The tutor was initially overwhelmed with information and lacked clear goals when asked to change their teaching. They have since learned that successful change requires: having a well-defined goal, engaging people in the change process, and understanding models of change management like the ADKAR model which emphasizes creating awareness, desire, knowledge, ability and reinforcement of new approaches. The tutor now recognizes the importance of student satisfaction and applying structured change management practices.

1. Managing Change
An enlightening experience?

2. Objectives
• Introduction
• Description of event
• If I knew then what I know now
• What I learnt
• Conclusion

3. The event
• Student complaints
• Thrown in at the deep end
• Lots of information and observations
• No clear goal

4. If I knew then what I know now
• Nothing is permanent but change! (The three
initiates, 2007, p.25)
• Managing people is a skill and an art form
• To Achieve change you need to have an actual
goal

5. My aim

6. A more effective approach
•Applying a model of change management
•ADKAR model (1998)
•Awareness
•The need for change was already established through
feedback from students, but is this enough? A root cause
analysis would have been useful for example to gain more
evidence for the need to change and identify areas where
change is necessary.
•Student discussion and staff consultation to feed into a
herringbone diagram

7. Desire
•Reasons to motivate the tutor to become a stake
holder in the change process:
•Good Student feedback is important and assessed by
the quality department
•Student satisfaction and student retention rates are
linked?
‘if they have positive feelings about their experiences and would make
the same decisions again, then an institution’s word of- mouth
reputation remains strong and can contribute to future success
in recruiting and retaining students’ (Schreiner, L 2009)
•Personal feedback- Tutors like to feel they are doing a
good job
•Resistance to change- This is the way it’s always been
done before, this does not necessarily mean it’s the
most effective way

8. Knowledge
•Understanding of the need for change- Student
satisfaction, no one size fits all in education
•Awareness of how change will occur- agreed goal and
vision
•Linking theory to practice- Adult learning theory
•Teacher training and experience- Understanding of the
structure of building knowledge in different people
•Support from management- Top down and laterally

9. Ability
•Challenges to being able to facilitate personal change in
the tutor:
•Resistance to change- this is how it’s always been! This is
how I was taught!
•Inexperienced teacher- Un realistic expectation of
student achievement in given time frame
•Lack of top down or lateral support

10. Reinforcement
•Improved Student feedback- increased tutor motivation
•Managerial guidance- more structured governance of
module. Clearer Educational structure.
•Mentoring procedure- Peer observation

11. What I learnt
• Awareness is key
• Change needs direction and focus; without an
aim how will you know if you succeed?
• Engaging people in change is essential
• Change needs agreed goals and values
• In education change has to benefit the
student, they are the reason we are here!

12. References
• Change management learning center (2007) "ADKAR" - a model for change
management Change Management Tutorial Series [Online] Change
management learning center. Available from: http://www.change-
management.com/tutorial-adkar-overview.htm [Accessed 31st May 2012]
• Hiatt, J. (2006) ADKAR: a model for change in business, government and
our community. Prosci Research, USA
• Schreiner, L. (2009) Linking Student Satisfaction and Retention. Noel-Levitz
[online] p.6. Available from:
https://www.noellevitz.com/documents/shared/Papers_and_Research/20
09/LinkingStudentSatis0809.pdf [Accessed 31st May 2012]
• The Three Initiates. (2007) The Kybalion - A Study of The Hermetic
Philosophy of Ancient Egypt and Greece. Nuvision publications Ltd.

13. Questions?