Ever wonder why some technology implementations flop while other implementations see success?

It’s all about the working and learning environment.

Implementation occurs through an evolutionary process. Orantes-Jimenéz et al., (2015, p. 49) cite five levels when trying out new technologies.

“Access: Learn the basic use of technology.
Adoption: Use technology to support the traditional way of performing their work.
Adaptation: Integrate technology into traditional practices of their work activities, encouraging greater employee productivity.
Ownership: Activities interdisciplinary, collaborative, project-based business. Use technology when needed.
Invention: discover new uses for the technology or combine several technologies creatively.”

Why do we get stuck at level three, or even level two? Usually, it’s because we are more focused on the technology than the environment. We focus on the shiny new toy instead of the working and learning environment that supports student success.

We must put systems, efficiency, and productivity first.

“Organizations are constantly facing pressure to improve efficiencies, optimize business processes, and reduce costs. Organizations with an effective system in place to manage their information operate at a vastly superior level of efficiency compared to those that still rely on an approach that harkens back to the days of physical file cabinets and traditional network folders” (Milliken & M-Files Corporation, 2014). When you get rid of paper and ancillary materials, you increase efficiency. How can we do this?

By creating an environment of Choice, Ownership, and Voice through Authentic Learning Experiences.

Choice:

“Whether we refer to choice as learner agency, autonomy, empowerment, self-efficacy the literature and research clearly point to the powerful role that choice plays in the learning process” (Harapnuik et al., 2018, p. 77). We need to make sure the choice we provide is guided by the context of our end goal (Harapnuik et al., 2018). We know the direction we want to go with the paperless environment, so we need to keep our choices within that realm.

Ownership:

“Not all electronic information is essential and not all essential information is in electronic format. This forces the professional to take a more active role not only as custodian of information but as an observer and processes reviewer on stage management because only the professional knows the value of information in time” (Orantes-Jiménez et al., 2015, p. 55). When we treat our staff like the professionals they are and give them the agency of process creation and refinement, we create an environment of ownership.

Voice:

“Finding one’s voice through authentic learning opportunities enables learners to transform their own learning by deepening their understanding, grounding their thinking, developing a sense of purpose and personal significance. This all contributes to the self-efficacy of the individual which can also influence the collective efficacy” (Harapnuik et al., 2018, p. 89). Individuals working toward a common goal who develop agency around their voice work better because they personalize their job. Their job means more to them when they develop their own voice around what it means.

Authentic Environments:

Creating a paperless office is a solution to a truly authentic working and learning environment. The purpose of a paperless office is to apply technology in a meaningful way resulting in cost reduction and environmental protection (Orantes-Jiménez et al., 2015). “One of the keys is for leadership within a company to embrace paperless. Instead of telling staff to use less paper, company leadership should lead by example by being seen with their laptop or tablet instead of a stack of paper” (Orantes-Jiménez et al., 2015, p. 52). Leading the way means embodying the paperless environment from the top down.

What will this look like?

The nine-month plan:

Modified from a plan developed by Joan Honig (2020).

Develop and Analyze – 3 months

Develop your team: Developing the right kind of team based on the problem we are addressing is tantamount to our success. “Autonomous teams are critical when the task at hand involves launching a disruptive model” (Horn & Staker, 2015, p. 118). Because moving to a paperless environment is disruptive and our end goal is to model blended learning across the district, I propose incorporating a team of district leaders and other outside stakeholders who have the power to push the paperless agenda. This would also incorporate end-users (Honig, 2020).

Analyze processes: Thoughtful mapping of processes and systems is important before considering the technology that we use to deploy the paperless environment. Process analysis will involve answering the following questions:

How do we start a particular process?
How do we capture information?
What is the first action upon receipt of that information?
Where is the information stored?
Who is involved in the process?
How are devices integrated into the process?

Design and Communicate – 3 months

Design the solution: Once we have identified the team and analyzed processes, we can begin to consider the software we want to use to implement paperless processes. Considering what our district already has in place, the items we might include in solution implementation are:

ZenDesk Helpdesk
Google for Education
ClassLink
Student devices: iPads, Chromebooks, Dell PCs
Staff Devices: iPads, Dell PCs, MacBooks
Adobe Sign
Other district software and hardware TBD

Create awareness: At this point, we must also share this information with department managers and end-users. This might include:

All administrators
Vendors and other end-users
Ancillary staff who administrate processes

One consideration is to show a video that creates, “awareness of how office automation takes the drudgery out of daily tasks and helps employees to achieve job-related business goals” (Honig, 2020, p. 40).

Deploy and Empower – 3 months

Deploy our solution: Testing is an often overlooked but important step in the implementation of a paperless work environment. This involves preliminary tests, iteration, refinement, and continuous improvement of processes and workflow systems.

The Digital Learning and Technology Services teams can partner once again to implement meaningful training opportunities that will empower all users. Honig (2020, p. 41) suggests the following training strategies:

“Educate power users and administrators first. They are an in-house resource for other users. They can also take part in training the rest of the staff.

Offer hands-on training. Users learn by doing. Show them how their specific tasks are done. Then give them time to practice at their workstations.

Have an IT administrator or a power user sit in on the training sessions. They can help users who need extra attention.

Do not try to teach everything in one session. Training sessions should be shorter rather than longer and cover one topic at a time.

Create a cheat sheet or video broken down by task. These tools reinforce product knowledge.

Record webinars and document in-person training. In addition to providing training for new employees, recordings enable current employees to review course content as needed.

Use the resources provided on the software company’s website. Encourage your staff to join user forums and consult online FAQs.”

Time to go live!

References

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, Ownership, and Voice through Authentic Learning (0.9 ed.).

Honig, J. (2020, August). Going Paperless in 90 Days: A step-by-step guide. Future of Records & Information Management, 38-41. https://search.informit.org/doi/epdf/10.3316/informit.304891327324379

Orantes-Jiménez, S.-D., Zavala-Galindo, A., & Vázquez-Álvarez, G. (2015). Paperless Office: a new proposal for organizations. Systemics, Cybernetics and Informatics, 13(3), 47-55.

Milliken, G., & M-Files Corporation. (2014, January). The Paperless Office: 30-Year-Old Pipe. Wired. https://www.wired.com/insights/2014/01/paperless-office-30-year-old-pipe-dream/