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A practical implementation science heuristic for organizational readiness: R = MC(2).

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TLDR
It is proposed that organizational readiness involves: 1) the motivation to implement an innovation, 2) the general capacities of an organization, and 3) the innovation-specific capacities needed for a particular innovation.
Abstract
There are many challenges when an innovation (i.e., a program, process, or policy that is new to an organization) is actively introduced into an organization. One critical component for successful implementation is the organization's readiness for the innovation. In this article, we propose a practical implementation science heuristic, abbreviated as R= MC2 . We propose that organizational readiness involves: 1) the motivation to implement an innovation, 2) the general capacities of an organization, and 3) the innovation-specific capacities needed for a particular innovation. Each of these components can be assessed independently and be used formatively. The heuristic can be used by organizations to assess readiness to implement and by training and technical assistance providers to help build organizational readiness. We present an illustration of the heuristic by showing how behavioral health organizations differ in readiness to implement a peer specialist initiative. Implications for research and practice of organizational readiness are discussed.

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Journal ArticleDOI

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

TL;DR: By highlighting the state of schools and teachers before they begin implementing a SEL intervention, it may be possible to understand which schools are more or less likely to implement successfully, and see opportunities for increasing that likelihood.
Journal ArticleDOI

Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention.

TL;DR: Findings indicated that only a few teacher-level factors were significantly related to variation in implementation of PAX GBG, highlighting the importance of school contextual and proximal teacher factors on the implementation of classroom-based programs.
References
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Journal ArticleDOI

Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

TL;DR: Research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development, leading to the postulate of three innate psychological needs--competence, autonomy, and relatedness.
Journal ArticleDOI

Diffusion of innovations

TL;DR: Upon returning to the U.S., author Singhal’s Google search revealed the following: in January 2001, the impeachment trial against President Estrada was halted by senators who supported him and the government fell without a shot being fired.
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Crossing the Quality Chasm: A New Health System for the 21st Century

Alastair Baker
- 17 Nov 2001 - 
TL;DR: Analyzing health care organizations as complex systems, Crossing the Quality Chasm also documents the causes of the quality gap, identifies current practices that impede quality care, and explores how systems approaches can be used to implement change.
Journal ArticleDOI

Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.

TL;DR: This review revisits the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory and discusses the relations of both classes of motives to basic human needs for autonomy, competence and relatedness.
Journal ArticleDOI

Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science

TL;DR: The CFIR provides a pragmatic structure for approaching complex, interacting, multi-level, and transient states of constructs in the real world by embracing, consolidating, and unifying key constructs from published implementation theories.
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