Installing 4DX with Your Organization

 

Merely having an innovative idea and rallying people to join the movement is not sufficient. To integrate all elements and give the innovation plan a chance to succeed, a leader must guide the organizational change. Employing the 4DX model sets the stage for success, enabling leaders to focus on critical goals without neglecting immediate needs. The Four Disciplines of Execution offer a framework to ensure the success of an initiative, outlining a strategy for the team to commit to a Wildly Important Goal (WIG). This goal must be significant enough to effect change within our district and for our students. The disciplines provide a systematic method to reach goals despite daily challenges, or the 'whirlwind' of routine tasks. Concentrating on specific actions, maintaining an engaging scoreboard, establishing a rhythm of accountability, and focusing intently on the WIG allows educators to effectively launch initiatives that transform schools, boost student performance, and increase campus involvement. This framework enables educators to tackle the fundamental issues, focusing on systemic change rather than attributing fault to individuals in the organization (McChesney et al., 2012). By adopting these disciplines, educators can manage the intricacies of behavioral change and drive progress toward overarching goals, ensuring the enduring success of educational initiatives. The 4DX model advises a realistic approach, concentrating on one or two goals at a time to avoid feeling overwhelmed and despondent.

4 Disciplines of Execution & 5 Stages of Change:

 

Discipline #1: Focus on the Wildly Important Goals (Stage 1-Getting Clear/Clarity):

Grasping the goals your organization aims to achieve beyond daily tasks and responsibilities is crucial for progress. It's crucial to pinpoint one or two wildly important goals (WIGs) for our organization that transcend the daily whirlwind. Attempting too much can cause us to succumb to the chaos of this whirlwind. This teaches the team to prioritize rather than overcommit and become overwhelmed. Focusing on a primary goal amid a sea of vital tasks enables us to prioritize with precision. Although other objectives will require attention, maintaining this singular focus guarantees that we channel our energies to the most impactful areas. We must bear in mind that "there will always be more good ideas than we have the capacity to execute" (McChesney, et. al.,2021). Hence, it's imperative that my district collaborates to achieve our WIG.

Our wildly important goal (WIG) is to achieve and sustain the adoption of a blended learning environment utilizing technology by all fourth-grade teachers by the conclusion of the 2024-2025 academic year.

I will be implementing a blended learning model in my classroom and invite fellow teachers to observe it in action. To ensure my plan progresses correctly, I must specify the necessary steps. It's essential to establish lead measures and organize biweekly meetings to maintain accountability, ensuring that teachers are actively advancing this goal. Scheduling these WIG sessions biweekly will create a rhythm of accountability. These biweekly WIG sessions, lasting 20-30 minutes, will take place during conference hours or after school. Teachers will report on the lead measures and their efforts to meet them. A sign-in sheet will confirm the attendance of all 4th-grade teachers. After the initial phase, we will invite teachers from other grades to attend a session, providing them with insight into the WIG process to facilitate a smoother expansion of our WIG in the future.

 

Discipline #2: Act on the Lead Measures (Stage 2-3 Launch & Adoption):

The work aspects we measure should be elements we can directly impact and enhance on a daily or weekly basis. We require observable changes that will foster increased engagement and the successful implementation of our WIG. Progress can be gauged through two types of measures: Lag and Lead. Lag measures represent the final outcome and are not directly manageable; they monitor the ultimate goal or endpoint. On the other hand, Lead measures are actionable and controllable steps that guide a team towards achieving their goal, known as our WIG. Developing lead measures is crucial for the success of my Wildly Important Goals (WIG). To determine the right lead measures, I considered several questions: Are they predictive? Can they be influenced? Do they represent an ongoing process or are they a one-time event? Are they measurable? And finally, are they significant enough to measure? To achieve our WIG, we must also consider the vital behaviors. 

*These measures can/will be altered based on future team discussions*

Possible Lag Measure– 100% of fourth grade teachers will implement blended learning using technology into their curriculum by the end of the 2024-2025 academic year.

Hypothetical Lead Measure– Content developers and teachers will convene weekly to exchange ideas, engage in brainstorming sessions, and collaborate on content creation for the program.

Hypothetical Lead Measure–Content developers and teachers will convene biweekly with the administration and their peers to exchange feedback and discuss the input received from students.

Hypothetical Lead Measure- Teachers will provide time for students to self-select topics to explore through online learning.

During this period, the six sources of influence will play a significant role. Teaching is an incredibly demanding profession. I can envision teachers allowing the immediacy of daily tasks to overshadow the importance of the WIG. Staying focused will be challenging, especially as the STAAR test approaches and teachers rush to cover all the content. I must be consistent and persistent in ensuring that we do not let daily distractions take precedence. We will commit and hold each other accountable in weekly WIG sessions. Each member of the 4th-grade team must take responsibility for their lead measures. If a team member falls short of their weekly goals, I will stay positive and help them understand that while daily tasks are pressing, the WIG and lead measures are equally critical, and every teacher must find a way to commit to the goals. We will ensure we do not deviate from the WIG. We must not allow daily distractions to interfere. If we are committed to maintaining lead measures, change will occur.

In my district, there are currently twelve fourth-grade teachers. The potential resisters are those who require my attention the most. They need just a bit of guidance. I believe the resisters will attempt to follow the 4DX model if they see the benefits of blended learning for the children and notice their peers adopting it. I can rely on four or five 4th-grade teachers to be exemplars in implementing the 4DX plan. These teachers occasionally incorporate blended learning into their classrooms and are always seeking fun, innovative methods to foster academic growth in students.

