Okay everybody. Thank you for joining us. I'd like
to introduce you to Gerry Hanley,
Kathy Fernandes, and Bridget Wikidal.
Today we're going to talk about making a
Campus-Wide Impact: Change Management.
Gerry, would you like to take it from here,
introduce yourself, Kathy, and Bridget?
Great. Thank you so much.
I really do appreciate the support of Verbit to
share some of the lessons that we've
learned in the California State University,
and wonderful experts with me here.
Kathy Fernandes, Academic Technology Officer
at Cal State, Chico, Northern California.
Down here in Southern California, Bridget Wikidal,
Senior Director of Project and
Change Management at the Chancellor's Office.
We really do appreciate the opportunity for us to
share some of the lessons that we've learned,
so you can, let's say,
acquire some of the skills that took
us a little while to learn and you could be
more successful in implementing
accessible technology on your campus.
Next slide. So the topics we're going to cover here is,
I'll start off with just an overview
about change management and how to think
about strategies as you're trying to improve
the applications of accessible technology as well as UDL.
Then Kathy is going to talk about
a lot of her excellent experience working with,
just give a shout-out to Scott Ready from
Verbit in the CSU and empowering people.
Then Bridget is going to talk about, from her experience,
working in the whole system of 23 campuses
in the IT department about some key recommendations.
Then obviously we'll open it up for
your questions throughout the process
here too if things pop up.
So the question that's guiding us here is,
how do you get your campus to change
its institutional habits so it can
adopt and sustain the use of technologies
that really will serve
all our students with equal effectiveness.
Given the pandemic of COVID,
you can also think about this whole process
of all our habits when we think about
what does it take for us to
change all these habits that we
have to new behaviors
that will really enable people to stay well.
So next slide.
These are just some of
the general processes if you want to think about,
the first step is you got to raise
awareness and relate it to their current habits.
So if we're talking about COVID, you can say,
"Okay folks, how do
you wash your hands on a regular basis?"
"How far are you from people on a regular basis?"
And begin to understand, when it comes
to working with accessibility,
how do you get people to understand
the impact of all the way that they are
delivering technology and instruction
on a whole variety of population of their students,
and that how some of those habits
are, in a sense, discriminatory
for those students with disabilities.
Then once you begin to raise awareness,
how do you get people to say,
"I want to change?"
How do you get them to have
a motivating mindset and say, "You know what?
We need to do something about it."
Without that motivation, it's very
hard for people to acquire new habits.
So that's often connecting
people to say, on the COVID side,
"Do you want to stay healthy?"
"Do you want your family to stay healthy?"
These are things that you have to
begin to motivate yourself for change.
Then the next step is around
educating and enabling actions.
Whether it's with COVID or with accessibility,
you have to provide people the support to make it
convenient for them to get what they want.
You build them up to say, "You know what?
We need to make our institution more accessible for
all our students and the instructional process
to be equally effective for their learning."
Once you have that motivation,
then what are the tools that you're going to enable them
to take that action to achieve that goal?
And that's where a lot of support really becomes
processes; as they're going through them, they say,
"Okay, I have these capabilities."
Now, as I'm learning those, as a user,
they're going to run into problems.
They're going to learn things that they didn't know.
They're going to realize these new habits are going to
have influence on other habits that they have.
So how do you have those support services?
Then once you work with them, engage them,
support them in an ongoing process,
and I'll just say this doesn't happen by
writing a memo from an executive saying,
"You will do this."
This process of building habits requires
a process of engaging people in
a continuous process where they get to practice,
where you build relationships and you provide support.
After you go through this process
and people have achieved these changes,
then you want to celebrate accomplishments.
It's really important to enforce those actions,
both as individuals and as institutions.
So when you're thinking about
a change management process,
you're thinking about this as a sequence of
services that can progress people
to changing the way they
institutionalize those habits and
supporting accessibility on a campus.
So those are the broad areas.
Next, I'll just quickly go through
when you're thinking about an institution.
There's so many stakeholders,
there's so many complexities.
