EDLD-5304
Leading Organization Change
This course prepares educational leaders to plan and lead meaningful organizational change by focusing on purpose, influence, and the human side of innovation. Students examine leadership theories and strategies for building urgency, addressing resistance, and motivating stakeholders through a clear vision. Emphasis is placed on defining an organization’s “Why,” applying research-based change models, and developing the skills needed to lead sustainable, technology-supported improvement efforts.
This assignment focuses on clarifying the deeper purpose behind an innovation or change initiative. Using Simon Sinek’s Golden Circle framework, learners define their Why (purpose), How (process), and What (outcome) to communicate a compelling vision that speaks to both the hearts and minds of stakeholders. The goal is to establish clarity, motivation, and urgency by articulating why the work matters, how it will be carried out, and what impact it will have on learners and the organization. Please click the link in the title "what's your why" to view my submission.
Influencer Strategy: Applying the Six Sources of Influence- Part A & B
This week’s learning focused on the principles outlined in the 10x Your Influence Research Report, which emphasizes that sustainable organizational change requires more than vision; it requires intentional behavior change supported by multiple sources of influence. The purpose of this assignment is to apply the Six Sources of Influence framework to my innovation plan and design a strategic approach for moving from idea to implementation. Rather than assuming that a strong proposal alone creates change, this work identifies the measurable results, vital behaviors, organizational influencers, and systemic conditions necessary to ensure that innovation becomes embedded in practice. This assignment strengthens my ability to lead change strategically by aligning motivation, ability, social dynamics, and structural systems to produce lasting impact.
Influencer Strategy
Influencing Campus Leaders to Sustain VR Implementation
This influencer strategy supports the implementation of the three-year Virtual Reality (VR) Innovation Plan designed to expand immersive science and career exploration experiences across DeSoto ISD. The innovation moves from pilot classrooms in Year 1 to expansion in Year 2 and institutionalization in Year 3, with a focus on equity, engagement, and long-term sustainability.
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While the innovation centers on student learning, sustained implementation depends on leadership behavior. Therefore, this strategy focuses specifically on influencing campus leaders (our organizational influencers) to champion, normalize, and protect VR integration within their instructional systems. Grounded in the Six Sources of Influence framework from the 10x Your Influence Research Report, this plan identifies measurable results, vital behaviors, organizational influencers, and strategic levers necessary to move the initiative from pilot to culture.
Lets Explore
Results & Vital Behaviors
Desired Results (Measurable Outcomes)
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By the end of Year 3:
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85% of target-grade teachers implement at least two TEKS-aligned VR lessons per semester.
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75% of students report increased engagement and interest in science and careers.
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VR implementation is embedded in campus instructional practice, not treated as a pilot initiative.
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​These outcomes align directly with my phased implementation plan (Pilot → Expansion → Institutionalization).
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Vital Behaviors (Campus Leaders)
To achieve these results, campus leaders must:
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Publicly champion VR as instructionally valuable.
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Protect time for embedded professional development.
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Include VR integration in walkthroughs and feedback cycles.
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Allocate campus resources strategically to support sustainability.
These are the behaviors that matter. Not general support. Specific actions.
Motivation
Make Championing VR Personally Meaningful
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Present campus-level engagement data from pilot classrooms.
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Show alignment between VR use and campus accountability metrics.
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Share cost comparison showing long-term value over traditional field trips.
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Connect VR to equity: access to labs, careers, and STEM exposure.
Why: Leaders act when initiatives support student outcomes and accountability goals.
personal
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Leverage Peer Influence
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Highlight campuses successfully implementing VR during principal meetings.
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Share adoption dashboards comparing campuses.
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Recognize “Immersive Learning Campus of the Semester.”
Why: Leaders are influenced by peer credibility and visible success.
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Align Systems & Accountability
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Include VR implementation in Campus Improvement Plans.
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Embed immersive learning indicators into walkthrough templates.
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Provide recognition tied to measurable benchmarks.
Why: What gets measured and recognized gets prioritized.
structural
ability
Ensure Leaders Know How to Support VR
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Provide administrator-focused PD on immersive instructional look-fors.
