Research on Community Context

Achieving Buy-In

While those engaged in implementing programs and practices consistently discuss the need for community readiness and buy-in, there are virtually no data to support any given approach to achieving buy-in. In addition, there are few studies that relate community preparation to later implementation success. With respect to the concept of buy-in, several surveys of implementation efforts in business and industry consistently found support for worker and other staff participation in decisions to make changes (e.g., Ramarapu, Mehra, & Frolick, 1995; Salanova, Cifre, & Martin, 2004; Small & Yasin, 2000). Additional support was found in a longitudinal comparison study of worker stress and implementation of new manufacturing technology. Korunka, Weiss, & Karetta (1993) found subjectively-experienced stress decreases significantly following implementation in companies in which there was greater inclusion of employees in the planning process. Stress levels were unchanged in companies with lower levels of employee participation. For changes in businesses that rely heavily on human interaction, Rogers (2002) emphasized the need for communication, a clear theory of change that makes the case for the intended changes in the organization; and the development of champions who can consistently advocate, cajole, recognize, reward, and encourage. Thus, buy-in supported by communication and internal champions was thought to be important by those involved in many implementation processes and some evidence points to benefits to those whose jobs were changed in the process.

Preparing Communities and Agencies

Working with communities and agencies in preparation for implementing evidence-based programs and practices also is seen as important in human services (e.g., Adelman & Taylor, 2003; Arthur & Blitz, 2000; Barber, Barber, & Clark, 1983; Bierman et al., 2002; Cleaver & Walker, 2004; Crosby, 1991; Dennis, Perl, Huebner, & McLellan, 2000; Klem, 2000; Taylor et al., 1999). For example, Adelman & Taylor (2003) described some early stages of preparation for adopting innovations in an educational setting:

  • Develop an understanding of the local big-picture context for all relevant interventions; develop an understanding of the current status of efforts; delineate how the innovation can contribute with respect to the larger agenda; articulate cost-effective strategies.
  • Mobilize interest, consensus, and support among key stakeholders; identify champions and other individuals who are committed to the innovation; plan and implement a social marketing strategy to mobilize a critical mass of support; plan and implement strategies to obtain support of key policymakers.
  • Clarify feasibility; clarify how the functions can be institutionalized through existing, modified, or new infrastructure and operational mechanisms; clarify how necessary changes can be accomplished; formulate a long-range strategic plan.

Planning for Sustainability

Similar community planning was deemed to be important to sustainability of innovations as well. Denton, Vaughn, & Fletcher (2003) examined a number of reading programs that had been widely implemented and identified the following factors that seem to influence sustainability of high-quality implementation:

  • Teachers’ acceptance and commitment to the program; the presence of a strong school site facilitator to support them as the teachers acquired proficiency in its execution.
  • “Unambiguous buy-in on the part of all staff at the school” (p. 16); empower teachers to take ownership and responsibility for the process of school change; schools or districts must agree to follow procedures designed to ensure high-fidelity implementation and agree to collect data on implementation and student outcomes
  • Feelings of professionalism and self-determination among teachers; teachers are provided with professional development (training, in-class coaching, and prompt feedback) that leads to proficiency.
  • Programs are perceived by teachers as practical, useful, and beneficial to students.
  • Administrative support and leadership; instructional practice is valued by the school leaders; administration provides long-term support for professional development of teachers and assessments of implementation and student performance.

Thus, mobilizing support and local champions, community participation in decision making, developing understanding and commitment to an innovation, and clarifying feasibility and functions seem to be a few of the important aspects of initiating implementation in a community.