So what can you do at whatever level you're at?
Well, understanding that there
are many different ways that you
have to prod and support an institutional change,
I put together this little pyramid.
The first step is aggregating assets.
Who are all the people?
What are all the tools that you actually
have available, and begin to organize them.
Higher education is often a very siloed institution.
So when you begin to see who in
your library might have support for students,
accessible support for students with disabilities,
or your center for students with disabilities,
or your academic technology,
or your faculty development center,
look at all the players,
and then how do you start building
bridges between those siloed groups?
Carry on those conversations,
build those trusted relationships,
and then you start bringing, okay,
now that we have an awareness and a group of
people who can bring their tools together,
how can they then do something about it?
So this is where technology can be very
useful in enabling people to work together,
and if you make it convenient and affordable,
you can then help them work together.
Now, once you provide the support services,
then you have to say, "Okay,
through training and communication,'' then they say,
"Yes, we can do this,
we can make this," and at the top, of course,
we have our policies and
our leadership who are also providing that support.
So whatever position that you're in,
you can have an influence on many of these layers, and you
can lead the change at
whatever layer you're at to help building bridges,
supporting capabilities, developing the demand,
and influencing policies, business models, and leaders.
So I'll stop there and pass it over to Kathy
who will give some wonderful examples of
her leadership here in
change management and accessibility.
Hey. Thanks, Gerry.
So I'm Kathy Fernandes,
Academic Technology Officer at Chico State.
Before, my previous position was working for Gerry in
the Chancellor's Office as Senior Director
of Learning Design and Technologies.
We actually, across the CSU 23 campuses,
worked to implement Blackboard Ally,
and if you go to the next slide.
Essentially, I'm going to tee off of
what Gerry said when he talked about, a lot of times,
based on movement within the organization,
people may spend a lot of time either writing up a policy
or writing up what
it is that they would like to see accomplished.
But as Gerry talked about in the pyramid there,
how do you get people to actually take
some ownership in building connections with each other?
I start out with clear communication and collaboration,
and that may seem obvious,
but I can't tell you how many times people
have expected change by basically just
sending a memo or just
telling a group of people you're on a committee.
What it really takes is a lot of
listening and sharing and asking people where they're at,
what they might intend the change to mean for them,
and really essentially get their head in
the game and allow them the opportunity to figure
out how to create with
the aggregating assets as
Gerry mentioned in the previous slide.
When we chose, in the California State University,
to site license, for all the CSUs, Blackboard Ally,
it took a couple meetings just to
get clear what the objective was,
what the context was.
But again, also multiple opportunities
to allow different people
to see it from different angles,
ask different questions, and start to build community
about what was this really all about.
We then worked with Blackboard and
the campus personnel in order to
coordinate bringing people onto campus,
and of course, that's not
possible today in the time of coronavirus,
but it was really important to make sure that
the right people were invited to the table.
In other words, a lot of people thought, "Oh,
this is just an implementation in the LMS;
I don't need to be concerned.
Great, go do that thing and
make your materials more inclusive."
Essentially, we had the event
and did a lot of invitations
around the campus leadership,
even in areas where maybe they were
tangentially involved or where they were a major player.
In bringing all of them together,
asked lots of questions and asked
them, essentially, to make a plan together,
if really I could sum up the day.
But the idea is in bringing different people;
some people hadn't seen the product,
some people knew about the product but
didn't think it had anything to do with them,
so then bringing in a perspective and a point of view of
how it could impact their workflow or their areas.
So really trying to connect a larger community
to see themselves in the picture and to
begin weaving themselves in sort of
a net with the others in the room
regarding ideas and how they expected to
move forward on a timeline,
on people's different roles,
on the impact they expected it to
have to start out with a pilot.
A lot of people think, "Okay,
I bought the software, it's available, go."
So really being able to chunk it out into pilots,
and how long do we expect as
far as growing the usage and
growing the experience and growing what it takes
to support this particular product over time,
again, creating that net
of people who are really important.
