ABSTRACT
This chapter outlines the contingent and cyclical nature of the learning program change process. Practical checkpoints for effective management of different phases of program change are summarised and a case study is used to apply and test out these checkpoints and the strategies advocated. The chapter includes a review of research on effective start-up tactics for program innovation. It looks at the development and use of a positive program climate as a support mechanism, effective approaches to staff learning, the use of 'executive mentors to secure support for the change, and key negotiation tactics. The chapter describes two key concept: 'learning programs' and 'curriculum'. It provides practical suggestions from educators previously successful at negotiating the program change process. The chapter demonstrates the way in which program start up, design, implementation and evaluation are not discrete processes but are intimately connected, that is, what happens in one phase influences and is influenced by what happens in the others.
