Diffusion Simulation
“We are all, at heart, gradualist, our expectations set by the steady passage of time. But the world of the Tipping Point is a place where the unexpected becomes expected, where radical change is more than possibility. It is --- contrary to all our expectations --- a certainty “ (Gladwell, 2002 p. 13-14).
My experience with the Diffusion Simulation Game was along the lines of what Stinson described as “a spray- and-pray” model of professional development (Learningforward.com, 2018) in her article on Learning Designs. I knew my objective, followed the directions, and had a strategy, but I was not prepared for the number of attempts it would take me to cycle through the simulated two years of trial and error to simulate change in that online educational community. I started out gathering personal information, observing lunch mates, and observing committee members to try and establish natural connections that I hoped would transfer into natural interest. I fail miserably after 110 trials gaining only three (3) adaptors before my time was up.
Although I was looking for a gradual approach to take place over time as referenced by Gladwell, I never reached the Tipping Point (2002, p. 13-14) of getting the staff to agree to the tutoring program.
Full disclosure, I did not play the game the second time because, it was frustrating for me, and I didn’t have it in me to go another 110 rounds with this virtual staff of educators.
Something that I realized early on was the amount of time and effort it took to try and know the staff. While I do believe that making connections is important and can take time, I would not actually go bowling with anyone unless I was really interested in bowling. Some of the information gathering seemed manipulative.
I do, however; agree with Knight that ”we need to listen better” (2007, p.61) when employing authentic listening. This should not happen only during coaching sessions. For example, if I were in a conversation with someone and they mentioned something that we both had in common, I might extend or accept an invitation to meet after work or on a weekend just because I am interested. If engaging in a specific none work activity allows a collaborating teacher and myself to forge a friendship I would welcome the opportunity. I would never pretend to have an interest or show up somewhere with the expectation of getting someone to adapt to my professional belief regarding a school initiative. I found the concept of the game more interesting than the actual game itself.
My take away is that I should expect change to take time and I should communicate that with administrators who may want a quick fix. I will use my understanding of Prochaska et al.’s Stages of Change to identify where staff members are and use that information to move them along the continuum of 1) Precontemplation, 2) Contemplation, 3) Preparation, 4) Action, 5) Maintenance, and 6) Termination (Knight, p. 85). Administrators need to understand that these stages spiral forward rather than move in a straight line (Knight, p. 87).