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This wiki space has been set up to communicate the contents of a University paper written by Arabella Hay. The paper is part of an assessment task for study leading to a Masters of Education program with Charles Sturt University during 2008. the paper refers to North Coast TAFE eLearning strategy //(NCTELS)// 2006 - 2008, and a new direction forward. The assignment content responds to the requirements of the University //(EE Managing Educational Change)// while aligning with NCTELS. =Planning a significant Educational Change= This paper will briefly outline the context in which NCTAFE wishes to make a significant educational change and indicate the main reasons why this change is needed. The paper will refer to the North Coast (NC) TAFE eLearning Strategy, with two stages clearly identified. It will discuss the dimensions of the required change including the various levels at which the change is targeted, the extent to which underpinning knowledge is contested or supported, who and what is required to change and in what ways, costs and benefits of the changes and the likely sources of support or opposition. The paper will also suggest appropriate personnel to lead and manage the change and an operation plan, including appropriate relevant actions, is included.

Outline of Phase 1
Phase one of the educational change, which I will refer to throughout the assessment as NC TAFE eLearning Strategy (NCTELS), commenced early 2006 and will be completed by December 2008.

I was appointed as Leader, Teaching and Learning Innovation during January 2006 and while my role encompasses a variety of tasks, a major task is the Institute wide responsibility of Flexible Learning/eLearning Coordinator. NC TAFE is located on the North Coast of NSW and is represented by a geographical area stretching 850km from Great Lakes in the south, to Kingscliff on the Queensland border. NCTAFE encompasses seventeen Campus’s delivering vocational education and training across a variety of Industry areas - I am personally located at Coffs Harbour Campus and manage a functional unit of five staff members called The Hub.

A brief summary is below:

NCTAFE eLearning Strategy – a brief summary
One of the strategic outcomes (No. 11) of NC TAFE during 2006 was to “grow in flexible teaching and learning” and this, together with much other research, formed the ideas, priorities and direction for eLearning at NC TAFE. Needing to accurately observe and interpret any opportunities or needs regarding innovative change in flexible delivery methods, the foundations of the strategy are built upon a variety of information sources. [|Appendix B - NC Outcomes Map.ppt] illustrates the strategic outcomes at NCTAFE during 2006 while [|Appendix C eKit-QualityAwards-flyer1.pdf] demonstrates the foundations of the strategy and the associated research that was undertaken. The project needed to grow, blend and remain adaptable over the three year period and align with our current VET environment, and any resulting changes instigated within our organisations strategic direction and priorities. This includes the realignment of our outcomes of 2006 to a fresh approach that was introduced during 2007 via a new charter. A copy of the charter can be found in [|Appendix D NC Charter.pdf] illustrating the realignment of “growth in flexible teaching and learning” with the success outcome of “Customers First”. The Australian Flexible Learning Framework parallels flexible learning and elearning and for the purposes of this summary, flexible learning is also referred to as eLearning. The purpose of North Coast eLearning Strategy (NCTELS) is to bring about fundamental change in our approach to elearning and to provide an innovative, seamless and humanistic methodology. Three focal areas were identified as a critical part of the methodology: These three focal areas became the main features of NCTELS and all provided an opportunity for both change and innovation. A detailed account can be found on the indicated website, however, a very brief summary is as follows:
 * 1) The //availability of technologies and equipment//
 * 2) // Communication of information relating to technology //, support & elearning methods.
 * 3) // Support // relating to the above technologies and equipment
 * 1) Several projects and funding opportunities, both NC and State wide based, supported the //availability of technologies and equipment//. For example, Australian Flexible Learning Framework funding (Learnscope and Networks), Access to New Technologies state wide funding, Institute Furniture and Equipment funds. Please see [|Appendix E Related Projects.doc] for details.
 * 2) The development of a new website called the eLearning Kit provided the foundations for //communication of information relating to technology,// elearning and support. Developed during 2007 and introduced early 2008, it provides all staff with ease of access to information regarding resources, technologies, integration of resources and technology, and elearning facilitation tips and professional development. Please see [|Appendix F elearning kit QRG.pdf] for details.
 * 3) A new //support framework// was developed to champion and embed elearning knowledge and practices. This included the development of a new team called the Learning Technologies Team (LTT) who would progress through a capability building program to provide our organisation with an expert team. The team would not only become technology experts but in addition, be able to apply the most appropriate technology to a given situation. The LTT is represented by each Faculty and each Campus, as it is necessary to cover the geographical area as well as each Industry area. When recruiting for these positions It was critical to employ the most appropriate staff members and recruitment was based on a passion for teaching and learning, rather than knowledge of technology. Please see [|Appendix G Expressions of Interest 2008.pdf] for an example Expression of Interest and [|Appendix H LTT Project Plan 07.doc] and [|Appendix H LTT-QualityAwards-flyer4.pdf] for the LTT Project Plan & related information. The support framework also included our management team who provided the funding for the Learning Technologies Team and also demonstrated their commitment by becoming part of a new NCTAFE network called “eLeaders and Managers Online” (ELMO). Please see [|Appendix I QRG - eLMO.doc]for further information relating to the ELMO Network.

