Kotter's Model Research Articles

LEVERATING KOTTERS 8-STEP CHANGE MODEL FOR EFFECTIVE AL INTEGRATION IN EDUCATION

The integration of artificial intelligence (AI) in education is a key direction for modernizing the learning process, enabling its adaptation to the needs of modern society and enhancing learning effectiveness. However, implementing AI in education is a complex process that requires careful planning and change management. John Kotter's 8-Step Change Model offers an effective strategy for successful integration of innovation, taking into account human factors and organizational aspects. This article explores the applicability of Kotter's 8-Step Change Model for the effective integration of AI into the educational process. Each step of the model is analyzed within the context of the educational environment, and recommendations for practical implementation are provided. The research objectives include analyzing Kotter's 8-Step Change Model and its key principles, examining the specifics of AI integration in education and the associated challenges, adapting the steps of Kotter's model to the process of AI implementation in educational institutions, and developing practical recommendations for administrators and educators on effective change management during AI integration. The article employs a comprehensive set of research methods, including analysis of scientific literature, modeling, generalization, and systematization of practical experience. The application of Kotter's 8-Step Change Model can significantly enhance the effectiveness of AI integration in education. The model helps administrators and educators plan and implement changes, taking into account human factors and minimizing resistance. Implementing AI in education opens up new opportunities for improving the learning process and preparing students for the challenges of the modern world.

Change Management Strategy in Improving Teacher Performance in Junior High Schools in Sintang District

The objective of this research is to determine the most effective change management strategies for enhancing the performance of educators in junior high schools throughout the Sintang District. Educational institutions, such as junior high schools, are confronted with the demands of a dynamic work environment, as well as technological and social changes. Interviews, documentation, and observations are employed in this qualitative descriptive research to gather data from school principals and instructors regarding the modifications implemented. The research findings indicate that educators' performance is enhanced by the implementation of a change management strategy that adheres to John P. Kotter's model, which involves three stages: terminating outdated policies, initiating change, and implementing new policies. Classroom management, learning methods, student assessment, and educational vision and mission are among the modifications. The successful implementation of new policies requires the active participation of all members of educational institutions, as well as effective communication and strong leadership. It is the conclusion of this investigation that effective change management strategies not only enhance the performance of educators but also equip schools to confront future educational obstacles.

Tips From the Iceberg: Effecting Culture Change in Health Care Teams.

For centuries, fables have been used as teaching aids that bring simple lessons to life through storytelling. The extensive research of John Kotter has been distilled into fable form in the book "Our Iceberg is Melting." Here, we will describe an instance of applying Kotter's eight-step model to overcome relational tension between anesthesiologists and nurse anesthetists and a resultant culture of collaboration at 2 of the authors' academic medical centers.

Step by step: Utilizing Kotter's model to design and implement a strategic plan for institutionalizing interprofessional education and practice

Health professional schools are complex environments. Academic leaders of interprofessional education and practice (IPEP) have the unique challenge of navigating these intricacies on the individual and collective level to create a common vision that supports the sustainable implementation and assessment of quality interprofessional education (IPE). In order to move beyond a common approach to IPE that has been described as a “series of isolated events” that insufficiently address the Interprofessional Education Collaborative (IPEC) core competencies in their entirety, a strategic planning process can help institutions design and develop robust IPE experiences with intentionality.This article describes the steps taken in a formal strategic planning process to create and sustain a pan-university IPEP office to strengthen IPE and collaboration among emerging health professionals/schools-departments at a public flagship university in the southeastern U.S. Additionally, Kotter's model for institutional change highlights strategies to gain buy-in, and lessons learned. This paper provides a guide to help grow, sustain, and invest in formal IPEP programs for other academic institutions.

Using a change management model to develop and implement dental curricula: A case study.

Curriculum transformation is a guiding principle and driving force to continued institutional growth and innovation in oral health education. The transformation process starts from the need and desire for change to achieve the strategic goals of curriculum invocation. The design and implementation process must follow a systematic approach to ensure the oral health curricula are meeting the demands of preparing learners for their future careers and are in line with the institutional strategic goals and processes. The process of curriculum transformation needs to be carefully crafted and implemented to include all constituents and have clear and measurable outcomes to define its path and results. The University of North Carolina at Chapel Hill Adams School of Dentistry is undergoing the journey of oral health curriculum innovation and transformation. The goal of this paper is to describe the change management process using Kotter's organizational model that may apply to other schools aiming to innovate dental curricula.

Leading Organizational Change in the Post-COVID Pandemic Era.

Leading Organizational Change in the Post-COVID Pandemic Era.

CHaMP: A Model for Building a Center to Support Health Care Worker Well-Being After Experiencing an Adverse Event.