Essentially, also then providing some feedback,
meaning, again, it's another thing to say
we have a new product on campus, go get it,
go do it, go use it, but then,
how are you giving feedback,
not just to the community that is implementing it,
but to the entire community
in the sense of having, how far are we now?
Obviously, even in fundraising,
we tend to use those thermometers to
say, here's how far we are in the thermometer.
You need some of that data in order to
be able to give feedback so that, again,
people are brought in and paying
attention and wanting to see that movement rather than,
"Okay, it's implemented, I'm done."
So from here, I'm going to pass it
on to Bridget and let Bridget go from there.
Great. Hello everyone.
Thank you for the intro, Kathy and Gerry.
So my job at the Chancellor's Office,
for those of you who probably already know,
we have 23 universities in California State system,
and I work at the system office.
My job is to lead a team to work
on large system-wide projects, many technology projects,
but many in this day and age,
technology projects are at the hip
with business process projects,
so involving lots of people.
We also do a lot of projects at the Chancellor's Office.
We started a grassroots effort.
I want to say it started around 2013, because what I
was finding is that we were doing
a really good job of implementing technology,
but where we were really finding
the challenges was really with
the people part of those implementations,
and I stand by that today.
I think, for the most part,
we can do a really good job with technology.
But it's really that adoption
and usage of that technology solution
that's where the rubber meets the road.
And if we can get the people
who were implementing too to really adopt
and use and to let go
of the way they did things in
the past and really embrace
that future state and that solution,
that we're really meeting
the objectives of why we're doing
the deployment in the first place.
So with that said, I have a team of 12,
and we're focused on
those technology implementations. You can go ahead,
I'll move to the next slide, thank you.
So here's really the why.
Let me back up.
I think that when you're talking about projects,
and I think most of us work on projects,
and because my area is really focused
on making these projects successful,
looking at the practitioner end of project management,
meaning I'm interested in how, when we talk about change
management, interested in how do you do change
management? What are the things you do,
the activities, the work products?
Who are the people who do this work?
When I'm speaking this morning,
that's really where I'm coming from, is
that whole practitioner-end of change management.
So when I was looking to bring
change management into my area of influence,
because it very much was a grassroot effort,
I wanted something that was based on best practices,
something that was research-based, of course,
because we're in the academic industry
and that's very important to us.
What I was looking for is a common language.
There's lots and lots of tools out there for
both project management and change management,
and many of them are really accomplishing the same thing.
Can we settle on a set of common language,
a simple set of tools to start where we
can implement broadly so
that we're all speaking the same language?
Something that's easy to learn and to apply that
absolutely integrates with project management.
We wanted to build in
in-house expertise versus spending tons
and tons of money on outside expertise that
may vary from consultant group to consultant group,
because change is not going
away, and we thought that, strategically,
it would be a good idea to really try
to build that competency in-house,
because it's needed on everything
that we do especially in this day and age,
not just on projects.
Also, we wanted to make sure that it was something that
our higher ed community
would adapt to. Next slide, please.
So that was the why.
We ended up with moving towards the Prosci model.
Prosci is an international
research company on change management.
They do a benchmark study every two years to
all industries asking them about
the change management practices and then
they produce a volume of best practices,
and so they've been doing this for 20 years.
That's been a really good tool,
but they also do a lot of really
great training, and they have
a three-day practitioner training that I went to.
It met all of the things that I
personally was looking for as
a leader of my department. It was simple.
But I think that this particular triangle,
the Project Change Triangle,
really speaks volumes to me as far as
my experience and what makes a project successful.
You've got the three corners of the triangle.
You've got the Sponsorship/Leadership at the top,
which is critical to success,
Project Management and Change Management.
In the middle of the triangle,
you have what it is you're
trying to accomplish by the project,
your objectives and what
you're going to gain from this project.
So the idea here is that if any one of
these corners of the triangle is missing,
or not strong, or weaker than the others,
then your triangle is off-balance.
I think that just as a visual,
when I talk about change management
and I'm trying to explain to somebody what this means,
I talk about this triangle,
because I think that it really brings it home.
