# data[].attributes.headline
1. People don't know what to do (lack of knowledge)

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1. People don't know what to do (lack of knowledge)

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-Share information with everyone involved.
-Provide reading and set up study groups.
-Conduct knowledge-building seminars
-Hold question and answer sessions.
-Share inside knowledge and reach outward for expertise.

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2. People don't know how to do it (lack of skills/abilities)

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2. People don't know how to do it (lack of skills/abilities)

# data[].attributes.body
-Provide high quality up-front training.
-Provide on-going skill-building training sessions.
-Provide opportunities for feedback and coaching.
-Sponsor problem-solving groups.
-Encourage visitations to other classrooms and schools so people can see the innovation in action.

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-Explain the rationale.
-Talk about where it has made a difference--cite examples from practice and research.
-Explain where it fits in the bigger picture.
-Articulate anticipated outcomes.

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4. People are not involved in decisions-making

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4. People are not involved in decisions-making

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-Provide opportunities for involvement in decisions; learn a variety of decisions-making strategies (consultation, majority rules, consensus).
-Share the leadership among faculty members.
-Involve staff in generation of ideas before making decisions.
-Establish a collaborative decision making model that spells out who makes what decisions and how decisions will be made.

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5. People are satisfied with the way things are.  

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5. People are satisfied with the way things are.  

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-Create an alternative future picture (build creative tension).
-Clarify and raise your expectations (walk your talk).
-Take a hard, honest look at the data (results).
-Share success stories.
-Reward Change and risk taking.

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-Get focused on common goals.
-Periodically conduct a school review - make decisions around what you should "continue," "stop," "start" doing
-Reorganize human resources (Align work with people in an equitable way.)
-Promote more teamwork and a collaborative work culture.
Support individuals under pressure.

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7. People can't see the benefits of changing.  

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7. People can't see the benefits of changing.  

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-Do a cost benefit analysis of the change.
-Conduct a S.W.O.T. (Identify strengths, weaknesses, opportunities, and threats).
-Be up-front about the disadvantages.
-Provide real-life stories and examples where benefits have been achieved.
-Identify strategies to counteract costs.
-Collect data and monitor implementation.

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8. People don't see the change agent or advocate as credible.  

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8. People don't see the change agent or advocate as credible.  

# data[].attributes.body
-Match the innovation with knowledgeable and motivated change agents.
-Involve people who are respected by their colleagues.
-Choose people who have a track record to manage and facilitate change projects.
-Give change agents hard feedback.
-Ensure change agents receive high quality training on the innovation and the change process.

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-Conduct a human-resources needs assessment.
-Develop an implementation plan that builds in human and material resources.
-Provide recognition and rewards.
-Address the time issue and make changes.
-Provide incentives for change.
-Monitor implementation.

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10. The innovation conflicts with the school culture. 

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10. The innovation conflicts with the school culture. 

# data[].attributes.body
-Talk about the innovation or change - establish how to gradually introduce changes.
-Talk about the school culture - how it can support the change.  Ask, "How will current beliefs, expectations, or behavior patterns block the change?"
-Identify forces for and against change in the school.
-Conduct a problem-solving group on implementation of the change.
-Involve key cultural players in the initiation and implementation process.

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-Promote a risk taking mindset - use it as a guiding principle.
-Help people accept and understand that with change comes increased anxiety - it's okay and it's natural.
-Conduct "anticipation meetings." Talk about the implications or consequences of failing; identify false assumptions and unfounded fears.
-Allow people an opportunity to express fears - let them talk it out.  Ask, "What is the worst-case scenario?  What is the best-case scenario?"

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12. People have a negative experience with change. 

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12. People have a negative experience with change. 

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-Encourage people to talk about what happened in the past.
-Ask people to identify how this change is similar and how the change is different from others in the past.
-Find out what will build their trust--act on their wants and needs.
-Build their confidence that this will turn out differently.
-Build in monitoring and evaluation process to ensure feedback.
-Discuss "What will happen if we don't implement the change?"