With an already distressed health care workforce demonstrating high levels of burnout, depression, and suicide, access to behavioral health care, particularly after an adverse event, is critical. Unfortunately, clinicians identify multiple barriers to seeking behavioral support. In 2022 the National Academy of Medicine, in its National Plan for Health Workforce Well-Being, established "Support Mental Health and Reduce Stigma" as one of its seven priority areas. The authors developed a program called CHaMP (Center for Healthy Minds and Practice) guided by a multidisciplinary task force that developed the vision, plan, and algorithms to improve crisis response; build a peer support program; and remove barriers to accessing mental health care by establishing an on-campus behavioral health support center. This program was implemented using Kotter's 8-step Model of Change. Within the first months of establishing this program, the support team responded to multiple activations of the crisis response plan, built a peer support program, and provided counseling services to 631 employees. During the COVID-19 pandemic, CHaMP played a central role in the support of all employees. This program and its implementation based on Kotter's 8-Step Model of Change was a powerful and practical methodology to design and implement interventions to address system and individual factors that affect clinician well-being and resilience after an adverse event.

Toward Improving Patient Equity in a Pediatric Emergency Department: A Framework for Implementation.

Disparities in health care delivery and health outcomes for patients in the emergency department (ED) by race, ethnicity, and language for care (REaL) are common and well documented. Addressing inequities from structural racism, implicit bias, and language barriers can be challenging, and there is a lack of data on effective interventions. We describe the implementation of a multifaceted equity improvement strategy in a pediatric ED using Kotter's model for change as a framework to identify the key drivers. The main elements included a data dashboard with quality metrics stratified by patient self-reported REaL to visualize disparities, a staff workshop on implicit bias and microaggressions, and several clinical and operational tools that highlight equity. Our next steps include refining and repeating interventions and tracking important patient outcomes, including timely pain treatment, triage assessment, diagnostic evaluations, and interpreter use, with the overall goal of improving patient equity by REaL over time. This article presents a roadmap for a disparity reduction intervention, which can be part of a multifaceted approach to address health equity in EDs.

Proposing a Code of Ethics for Public Health Professionals in Europe

Context: Public health practitioners are involved in a wide array of contexts. Local and national government public health agencies; domestic and international nongovernmental organizations (NGOs); and academic institutions are just a few examples of the settings where public health practitioners work. Acting ethically and meeting ethical commitments in a practical and transdisciplinary endeavor as complicated as public health necessitates careful consideration. Ethical practice ensures that public health institutions work properly and that individual public health practitioners maintain their integrity. There is little debate about the importance of ethics in public health professional practice and, as a result, the necessity for a corresponding professional code of ethics. Policy Options: Only an US-American code of public health ethics has been created so far. Since ethical considerations in public health are heavily dependent in contexts, the aim of this document is to initiate a discussion surrounding the establishment of a Code of Ethics for Public Health Professionals in Europe. Recommendations: Stimulate the discussion on a European code of public health ethics. Make a clear distinction between public health ethics and medical ethics. Recognize public health as a profession and not just a medical specialty. Recognize the need for a common code of ethics among public health professionals in Europe. Use Kotter's Model based on the Theory of Change as a roadmap when creating the European public health code of ethics. Treat the European code of ethics as a "living document". Encourage further research on a European code of ethics.

Change Management in Medical Contexts, especially in Medical Education: A Systematized Review.

Introduction: Change is a multifaceted and challenging process. Due to the growing and increasing volume of technologies and organizational processes, there is a need to adapt to these changes because adaptation to changes is essential for the organization survival. The purpose of this study was to investigate change management in medical education in order to identify and categorize the strategies, barriers, and other important issues related to change management.Methods: A systematized review of the related studies was carried out according to the Khan et al.’s guideline. Five bibliographic databases and search engines including Cochrane Library, Eric, PubMed, SCOPUS, and Web of Sciences were searched. The following keywords were used with a period constraint of 2017 to March 2021 to search various online data sources: change management and medical issues. Advanced search options and Boolean operator (AND) were also used to find out more relevant records.Results: Overall, 498 records were identified. After removing duplicate records and those with irrelevant titles, abstracts, or full texts, we selected 40 articles for data extraction. The Kotter model is frequently used to manage change. Also, consideration of resistance to change and having a plan for it have been important elements of change management.Conclusion: In most cases, resistance to change was observed, and several ways for resolution merged. Resistance to change and coping strategies are considered as one of the most important factors that must be considered in change situations. Awareness of change management principles and utilization of available models can pave the way for management of the change.