We need all three elements of the triangle
for project success. Next slide, please.
So Prosci uses an ADKAR model.
The ADKAR stands for,
as Gerry pointed out
when he opened our session this morning,
Awareness is the A,
of the need for change,
a Desire to support the change,
Knowledge of how to change,
Ability to demonstrate the skills
and behaviors for that change,
and then Reinforcement to make the change stick.
So the thought here in
this model is that individuals, when
they go through their current state
and they're transitioning to a current state,
they're going through that change,
they would go through these letters sequentially,
meaning, in order for you to get to desire to change,
you really have to have awareness first.
In order to get to knowledge of how to change,
you really have to have the desire to change.
So this model, very simple, but something
many people, no matter what
their level of exposure to change management,
they can understand this.
This applies both in
your personal life as well as your professional life.
So this is part of the model that we have
adopted, and it's been
quite successful. Next slide, please.
So these are some of the activities
that I was speaking of earlier.
When we talk about practitioners of
change management actually doing change management work,
what does that look like in terms of work output?
We call that deliverables in
the project management world.
What are some of those deliverables?
You can see here that there are many;
many you recognize, many you've seen them before,
but again, this is
all packaged together in a methodology.
The activities and the project plan for
a change management effort within a project,
all those activities are integrated
into the project plan.
So the change manager and
the change management activities are all integrated.
So really, everyone is
really involved in change management.
So I think that where we're at today
is we've made big strides,
we have created a system-wide,
meaning all 23 of
our universities and the Chancellor's Office
have a change team,
and we have a system-wide change network.
So we meet on a monthly basis and we
talk about the change management.
Twenty of our 23 campuses are
now practicing the Prosci model.
Again, we're making progress
towards that common language.
So it's been really incredible to be a part of this,
and now the campuses are using
these tools and models
on many different projects at their campuses,
and then that will grow at their campus level.
So that's what my experience has been.
I'll turn it back to you.
I'm sorry. Excuse me.
I have one more slide and I didn't even know it.
Bridget, we want to make sure we leave
some time for questions and stuff like that.
Yeah. I'll leave it there.
I think I've mentioned all these things.
Yeah. Exactly. So this
is time for questions from the audience.
There is a feature Q&A.
You can just drop
your question there or in the chat to all panelists.
Maybe while people are writing questions then,
I'll just make a comment here.
When Kathy talked about at the end that
data is so important about your progress,
that data is what you use
to celebrate your accomplishments.
That's the way to make
this connection, because then people can say,
"Look at what we've done.
We now have 30 people using it,
then we have 50 people using it," and
really recognizing that is
really important to take the time to do that.
Yes, totally. I agree.
Go ahead and write your questions in the Q&A feature
in the Zoom just below, or at the chat to everyone.
Give you guys just another minute or two.
Maybe while they're writing, Kathy,
do you want reflect on,
Bridget was talking about a methodology and how that
applied to academic technology
and the stuff that you've done.
Was that what you do?
It's funny, I have been trained in project management, but
it turns into a [inaudible]
What Bridget puts out there is the foundation,
and then as you actually work on a project,
it becomes the frosting on top of that structure,
meaning that it's fun to
reflect back after I see Bridget's stuff. Like,
"Yeah, that's why we did that.
Yeah, that's why we did that."
Not that we weren't somewhat intentional,
but when it becomes more innate versus something that you
see as stepping stones
or blocks of the things that you do,
so fun to reflect that way
to see how do you do those things.
There's different ways to approach that foundation.
Gerry, until we see more questions coming up,
why wouldn't you share with
us challenges that you're seeing around
or questions that you're
getting throughout the day-to-day.
One or two popular. Yeah.
Yeah. Both Kathy and Bridget made
the important point of change management
is about people, and
technology can be a tool in the process, but it's
all about people. I'm a psychologist by training,
so I think the challenge is you
really are an organizational therapist.
You have to deal with people and
the challenge that often happens is people say,
"Well, I just need to do
my job and they need to do their job.