 

Discipline #3: Keep a Compelling Scoreboard (Stage 4 Optimization):

 

As a team, we will design and construct a scoreboard to monitor and display the key metrics, illustrating our current status and future direction. It will be straightforward, conspicuous, and readable, ensuring engagement and making progress palpable. I will ensure it is in place before our initial meeting and will update it at each weekly gathering. The scoreboard will enable everyone to observe our advancement and foster mutual accountability. Knowing the score incites greater effort, which in turn fuels motivation within the organization. In essence, transparency cultivates responsibility. By showcasing our progress on a prominent scoreboard that features our Wildly Important Goals (WIG), we foster a collective understanding of our position and trajectory. Such visibility spurs on efforts and promotes a sense of shared achievement, keeping teams aligned and motivated by the progress they can see.

A segment of the scoreboard will feature a graph generated from a Google Form exit ticket completed by teachers. This form contains a set of questions that will be monitored on a spreadsheet and visualized as pie or bar graphs, depending on the questions. The exit ticket could ask questions such as:

- Did students engage in a blended learning experience using technology in your classroom?
- On a scale of 1-5, with 1 being effective and 5 being ineffective, how beneficial was the experience for students in your classroom?
- How much time was allocated to resource gathering for stations?
- Which stations did you employ in your classroom?

- Are there stations you will or will not use again? If so, which ones and why?

- Do you have any suggestions for new blended learning experiences?

The data collected from this exit ticket will hold teachers accountable for implementing the program, track the time spent on planning, and evaluate the effectiveness of the blended learning in their classroom. Displaying this data on the scoreboard will also facilitate discussions in our biweekly meetings.

At this point, the team should be adopting and embracing the 4DX mindset. We will foster and acknowledge a wealth of creative ideas to advance our lead measures, celebrating both the journey and the outcomes. We will commend excellent execution and revel in our triumphs. We'll encourage team members to facilitate each other's progress and rejoice when they do. We'll applaud when potential is realized in performance. Our recognition of inventive ideas will be coupled with structural incentives, such as:

- Sharing success stories in weekly meetings.
- Providing extra conference periods for ample collaboration and planning time, creating an environment where students enjoy more choice, ownership, and voice, culminating in a genuine blended learning experience.
- Establishing a reward system for blended learning that honors and motivates teachers who embrace change and foster a learning environment that bolsters student independence, possibly through badges, options to leave an hour early, casual dress passes, or hat days.

I believe that team bonding will naturally occur as the scoreboard starts to reflect success and progress. Teachers and administrators will be encouraged to facilitate the way for others. As optimization takes place, habits will develop, signifying real change. I am optimistic that soon, the fourth-grade team will begin to devise their own blended learning lessons, eager to share their triumphs and possibly even mentor teachers from other grades in blended learning techniques.

 

Discipline #4: Create a Cadence of Accountability (Stage 5 Habits):

Covey's final stage aims to foster a culture of exceptional execution, termed "Habits"(pg.112). At this juncture, the team's performance level permanently escalates. To sustain momentum with the 4DX framework, it's crucial for the team to consistently celebrate achievements, support members facing challenges, and promptly set new WIG's. As 4DX becomes ingrained, it's expected that not only will goals be met, but there will also be a sustained elevation in the team's performance level, as noted by McChesney, Covey, & Huling in 2016 (pg.112.)

- Upon achieving the WIG, it's crucial to celebrate this victory and our success with the team. A public announcement could be made, stating that the 4th grade team has reached their objective, either on social media or during a team meeting.

- Promptly establish another WIG, incorporating new lead 7 lag measures that have been previously discussed. This action will cement the 4DX as the district's new standard operating procedure.

- Highlight that this new standard of operation has already resulted in enhanced performance regarding lead measures.

- Assist each team member in becoming a high performer by monitoring their progress.

 

When the 4DX is optimized, it leads to the achievement of the Wildly Important Goal (WIG). However, to establish 4DX as a habitual practice, new WIGs must be continually introduced as existing ones are accomplished. Upon the completion of a WIG, a celebration takes place to acknowledge the early adopters, highlight the successes over potential, and recognize the positive impact on students. Sustained emphasis on lead measures propels the performance of teachers, students, and administrators.

Influencer Model & 4DX:

Over the past few weeks, I've dedicated considerable time to developing a plan to implement my innovation strategy and engage my colleagues. The complexity and the amount of work that goes into effecting change behind the scenes is often underestimated. Although the 6 Sources of Influence and the 4 Disciplines of Execution are presented in distinct formats, I see many parallels between them. Both frameworks underscore the significance of behavioral change for achieving goals and provide insights on how to effectively initiate and maintain these changes. They enhance motivation and morale, define success in measurable terms, and concentrate on a select few success factors. The 4 Disciplines of Execution and the Influencer Strategy complement each other, both aiming to establish behavioral change strategies within an organization. Since behavioral change is challenging, taking small, manageable steps toward the overall goal makes achieving lasting results more feasible. Both models highlight the need for leadership and accountability in achieving outcomes. The Influencer strategy adds an emotional dimension to the change, addressing personality traits and perspectives like peer pressure and personal motivation. Conversely, 4DX is more process-oriented, focusing on the practical aspects of implementation. Both are dedicated to fostering organizational change. I believe that combining the Influencer and 4DX models will have the most positive impact on our team, and I plan to use both in tandem to implement my innovation plan.