The Managing Complex Change Model (M. Lippitt, 1987; T. Knoster, 1991) suggests there are five elements or components to create, manage, and/or sustain change (though variations do exist – click here for an example).
SPECIAL NOTE: Join me for a Deep Dive Master Class on managing change and teaching adults to get the results you desire. Click here for a sneak peek into the master classes.
Here are the five elements some say are necessary to get to a change in practice:
- Action plan
But what role does age play and the increasing evidence of the impactful nature of emotional intelligence?
Here’s what I’m thinking about….
If we know that it takes more effort, along any measure from time, to money, to physiological, for an aging brain to learn and apply new information (source)…and if we know the emotional intelligence skills of the adults who are expected to implement change aren’t being supported (source)…how can we accomplish change even with the other five components?
I’m still exploring this question; however, in my opinion, we need to consider the changes in the brain as we age, and the supports required to strengthen the adult learner’s EQ skills.
In fact, I’m increasingly convinced that change will, at a minimum, be slower, and the path to getting there, less straightforward if we don’t.
What then are solutions?
Because last time I looked, we hadn’t found the fountain of youth and most professional development (PD) is still grounded in what most would call cognitive content designed to make us “smarter” in how to serve children and families…a possible starting place is to transform the PD we offer, particularly to adult learners who are older than 25.
Here are a three suggestions to get you started:
- Adjust dosages (i.e., amount of PD, including coaching) and timelines for expected implementation…it’s going take more effort than it would have when staff were younger
- Intentionally teach the “soft skills” (e.g., self-awareness, self-regulation, perspective taking, empathy) by designing an delivering professional development that approaches the learner as a whole (mind, body, and heart)
- Pay attention to staff interests and meet the adult learner where they are (e.g., build on their strengths) not where we want them to be – try coaching with compassion and by triggering the positive emotional attractor whenever possible
Bonus…check out my FB live broadcast with even more solutions!
Knoster, T. (1991). Presentation at TISH Conference. Adapted from Enterprise Group, Ltd.
Lippitt, M. (1987). The Managing Complex Change model. Enterprise Management, Ltd.
Resources (free to fee-based)
- Download my manifesto about how to transform PD by considering the adult learner as a whole
- Read my blog series on promoting the emotional intelligence of early educators
- Access my Symbaloo webmixes with tons of links to research and strategies for teaching adult learners
- Register for a Deep Dive Master Class on teaching adults to get results (click here for the spring schedule of classes)
- Join a Mastermind for ECE Leaders or support your staff to become a member and raise their EQ