Change is a constant in the world of further education and skills. Whether it’s a new qualification, a shift in funding, or new regulatory guidance, leaders are always guiding their teams through transition. While change can be unsettling, having a clear framework can make all the difference. The ADKAR model is a practical, human-centred tool designed to help you manage change effectively by focusing on the individuals at the heart of the process. It’s particularly useful for navigating significant shifts, like the new Ofsted inspection toolkit introduced in September 2025.
What is the ADKAR model?
Developed by Prosci founder Jeff Hiatt, ADKAR is a goal-oriented model that focuses on the five outcomes an individual needs to achieve for a change to be successful. Unlike models that focus on organisational steps, ADKAR zooms in on the personal journey each team member goes through. When everyone achieves these five milestones, the organisational change is far more likely to succeed.
The acronym stands for:
- Awareness of the need for change
- Desire to participate in and support the change
- Knowledge on how to change
- Ability to implement required skills and behaviours
- Reinforcement to sustain the change
By breaking change down into these five elements, you can identify where people are struggling and provide targeted support to help them move forward.
Breaking down the five stages of ADKAR
Let’s explore each stage using the example of a college adapting to Ofsted's "Further education and skills inspection toolkit", which replaced the old Education Inspection Framework (EIF) in September 2025.
A - Awareness of the need for change
This is the 'why'. Before anyone can get on board with a change, they need to understand why it’s happening and what the risks are if things stay the same. This stage is all about clear communication from leaders.
For the new inspection toolkit, Awareness means explaining why Ofsted made the change. It’s not just a different name- it’s a fundamental shift in approach. The 'why' is to move away from a single, limiting 'Overall effectiveness' grade towards a more detailed profile of a provider’s strengths and areas for development. Leaders need to help staff understand that continuing to prepare for inspection in the old way is a risk. It could lead to focusing on the wrong things and failing to demonstrate strengths against the new evaluation areas, like 'Inclusion' or 'Contribution to meeting skills needs'.
D - Desire to support and participate in the change
Awareness is logical, but Desire is personal. This is the point where an individual makes a personal choice to support the change. It’s where they move from “I understand” to “I want to”.
Resistance is a normal part of this stage. People will naturally ask, “What’s in it for me?”. A leader’s job is to answer that question honestly. For a curriculum manager, the Desire might come from realising the new 'Contribution to meeting skills needs' evaluation area allows them to showcase their close partnerships with local employers more effectively. For a tutor delivering apprenticeships, the Desire might be sparked by knowing their provision will be evaluated and graded separately for 'Curriculum, teaching and training', giving them specific, valuable feedback without it being lost in a single provider-wide judgement.
K - Knowledge on how to change
Once a person wants to change, they need the tools and training to do so. The Knowledge stage is about providing practical education and information. It answers the question, “How do I change?”.
In our inspection example, this is where the organisation provides high-quality professional development on the new toolkit. This isn't just sending a link to the guidance- it’s running workshops, creating simple guides, and giving staff the time to understand the new evaluation areas. What does a grade of 'Strong' or 'Secure' look like for 'Participation and development'? How is 'Leadership and governance' evaluated now? Providing this Knowledge builds confidence and removes the fear of the unknown.
A - Ability to implement new skills and behaviours
Knowledge is theoretical- Ability is practical. This stage is about turning knowing what to do into being able to do it. It’s the bridge between theory and practice and often takes time, coaching, and feedback.
A head of department may have the Knowledge of the new 'Curriculum, teaching and training' criteria. They demonstrate Ability when they use those criteria in their learning walks, have professional conversations with their team using the new language, and integrate the framework into their everyday quality assurance processes. It’s the difference between reading the recipe and baking the cake. Ability is built through practice, not just through reading.
R - Reinforcement to make the change stick
Change is hard, and it’s easy to slip back into old habits. The Reinforcement stage is about putting things in place that celebrate the new way of working and make it hard to go back. This is what sustains the change for the long term.
To reinforce adaptation to the new inspection toolkit, leaders can:
- Consistently use the new language and evaluation areas in all quality-related meetings.
- Publicly celebrate when a provision type achieves an 'Exceptional' or 'Strong' grade in an evaluation area.
- Update data dashboards and self-assessment reports to align with the new framework structure.
- Recognise individuals and teams who are championing the new approach.
When the new way of working is visibly valued and embedded in the organisation’s culture, it becomes the new normal.
Putting ADKAR into practice in your organisation
Using ADKAR doesn’t have to be complicated. It’s a way of thinking about change from your team’s perspective. Here are a few practical takeaways:
- Start with the 'why': Don't assume everyone understands the business case for change. Communicate it clearly and often.
- Listen to concerns: Make space for honest conversations to understand people’s personal motivations and barriers to change. This helps build Desire.
- Invest in great training: Give your people the Knowledge they need to feel confident and competent.
- Coach for Ability: Create safe opportunities for people to practise new skills and provide constructive feedback as they learn.
- Celebrate success: Actively look for and reward the behaviours you want to see to Reinforce the change.
Change is a process, not an event. By using the ADKAR model to guide your people through each stage of their personal transition- from Awareness to Reinforcement- you build a more resilient and adaptable organisation, ready for whatever comes next.
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