Transcription
An Application of ADKAR Change Model for the ChangeManagement Competencies of School Heads in PakistanAlmas kiani & Manzoor Hussain Shah AbstractThe study is aimed at applying ADKAR change model for the analysisof change management competency profile of school heads in Pakistan.This model can successfully measure the change managementcompetencies of an “Individual” within an organization. Exploratoryfactor analysis (EFA) was performed to develop a scale. Then, CMCprofile of school heads was prepared. Stratified Random samplingtechnique was adopted to sample school heads in the eight districts ofthe Punjab. An identification of CM challenges faced by these headswas made. Five hypotheses were tested. It was concluded that thechange management competency (CMC) profile of school heads in thenorthern Punjab was better than the central and southern Punjab,Pakistan. Finally, a ‘Change Management Competency-BuildingFramework’ (CMCB) was recommended for the training of schoolheads.Keywords: ADKAR, Change Management, Competencies, SchoolheadsIntroductionThe concept of change is as old as the birth of this universe which passedthrough number of changes, called ‘evolution’. Generally Change means“something which is not permanent”. A change can be expected, sudden,non adaptive or it can be welcomed and planned. Change is a way of lifetoday. The changes to be controlled lie within the control of theorganization. Therefore, management of such changes certainly requiresa range of managerial competencies. Sharma (2007). Kalra (2008) in hisresearch highlighted the some key managerial competencies of schoolprincipals for the school effectiveness program.Byars & Rue (2005) have generated a series of multiplemanagerial skills in a very precise manner and they considered theseskills as the key element of management process. Many researchers havereferred to the head of a school as a ‘Unit of Change’ in a schoolmanagement process. In this regard, Havelock (1995) highlighted therole of the head as a Change Agent by referring a head as Solution Giver,Catalyst, and Process helper. Anderson (2003) described the School’sHeads as a change agent playing several leadership and managerial roles. Almas kiani, PhD Scholar, Allama Iqbal Open University, Islamabad.Email: almaskiani123@gmail.com Dr. Manzoor Hussain Shah, Professor, Hazara University, Mansehra, Pakistan
Almas & ManzoorAn Application of ADKAR Change Model On the basis of multi- competency roles of a Head of school, the Headcan be categorised as a “Mentor”. Noreen (2003) concluded in herresearch study that change managerial competencies of heads of schoolsare directly related to the school effectiveness.Prosci (2004), a leading provider in change management tools,presented a number of change management models or theories. ADKARchange model is one of them. . The ADKAR model consists of fiveelements that define the basic building blocks for successful change. Thefive-fold constructs are Awareness, Desire, Knowledge, Ability andReinforcement i.e. ADKAR. The applications of ADKAR provided astrong rationale for this study.Theoretical framework of the studyThe framework of the study was based on the theoretical underpinningsof ADKAR change model. This model was originally developed byProsci, in 2004, a head of change management Learning Center in USA.Later on, Hiatt in 2006 wrote a book on this model.This framework is also comprised of five study hypotheses in order totest statistically, the contribution of all outcome factors in the overallchange management competencies of the heads of the SecondarySchools.HypothesesFollowing five alternative hypotheses were developed in this study:H1: Awareness of the change process contributes significantly inthe change management competencies of Heads ofschools.Journal of Managerial Sciences78Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model H2: Desire for the change contributes significantly inmanagement competencies of Heads of schools.H3: Knowledge of the change process contributes significantlyin the change management competencies of Heads ofschools.H4: Abilities of the change management process contributessignificantly in the management competencies of Heads ofschools.H5: Reinforcement of the change process contributessignificantly in the change management competencies ofHeads of schools.These five hypotheses were developed, to test a statistical meancontributory role of each outcome competency factor.Rationale of applying ADKAR modelThe rationale of applying this model included: first, there was no formalchange management training frame work for school heads was availablein Pakistan. Secondly, the ADKAR change model itself holding a strongrationale. The essence of this model was that it can successfully measurethe change management competencies of an “Individual” that lead thechange within an organization. The target group was the ‘heads ofgovernment Secondary Schools.The following applications of ADKAR model were provedsupportive in establishing the credibility of this study: A learning and coaching tool for managers and administratorsduring a change management process. A tool for assessing the change management