Education Design Overview:
(State in narrative form the overview or purpose of this educational area)
This educational design contains essential information to guide faculty in creating a course or courses that will provide participants with the skills to manage and/or adapt to comprehensive technology change within their organization.
Participant Learning Objectives:
(In order of priority state what participants should be able to do or say to indicate that they’ve learned and are able to execute tasks)
During a course, participants will be able to:
1. Identify the four components of the “change cycle”
2. Describe the predictable impact of change on individuals (physical, emotional, psychological).
3. List comprehensive change situations encountered in the past and review their results, both good and undesirable.
4. Discuss the rationale, methodology and consequences of a comprehensive technology change, including “facts and myths”.
5. Role-play in a change process that demonstrates in the predictable reactions to change by individuals.
6. Identify the criteria for sele4cting “change leaders” for each unit affected by comprehensive technology change.
7. Determine where to include “checkpoints” during change to allow for recognition of successes, review of progress, course corrections and perhaps “break” periods.
8. Develop a protocol for affected staff to give constructive feedback for changing processes to better accommodate the technology change.
9. Develop a logistical plan for rolling out events to prepare for change (e.g., demos, “milestone announcements”, preparedness guides, training schedules) to affected work units.
10. Identify the work units and individuals for which implementing change will ...