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01/06/2014 1 Managing Innovation in Language Education Alan Waters Lancaster University, UK E-mail: [email protected] What is innovation? There is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than the creation of a new system. Machiavelli Change can be likened to a planned journey in a leaky boat on uncharted waters with a mutinous crew. Michael Fullan The self-system Real world experiences contribute to development of network of meanings enabling us to cope with Development of Key Meanings (Hutchinson, 1992) The nature of change All changes, even the most longed for, have their melancholy; for what we leave behind us is a part of ourselves; we must die to one life before we can enter another. Anatole France Change triggers the conservative impulse (Marris) – a defence mechanism for protecting Key Meanings The transition curve TIME COMPETENCE Beginning of transition 1. Immobilisation 2. Denial 3. Awareness 4. Acceptance 5. Testing 6. Search for meaning 7. Integration (Manchester Open Learning, 1992) Supporting the transition process I keep six honest serving men. (They taught me all I knew.) Their names are What and Why and When And How and Where and Who. Rudyard Kipling “WHO adopts WHAT, WHERE, WHEN, WHY and HOW?” (Markee 97: 43)

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01/06/2014

1

Managing Innovation in Language Education

Alan Waters Lancaster University, UK

E-mail: [email protected]

What is innovation?

•  �There is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than the creation of a new system.��Machiavelli

•  �Change can be likened to a planned journey in a leaky boat on uncharted waters with a mutinous crew.���Michael Fullan

The self-system

Real world experiences

contribute to development of

network of meanings

enabling us to cope with

Development of Key Meanings (Hutchinson, 1992)

The nature of change

•  �All changes, even the most longed for, have their melancholy; for what we leave behind us is a part of ourselves; we must die to one life before we can enter another.���Anatole France

•  Change triggers �the conservative impulse� (Marris) – a defence mechanism for protecting Key Meanings

The transition curve

TIME

CO

MPE

TEN

CE

Beginning of transition

1. Immobilisation

2. Denial

3. Awareness

4. Acceptance

5. Testing

6. Search for meaning

7. Integration

(Manchester Open Learning, 1992)

Supporting the transition process

I keep six honest serving men. (They taught me all I knew.) Their names are What and Why and

When And How and Where and Who.

Rudyard Kipling

“WHO adopts WHAT, WHERE, WHEN, WHY and HOW?” (Markee 97: 43)

01/06/2014

2

WHO: innovation roles (1)

TIME

CO

MPE

TEN

CE

Beginning of transition

1. Immobilisation

2. Denial

3. Awareness

4. Acceptance

5. Testing

6. Search for meaning

7. Integration

(Manchester Open Learning, 1992)

CHANGE AGENT

END USER

WHO: innovation roles (2)

•  �The reformers have already assimilated these changes to their purposes, and worked out a reformulation which makes sense to them, perhaps through months of years of analysis and debate. If they deny others the chance to do the same, they treat them as puppets dangling by the threads of their own conceptions.� (Marris: 166 – my emphasis)

WHAT: innovation characteristics

•  Relative advantage •  Compatibility •  Complexity •  Trialability •  Observability

(Rogers)

POLITICAL

ADMINISTRATIVE

EDUCATIONAL

INSTITUTIONAL

WHERE: innovation context (1)

CLASSROOM INNOVATION

CULTURAL

(Kennedy 1988: 332)

(Kennedy 1988: 332)

POLITICAL

ADMINISTRATIVE

EDUCATIONAL

INSTITUTIONAL

WHERE: innovation context (2)

CLASSROOM INNOVATION

CULTURAL

POLICY LEVEL

IMPLEMENTATION LEVEL

WHEN/HOW LONG: the adoption curve

S-shaped curve of adoption (Rogers)

Percentage of potential adopters

Laggards Innovators Early majority

Late majority

Early adopters

Time

01/06/2014

3

WHY: innovation causes Internally-generated idea

Externally-generated idea

Internally-generated motivation to change

High level of potential for ownership/ adoption

Mid-level potential for ownership/ adoption

Externally-generated motivation to change

Mid-level potential for ownership/ adoption

Low-level potential for ownership/ adoption

Based on Rogers in Markee (1997: 48-9) Project Time-frame

HOW: innovation strategies •  Power co-ercive: brute force •  Rational empirical: brute sanity •  Normative re-educative: problem-solving

P-C R-E

N-R

(Chin & Benne, 1976)

Conclusion Go in search of your people.

Love Them. Learn from Them. Plan with Them.

Serve Them. Begin with what They have. Build on what They know.

But of the best leaders when their task is accomplished,

their work is done, The People all remark �We have done it

Ourselves.� Lao-tse

Bibliography •  Chin, R. & K. D. Benne (1976) General strategies for effecting

changes in human systems in W.G. Bennis, K. D. Benne, R. Chin and K.E. Corey (eds.) The Planning of Change, 3rd ed., 22 – 45. New York: Holt, Rinehart and Winston.

•  Fullan, M. (2001) The New Meaning of Educational Change (3rd Edition), RoutledgeFalmer

•  Hutchinson, T (1992) The Management of Change The Teacher Trainer, 3/1

•  Kennedy, C. (1988) Evaluation of the management of change in ELT projects, Applied Linguistics, 9/4

•  Manchester Open Learning (1992) Planning and Managing Change Kogan Page

•  Markee, N. (1997) Managing Curricular Innovation Cambridge University Press

•  Marris, P. (1977) Loss and Change London: Routledge & Kegan Paul

•  Rogers, E. M. (2003) Diffusion of Innovations (5th edition), The Free Press

Contact details

If you would like a copy of this PPT file, please e-mail me at:

[email protected]