competencies of ahead. A planning tool for change and to assess the willingness ofplanners for developing new plans. This model can be used as a ‘checklist’ to evaluate any plan. The goals or outcomes defined by ADKAR are sequential andcumulative. Hiatt (2006)Statement of the problemA competent managerial head of school is one of the most crucialcomponents of a school system. This study aimed to explore theperceptions ofschool heads about their change managementcompetencies in order to prepare their competency profile based onADKAR change and finally, to identify the challenges of managingchange directly faced by them. A scale was developed, in order to assess‘Change Management Competencies (CMC) of school heads on fivecompetency factors (Awareness, Desire, Knowledge, Ability &Journal of Managerial Sciences79Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model Reinforcement) .On the basis of profiles and the challenges a ‘ChangeManagement Competency-Building” framework was recommended forthe training of school heads.Objectives of the studyThis study involved following three objective:i). To apply ADKAR change model for the development ofchange management competency profile of school heads inPakistan.ii). To identify different on-ground change managementchallenges faced by the heads of schools.iii). To generate an appropriate framework of change managementcompetencies for the training of school heads in the light oftheir ADKAR profiles.Significance of the studyThis is the first study regarding the application of ADKAR in Punjab.Change management competency scale for planners and managers can beused to identify gaps in change management process and for the trainingof the employees. Inculcate the culture of ‘team work” in the governmentschools of Punjab. The five outcome competency factors will enable theeducational planners, policy makers, the heads of the schools, toanticipate incoming barriers towards planning and implementing plans.CMC profiles can be used for capacity building of the heads byDirectorate of Staff Development (DSD), Lahore and others. Scale(CMC) can be used for authentic assessment by the top managementorganizations. Assist relevant beneficiaries for understanding the conceptof change management. Discourse analysis played a vital role ingeneralization. Both qualitative and quantitative data was generatedinferential findings, thus enlarging the scope of applicability andreplicability.Literature ReviewThe ADKAR change modelThis model formulation process was completed in almost ten years andthis model was experimentally tested with business, governmentagencies and local communities. The ADKAR model was first printed byProsci in 1998. In 2006, for the first time, Prosci brought this ADKARmodel in the form of text in the book of Jeff Hiatt on ADKAR.Journal of Managerial Sciences80Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model Figure.2: The ADKAR Change Competency ModelThe ADKAR ModelAAwareness of the need for changeDDesire to support and participate in the changeKKnowledge of how to changeAAbility to launch required skills and behaviorsRReinforcement to sustain the changeSource: (Hiatt, 2006)The five outcome competency factors of ADKAR model are shown inFigure 2.In the province of Punjab and elsewhere in Pakistan, differentstudies both quantitative and qualitative revealed that a school head isfacing a wide range of challenges which occur in many forms. Thesechallenges can be categorized as ‘problems’, ‘tensions’, or ‘dilemmas’.Such challenges generally refer as’ barrier points’ towards meeting thechallenges of change as an individual and cannot be solved permanentlybut, may be resolved temporarily. Therefore, this calls for more inquiryfrom researchers, to investigate the role of head as an “individual”,especially in secondary schools, that how the heads of these schoolsaddress the challenges they encounter. Shafa (2010).Literature witnessed following key universal challenges faced bythe school in a developing country like Pakistan.This ability or competency of identifying such challenges as“barriers to change” demands a transformational role of a head whichcan only be achieved successfully by understanding the philosophy ofschool culture .Stolp & Smith (1995). Fullan (2010) viewed a schoolhead being part of both school culture and climate as: “The key to thespeed of the quality change is embedded in the power of the principalhelping to lead organization and system transformation”.With regard to school change “there has been strong adoption andimplementation, but not strong institutionalization.” Here, the role ofschool heads as a single unit of change seems demanding in order toinstitutionalize a series of developmental changes in school. Fullan’swork is based on research and practice which focuses on school reforms.He always described the school heads as a vision builder. In Pakistan,there is no formal accountability system in secondary school managerialsystem, ranging from top to bottom and from bottom to top. Khaki &Safdar (2010).In this study too, all heads of the Punjab also demanded for aformal accountability system from top to bottom in the GovernmentJournal of