7 STAGES OF PLANNED CHANGE

When we forecast the changes we would like to bring about, it's important to remember that this is a cyclical – as opposed to linear – process. In The Change Agent's Guide, R.G. Havelock examined this process and mapped out a series of phases that drive the momentum from the initial stage at which we come to care about an issue to the much later stage at which we're able to bring about improvements. Keep in mind that sometimes it is necessary to go through stages in a different order or to go back in the process to repeat a stage. Here's an example of how this seven-stage process relates to our goal of improving the lives of children with disabilities.

1) Caring. Virtually everyone participating in this training is drawn by the common feeling of concern for children with disabilities – and the desire to bring about improvements in their lives.

Example: Students, teachers, families and administrators all care about discipline and safety in our schools.
Back to top

2) Relating. Because we share this concern, we also share common ground, on which we can relate to each other by sharing our experiences, insights and expertise.

Example: Students and their families are worried about incidents that have been intensely covered in the news media, such as that at Columbine High School. Teachers and administrators are constantly looking for approaches to address problem behaviors among a few students while enhancing the safety of the school climate overall.
Back to top

3) Examining. Recognizing that we all care about the issue, we go through a stage in which we take a closer look at the problems that affect these children. In one district the need may be for improved literacy levels. In another there may be behavioral issues that need to be addressed.

Example: There are indications that the students who are acting in a disruptive manner in class have problems in reading and comprehension. When they act out in a negative way they cause a negative reaction among their peers, which creates a negative learning environment for all of the students, and leads to tension that spills over into hallway arguments.
Back to top

4) Acquiring. Once we've established what our problems are, we begin acquiring the resources to deal with them. This may involve financial resources – such as funding for an after-school program. It may involve informational resources that come from bringing in an expert to offer insight and recommendations. It is important to locate more than one possible solution, and to ensure that solutions are research-based.

Example: Two teachers who recently attended a "Safe Schools" conference held by the Department of Education participated in a seminar illuminating a program that has demonstrated the positive impact of peer mentoring in reading exercises and classroom discussions. The principal attended another session at the conference, which focused on schoolwide models of positive behavioral support and intervention. The principal also met a researcher from a nearby university who has experience implementing the schoolwide program, and who has offered to consult.
Back to top

5) Trying-Out. With a well-defined problem and an assemblage of relevant resources, we're in a good position to choose a solution or a set of possible solutions. NOTE: One of the most frequent mistakes we make is to jump on a solution without thinking through how it will apply in practice, how it will need to be adapted to special circumstances and what its various consequences might be.

Example: After phone discussions, emails and an in-person meeting with individuals from schools where both approaches were implemented, the Linking Agent and her task force have determined how both approaches can be implemented in a new school environment. After a series of orientation tasks (one-on-one meetings, a PTA presentation, take-home fliers) the approaches are being tried in the school.
Back to top

6) Extending. Once we realize that something works on an individual or classroom level, we look for ways to expand it to the school and district level. This can be an arduous process in itself, requiring you to begin by building awareness and to continue by assisting in practice and integration into daily routines.

Example: Three months after implementing these programs, discipline referrals have dropped by 73 percent, and reading scores among students with special learning needs have markedly improved. With support from several members of the school community, the Linking Agent and her task force are making a presentation at a school board meeting, to open the door to replication at other sites in the district.
Back to top

7) Renewing. In this stage we work to ensure that "what works" is maintained and improved upon over time.

Example: Encouraged by recognition and success, some of the student mentors are now training other mentors, preparing for renewal and expansion of the program in the new semester.
Back to top