The Guerilla Technologist Lives On!

Of all the accountabilities in a professional’sjob description, perhaps the most difficult, even more so than managing people,is managing change. When the task involves changing the way that other peoplework and the skills they must have, there are few guidelines and no paradigmeasily abbreviated into a set of initials. In fact, the professional must climbcompletely out of the familiar box that is his or her job description andventure into very unfamiliar territory. Fortunately, one who hasbeen here left a map.

Twelve years ago, Susan Zvacek published “Confessions of aGuerilla Technologist” in EDUCAUSEQuarterly. Zvacek argued that instructional technologists responsible forfaculty professional development in higher education would do well to leveragetactics of the guerilla warrior—“not the bad guys who wreak havoc, but the‘irregular’ forces for change.”

Timeless advice

Though technology has evolved considerably over the lastdecade, Zvacek’s advice remains timeless. In fact, the idea of a “guerillatechnologist” can be a practical frame of reference for instructionaltechnologists, trainers, and other professionals in the field about how best tofacilitate change.

Though faculty development professionals, charged withpromoting the use of various technologies, may not realize at first theircommonalities with guerilla warriors, Zvacek argues that our efforts wouldbenefit from borrowing at least some of the tactics of these “unlikelycolleagues.” While Zvacek uses a “warrior” metaphor, she is quick to note thatthe “enemy” is the “collected obstacles” that deter technology adoption,including lack of training and technical support, nonexistent incentives, andoutmoded facilities. 

Practical tactics

Given that these obstacles still exist and that new oneshave emerged, including today’s rapid pace of technological change, it istimely to re-introduce Zvacek’s five “guerilla tactics” for facilitatingtechnology adoption:

1. Move among the people: Guerilla warriors worklike a “spreading puddle, rather than a stream running downhill.” Introducechange in a deliberate and continuous evolution of applications. Discard any us-versus-themviewpoints and learn the values of the group. Recognize that resistance maysignal a need for additional education or some work with opinion leaders. Publicizeexemplary work.
2. Use persuasive techniques: Create a favorableopinion and ensure longevity of the cause. “Winning over the locals” tochallenge the status quo requires professional credibility and the ability toinspire confidence. For example, when promoting an innovative practice, presentresearch findings and examples from other institutions and discuss how thestrategy can complement jointly held values. Identify opinion leaders and builda cadre of respected faculty members who can support activities.
3. Be active constantly: Adopt an attitude ofpersistence. Saturate the faculty with helpful ideas, opportunities fortraining, and useful information on advantages of technology. As Zvacek writes,“the continual dripping of good ideas onto the rocks of tradition willeventually wear away the resistance.”
4. Make judicial use of retreat: Retreat doesn’tnecessarily indicate surrender—it can provide a time to review strategy andreflect on successes. If earlier attempts to engage faculty have failed,analyze why. Distinguish between the “truly resistant” and those who mayeventually come around. Consider that complete adoption may be unrealistic andunachievable.
5. Work with “regular” forces: Sometimes guerillaefforts can be most effective when combined with “traditionally trained anddeployed units.” Guerilla technologists will sometimes need the support andresources of administrative entities before they can impact the status quo.This may mean participating on faculty interest committees and offeringassistance on special technology projects.

Beyond higher education

While Zvacek writes for an audience of higher-educationfaculty development and instructional-technology professionals, her “guerillatactics” are applicable to the work of eLearning and training professionals whobuild and deliver programs to effect change. Understanding and aligning withthe values of a target audience can make or break a change effort. Zvacek’sguerilla tactics inform efforts to analyze the needs of a target audience and thepotential barriers to success. They also underscore the need for buy-in andbacking when proposing and rolling out new training programs or modalities.Further, Zvacek’s tactics emphasize the evaluation of both successes andfailures and the need for realistic expectations and potential modifications ofstrategy.

At its simplest, “Confessions of a Guerilla Technologist” isan easy-to-read, useful set of tips about facilitating technology adoptionwithin an academic milieu. More than that, Zvacek’s advice can continue toserve as a useful frame of reference for instructional technologists, trainers,and other professionals in the field about how best to facilitate change.

References

Zvacek, S. (2001). “Confessions of a Guerilla Technologist,” Educause Quarterly, 2, 40-45. Recovered 4/8/2013 at https://net.educause.edu/ir/library/pdf/EQM0129.pdf.