To achieve the goals of the project a collaborative effort was critical, involving many meetings with Faculty Managers and other Senior Management, and functional area representatives from Organisational Improvement, Information and Communication Technology, and The Hub Staff. The summary indicates that both change and innovation were required and change doesn’t always involve innovation. Innovation though, necessarily implies change and both must create value within the organisation. Innovation and change imply we stop doing what is unsuccessful and move to a new way, complete with new products and procedures. In proposing a fresh approach that was innovative, seamless and humanistic it was decided that all planning and evaluation would focus on a separate implementation or change management strategy - a personalised, emotive, cycle of engage, empower and enthuse. Please see [|Appendix J EEE QualityAwards-flyer2.pdf] for further detail.. The process that was used for Phase One aligns significantly with John Kotters 8 step process to successful change as illustrated in his book “Leading Change”, 1996, and Kotters suggestions will directly impact the planning for phase 2.

Outline of Phase 2
Until the changes of phase one are embedded into the culture of our organisation, new approaches are “fragile and subject to regression” //(Kotter, 1996, p13).// To consolidate and generate further change, the continuation and future success of NCTELS will depend greatly on many influencing factors. Our current Vocational Education and Training //(VET)// environment is undergoing major changes and many funding cuts have occurred and many others expected. This may influence and have negative impact on funding for NCTELS framework and include all three elements: A restructure of our management team and several functional units has resulted in a new approach for our Library staff, where the requirement to support teaching staff with elearning opportunities and facilitation has been recognised through changes in Job Descriptions. These physical changes, together with the data collected over a 3 period, have suggested the need for a new framework and paradigm to further build capacity, and this forms the basis for the significant change proposed.
 * 1) Technology – funding for equipment //(Resources)//
 * 2) Information – maintenance of eLearning Kit website //(Human Resources)//
 * 3) Support Framework – Learning Technology Team //(LTT)// funding //(Human Resources)//

Fullan //(1999, p21)// warns against inflexibility when managing the process of change by stating “there will never be a definitive theory of change” and that it is an “impossibility to generate a theory that applies to all situations….each situation will have degrees of uniqueness in its history and makeup which will cause unpredictable differences to occur”. I agree with Fullans comments and will recommend continuation and augmentation of our original change management strategy of engage, empower and enthuse. This is due to the flexibility and the personalisation that this offers to all who are involved and also to secure the positive cultural influence that is emerging from the current participants.

Ellsworth //(2000, p 95)// argues that change needs a strategy to help us apply theories to support the change process, “as a whole”…and that “past research has supplied us with effective methods of ‘greasing the wheels’ of particular portions of a change effort, but little guidance in their integration”. I believe we are well poised to embrace and embed further change through NCTELS due to the whole of organisation strategic approach of phase one and two.

Why is the change needed?
The key drivers of this educational change are the issues that directly influence a new way of doing things and aim to encourage lifelong learning, while moderators of change are the elements that impact on these new methods. The range of skills required in workplaces regarding lifelong learning in the 21st Century is acknowledged by Watson (1999, p 353), as “the continuous development of the skills, knowledge and understanding that are essential for employability and fulfilment”.