Managerial Sciences81Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model Secondary Schools. The Government of Pakistan has not yet madeeducational leadership qualification mandatory for the school principalsor heads. Hence, schools are being managed by unqualified school heads,and they have not yet reached the level required to perform as competentchange agents.In fact, school heads are generally appointed on the basis ofseniority and by direct appointment at grade 17 through public servicecommission. By seniority what is meant is not experience in the area ofheadship, but years of teaching experience. Thus, when they appointed asa head, they had to learn the tricks of the trade through trial and error andhands-on experience, without any professional content knowledge.Obviously such kind of factors hinders a school head from playing acatalytic role of a change agent in a school developmental plan.Shafa (2010) briefly studied the nature and intensity ofchallenges a government secondary school principal is facing inPakistan. These challenges range from the most basic needs of theinternal school world to the hostile pressures of the external world. Theinsight gained from this study endorse the fact that in spite of thecomplex and recurring school improvement challenges, a secondaryschool heads can make a difference in their school as a change manger.In this study, these five levers of change management were alsoidentified as one of the key CM challenges faced by the heads ofsecondary schools of Punjab. Therefore, it can be concluded that therecommended training framework: “Change Management CompetencyBuilding”, along with these five levers, may able to pull this load ofchallenges faced by the heads.MethodParticipantsSample of interest in this study were school heads (N 304) of eightdistricts of the Punjab, one of the largest province of Pakistan. Literacywas the main indicator to sample these districts of the Punjab. Stratifiedsampling technique was adopted for the selection of school heads ingovernment secondary and higher secondary schools (n 38 from eachdistrict) of sampled districts. Both male and female school heads wereincluded in this sample. Questionnaires were codified carefully bystriking out ambiguous and contradictory responses.Change Management Competency Scale (CMCS)This measure has been based on ADKAR, change model developed byHiatt (2006). In the present investigation, “change managementcompetency” has been referred to as an individual’s potential to competea change effectively. The scale, would therefore measure the differencesJournal of Managerial Sciences82Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model among individuals against Change Management Competency Scale(CMCS) and finally these differences were recorded as an individualchange management competency profile of each school head. It wasoriginally consisted of five major outcome and 22 sub-competencyfactors. Therefore, it was decided to perform, an Exploratory FactorAnalysis (EFA) on this CMC scale, in order to set the psychometricproperties (Construct Validity) of this scale within the context ofPakistan culture. An Oblimin or Oblique rotation method was used as allfactors were theoretically correlated. In the process of performing EFA,203 heads was sampled, the sample adequacy was fairly sufficient forperforming EFA successfully. These 203 heads were sampled in the twodistricts, one with high (Attock ) and the other ( Okara ) with low literacyrate in Punjab. After EFA, the scale was modified and finally, the outputof EFA results revealed that the factors with eigen values larger than 1were retained which was accounted for about 70-80% of the totalvariance. Finally, overall a successful reduction of both factors and itemswere taken place, twenty two factors were reduced to 16 factors and 59items were reduced to 54 items. The part-1 of this CMC scale was finallyconsisted of five outcome competency factors, 16 sub-competencyfactors. (Figure: 2).Figure.3: Final CMC Competency Factors after Factor AnalysisData Driven Competency FactorsADKARelementsAwareness of1.Current Situational Analysisthe need for2.A Person’s Managerial Stylechange3.Credibility of InformationDesire4.Supporting Desire through Stakeholdersto support and5.A Person’s Motivational Levelparticipate in the6.Facing Challenges to Support Desire tochangeChangeKnowledge7.Persons’ current knowledgeof how to change8.Facilitating Change9.Equipping Change with latest StrategiesAbility10. Combating Change Psychologicallyto implement11. Practicing Change Intellectuallyrequired skills12. Behavioral Change Initiativesand behaviors13. Coaching Change ActivelyReinforcement14. Maintaining Momentum of a Changeto sustain theProcesschange15. Accountability of Participants of aChange Process16. Reinforcement of a Change ProcessJournal of Managerial Sciences83Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model The response format of change management competency scale (CMCS)was decided to be a Likert Scale 5-point scale (Strongly Agree 5, Agree 4, Undecided 3, Disagree D, Strongly Disagree 1).In order to specifyclear ratings, the response format was reduced to 3-points (Agree 3,Undecided 2, Disagree 1) from 5-points on Likert scale. The scores onthe scale were computed as 54 as minimum score whereas 270 asmaximum score. Reliability coefficients for 16 sub-competency factorson five main competency factors were computed as : On Awarenessfactor was the Cronbach Alpha was computed as (.692, .501,.525),onDesire factor (.734,.707, .520), on Knowledge factor (.694, .679, .675),onAbility factor (.723,.576,.503,.560) and on Reinforcement factor(.797,.595,.641).Thus the CMC scale has satisfactory internalconsistency to use in the present study. The CMC scale was administeredto school heads, to explore their perceptions for the development ofchange management competency profile of these heads. After gettingcomplete information, the whole data was fed, cleaned and codified torun future analysis and find out results.Results and AnalysisBoth Descriptive and inferential statistics for variables were computedfollowed by the reliability coefficients of all competency factors of CMCscale. To analyze the CMC profile of heads, the simple frequency,means and standard deviations (SD) were used. Further, the relationshipbetween five outcome and sixteensub-competency factors wassupported by testing five alternative Ha hypotheses, with the statisticalinput of Pearson Correlation ‘r’ was used. Analysis of Variance (oneway ANOVA) was used to give region-wise mean competencydifferences of all heads of northern, central and southern Punjab weregiven. Histograms were used to display the mean score of competencychallenges of change management, faced by heads in a school.Part-A: Change management competency profile of heads on fiveoutcome- competency factorsA comprehensive quantitative framework of composite changemanagement competencies of all heads of government secondary schoolof Punjab is given in the following tables.Table. 1: Region-wise scores of Awareness & its sub competency factorsof change management competency profile of heads of secondaryschools of PunjabMain & SubCompetency FactorsAwareness for theneed of changeNorthernPunjabN 76MeanSDJournal of Managerial SciencesCentralPunjabN 152MeanSD84SouthernPunjabN 76MeanSDF-ValueVolume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model 24.68Current situational11.65analysisManagerial style7.65Credibility of5.36Information given bytop managementReinforcement of a8.35change process*p .05; **p .01; df 0.540.968.031.328.111.231.76On ‘Awareness’ factor, In table 1, the calculated F-values on overallawareness is 3.70 which is greater than table value (2.99) at .05 levelwhile calculated value of F on first sub-competency factor of awarenessis 7.03, greater than table value (4.60) .01 level. This shows that there issignificant mean difference on overall awareness factor.Table. 2: Region-wise scores of Desire & its sub competency factors ofchange management competency profile of heads of secondary schoolsof Punjab**p .01; ***p .001 df 2In table 2, on ‘Desire’ factor, the calculated values of F are greater thantable value (6.91 at .001 level, 4.60 at .01 level) and reported asignificant mean difference between three regions of Punjab .The headsof northern Punjab scored higher (33.15) on overall desire factor.Table. 3: Region-wise scores of Knowledge & its sub competencyfactors of change management competency profile of heads of secondaryschools of Punjab**p .01; ***p .001 d f 2In table 3, on ‘Knowledge’ factor, the comparative analysis of changemanagement competencies of heads of secondary schools in threeJournal of Managerial Sciences85Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model regions of Punjab revealed that the calculated value of F on overallknowledge competency scale is 10.43,greater than table value (6.91) at.001 level. This indicates that there is a significant mean differencebetween the CM competencies of heads of the Punjab on overallKnowledge factor.Table. 4: Region-wise Scores of Ability & its Sub-Competency factors ofChange Management Competency Profile of Heads of SecondarySchools of Punjab**p .01; ***p .001 df 2In table 4, on ‘Ability’ factor, the heads of northern Punjab scored higher(36.38) on Ability competency factor, as compare to the heads of centraland southern Punjab. This is because, the calculated value of F on overallAbility factor is 17.07, higher than table value (6.91 at .001 level).Table. 5: Region-wise scores of Reinforcement & its sub competencyfactors of change management competency profile of heads of secondaryschools of Punjab*p .05 df 2On ‘Reinforcement’ factor in table 5, indicates that the calculated valueof F on overall reinforcement competency factor is 3.51, greater thantable value (2.99 at .05 level).Same result is reported on second subcompetency factor of reinforcement competency factor. This indicatesthat there is a significant mean difference between the CM competenciesof heads of the Punjab on overall Reinforcement factor.Journal of Managerial Sciences86Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model Hypotheses testingFive hypotheses were tested in this part of analysis. This study made aclaim to see the collaborative role of each main competency factors,towards the enhancement of the composite change managementcompetencies of heads of government secondary schools in Punjab.Table: 6 Mean differences on total score of Change managementcompetency scale (CMC) of heads of three regions of PunjabCMCSNorthern PunjabN 76MeanSD149.599.75***p .001 df 2Central PunjabN 152MeanSD140.18 15.17Southern PunjabN 76MeanSD140.1512.83F-Value14.02***In this table 6 shows that the calculated value of F on total score ofChange management competency (CMC) scale is 14.02 which is greaterthan table value 6.91 at .001 level. This proves that there is a significantmean difference between the CM competencies of heads of the Punjabon overall CMC scale.Table. 