Laying the Groundwork, Transforming the University: An Origin Story of a Latinx Mentoring Program at a Predominantly White Institution

In this case study, we use two complementary frameworks, Kotter's (1996, 2014) change model and Torres’ (2019, 2021) Transformational Resistant Leadership theory, to analyze institutional change processes and activist leaders’ actions that laid the groundwork for a Latinx mentoring program at a Predominantly white 1 Institution (PwI). Our investigation revealed the importance of critically analyzing societal forces, recognizing causes of systemic institutional change, and theoretically grounding insights of successful efforts to disrupt systemic racism. Our study offers a guide for PwIs and illustrates how faculty, administrators, and communities of color collaboratively engage to enact institutional change.

The Application of Kotter's Model of Change in the Higher Education: A Case Study in Vietnam Private Universities

With the changing demands of higher quality teaching profession, especially the increasing trend of studying at private universities, many fail to produce desired effects, even when guided by organizational change models. Educational specialists, educators, academics, school administrators, and even scientists have all contributed to the development of change management as a significant concept. The purpose of this study is to apply Kotter's 8-step model of change to educational administration of private universities in Ho Chi Minh City. Change efforts focus on enhancing faculty capacity to support diverse student success. The change process is planned using Kotter's (1996) eight-step change model and is therefore a regulated, linear, sequential change process. The initial steps were reviewed, and the strategies considered workable. This approach enhances faculty acquisition and project success. Characterization of each step provides insight into ways to apply Kotter's model of change in higher education settings.

Enhancing the Effectiveness of Change Management in Private Universities: Case Study in Vietnam

Change management is known to be a significant model based on theories and practices from educational experts, educators, professors, school administrators, and even scientists. Like other higher education institutions in Vietnam, Private Universities in Ho Chi Minh city are a change management type organization. The management challenge facing contemporary universities refers to the multiple roles assumed by universities and the extraordinary increase in the number of subject fields, heightening, in turn, the complexity of the university environment. However, the previous research about change management of the Vietnamese private university system still has many shortcomings and limitations in terms of both size and quality. There is a lack of studies that have used Kotter's Model of Change (1996) to examine the evolutionary changes and challenges facing Private Universities. So, the main objective of this paper is to establish and propose a suitable model based on the apply Kotter's eight-step model of change to enhance effective change management in private universities in Ho Chi Minh City, and then discussion and recommendation will be presented in the study. To overcome the change challenges, some recommendation was proposed for the successful implementation of the changes for the university. Quantitative method has been utlised to complete this paper. Keywords: change management, educational administration, Kotter’s change model, private university, Vietnam

Change management in Higher Education by Kotter's Model: A Case Study in Vietnam Private University

Faced with the changing demands of the higher quality teaching profession, especially the increasing trend of studying at private universities leading to many initiatives on the issue of change and reforming the educational management model brings the effect so the university needs a planned sequential path. The purpose of this study is to examine the evolutionary changes and challenges facing the educational administration of private universities. From there, establish and propose a suitable model based on the apply Kotter's eight-step model of change to enhance effective change management in private universities in Ho Chi Minh City, and at the same time propose a model towards effective change management results across all private universities in Vietnam. Change efforts focus on enhancing faculty capacity to support diverse student success. The change process is planned using Kotter's (1996) eight-step change model and is, therefore, a regulated, linear, sequential change process. The initial steps were reviewed, and the strategies were considered workable. This approach enhances faculty acquisition and project success. Characterization of each step provides insight into ways to apply Kotter's model of change in higher education settings. Keywords: Change Management, Higher education, Kotter’s change model, Private University, Vietnam

What is the Role of the Quality Improvement Radiology Nurse?

This article aims to report the role of the quality improvement radiology nurse. The quality improvement nurse must possess the knowledge, skills, and attitudes to deliver safe and quality care. There is a lack of guidance that describes the role of the quality improvement radiology nurse. The Quality Education for Nurses Framework and Kotter's model both provide a foundation for describing the role of the quality improvement radiology nurse. More research is needed to analyze the role of the quality improvement radiology nurse. Implications to nursing practice, education, and research are discussed.

Stakeholder Perceptions and Experiences of a College Live Mascot Program: a Study of Higher Education Ad Hoc Change.

Organizational change is a complex and critical issue in higher education today. Changes experienced across institutional systems have both short-term and long-term impact, making this phenomenon ripe for educational leadership research. Many universities and colleges have applied Kotter’s (1995) eight-step change model prescriptively to implement academic initiatives, curriculum revisions, and strategic vision. However, Kotter’s (1995) model has not previously explored ad hoc changes over time and has not been used to study a college live mascot program. Although a decreasing campus tradition, college live mascots have a relationship and impact on a student’s experience and college identification, as well as university engagement with alumni and the public. Therefore, understanding how change is identified and experienced by campus stakeholders of a college live mascot program describe the various complexities and issues that initiate a climate for institutional change. To explain the evolution of a college live mascot program, oral histories across twenty years of campus stakeholders, including student trainers, campus administrators, and external consultants were analyzed using Kotter’s (1995) model. The findings of this study affirmed that the steps associated with Kotter’s (1995) change model, with a specific focus on the first three steps, are relevant for ad hoc changes, and offer implications for higher education change.

