REVISED 4DX PLAN

1. APPY HOUR – 4 DX PLAN
Updated May 2016

2. WIGS (Wildly Important goals)
• Increase attendees
demonstrating a program learned
at “Appy Hour” to two others
from 1 attendee to 3 attendees
within 7 days.
• Increase attendees creating and
using a lesson with students from
1 attendee to 3 attendees in 30
days.

3. These goals address the change stage of getting
clear. They are very clear and to the point of what
we want to see happen.

4. The key actions of this step are addressed by only having two
WIGS to deal with. Each of theWIGS has a clear finish line, but
they are also flexible enough that we can change the numbers in
theWIGS later down the line and continue to use them with
some success.
By giving theWIGS a timeline and a number of teachers to meet,
we are “flipping the switch” and creating a competition
atmosphere. Our staff is very competitive, as seen at many
faculty functions. When it comes to winning, some of the staff
who tend to hang back come out in full force.

5. Lag measure – how many people demonstrated and used the
technology in the given period of time.
Lead measures –
1. Attendees will begin to experiment with apps and programs that
were discussed at “Appy Hour”.
2. Attendees are given the ideas at “Appy Hour” but are able to check
in with the presentors (and their new mentor) for any extra support.
3. The #mooreappyhour hashtag on twitter will be used by anyone
who wants to share articles or ideas about new technology or apps.
*Addition

6. Several of the lead measures address the
launch part of change and the adoption
part of change because it helps us to
identify models, potentials, and resistors.
It also allows us the opportunity to hold
each other accountable.

7. By using the lead measures of experimenting,
checking in, and sharing information with each
other, I feel like we are addressing the key measure
of using leverage to achieve our lag measure. The
leverage is the constant support from myself and
from the group for the attendees to be successful.
Also, by assigning a mentor to each new attendee,
they will have someone to touch base with.
I plan on making a suggested schedule of
implementation for them to help them manage
their time and see that it is possible to do in the 30
days we are asking of them.

8. Participant Demonstrated to 2
others (7 days)
Used with students
(30 days)
Achieved both
Brittany
Ana
Cade
Sara
Cindy M.
CindyW.
Dixie
Beth
Aracelly

9. The scoreboard addresses the launch change
stage by clarifying theWIGS. It also addresses the
adoption stage by helping to track results. It will
address the optimization stage by recognizing
follow through and celebrating success.

10. By making the scoreboard something that I can mail out and also
post on our twitter #mooreappyhour, I feel like I am creating
players out of the attendees. It is a very simple format of a chart
and I can change it monthly based on who shows up toAppy Hour
that particular month. The lead measure is identified by the last
column while the lag measures are done by attendees between
meetings.
It will be apparent to the attendees if they are meeting their goal
(winning) or if they are struggling in some area. It also helps me see
where they are comfortable and what further support we might be
able to offer them in the future.

11. I will plan a meeting with my co-presenter every Friday at 12:05 to
discuss what has worked, what has not worked, and to make new
commitments for the upcoming week. I will also send out a google
form asking the same questions of the attendees. I will share
successes and failures with our administration so they can see what is
being accomplished at “Appy Hour”. We will begin to experiment with
badging and gamification to add a sense of accomplishment and fun to
our Appy Hours. Some examples would be badges for learning a
certain app, such as Bloomz.

12. This step will address the adoption stage of change
by holding ourselves accountable for what we have
planned. It addresses the optimization stage by
letting us recognize excellent follow through and for
looking at the members as models, potentials, or
resistors.
We can also address the habits stage if ourWIGS
were met by changing them to a higher number of
participation.

13. During my meeting with my co-presenter, who is also an
attendee, I am able to check in with her and see if I met my
goals set out in my lead measures. We will review and update
the scoreboard if needed, and then we can make
commitments for the next week.We can go over the
feedback from the attendees that I will collect through the
google doc. I feel like touching base with her makes me
much more accountable and because she is a participant also,
she knows the importance of doing these things herself to
get the scoreboard competition started. The way they run fit
bit challenges in my school as of late, I am pretty sure the
spirit of competition will propel us forward in our goals.

14. I feel like the Influencer model and the 4DX model compliment each other
because setting up ourWIGS was something that we had previously done in
our vital behaviors. It took just a little bit of tweaking to get my vital
behaviors up toWIGS. The 6 sources of influence are woven into our plan of
action, which then is made better by developing a 4DX strategy for
implementation. The Influencer to me is the what, and they 4DX is the how of
my plan. I feel like more of the responsibility falls on me in the Influencer
model to have everything in place. The 4DXWIGS and lead/lag measures are
more of a responsibility of the attendees, with some support from me. As I
identify people who are models, I will ask them to begin to do some sharing
with the group between the “Appy Hours” to help show the others change. It
will also help the model become more comfortable in the role of using
technology.
McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly
important goals. NewYork, NY: Free Press.