Installing 4DX: Small Steps, Big Results

As I consider installing change toward a Paperless Office and how that will support a blended learning environment in Grapevine-Colleyville ISD, I recognize the importance of planning change using proven methods. The two methods we addressed in this course are the Influencer Strategy (Grenny et al., 2013)and Installing The Four Disciplines of Execution (Huling et al., 2015). While both books offered a slightly different approach to implementing change, they both also offered explicit plans for doing so.

Making Connections: 

Commit to a Goal

Both books suggest starting with a goal. Using my experience with AVID, I created a single, clear SMART goal. That is a goal that is Specific, Measurable, Attainable, Relevant, and Timely. In The Four Disciplines of Execution (Grenny et al., 2013), this is called a Wildly Important Goal. Next, I considered how to support this goal. Influencer (Grenny et al., 2013) suggests applying one to three Vital Behaviors. On the other hand, 4DX (Huling et al., 2015) calls these WIGs as well. Both concepts are similar, as they apply tiny changes that move toward a bigger goal, like taking one or two intentional steps toward the kitchen.

Measure Well, Measure Often

Both books suggest measuring frequently and measuring the right thing. What is “the right thing?” Influencer (Grenny et al., 2013) stresses ensuring your measures are affecting the behavior that you want to change. 4DX  (Grenny et al., 2013) addresses lead measures, that is smaller, predictive changes that keep us moving in the right direction.

Separate Processes, Synergistic Overlap

This is where Influencer (Grenny et al., 2013) and 4DX (Huling et al., 2015) take slightly different approaches to the concepts of motivation, ability, and accountability. Influencer (Grenny et al., 2013) provides a general framework using Six Sources that affect motivation and ability against three environments. Meanwhile, 4DX (Huling et al., 2015) is specific about how to keep a Scoreboard and run WIG Meetings. As I consider how to implement change with both strategies, I can see how 4DX provides intentional structure to keep people excited and taking disciplined steps in the same direction, while Influencer can support the team when we run into pitfalls.

I will demonstrate how to use 4DX to supplement and complement the Influencer Strategy as GCISD makes meaningful steps toward a Paperless Office and Paperless District.

Discipline 1: Focus on the Wildly Important

Supporting WIGS = Vital Behaviors:

Analyze and improve workflows, walk the talk with digital notes, and employ a “stop printing” campaign. How do these three Vital Behaviors or WIGs support the main goal?

• Tweaking: As we move forward, our team can continue to identify processes to improve and revise.
• Modeling: Modeling “means demonstrating the way experts think as they approach problems” (Fisher & Frey, 2008). As my team moves toward expert processes in a paperless environment, we will model these for teachers and staff.
• Employing a paperless campaign: We must explicitly state our goal!

Discipline 2: Act on the Lead Measures

After careful consideration, my team and I have identified five lead measures. These measures predict movement toward a paperless office because they explicitly support paperless practices. They are also influenceable. That is, our team can easily affect the measure through modest behavior change. Thirdly, the measures are quantifiable and easy to track through self-reporting and data analysis from day one. Finally, each lead measure starts with an action. This litmus test supports the lead measures that my team chose.

Created by Karin Stateler in Canva.

Discipline 3: Keep a Compelling Scoreboard

A compelling scoreboard is all about motivating the team. When designing a scoreboard, it is important to remember that the goal is motivation. “If a scoreboard doesn’t motivate energetic action, it is not compelling enough to the players” (Huling et al., 2015, p. 156). To ensure that your scoreboard is compelling, it must clearly and instantly display your measures (Huling et al., 2015). It should also include a comparison to your goal. Next, it should be personalized, simple, and include lead and lag measures (Huling et al., 2015). Finally, it is important to keep your scoreboard updated! Remember, the ultimate goal is engagement!

For more detail on my sample scoreboard, please view Paperless Office: Sample Compelling Scoreboard.