At state level, one of the key drivers is the release of the consultation paper during 2007 of ‘TAFE NSW – Doing Business in the 21st Century [|Appendix K.pdf]. The purpose of the paper is to propose a new way of doing things for TAFE NSW and it identifies an agenda for proposed changes. One of these is to “strengthen locally customised services” (P7), where there is an identified change required to deliver faster and more flexible training responses. Another example is the impact represented by a moderator of this change: the “TAFE NSW Workforce Development Guarantee” (p 25 – 27) and in particular, the area of “using technologies to do business” (p27). This identifies that change is required regarding the capability of our workforce in the area of using appropriate technologies automatically to do our normal business. It is also identified that these changes should reflect professional development that represent a qualification, and the State is supporting this by encouraging and financing enrolments in suitable competencies.

At local level, apart from currently adapting and responding to the requirements of the state and other VET environmental changes, NCTAFE has placed eLearning as a critical priority, in order to better respond to our customers. This is reflected in the NCTAFE charter where one of the priorities is to “grow in flexible teaching and personalised learning” in order to place our customers first. During 2008 NCTAFE realigned the structure of various functional areas and staffing which is being implemented early 2009 - the direction forward for NCTELS reflects acknowledgement of these changes which includes the integration of Organisational Improvement, The Hub and our Libraries. The purpose of merging these areas is to ensure we collaborate together to deliver consistently great learning experiences for our customers.

In addition, at a local level phase one of NCTELS has provided us with much insight as to the progression and enhancement of appropriate application of eLearning practices, identification of gaps, and also future changes that may be required. This has occurred through evaluations and measures that have been put into place over the past 2 years which are invaluable when effectively planning the next step. Please see the 2007 evaluation report at [|Appendix L LTT Feedback_v5.doc] and plans for 2008 final evaluation at [|Appendix M FeLC Survey Questions 2008.doc] and [|Appendix M WeLC Survey Questions 2008.doc] due December 2008. For example, capability building in technology literacy for teachers will be critical during phase two in order to continue to build capacity, and intensely embed effective eLearning practices. Some theorists infer that while technology has influenced much of our lives, it has not impacted on education to the same extent //(Lorimer, 1996).// Other theorists //(McCormack & Jones, 1998)// infer that technology in education is simply doing electronically what has been done in the past. NCTELS phase two will include capability building in technology literacy in order to build further capacity, and in addition, it will include an increased focus on pedagogical application. Traditional and non traditional methods will continue to be explored and continuously improved to ensure the ultimate learning experience for our customers.

The dimensions of the desired change
As indicated above the situational analysis reflects influences by both State and local levels with 21st Century proposals mandated by the government and local levels responding state wide. NCTAFE has realigned our management team and functional units, with the major dimension for significant change influencing NCTELS being the inclusion of Libraries in the Education and Planning structure.

It is proposed that a new framework and paradigm that includes the development of two new programs be introduced. This will encourage further capacity building through coaching and mentoring, while aligning with state drivers of change. Our new team of experts //(LTT)// may take on a new, facilitation/coaching role while the Hub support staff may perform a mentor/coordination role with minimal facilitation. The two new programs, possibly named “workplace coaching” and “workplace mentoring” will be designed and developed by the Hub in consultation and collaboration with the guiding team, and complement the new roles. It is further proposed that the eLeaders and Managers Online //(ELMO)// Network takes on a new focus as part of phase two.

New Job Descriptions for Library staff state “support teacher uptake and student participation in elearning and other flexible education methodologies to ensure learning outcomes”. This indicates a change for Library Staff and a change for the current paradigm and support framework of NCTELS. Changes effecting Library staff include new enquiries and levels of support needed by teaching staff and students, and in order to respond effectively, Professional Development will be required at appropriate capability building sessions that may not be facilitated in a non traditional manner. Library staff will develop their own personal learning style and preferences and experience the personal learning of others through the workplace coaching program, while the original expert team will continue to grow via the workplace mentoring program. The objective is to lead both Library Staff and the original team into effectively coaching and mentoring NC staff and students through these methods in the future, and build a solid culture of knowledge and capacity – in order to respond better to our customers.

New professional development opportunities through the state driven workforce guarantee indicate our workforce development approach is required to change. This is normally managed by our Organisational Improvement functional unit, however there are parallels in developing a new paradigm for NCTELS. There are many units of competency that align with the requirements of the workforce guarantee area of “Using technologies to do business”, however, it is suggested that the two units below would be appropriate to include in the “workplace coaching” program.

