Table 4.
Guidance plan showing the activities and timeline corresponding to each step of Mento’s Change Model
| Step No. | Steps of Mento’s Model of Change | Activity to facilitate/implement the change | Timeline |
|---|---|---|---|
| 1 | The idea and its context | Preliminary results from the phase-1 semester-1 course of MBPG showed that flipped-model of pedagogy facilitates better learning in UME. The idea is to integrate flipped-teaching in the phase-1 semester-2 structure-function courses (table-2). | N/A |
| 2 | Define the change initiative |
Present to the concerned stakeholders: ⇒ What is flipped-teaching? ⇒ Benefits of flipped-teaching. ⇒ Successful case-studies of flipped teaching (literature review). |
FOUR-weeks prior to course initiation |
| 3 | Evaluate the climate for change | Appraise the necessary resources, prior knowledge of stakeholders and technological know-how required to successfully implement flipped-teaching in the structure-function courses, through SWOT analysis. | FOUR-weeks prior to course initiation |
| 4 | Develop a change plan | Work with technology-enhanced learning (TEL) team at MBRU to develop a faculty development plan to train the stakeholders regarding strategies to implement flipped-teaching in structure-function courses. | THREE-weeks prior to course initiation |
| 5 | Find and cultivate a sponsor | Schedule meetings with MBRU academic leadership (Dean/Associate Deans/ Departmental Chairs) to inform them about the benefits of flipped-teaching and the resources required. | THREE-weeks prior to course initiation |
| 6 | Prepare your target audience |
⇒ Organize faculty development workshops in collaboration with the TEL team to inform stakeholders about “how” to implement flipped-teaching structure-function courses. ⇒ Circulate nano-lectures on of flipped-teaching to stakeholders over WhatsApp. |
TWO-weeks prior to course initiation |
| 7 | Create the cultural fit | Create linkage between students’ learning approaches and flipped-teaching to elaborate to the concerned stakeholders “why” there is a necessity to create a culture of innovative pedagogy in UME. | TWO-weeks prior to course initiation |
| 8 | Develop and choose a leader team | Create an informal “Leader Team” consisting of course-director and instructors from the MBPG course, such that they can guide and encourage the stakeholders to implement flipped-teaching in their courses. (at least NINE flipped-teaching sessions over FIVE weeks) | ONE–FIVE weeks into the course |
| 9 | Create small wins for motivation | Identify the stakeholders who successfully integrated flipped teaching in their courses and request them to present their experiences in this effort to the MBRU academic leadership and other concerned stakeholders. | FOUR-FIVE weeks into the course |
| 10 | Constantly and strategically communicate the change |
During the whole transformation process: ⇒ Create a “Learning community” such that stakeholders can learn from each other about strategies to successfully implement flipped-teaching in pedagogy. ⇒ Try to address hurdles that are faced by stakeholders in their endeavor, by communicating the change process to Sponsors |
ONE–FIVE weeks into the course |
| 11 | Measure progress of the change effort |
⇒ Refer to the updated pedagogical techniques of concerned courses to appraise the number to teaching sessions where flipped-teaching was implemented. ⇒ Evaluate the attitude of stakeholders towards flipped-teaching following the transformation initiative using ADKAR framework. ⇒ Assess the performance of the students in these courses to identify if flipped-teaching was beneficial over traditional method. ⇒ Conduct student feedback to assess the perception of students towards flipped teaching. |
SIXTH-week into the course following the Mid-term assessments |
| 12 | Integrate lessons learned |
Using a reflective-framework conduct an After Action Review to: ⇒ Map the transformation process ⇒ Identify hurdles that further required to be tackled such that flipped-teaching can be successfully integrated in other courses. |
SIXTH-week into the course following the Mid-term assessments |
| PREPARATORY TIME FOR IMPLEMENTING THE TRANSFORMATION | FOUR-WEEKS | ||
| TIME REQUIRED FOR IMPLEMENTING/ASSESSING THE TRANSFORMATION | FIVE-WEEKS | ||
| TOTAL STUDY DURATION (PREPARATION + IMPLEMENTATION + ASSESSMENT) | NINE-WEEKS | ||