Review by: Euler, Dieter (2004-08-23)

Hall and Hord provide a comprehensive framework on change in educational institutions. They model change processes, discuss the relevant factors and at least in parts provide substantial empirical evidence from studies proving aspects of the model.

The book is structured along the categories of the Concerns-Based Adoption Model (CBAM). It basically states that the implementation of change in schools is driven by a change facilitator team acting with two different sets of initiatives:

1. Probing and diagnosing within the user system;
2. intervening by cultivating and promoting the objectives of innovation within the user system.

As an diagnosing-instrument Hall and Hord introduce three tools and techniques for change facilitators:

1. Innovation Configuration Map – It follows the purpose of drafting the state of innovation during the process of innovation in order to promote a common understanding on the main characteristics of the innovation.
2. Stages of concern (SoC) – As an affective dimension of change processes, it distinguishes seven levels of concerns on the part of users: awareness (little concern), informational (collecting information), personal (considers what innovation might mean for oneself), management (attention focused on how to deal with the innovation), consequence (attention focused on the impact and consequences), collaboration (exchange with others on the use of innovation), refocusing (exploration of more benefits and alternatives of use).
3. Levels of use (LoU) – As an action dimension of change processes, it distinguishes eight levels of use: nonuse, orientation, preparation, mechanical use, routine, refinement, integration, renewal

Both the SoC and the LoU are descriptive and diagnostic models to find an anchor for the rational use of interventions. They differentiate generic models of change processes such as aware – interested – trying – adopting.

The second major part of the book deals with the interventions a facilitator team may take. The underlying paradigm of intervention is user-oriented. They follow the assumption that organizations do not change until the individuals within it change. In that context interventions may provide support for learning on different levels of the organization, but they can only be successful if the people and teams find them useful. Within that frame, Hall and Hord distinguish different change facilitator styles (initiator, manager, responder) and outline key functions in the process of change facilitation. On a detailed level they provide a comprehensive set of interventions and illustrate them with practical example. This part of the book is highly instructive as it represents a good balance between philosophical perspectives on one hand and down-to-earth examples on the other hand.

Beyond that, the book addresses the cultural aspects of change. In that context Hall & Hord focus on interventions, which change facilitators do not cause and over which they have little control. They call these interventions ‘mushrooms’. The metaphor seems to be well taken, as identifying the analogies doesn’t require much imagination. So mushrooms may be nutritious, some are poisonous, some are in the dark, others are exposed to the light. Change facilitators are to identify and pick the mushroom plants and plan appropriate interventions.

In summary, the book takes up the important aspects of change and discusses them in the specific context of schools. It combines theoretical and practical perspectives and provides a consistent and illuminating frame both for guiding practical action and further scientific research.