1. Migrate to New Use of Technology ICAU3019A //(level 3 unit from IT package)- (this unit is suggested as it takes the participant to a critical new level of understanding regarding the technical expertise that is required.)// 2. eLearning Facilitation //(Level 5 unit from TAA, also an elective in TAA Cert 4)- (also suggested as critical that all involved are competent in the facilitation of elearning.)// Most library staff will display underpinning knowledge, due to their current roles and this will be acknowledged by the new paradigm through an individual approach. In addition, all library staff will be offered recognition in line with standard enrolment procedures. However, all Library staff, regardless of qualifications, experience, and underpinning knowledge will be encouraged to complete the program as it will be aligned with current and emerging NCTAFE standards and policies. Due to effective communication and inclusion as key stakeholders, resistance is not expected from participants however, there may be challenges that are unexpected. NCTAFE management team have supported the first phase of NCTELS and have indicated that this support will continue into the second phase, and to promote and maintain this, participation will be encouraged for the second phase of the ELMO Network.

The return on investment of the change is quite significant and this has been demonstrated by Phase one, for example, desktop training sessions have proved to reduce costs by over 70%, while also impacting significantly on time and travel. By using technologies such as video or web conferencing to deliver the programs, not only is the cost more than halved and time managed more effectively, but learning can occur in the participants own time, place and space. Personalised learning can not only improve learning, but have a positive impact on the culture of our organisation which fully supports our approach of engage, empower and enthuse.

Shall we continue to Engage, Empower and Enthuse via an experiential learning approach?
Our engage, empower and enthuse cyclical, emotive, change strategy is somewhat aligned with the features of experiential learning. This is a process that starts with a substantial experience (engagement), followed by individual deeper thinking (empowerment), that leaves the participant with a new concept or idea (enthusiasm). Holford, Jarvis and Griffen //(1998)// describe experiential learning as “potentially powerful, lifelong, and directed towards the satisfaction of individual needs”. They also indicate that this type of learning can be “limited, often incidental and unpredicted and influenced strongly by culture”. In planning for and harnessing incidental and unpredicted learning, and proceeding with a new program of experiential learning, I believe we have the potential to positively impact our organisational culture, and anchor these new approaches within our culture //(Kotter 1996, p 145).// I therefore highly recommend we continue to acknowledge our change management strategy of engage, empower and enthuse at every opportunity.

Leadership and Management of the change
Wolfson //(nd, p1)// describes leadership as “taking people to a place that they would normally not go on their own” while Donaldson //(2001, p5)// argues that “leadership satisfies a basic function for the group or organisation”. There are many definitions of leadership however in regards to managing change, great leaders are those who are well informed self starters, who can act strategically to decide what needs to be done, behave in a way that inspires and motivates others, encourage collaboration, and influence others to reach significant goals. Fullan states “the best way to deal with change is to improve leadership” and he also stresses that effective leadership is required to motivate people to tackle problems that do not have easy solutions.

In order to further develop NCTELS and to implement a complex system that runs smoothly both management and leadership qualities will be required. The manager will manage the processes such as planning, budgeting, organising, to keep the complex system running smoothly, while the leader(s) will define the future, align people with that future, and inspire and motivate //(Kotter 1996).// Interestingly MacBeath //(1998, p3)// discusses leadership and management from a different point of view and states “managers set targets that are SMART – small, manageable, achievable tomorrow, realistic today and timid. Leaders set tasks that are large, ambitious and wholly unrealistic”. Kenneth H Rose, an instructor from ESI International sums it up well when he suggests that successful change requires leadership, and “the old saying, “you can lead a horse to water but you cant make it drink” is good advice, however could be better stated as “you can manage a horse to water, but you must lead it to drink”.

In order to sustain and augment improved professional practice it is suggested we enhance our leadership capacity by recognising the efforts of our expert team and support staff through longer contracts, more allocated time, and capability building during 2009 - 2010. The following table suggests appropriate leaders and managers to ensure success of phase 2 of NCTELS, and suggestions of relevant competencies.

