Improving “dissemination”

1. Improving “dissemination” SDF Project Team Claire Bradshaw, Loughborough Matt Levi, Exeter Clare Madden, Ulster Sandy Wilkie, St Andrews Andy Wilson, Loughborough

2. Guidance Contents • Background • Possible Uses • Timing • Comments

3. 1. Background • These slides arose from a project run for HEFCE on improving the dissemination from their LGM (Leadership, Governance and Management) projects • We quickly agreed that this was the wrong question and we worked our way to the realisation that the key issue was change • HEFCE bought into this view but a shortage of resources meant that they couldn’t take the work forward • The concepts, though, remain as valid as ever.

4. 2. Possible Uses • The slides were designed to support a workshop for those running LGM projects • They are equally relevant for all development projects • They don’t have to be used in their entirety, you may just want to dip into the slides and use a few in your other sessions • They may also help you reflect on your own practices in relation to dissemination, engagement and change • Please add any comments on your experiences.

5. 3. Timing • No attempt has been made to suggest timings • We’re assuming that you will adapt the materials to your own needs, probably adding your own content, and that you have the expertise to plan the processes.

6. 4. Comments • Some – not all by any means – of the slides have comments that have been added as Notes • These are not intended as scripts, they provide information to indicate the thinking behind the slide • Others can be added in response to queries.

7. Disseminate, disseminate! • Urgings to disseminate • The concept needs unwrapping • Should be more than just a list of: website, news-letter, conference, journal paper, etc.

8. People told us… • What have you discovered about dissemination? • It is a hell of a lot more difficult than you think. • It doesn’t just happen. • Growing the early adopters is difficult • It’s back to getting and keeping engagement.

9. Dissemination • “We plough the fieldsand scatter… • …the good seed on the land.” • And sometimes they grow… • …and sometimesthey don’t • Too random!

10. Fundamental purpose • Your projects will be on different topics and will be aimed at different audiences • But they will all share one common fundamental purpose • Which is… To effect change.

11. But… • “My institution sees every project as a research project.” • Such a view has significant implications for development projects.

12. Your project? • What change do you seek to effect through your project? • (A clear answer to this question will help enormously with the running of your project.)

13. Change! • Change is the very core of your project • So dissemination is not an add-on • The key question throughout your project should be… • “Does this promote change?” • So some understanding of how to promote change will be helpful!

14. The ADKAR model (Prosci) • Individual change depends on… • Awareness – of why the change is needed • Desire – to support and participate in the change • Knowledge – of how to change • Ability – to implement new skills and behaviours • Reinforcement – to sustain the change.

15. Gleicher's Formula • Organisational change depends on… • D x V x F > R • D = Dissatisfaction with how things are now • V = Vision for the future • F = First, concrete steps that can be taken towards the vision • R = Resistance (…or C(e+p)) when C is cost, economic or psychological.

16. Change you have seen • Drawing on your experience of change… • …and with ADKAR and Gleicher’s formula in mind… • …what sorts of things make change happen?

17. Dissemination again • “We plough the fieldsand scatter…” • The seed metaphor works OK • But it’s not scattering • It’s actually abouthelping something to grow – somewhere else.

18. Conditions for growth • Different plants grow well in different conditions • Climate • Acid or alkali • Sun or shade • Light or heavy soil • Time of year • Well-drained or boggy • Seed/cutting/graft.

19. Key stages • Thinking about helping something to grow somewhere else, these look like key stages… • Understanding why it grows where it is • Understanding where else it might grow • Promoting and supporting growth… • …even after the project is over.

20. 1. Understanding why it grows where it is • Work linked to your project will probably have effected change in your organisation • Your intention is to effect change elsewhere • What nurtured your change may not work for them… • …but it will be a good starting point • So what made your change possible?

23. Growth

24. Growth Drivers Processes Systems Networks Culture History Funding Language Personalities Shared understanding Values

25. Your change • So, in your project’s area, what made your change possible? • This can be hard to discern from within the institution and the project…

26. Shifting your mindset Competent? Yes No Yes Conscious? No

27. Your change • So, in your project’s area, what made your change possible? • This can be hard to discern from within the institution and the project… • Please help each other to identify the key factors that made change possible for you.