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Develop a “VR Walkthrough Guide” aligned to TEKS.
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Offer site visits to observe strong implementation.
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Conduct quarterly leadership reflection sessions.
Why: Leaders cannot sustain what they cannot evaluate.
Build Leadership Networks
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Create a VR Leadership Cohort.
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Facilitate cross-campus collaboration sessions.
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Encourage joint walkthroughs focused on immersive instruction.
Why: Change accelerates when leaders feel supported collectively.
Design the Environment for Success
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Ensure device access and reliable connectivity.
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Implement centralized scheduling for VR kit usage.
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Allocate protected planning time for immersive lesson design.
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Provide embedded instructional technology coaching.
Why: Even motivated leaders fail when infrastructure is weak.
Closing Rationale
Sustainable change requires activating multiple sources of influence simultaneously. Addressing motivation without ability creates frustration. Providing tools without accountability creates inconsistency. By aligning personal, social, and structural factors, this strategy moves VR integration from pilot enthusiasm to institutional practice.
References
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change (2nd ed.). McGraw-Hill Education.
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10x Your Influence Research Report. (n.d.). [Publisher information if provided in your course module].
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Harapnuik, D. (n.d.). Who owns the ePortfolio? http://www.harapnuik.org/?page_id=6050
Implementing innovative instructional practices in education requires more than a strong idea; it requires a clear strategy for execution. Teachers often operate within the daily “whirlwind” of responsibilities that can make meaningful change difficult to sustain. My innovation plan focuses on integrating immersive learning experiences, such as virtual reality (VR), to increase student engagement and deepen understanding of academic content. To ensure this initiative is successfully implemented within the learning environment, the 4 Disciplines of Execution (4DX) framework will be used to guide collaboration, maintain accountability, and support teachers as they adopt immersive learning practices.
Implementing Immersive Learning Through the 4 Disciplines of Execution
Innovative ideas in education often fail during implementation rather than design. Teachers operate within what McChesney, Covey, and Huling (2012) describe as the “whirlwind” of daily responsibilities including instruction, meetings, student behavior, grading, and administrative tasks. Because of these demands, even meaningful innovations can struggle to gain traction without a clear execution strategy.
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My innovation plan focuses on integrating immersive learning experiences, such as virtual reality (VR), into classroom instruction to increase student engagement, deepen understanding of complex concepts, and support diverse learning needs. Immersive learning environments allow students to explore concepts in ways that traditional instruction cannot replicate. However, implementing this type of innovation requires intentional planning and support for teachers.
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To ensure successful implementation, I will use the 4 Disciplines of Execution (4DX) framework. The 4DX framework provides a structured approach to moving strategic goals forward despite the daily whirlwind of responsibilities. This strategy will guide how my colleagues and I implement immersive learning experiences in our classrooms while maintaining accountability, collaboration, and continuous improvement.
The Four Disciplines of Execution
Discipline 1: Focus on the Wildly Important Goal (WIG)
The first discipline emphasizes narrowing the focus to one or two highly important goals. When teams attempt to pursue too many goals simultaneously, execution becomes diluted and progress stalls.
For this innovation initiative, the Wildly Important Goal (WIG) is:
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Increase student engagement and comprehension through immersive VR learning experiences integrated into core instruction.​
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A measurable version of this goal is:
By the end of the academic year, at least 80% of participating teachers will implement two immersive VR learning experiences aligned with TEKS standards that demonstrate measurable increases in student engagement and understanding.
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By maintaining a narrow focus on this goal, teachers can concentrate their efforts on meaningful implementation rather than feeling overwhelmed by multiple initiatives.
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Discipline 2: Act on Lead Measures
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Lead measures represent the actions that directly influence progress toward the goal. Unlike lag measures, which reflect results after the fact, lead measures are behaviors that teachers can control and adjust in real time.
For this initiative, the lead measures will include:
• Teachers participating in immersive learning professional development sessions
• Teachers implementing at least one immersive learning lesson each month
• Collaborative planning meetings focused on designing immersive learning experiences
• Sharing successful immersive lesson examples during team meetings
These lead measures are actionable and directly connected to the success of the innovation plan.
