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Assessing Assets & Needs: A Powerful Practice on the Journey Toward Change
Introduction
Have you ever wondered how successful change occurs? It often starts with a question: What needs must we address, and what assets can we leverage for organizational growth? As you move into the last few months of the school year, it’s natural to reflect on the progress of your change idea and strategize for a strong finish. Throughout the year, your implementation team has likely dedicated significant effort to collaborating with your staff (the implementers) and gaining confidence in understanding what drives them to effectively carry out a change idea.
As you continue your journey toward change, imagine your school, district, regional, or state education agency as a sturdy boat, the implementers of the change as skilled rowers, and the practices to be implemented as powerful oars. Much like rowing a boat requires a keen understanding of the currents, winds, and strength of the rowers, implementing practices in education demands a thorough and ongoing assessment of the needs and assets of the implementers. In this blog, we delve into the importance of assessing the assets and needs of those charged with implementing a change idea. With this insight, implementation teams can empower themselves to strategically navigate the complexities of change and enhance the likelihood of lasting, meaningful impact. Read on to find out more!
What is meant by assessing assets and needs?
Assessing assets and needs is a deliberate process of identifying the current strengths, resources, and positive elements that can support successful implementation (the assets) and the specific challenges or gaps that may prevent the widespread use of change-related practices and their intended benefits (the need). Gaining insight into the assets and needs of those at the center of change initiatives–the implementers–is crucial to successful implementation and scaling.
Why is assessing the assets and needs of implementers important?
At the individual level, personal experiences, beliefs, and skills shape how a person interacts with their environment and engages in various tasks or activities related to implementing change. Assessing and responding to the concerns of implementers allows for informed strategic decision-making and planning that is crucial to ensuring successful and sustainable change.
How can implementation teams assess the assets and needs of implementers?
One approach implementation teams can use to determine the assets and needs of those charged with implementing a change idea is to create intentional pathways for implementers to share their thoughts, perceptions, and attitudes about engaging in change efforts. The Concerns-Based Adoption Model (CBAM), specifically The Stages of Concern, offers an implementer-centered approach to gathering and responding to the concerns of implementers (AIR, 2015).
Three reasons for using the Stages of Concern
#1 – Identify individual needs or concerns
How people react to change varies widely and changes over time. For example, implementers may respond to a change initiative in various ways ranging from enthusiasm to intense stress. Those new to a change are often less comfortable with a usable innovation and will express concern about how it will affect them personally (Personal concern). Conversely, those more comfortable with and skilled in using the new innovation will focus on impacts, such as how the program or practice will affect their students or their working relationships with colleagues (Collaboration concerns). With a little intentionality on the part of implementation teams to acknowledge that individuals interact with change differently, implementation teams can be more efficient in getting implementers to move in the same direction. That is, ensuring the necessary support is available for implementers to carry out the intended work and realize the desired change. The Stages of Concern offers implementation teams a pathway to assess implementer assets and needs based on seven ‘Stages of Concern’: Unconcerned, Informational, Personal, Management, Consequence, Collaboration, and Refocusing. As found in decades of research, it is ‘normal’ for individuals to vary in their concerns. Implementation teams can support implementers in shifting from focusing on themselves (self-concerned) to a broader focus on students and program success by identifying and addressing individual concerns.
#2 – Use data to tailor supports
After you have checked in and heard from your staff, take a moment to consider the best ways to tailor your support for them and put those ideas into action. Utilizing the Stages of Concern data to tailor support can help develop individual competency to implement the change initiative. For example, someone with a personal concern would need support that is different from those with collaboration concerns. Think back to the boat analogy used earlier. Based on data, tailoring supports allow the whole team to row the boat in the same direction and help ensure each rower is supported and gets what they need while on the journey.
#3 – Enhance communication and collaboration
So, you’ve checked in with the staff responsible for implementing the change idea and used the data to tailor the support needed for successful implementation. Now what? It’s time for another follow-up to assess the effectiveness of the support provided. The ongoing assessment of assets and needs encourages open dialogue and discussion between implementation teams and implementers. When individuals (the implementers) feel their concerns and perspectives are valued, they’re more likely to actively engage in collaborative change efforts and contribute their ideas towards the change process. Regularly assessing assets and needs creates a feedback mechanism that promotes ongoing communication and collaboration, enabling implementation teams and implementers to adapt and adjust their approach throughout the journey toward change.
Closing
The bottom line is that, much like rowing a boat requires a keen understanding of the coordination and strength of the rowers, implementing practices in education demands a thorough and ongoing assessment of the assets and needs of the implementers. Assessing the assets and needs of implementers serves as the compass for guiding effective strategies and support systems, ensuring that implementers are equipped to navigate the journey toward change with confidence and adaptability. By recognizing and addressing the unique competencies and strengths of those tasked with implementing change ideas, educational agencies can foster an environment conducive to innovation, growth, and, ultimately, student success.
Call-to-Action
Create a schedule for assessing the assets and needs of implementers throughout the school year, ensuring regular check-ins and updates to stay informed about implementer concerns. Foster a culture of open communication and collaboration between implementation teams and implementers by sharing the insights gleaned from the assessment process and using the data to inform decision-making, prioritize actions, and allocate resources. By consistently prioritizing the assessment of assets and needs to inform implementation efforts, education agencies can cultivate an environment where implementers feel supported and empowered to drive successful change initiatives forward.
Resources
For more learning about assessing assets and needs and the CBAM Stages of Concern, check out the resources below:
Reference
American Institutes for Research. (2015). Stages of Concern: Concerns-Based Adoption Model. https://www.air.org/resource/stages-concern-concerns-based-adoption-model