Social and systems transformation
Positive human flourishing and social and systems transformation should function in tandem, as both are essential for meaningful and sustainable change.
Social and systems transformation refers to the process of large-scale, fundamental change in institutionalized relationships, norms, values, and hierarchies, shaping societal systems and driving current environmental and social pressures (Kotter, 1996; Meadows, 2008; Senge, 2006). In response to the various challenges facing colleges of education and, more broadly, education systems, these concepts were critical components in initial PI discussions amongst the MLFTC educational leadership faculty and staff. Focused on a reflective approach to change that centers on the well-being of humanity, communities, and society as a whole, we explored transformational leadership, which shapes our understanding of the role of character in creating equitable systems and leading initiatives that shift organizational culture, along with the following key change theories and models. Each played a crucial role in the development of PI and our understanding of the dynamics and facilitation of change in different settings.
Key change theories and models
Social Cognitive Theory:
Social Cognitive Theory emphasizes the role of observational learning, imitation, and modeling in behavior acquisition, highlighting the interaction between personal factors, environmental influences, and behavior (Bandura, 1986). For more ethical and informed decision-making, PI affirms the importance of understanding the impact of social and environmental factors on individual actions.
Integrative Model of Behavioral Prediction:
The Integrative Model of Behavioral Prediction (Fishbein & Ajzen, 2010) predicts behavioral intentions and actions based on attitudes, norms, and perceived control. This model provided a basis for deep discussions during the development of PI in its promotion of a comprehensive understanding of the drivers of human behavior, facilitating more effective and ethical interventions.
Transformative Learning Theory:
Transformative Learning Theory (Mezirow, 1991) describes the process by which individuals change their frames of reference through critical reflection, leading to a more inclusive, discriminating, and integrative perspective. This theory led to a significant emphasis in PI on encouraging critical thinking and reflection, essential for developing innovative and ethical solutions to complex problems.
Appreciative Inquiry:
Appreciative Inquiry (Cooperrider & Srivastva, 1987) is an organizational development model that focuses on identifying and leveraging an organization’s strengths and successes to drive change. This approach aligns with PI by emphasizing the core elements of positive inquiry and collaboration, fostering a culture of ethical and strengths-based innovation.
Ecological Systems Theory:
Bronfenbrenner (2000) provides a holistic framework for understanding individual development through multiple interconnected environmental systems, emphasizing the dynamic and contextual influence of relationships within a nested arrangement of structures. This theory aligns with Principled Innovation and the PI Ecological Model, which both recognize the role of broader social, institutional, and cultural contexts in shaping ethical development and supporting a comprehensive approach to character growth.
ADKAR Model:
The ADKAR Model (Hiatt, 2006) is a change management framework that outlines five key outcomes necessary for successful organizational change: Awareness, Desire, Knowledge, Ability, and Reinforcement. This model’s structured approach to change that emphasizes ethical considerations and the well-being of all stakeholders aligns well with the PI Approach.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bronfenbrenner, U. (2000). Ecological systems theory. American Psychological Association.
Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. Research in Organizational Change and Development, 1, 129-169.
Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. Psychology Press.
Hiatt, J. M. (2006). ADKAR: A model for change in business, government, and our community. Prosci.
Kotter, J. P. (1996). Leading change. Harvard Business School Publishing.
Meadows, D. H. (2008). Thinking in systems: A primer. Chelsea Green Publishing.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (2nd ed.). Doubleday/Currency.