Innovation via DLL

My Disruptive Innovation proposed to implement a virtual reality football simulator into the training regimen of a college football team. In the initial stages of coming up with this project, there were only two parts to accomplish: building the machine, then using it. The Lamar University DLL program helped me understand that there are many more parts to this type of plan as well as levels of learners to affect.

After building the Innovation Proposal, creating evidence validating use through a Literature Review, and submitting a detailed outline of a plan to build a virtual reality football simulator, we were able to accomplish getting a $1 million machine built into the facility of a major college football program. Unfortunately, I moved on from that university during the construction of the virtual reality system, so the following is a reflection of the methodology I would have used, and the transformative mindset throughout the courses at Lamar University.

Going back to what we have learned in the DLL program, I now understand that the players simply using the virtual reality football simulator is not the level of change needed to create a sustainable regimen. Building a plan to implement the continued use of the simulator was the more tedious task. Change needs to occur with the coaches and administrators in their training plans and mindset. We learned from Simon Sinek (2014) and John Kotter (2011) that in order to create change, we must start with “why,” and that why is best when it appeals to the audiences’ heart. We then learned about influence using different level and ability and motivation as noted by Grenny et al (2013), and McChesney et al (2012) Four Disciplines of Execution.

Using those lessons as the building blocks of motivation for change for the training protocol for coaches and staff, the next step in a model for a sustainable program was to make sure the lessons, assessments, and outcomes aligned to the overarching goal using a 3-column table. Similarly, Wiggins and McTighe (2005) described a backwards design method to help create a lesson plan called Understanding by Design, also assuring the alignment of activity, assessment and outcome.

From starting with why and concluding with methods of achieving the desired outcomes, I was able to create a plan I felt confident would help create sustainable change with the coaches, staff, and administration. Learning the methods of action research helped create a way for the coaches to reflect on their lessons making sure the program they are implementing is effective and being administered properly. Action research also allows for greater personal involvement and buy-in for the staff.

I appreciate the way the DLL program laid the groundwork not only to create ideas that may affect systemic change, but the method to be sure the proposal does not end at the proposal stage. The set of classes we took in the DLL program used scaffolding methods to help us build mindsets on top of mindsets creating a path for transformative learning. The lessons learned may help establish innovation in the future, but the experience of the projects will help us as educators develop the students we teach as agents of positive change.

References

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York: McGraw-Hill Education.

Kotter, J. (2011). The heart of change. [video]. Retrieved from https://www.youtube.com/watch?v=1NKti9MyAAw

McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. New York, NY: Free Press.

Sinek, S. (2014). Start with why: Ted talk short edited. [video]. Retrieved from https://www.youtube.com/watch?v=IPYeCltXpxw

Wiggins, G., and McTighe, J. (2005). Understanding by Design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.