Thread by @AJKleinhex

Welcome! Join me for a journey into the choppy waters of data driven change management in health professions education. But buckle up! Institutional change is messy and hard to measure. We're in for a wild ride. #MCGConf2021CP

The commonality of innovations in #MedEd is change management (CM). CM is complex & multifactorial; it's a process rather than an event. CM can either ensure success or prevent adoption. So integrated evaluation & support is critical to implementing any innovation. #MCGConf2021CP

At @MCG_AUG, I’ve embedded collection & reporting of change management data into the implementation of our new 3yr curriculum. I used a framework developed by our keynote speaker, Gene Hall. Drs. Hall & Hord wrote the book on ed change: bit.ly/CBAMbook #MCGConf2021CP

Drs. Hall & Hord developed the Concerns-Based Adoption Model (#CBAM) to measure all those messy (and sometimes dramatic!) organizational behaviors we see in educational institutions during periods of change. #MCGConf2021CP

The purpose of collecting data within the 3 diagnostic dimensions of #CBAM during @MCG_AUG’s curriculum redesign was to document and report benchmarks and developments to support and refine the change management process itself. #MCGConf2021CP

Soap Box: Impartial data collection of change processes is great for a journal article. But observing & recording barriers or missteps without using that data to affect the system & improve the process is a missed opportunity (and a big old bummer) IMO. #MCGConf2021CP

But back to that sweet, sweet data! I've collected data using all the #CBAM tools: Change Facilitator/Stages of Concerns Questionnaires (CFSoCQ/SoCQ), Levels of Use (LoU) interviews, Innovation Configuration Map (IC Map), & Change Facilitator Style Questionnaire. #MCGConf2021CP

[Insert plug for my #MCGConf2021CP session this afternoon on developing an Innovation Configuration Map here.]

I’ve reported data from 4 biannual CFSoCQ/SoCQ distributions (measuring perceptions), 2 yrs of LoU structured interviews (measuring individual behaviors), 1 Change Facilitator Style Q distribution, and 1 IC Map measurement (of institutional outcomes). #MCGConf2021CP

Integrating #CBAM data collection & reporting into the implementation of the new curriculum directly affected the change process. Examples include: communication transparency & regularity, administrative support, faculty development, ad hoc committees, & policies. #MCGConf2021CP

And I’ve learned some lessons too! In my first org behavior class, I learned that “change management is people management.” But it’s also true that communicating change is communicating with people. So data on the beliefs about your innovation (SoC) need context. #MCGConf2021CP

However, I learned that no one reads long, meticulously constructed reports even though they are highly informative & the data is beautifully visualized. I've processed a lot of feelings about this & also gotten better at writing effective executive summaries. #MCGConf2021CP

TL;DR: Data driven change management is both challenging & feasible. Use a framework, such as #CBAM, to operationalize & measure multiple dimensions of change (e.g., indiv beliefs, indiv behaviors, & inst outcomes). Also, communicate results with context & brevity. #MCGConf2021CP

I'm dropping the mic on this presentation, but I will gladly pick it back up to answer your questions, reply to your comments, rebut your criticisms, or thank you for your question that is really more of a comment. #MCGConf2021CP