Where Do Models for Change Management, Improvement and Implementation Meet? A Systematic Review of the Applications of Change Management Models in Healthcare

BackgroundThe increasing prioritisation of healthcare quality across the six domains of efficiency, safety, patient-centredness, effectiveness, timeliness and accessibility has given rise to accelerated change both in the uptake of initiatives and the realisation of their outcomes to meet external targets. Whilst a multitude of change management methodologies exist, their application in complex healthcare contexts remains unclear. Our review sought to establish the methodologies applied, and the nature and effectiveness of their application in the context of healthcare.MethodsA systematic review and narrative synthesis was undertaken. Two reviewers independently screened the titles and abstracts followed by the full-text articles that were potentially relevant against the inclusion criteria. An appraisal of methodological and reporting quality of the included studies was also conducted by two further reviewers.ResultsThirty-eight studies were included that reported the use of 12 change management methodologies in healthcare contexts across 10 countries. The most commonly applied methodologies were Kotter’s Model (19 studies) and Lewin’s Model (11 studies). Change management methodologies were applied in projects at local ward or unit level (14), institutional level (12) and system or multi-system (6) levels. The remainder of the studies provided commentary on the success of change efforts that had not utilised a change methodology with reference to change management approaches.ConclusionChange management methodologies were often used as guiding principle to underpin a change in complex healthcare contexts. The lack of prescription application of the change management methodologies was identified. Change management methodologies were valued for providing guiding principles for change that are well suited to enable methodologies to be applied in the context of complex and unique healthcare contexts, and to be used in synergy with implementation and improvement methodologies.

Leading Change to Address the Needs and Well-Being of Trainees During the COVID-19 Pandemic.

The coronavirus disease 2019 (COVID-19) pandemic challenged program leaders to respond rapidly to changes in health care delivery, protect trainee safety, and transform educational activities. The pandemic demanded that program directors prioritize and address myriad threats to trainees’ well-being. In this paper, we adapt Maslow's needs framework to systematically address trainee well-being during the COVID-19 pandemic and identify potential interventions to meet trainee needs at the program, institution, and extrainstitutional levels. Transforming education to effectively respond to trainee well-being needs requires leadership, and we use Kotter's 8-step change management model as an example of a framework to effectively lead change. Program leaders can take this opportunity to reflect upon their training programs and take the opportunity to improve them. Some of the systems of education we develop during the COVID-19 pandemic, such as telehealth, tele-education, and ways to stay connected may provide advantages and will be important to continue and expand upon post-COVID-19.

How to facilitate a rapid response system in Japan: a promotion course based on TeamSTEPPS.

AimIn Japan, the number of facilities introducing a rapid response system (RRS) has been increasing. However, many institutions have had unsuccessful implementations. In order to implement RRS smoothly, a plan that meets the needs of each hospital is needed.MethodsRapid response system teams from each hospital, including a physician and staff in charge of medical safety, from the RRS online registry were invited to attend a workshop. The workshop aimed to develop and implement RRS. The course curriculum was based on the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) developed in the USA. Participating facilities were required to formulate an RRS introduction plan referring to Kotter’s 8‐step change model to overcome barriers in the implementation of RRS. The change in medical emergency team activations comparing the intervention and control group hospitals was compared.ResultsSixteen institutions were eligible for this study. After participating in the workshop, there was a tendency toward more frequent activation of medical emergency teams in the intervention group (P = 0.075). According to a self‐evaluation from each facility, there is great difficulty in overcoming the 5th step of Kotter’s model (empower people to act the vision).ConclusionThis step‐by‐step evaluation clearly identified a problem with implementation and provided measures for resolution corresponding to each facility. There was a major barrier to overcome the 5th step of Kotter’s model in leading change, which represents the attitude toward implementing RRS in institutions.

Dynamics of marketing automation adoption for organisational marketing process transformation: the case of Microsoft

As markets and customers rapidly digitalise with technological advances, companies are responding by increasingly introducing marketing automation (MA). This study aims to support successful MA adoption and marketing transformation. To achieve this aim, we design an MA adoption model based on Kotter's eight-step model, and we study the dynamics of the MA adoption process by analysing Microsoft's MA adoption case. Based on the results of the analysis, we present an MA adoption model in eight stages. The MA adoption model proposes a step-by-step transformation in adopting MA and suggests that to ensure successful completion, MA should be adopted in conjunction with marketing transformation rather than remaining on the level of technology adoption. The MA adoption model presented in this study is expected to help managers understand the dynamics of MA adoption and, thus, help them to build an appropriate MA adoption strategy.