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The Five Stages of Change
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Successful implementation requires moving through the five stages of change described in the 4DX framework.
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Stage 1: Getting Clear
During this stage, the team clarifies the purpose of the innovation and defines the Wildly Important Goal. Teachers will be introduced to the vision of immersive learning and how it can improve student engagement and comprehension.
Clear communication is essential at this stage so that teachers understand both the purpose and the expected outcomes of the initiative.
Stage 2: Launch
In the launch stage, teachers will receive training and resources needed to begin implementation. Professional development sessions will introduce teachers to VR tools, immersive learning strategies, and ways to align immersive experiences with curriculum standards.
Teachers will also learn how to track their lead measures and contribute to the shared scoreboard.
Stage 3: Adoption
During this stage, teachers begin implementing immersive lessons and tracking progress. As teachers gain experience using VR tools and immersive instructional strategies, confidence increases and resistance to change often decreases.
Collaboration and peer support will be essential in helping teachers refine their instructional practices.
Stage 4: Optimization
Once teachers become comfortable implementing immersive lessons, the focus shifts to improving effectiveness. Teachers will analyze student engagement data, reflect on lesson outcomes, and share strategies that lead to stronger instructional results.
Continuous improvement becomes a key component of this stage.
Stage 5: Habits
In the final stage, immersive learning becomes a normal part of instructional practice. Teachers integrate immersive experiences into lesson planning, and the innovation becomes embedded within the learning culture of the school.
When immersive learning becomes a habit rather than a special activity, the initiative reaches long-term sustainability.
References
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Covey, S. R., McChesney, C., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. Free Press.
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Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The power to change anything. McGraw-Hill.
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Harapnuik, D., Thibodeaux, T., & Cummings, C. (2015). Creating significant learning environments. Lamar University.
Discipline 3: Keep a Compelling Scoreboard
People perform better when they can clearly see whether they are winning or losing. A compelling scoreboard helps teams monitor progress and stay motivated.
For this initiative, the scoreboard will include:
• Number of immersive lessons implemented by each teacher
• Student engagement data collected during immersive learning activities
• Teacher participation in training and collaborative planning sessions
This scoreboard will be shared digitally so that teachers can easily monitor progress and celebrate milestones. Visibility encourages accountability and creates a sense of shared ownership among the team.
Discipline 4: Create a Cadence of Accountability
The final discipline establishes regular accountability meetings where team members review progress and commit to next steps.
For this initiative, teachers will participate in short accountability meetings every two weeks. During these meetings, teachers will:
• Report progress toward implementing immersive lessons
• Share successes and challenges
• Discuss strategies for improving student engagement
• Commit to specific actions before the next meeting
These meetings will help maintain momentum and ensure that the innovation remains a priority despite competing demands.
Change is inevitable!
How the Influencer Model and 4DX Work Together
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While 4DX focuses on execution, the Influencer Model addresses the motivational and structural factors that influence behavior change. Combining these frameworks strengthens the likelihood of successful implementation.
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The Influencer Model identifies six sources of influence that shape behavior:
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Personal Motivation – Teachers must believe that immersive learning benefits students.
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Personal Ability – Professional development provides teachers with the skills necessary to implement immersive lessons.
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Social Motivation – Teachers are encouraged and supported by colleagues who are also implementing immersive learning strategies.
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Social Ability – Collaboration and peer coaching help teachers overcome challenges and share best practices.
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Structural Motivation – Recognition and positive feedback encourage teachers to continue implementing innovative instructional strategies.
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Structural Ability – Access to VR tools, planning time, and administrative support ensures teachers have the resources needed to succeed.
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When combined with the 4DX framework, the Influencer Model helps create both the motivation and the structure necessary to sustain meaningful change within the learning environment.
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Resources Needed for Successful Implementation
For this initiative to succeed, several key supports must be in place:
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Administrative support for innovative instructional practices
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Access to VR tools and immersive learning technology
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Professional development opportunities for teachers
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Collaborative planning time for lesson design
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Ongoing coaching and support during implementation
When these resources are provided, teachers are more likely to adopt new instructional practices and sustain them over time.