Make decisions on exception situations Commit the required resources Approve the start of the project via the Project Brief Agree on Project Managers responsibilities Specify external constraints || Ensure a logical set of plans & coherent to organisational structure Monitor the progress of the project at strategic level Ensure impact is measured on changes to time, cost and scope Keep project in line with customer strategies and the objectives of **our Charter** Monitor project finance Monitor risks Monitor supplier and contractor payments Brief management about project progress Approve end Project and Lessons Learned reports Ensure benefits have been realised via appropriate measures and evaluation ||
 * ** Project Control Group - Institute Director & Senior Management Team ** ||  || Provide overall direction and guidance
 * ** Project Executive – Director Education and Planning ** ||  || Oversee development of Project Brief

Ensure desired outcome of the project is specified Ensure progress towards outcomes remains consistent with user perspectives Approve product descriptions and ensure products are signed off once completed Quality checking and control of all products Ensure user resources are made available Resolve user requirements and priority conflicts Brief and advise management on all matters concerning the project. ||
 * ** Project Leader (s) – represented by ICT, Organisational Improvement (OI) and Planning and Innovation (PI) ** ||  || As above, where Project Executive not available

Manage the production of required products Direct and motivate Project Team Produce Project Brief and/or Initiation Document Prepare project, stage and exception plans Prepare End Stage and Highlight reports
 * **Project Manager** ||  || Plan and monitor the project

Manage risks and develop contingency plans Be responsible for change control Liaise with Project Board to assure quality Prepare End Project and Lessons Learned Reports Manage the team ||

Development of new programs in collaboration with PM Set up and maintain project files and web spaces Specialist knowledge and technology expertise & techniques eg Moodle, Connect, Web2 tools Assist with reports & collect actual data and forecasts Update plans Identify risks, changes and issues ||
 * ** Project Team and Support Staff ** ||  || Establish document control & develop documents such as course material

Operation Plan
A graphic suggesting a prototype framework and appropriate operations associated with each area is attached at [|Appendix N eLearning Strategy Graphic V1 09-11.doc]

A summary of the operational plan, aligned with John Kotters suggestions to adopt an eight step process in “Leading Change”, 1996, is as follows:


 * **Process & Details........** ||  ||   ||
 * ** Set the Stage… ** ||  ||   ||

Provide report 2007-2008 to senior management and gain commitment to further eLearning strategy Discuss implications should NCTELS not continue Meet with key stakeholders Acknowledge the changing VET environment Develop prototype plan ||
 * ** Create a sense of urgency ** || **// Help others see the need for change and the importance of acting immediately //**

Build guiding team from each functional area, and representatives from the Hub and LTT Brainstorm with guiding team and gain feedback on prototype – discuss implications as above Acknowledge areas of expertise, credibility, and skill gaps within the team Team Building ||
 * ** Pull together the guiding team ** || **// Ensure a powerful group is guiding the change //**


 * ** Decide What to Do… ** ||  ||   ||

Create final objectives, framework and plan in consultation and collaboration with the guiding team Develop meaningful measures and evaluation strategy Develop marketing strategy Ensure vision is effective – easily communicated, **feasible, flexible, focussed.** ||
 * ** Develop the change vision and strategy ** || **// Clarify how the future will be different from the past //**


 * ** Make it Happen… ** ||  ||   ||

Use appropriate multiple forums Keep communications simple, using repetition and examples Address inconsistencies immediately Communicate to the LTT and through the LTT Ensure vision is clear for all project team Create a feedback area that encourages input ||
 * ** Communicate for understanding and buy in ** || **// Ensure as many as possible understand and accept the vision and the strategy //**

Engage, empower and enthuse project team members through inclusion and program designs Ensure ease of access to technologies, information and integration through maintenance of eLearning Kit. Ensure new programs encourage empowerment and provide individual support ||
 * ** Empower others to act ** || **// Remove barriers so that those who want to make the vision a reality can do so //**

Workplace coaching program to begin with small wins and easier to manage technologies Ensure a process in place to celebrate successes of small wins Encourage transfer of skills learnt in small wins in order to embed further Fine tune vision with early evaluations & build momentum ||
 * ** Produce short-term wins ** || **// Create some visible, unambiguous successes as soon as possible. //**

Marketing of new strategy through “walking the walk and talking the talk” at every opportunity – lead by example Listen Ensure measures are meaningful and add value to the organisation Report on measures at regular intervals Celebrate success and make these available to all staff ||
 * ** Don’t let up ** || **// Press harder and faster after first successes – be relentless until the vision becomes a reality //**


 * ** Make it stick… ** ||  ||   ||

Ensure **engage, empower and enthuse** are used at every opportunity – eg when planning, evaluating, measuring, communicating or presenting. Celebrate Success ||
 * ** Create a new culture ** || **// Hold on to the new behaviours and make sure they succeed, until they become part of the organisational culture. //**