lfo20; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Identify and communicate quick and long term successes
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l27 level1 lfo21; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> A comprehensive professional development program to boost confidence, build competence and foster commitment among Teachers.
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l18 level1 lfo22; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Obtaining a positive result, a combination of communication tactics, including written documents, group meetings and opportunities for one-on-one discussions utilised.
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l18 level1 lfo22; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Adequate onsite technical support and service to ensure smooth running of ICT.
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l25 level1 lfo23; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> A ‘learning department’ is in a position to grow therefore is ready and has the capacity to process change  || * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Train Faculty to use the new system in a just-in-time fashion
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Self-paced online tutorials and self-assessments
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Webinar with opportunity to ask questions about process and policy
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Live practice courses
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Mentors (Mentors to receive special training)
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Guides on how to facilitate using Moodle and on how to write content for Moodle courses
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Expert Teachers to become the promoters. Teachers are more receptive of advice and guidance provided by other Teachers instead of technical experts.
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Narrated screen-capture training tool that shows how to use Moodle and emphasizes useful classroom features
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l9 level1 lfo24; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Onsite technical support and service  ||
 * E. Providing Necessary ICT Infrastructure ||
 * ** Significance of ICT infra **
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l20 level1 lfo25; tab-stops: list .5in;"> human technical,
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l20 level1 lfo25; tab-stops: list .5in;"> continuous funding, and
 * <span style="0in line-height: 150%; margin: 0in 0in 12pt; mso-list: l20 level1 lfo25; tab-stops: list .5in;"> continuous assessment of its adequacy.
 * F. Professional Development for Faculty ||

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. <span style="background: white; line-height: 150%; margin: 0in 0in 0pt 0.25in; mso-list: l11 level1 lfo29; tab-stops: list .25in; text-indent: -0.25in;"> · They are required to continuously respond to these rapidly changing circumstances by acquiring new skills throughout their lifetime. <span style="background: white; line-height: 150%; margin: 0in 0in 0pt 0.25in; mso-list: l11 level1 lfo29; tab-stops: list .25in; text-indent: -0.25in;"> · We are all to become "life-long learners". <span style="background: white; line-height: 150%; margin: 0in 0in 0pt 0.25in; mso-list: l11 level1 lfo29; tab-stops: list .25in; text-indent: -0.25in;"> · 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. <span style="background: white; line-height: 150%; margin: 0in 0in 0pt 0.25in; mso-list: l11 level1 lfo29; tab-stops: list .25in; text-indent: -0.25in;"> · 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. <span style="background: white; line-height: 150%; margin: 0in 0in 0pt 0.25in; mso-list: l11 level1 lfo29; tab-stops: list .25in; text-indent: -0.25in;"> · 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.

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.
 * Establishing Communities of Practice **
 * Who are the subjects of learning and What do they learn? **

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.”

Expansive Learning is learning that encompasses a deep change in beliefs and attitudes and subsequent actions.
 * Helping them to Learn **
 * Why and how do they learn? **

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 traditionally 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
 * <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l28 level1 lfo28; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Technical expertise relating to the new technology. In our example:
 * <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l28 level2 lfo28; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in;"> Instructional design
 * <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l28 level2 lfo28; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in;"> Web development
 * <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l28 level2 lfo28; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in;"> Moodle technical expertise
 * <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l28 level1 lfo28; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Knowledge of Curriculum and innovative Pedagogies
 * <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l28 level1 lfo28; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Training and change management expertise
 * <span style="background: white; color: black; line-height: 150%; margin: 0in 0in 0pt; mso-list: l28 level1 lfo28; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Evaluation

“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. ||
 * G. Evaluation ||
 * ** Strategies for Evaluation **
 * Summative 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.

3. Moodle data mining
 * Formative Evaluation **

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.
 * Evaluation tools **  || ** ICT project phase **  || ** Change management milestones **  || ** Outcomes **

|| ** Change management tools and/or practices ** || ||
 * Evaluation  ||  Evaluate change:
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l21 level1 lfo30; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Monitor stakeholder reactions to change
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l21 level1 lfo30; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Adjust change implementation and communication plans  ||  Stakeholders will have an opportunity to give feedback and make any changes to the existing system.   || * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l23 level1 lfo31; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Provide feedback channels to respond to learners' needs in a timely fashion
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l23 level1 lfo31; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Have a dedicated staff to coordinate training for learners
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l23 level1 lfo31; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> 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="line-height: 150%; margin: 0in 0in 0pt; mso-list: l23 level1 lfo31; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Development forums to discuss experiences
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l23 level1 lfo31; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Establish a review group to oversee progress and resolve problems
 * <span style="line-height: 150%; margin: 0in 0in 0pt; mso-list: l23 level1 lfo31; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Engage an external party to formally review the implementation  ||
 * ** H. Further Readings ** ||