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Conclusion
Implementing innovation in education requires more than a strong idea; it requires a strategic plan for execution. The 4 Disciplines of Execution provide a structured approach for turning vision into action while navigating the daily whirlwind of responsibilities faced by educators.
By focusing on a clear goal, acting on measurable lead measures, tracking progress through a compelling scoreboard, and maintaining accountability through regular collaboration, teachers can successfully implement immersive learning experiences that improve student engagement and understanding.
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When combined with the Influencer Model, the 4DX framework creates a powerful strategy for sustaining meaningful educational change. Through intentional leadership, collaboration, and accountability, immersive learning can become a lasting component of the instructional environment.
Organizational Change Strategy for Digital Learning Innovation
The Finale!
Implementing meaningful innovation within an organization requires more than introducing new ideas or tools. Sustainable change requires a clear vision, strategic planning, and effective leadership that can guide individuals through the challenges and resistance that often accompany transformation. This organizational change plan outlines a comprehensive strategy for implementing innovative digital learning practices within my organization. By integrating my personal Why, the Influencer Strategy, the 4 Disciplines of Execution (4DX) framework, and the principles of self-differentiated leadership and crucial conversations, this plan provides a structured approach for leading and sustaining change. Together, these components form a cohesive strategy designed to support educators, encourage collaboration, and ultimately improve learning outcomes for students.
Organizational Change Strategy for Digital Learning Innovation
Introduction
Educational organizations must continually evolve to meet the changing needs of students and educators. Implementing innovative digital learning practices requires clear vision, effective communication, and a structured approach to change.
This organizational change strategy brings together the key components developed throughout this course:
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My Why
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Influencer Strategy
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4DX Plan
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Self-Differentiated Leadership and Crucial Conversations
Each component contributes to a comprehensive strategy for implementing and sustaining meaningful innovation.
My Why
My commitment to digital learning innovation is rooted in the belief that technology can enhance instruction, increase student engagement, and provide more personalized learning opportunities.
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Digital learning should not simply add technology to classrooms but should transform how students interact with content and demonstrate their understanding.
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Here is the link to read my why statement.
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4DX Implementation Plan
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To ensure that this initiative leads to measurable progress, I will use the framework outlined in The 4 Disciplines of Execution.
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The four disciplines include:
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Focus on the Wildly Important Goal (WIG)
Increase meaningful integration of digital learning strategies across classrooms.
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Act on Lead Measures
Provide targeted professional development and collaborative planning opportunities.
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Keep a Compelling Scoreboard
Track teacher implementation and student engagement indicators.
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Create a Cadence of Accountability
Hold regular team meetings to review progress and adjust strategies.
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View My 4DX Plan.
Influencer Strategy
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The framework presented in Influencer: The Power to Change Anything explains that sustainable change requires addressing multiple sources of influence.
My influencer strategy focuses on:
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Personal Motivation – Helping educators see the instructional benefits of digital learning
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Social Support – Encouraging collaboration through professional learning communities
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Structural Support – Providing training, time, and resources to support implementation
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View my Influencer Strategy HERE.
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Self-Differentiated Leadership and Crucial Conversations
Implementing change often involves navigating resistance and uncertainty. By practicing self-differentiated leadership and applying the principles of crucial conversations, I will foster an environment where educators feel supported, respected, and empowered to participate in the change process.
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Link to Part A page:
Self-Differentiated Leadership & Crucial Conversations
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Conclusion
Successful organizational change requires a comprehensive strategy that integrates vision, influence, execution, and leadership. By aligning my Why, Influencer Strategy, 4DX Plan, and Crucial Conversations framework, this plan provides a roadmap for implementing and sustaining meaningful digital learning innovation within my organization.
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References (APA 7)
Covey, S. M., McChesney, C., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. Free Press.
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Friedman, E. H. (2007). A failure of nerve: Leadership in the age of the quick fix. Church Publishing.
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Grenny, J., Patterson, K., McMillan, R., & Switzler, A. (2021). Crucial conversations: Tools for talking when stakes are high (3rd ed.). McGraw-Hill.
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Patterson, K., Grenny, J., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The power to change anything (2nd ed.). McGraw-Hill.