Implementation

This book shows school leaders how to put programs and change efforts into action; facilitate and coordinate tasks; monitor progress; and support those responsible for carrying out projects and plans.

FOREWORD

v

(2)

PREFACE

vii

(2)

ABOUT THE AUTHOR

ix

(1)

ACKNOWLEDGMENTS

x

1 AN INTRODUCTION TO IMPLEMENTATION

1

(8)

Implementation Defined

3

(1)

An Overview of This Volume on Implementation

3

(2)

Implementation: One of Twenty-one

5

(1)

Follow-up Activities

5

(4)

2 MAKING THINGS HAPPEN

9

(18)

An Overview of What Principals Have to Make Happen

9

(1)

Types of Implementation and Levels of Responsibility for Implementing

10

(14)

Implementation Type: Routine

11

(2)

Common Characteristics of Successful Routine Implementation

13

(3)

Implementation Type: New (Nonroutine)

16

(1)

Common Characteristics of Successful New Implementation

16

(6)

Implementation Type: Unique

22

(2)

Summary

24

(1)

Follow-up Activities

25

(2)

3 PUTTING PROGRAMS AND CHANGE EFFORTS INTO ACTION

27

(38)

Prerequisites for Successful Implementation

29

(33)

The Vision: Where Are We Going?

29

(2)

Assessing the Current Status: Where Are We Now?

31

(3)

Commitment to the Long-term: Is This Really What We Want to Do?

34

(1)

The Relationship Between Initiation and Implementation in Change Efforts

35

(1)

Elements of Initiation: Creating a Context for Implementation

36

(6)

Tools to Assist Implementation Efforts

42

(1)

Force-Field Analysis

42

(3)

Change Potential Analysis Chart

45

(1)

Business Process Mapping

45

(4)

Benchmarking

49

(3)

Affinity Diagrams

52

(2)

Stages of Concern Questionnaire

54

(2)

Implementation Configuration Matrix

56

(4)

Project Planning or Project Management Planning

60

(1)

Performance Problems Flowchart

61

(1)

Summary

62

(1)

Follow-up Activities

62

(3)

4 FACILITATING COORDINATION AND COLLABORATION OF TASKS

65

(36)

The People Component of Implementation

65

(1)

What Does It Mean to Facilitate?

66

(5)

Clarify the Task

67

(1)

Provide Resources

68

(1)

Get the Right People Together

68

(1)

Provide the Time for People to Get Together

69

(1)

Create Timelines and "Big Picture" Maps

69

(1)

Identify Overlaps and Redundancies

70

(1)

Create a Feedback Loop

70

(1)

What Knowledge and Skills Do Principals Need to be Facilitators and Help Others be Facilitators?

71

(22)

Listening

72

(1)

Questioning

73

(2)

Anticipating and Predicting

75

(2)

Persistence and Patience

77

(2)

Identifying and Reducing Resistance

79

(4)

Securing Resources

83

(3)

Working with Groups

86

(7)

What are Some Ways to Encourage Quality Involvement?

93

(4)

Summary

97

(1)

Follow-up Activities

98

(3)

5 MONITORING IMPLEMENTATION

101

(26)

Why Is Monitoring Implementation Important?

102

(5)

What Is Monitoring?

107

(2)

When and How Should Monitoring Be Done?

109

(7)

Scanning: Monitoring Routine Implementation

110

(1)

Focused: Monitoring Something New or Different

111

(2)

Probing: Finding Out Why

113

(1)

As Needed: Monitoring Unique Situations

114

(1)

Always Paying Attention: Whenever and Whatever It Takes

115

(1)

What Means Exist for Monitoring Implementation?

116

(3)

Using the Information from Monitoring to Maintain, Correct, or Improve What is Happening

119

(2)

Guidelines for Monitoring Progress and Initiating Corrective Action for Successful Implementation

121

(4)

Summary

125

(1)

Follow-up Activities

125

(2)

6 SUPPORTING THOSE RESPONSIBLE FOR IMPLEMENTATION

127

(26)

Effective Staff Development

129

(5)

Delegation

134

(4)

Reducing or Removing Organizational Barriers

138

(7)

Modeling Ongoing Professional Growth

145

(6)

Summary

151

(1)

Follow-up Activities

152

(1)

7 CLOSING WITH A FEW BRIEF REFLECTIONS

153

(4)

REFERENCES

157

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Summary

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