Discipline 4: Create a Cadence of Accountability

The final discipline – holding WIG sessions – is simple in concept, yet “takes focus and discipline to maintain in the midst of the whirlwind” (Huling et al., 2015, p. 174). That is to say, WIG sessions are short meetings devoted solely to executing the WIG. The WIG session has a very specific structure intended to take small steps to move toward the goal. This structure includes reviewing the goal, sharing each person’s contribution toward the goal, and commitment to a new contribution (Huling et al., 2015). Some important structures to keep in mind:

• Keep it short.
• Keep it consistent.
• Focus on the WIG, not the Whirlwind.
• Celebrate accomplishments.
• Hold individuals accountable – has your contribution moved?

This intentional focus on the WIG over the whirlwind is necessary to install a culture of execution. Through short bursts over time, we will begin to see significant changes. We will make it to “the kitchen!”

Created by Karin Stateler in Canva.

The Five Stages of Change

When I think about the five stages of change, I remember the gradual release model. In the gradual release of responsibility in a classroom, teachers explicitly model thinking and skills required for student success. For example, a teacher might read a paragraph, then model aloud what they are thinking as they approach a difficult vocabulary word. Then, the teacher transitions to less explicit teaching over time with a “gradual release.” This is also called “I do – We do – You do.”

• I do: The teacher explicitly teaches and students listen.
• We do: The teacher passes off some responsibility, but frequently holds onto control through direct feedback and instruction.
• We do, part two: The teacher passes off more responsibility as students adopt the behavior, thinking, or skill. Often, the teacher relies on peer support.
• You do: The teacher releases control as students internalize a habit. 

Stage 1: Getting Clear

I do, We do: “The leader and team commit to a new level of performance” (Huling et al., 2015, p. 107). Before starting, plan for each Discipline of Execution. Ensure that the team is involved in the planning, as involvement creates motivation to execute behavioral change.

Stage 2: Launch

I do, We do: “The team is at the starting line” (Huling et al., 2015, p. 109). Though it seems ceremonial in nature, it’s important to hold a kickoff meeting. This will mark the start of implementing the 4DX process.

Stage 3: Adoption

We do: “Team members adopt the 4DX process and new behaviors drive the achievement of the WIG” (Huling et al., 2015, 110). This is the “Messy Middle” of 4DX. Will we keep holding WIG meetings? Does everyone have the support they need to move forward? It is important to follow through during this stage of implementation.

Stage 4: Optimization

We do, part two: “The team shifts to a 4DX mindset” (Huling et al., 2015, p. 111).

Optimization is easy to recognize. The team begins to experiment on their own and suggest new goals and scoreboard tweaks. They also exhibit an overall sense of self-efficacy and intrinsic motivation.

Stage 5: Habits

You do: As 4DX becomes a habit, team performance increases, and a culture of execution grows (Huling et al., 2015, p. 112).

As our team installs the 4DX model and habitual behaviors, we will repeat the five stages with a new goal.

Through small, consistent, deliberate actions we can create a culture of execution and meet our goals. By applying the concepts in 4DX, we can build a culture of execution.

References

Benes, R. (2022, March 5). @renee.benes. Tik Tok. https://vm.tiktok.com/ZTdAtDLTu/

Fisher, D., & Frey, N. (2008, November 1). Releasing Responsibility. ASCD. Retrieved March 6, 2022, from https://www.ascd.org/el/articles/releasing-responsibility

Grenny, J., Switzler, A., McMillan, R., Patterson, K., & Maxfield, D. (2013). Influencer: The New Science of Leading Change, Second Edition (Paperback). McGraw-Hill Education.

Huling, J., McChesney, C., & Covey, S. (2015). The 4 Disciplines of Execution: Achieving Your Wildly Important Goals. Simon & Schuster UK Limited.

Marchetto, R. (2020, August 17). Explicit teaching gradual release of responsibility model. failthinklearn. Retrieved March 5, 2022, from https://failthinklearn.wordpress.com/2020/08/17/explicit-teaching-gradual-release-of-responsibility-model/