Why do I have to help them change
and change their habits
and change their minds?"
"Do I have to like
these other people that I have to work with?"
"Do we have to have fun?"
To do the change management process,
you have to be prepared to be a social change agent,
not just a individual change agent;
social distancing in the chain process
doesn't work very well.
You can't hold everyone at arm's length
if you want them to work with you side-by-side.
I think that's what Bridget and Kathy bring is,
I'll say when I've watched them,
is the leadership in the communication,
and this is a point that Kathy made early on, too,
is the listening in communication
is about building those relationships.
If you don't recognize that,
then implementing a project management process
will just turn out to be a nice document,
but you'll always be changing your schedule
because you can't get other people to cooperate.
So I have a question here.
It's coming up, sorry.
Is this a departmental program,
or college-wide, or leadership?
How do you become a change agent as a faculty member?
I'll start off, and Kathy and Bridget,
you've worked with folks too. And right now,
I'm a faculty member. It really is through, and
if you think about in a university,
the shared governance model
where you have within a department,
there is a role that you can play.
But as a faculty member,
there's often academic senate roles
where you're on committees for accessibility
or academic technology or whatever might that be.
You can have those roles of leadership
within a shared governance model and take advantage
of that, because shared governance is a process
of distributing power to multiple people, and
so leverage those roles.
I'll say the other thing is you
get the friends involved, right?
Makes it a lot more fun.
Next question, can we move,
Gerry, for the next question?
More of a statement than a question.
COVID-19 has pushed change into the mainstream
as online learning is the requirement at this time.
It has been challenging for
students and staff as a transition progress.
The positive outcome is a recognition that
this tool is now a requirement for all learners.
This is, I think, more of a statement than a question.
I think with the COVID,
best change process has had to occur very quickly.
Kathy is going through it on her campus. I don't know.
Kathy, do you want to reflect on what you have
found to be essential for this process to work?
Well, I have to start with a joke first.
There's a survey out that says,
"Who caused the most digital transformation
on your campus?
The president or CEO,
the CIO, the CTO, or COVID?"
So we're all being forced into this vortex of change,
which as human beings, we frequently resist.
But also, as the Chinese symbol mentions,
it's also an opportunity.
We've all heard that before,
and really, it creates
opportunities to create if
people are willing to go there.
I know it's forced change, but in leveraging its,
and Gerry, I'm going to toss it back to you,
when it comes to neurosciences, yeah,
we're all being forced to learn,
which is changing our neuronal pathways
and changing what's happening in our brain.
I actually see it as a time of all kinds of innovation,
the spurring of innovation
based on the circumstances we're in.
Yeah. In the change management process,
awareness has been created,
every day in every newspaper,
in every journal article, you hear about it.
Desiring the demand for change is like,
I don't want to die,
I don't want my family to die,
I don't want my friends, so I'm motivated to change.
So the big effort now is in giving people the skills to
implement what they need to
do and the support when they have problems.
So in talking with people around the country,
this is really one of the essential aspects and some of
the challenges are people don't have time,
they don't have money,
and so how can we share with, I'll say,
open education resources for change or some of
the technology companies are offering
their services for free in various ways.
So people are taking a lot of steps to help implement it.
I think what we need to do to keep people motivated,
too, as well, and support, is
the recognition, the celebration of accomplishments.
When you see all the faculty who are now moving online
do things that they've never done before.
If we don't say,
in a sense, thank you, for what you've put into place,
I think we'll be losing that opportunity for
people to feel encouraged and
empowered by innovation rather than
"it's a burden," and
how do we make it really something that they
feel this is a gift for
them and for their students
to be able to continue their learning.
It's time to wrap it up.
Thank you so much, Gerry, Bridget,
and Kathy for your time and inspiration for this session.
So I thank you all for joining
us for this interesting session,
and we're moving to
the next session in just a few minutes.
So you are welcome to just go back to
the main page and just click
on the link for the next session.
Thank you very much. Thank you all.
Thank you, everyone.