28. Comment from Carrick • Study by the Carrick Institute in Australia • “Frequently, it was observed that second-generation projects did not replicate the original project because there was a need to adapt it to a new context.”

29. 2. Understanding where else it might grow • You are more likely to promote change elsewhere if you: • understand the contexts for that change • can design your processes and resources to take account of those contexts • can engage in a two-way dialogue with the change agents elsewhere that helps them manage their change.

30. Dissemination is not enough • These desiderata will not be achieved through scattering seeds • So it’s not about end-of-project dissemination • It’s about engagement or relationship-building… • …throughout all the stages of the project • Which clearly influences your project design – including your evaluation.

31. Stakeholder engagement • Engagement with your stakeholders is therefore essential ~ and they are legion • And it can’t start too early ~ it’s part of the bid-writing process • Who are they? ~ They will have different roles within your target institutions • What offerings will encourage them to engage with you? ~ Remember that you are selling the benefits.

32. Website Conference Newsletter Academic paper Online forum Personal contact Networks Data gathering Case studies Hosting event Steering group Reference group Project partner Consultancy Demonstration etc Engagement methods

33. Engagement matrix Engagement Method is based on the Stakeholder and the Offering.

34. Stakeholder engagement 2 • Remember ADKAR (Awareness ~ Desire ~ Knowledge ~ Ability ~ Reinforcement) • These are stages in a process • Different stakeholders will want different things at different stages • They can be added to the matrix to make it three-dimensional.

35. Engagementmatrix 2 Stage 

36. Reinforcement Ability Engagementmatrix 2 Knowledge Desire Stage  Awareness

37. Examples

38. Stakeholders and offerings • Thinking about your project… • …and about any cell in either the 2D or 3D matrices • What methods are likely to engage your key stakeholders with your offerings?

39. 3. Promoting and supporting growth • We are talking about change • Change is complex • Change needs support • Consider the current emphasis on coaching, mentoring, action learning, etc • Scattering seeds is nothing like enough! • We may need to help our stakeholders both with our project’s recommendations and with change itself.

40. Project content • Developing your content with your stakeholders’ needs in mind will make it much easier for them to adopt it • Developing your content so that is it flexible will make it much easier for them to adapt it • Remember unconscious competence and make things explicit • Think about here and there.

41. Developing content

42. Developing content • Your content will be a bridge between your “here” and their “there” • While writing this you will need constantly to be crossing between your side of the bridge and theirs • There are real skills in developing transferable content • Not everyone can do it, and even fewer can do it quickly.

43. Supporting change • Your expertise in promoting change may be as important as that concerning content • Your understanding of your own successes – and failures! – will be invaluable • The most effective support will be customised and built on a good relationship.

44. Change agents • Who are the people who could help you to produce transferable content and to plan and support change? • How could they help you and your project?

45. 4. …even after the project is over • At the end of your project people will rate it • But what are they rating?

46. Cliff-edge effect • This is very familiar • In fact it’s often a very slippery slope over the last few months of a project • How can you make your project sustainable?

47. Think sustainability Think continuation Build relationships Find a future champion (think long-term bodies) Develop a network Piggy-back on your next project Transfer ownership early in the project Support your stakeholders Embed in organisational processes Design low-main-tenance products etc Avoiding the cliff-edge effect

48. Avoiding the cliff-edge effect 2 • What – or who – are your sustainability strategies?

49. Promoting change Improving “dissemination” SDF Project Team Claire Bradshaw, Loughborough Matt Levi, Exeter Clare Madden, Ulster Sandy Wilkie, St Andrews Andy Wilson, Loughborough

50. People said (mindsets)… • This wasn’t a research project but the University views them as if they all are! • What happens after 3/5 years? They run after the money (senior management culture). We need to change this mindset • We need to change mindsets – it is just seen as an income generating activity • How do you sustain something built on temporary contracts? What about secondments instead?