7: Correlations of Change Management Competency (CMC)Scale and Five Outcome-competency ilityReinforcement**p **.451**.541**.436**.444**1.0In this table 7, the coefficient correlation r (1-tailed test) providesevidence to accept all these five hypotheses that all five outcomecompetencies: Awareness, Desire, Knowledge, Ability, reinforcementwere played a significant contributory role in overall changemanagement competencies of heads of schools in Punjab. This showsthat all five outcome competency factors are positively correlated to eachother. The range of correlation coefficient vary from (r .436 to r .746,p .01).The same are highly statistically significant and correlated withoverall change management competency (CMC) scale based on ADKARmodel. Overall results of this section supported the five alternativehypotheses of this study .Journal of Managerial Sciences87Volume VIII Number 1CMCScale.717**.811**.829**.866**.689**
Almas & ManzoorAn Application of ADKAR Change Model Graph. 1: CM Challenges on Awareness Outcome-Competency FactorIn this graph, on Awareness outcome-competency factor, the meanvalues of all challenges reveal that majority of the heads (2.85) reported‘effective communication’ was one of the most significant challengesfaced by heads.Graph. 2: CM Challenges on Desire Outcome-Competency FactorOn desire outcome competency factor, this simple column chart .2, it isobserved that a significant number of heads (2.73) posed heads’ ownmotivational level,the professional competency of heads of schools(2.67), team work (2.61) as one of the key challenge to support their staffmembers.Graph. 3: CM Challenges on Knowledge Outcome-Competency FactorJournal of Managerial Sciences88Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model In graph 3, five major challenges on knowledge outcome competencyfactors have been reported by heads.The mean scores of heads againsteach challenge reveal that ‘training and educational facilities’(2.67) wasconsidered as ‘instrumental’ in developing knowledge about a changerelated to any plan in their schools.Graph. 4: CM Challenges on Ability Outcome-Competency FactorThe heads of secondary schools of Punjab, elicited six key challenges infostering abilities among themselves and their staff members indemonstrating desired capabilities to implement a plan. In this graph 4,the heads of Punjab rated (2.66) ’role of Communication skills’ aspivotal in dealing a change pragmatically.Graph. 5: CM Challenges on Reinforcement Outcome-CompetencyFactorJournal of Managerial Sciences89Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model On ‘Reinforcement’ the mean score of heads on one of the internalchallenges reveal that an establishment of a ‘formal accountabilitysystem’ (2.73) within a school system was considered necessary foreffective evaluation of participants of school plan at all levels.DiscussionA change management competency scale (CMC) was developed in orderto analyze the change management competencies of heads of governmentsecondary schools of heads of the Punjab. The rationale of developingCMC scale was to provide an empirical evidence of change managementcompetencies of heads as an individual. In this study, a quantitativeanalytical framework of change management competency profile ofheads of school was prepared.Another two more significant findings were made, firstly, aregion-wise comparative analysis of change management competenciesof all heads reveal that the heads belong to northern part of part ofPunjab were more competent in recognizing the challenges of changemanagement as compare to the heads of central and southern Punjab.Therefore, the CMC profile of heads of northern Punjab was better thanthe profile of heads of central and southern Punjab. The rationale for thisfinding was that in the literacy rates of sampled districts of northernPunjab were higher than the sampled districts of central and southernPunjab. PSLM (2011). Secondly, some school plans funded by local andforeign agencies has been launched in this part of Punjab. SIP (SchoolImprovement Program) Chakwal (2009), in November 2005 theMountain Institute for Educational Development (MIED) launched aSchool Improvement Program in Chakwal in the Punjab in partnershipwith Plan Pakistan and supported by the Swedish Students Organization(SSO). It was a systematic effort aiming to enhance student achievementand strengthen the schools capacity for managing change. Moreover,Punjab is one of the biggest provinces of Pakistan, having bettereconomic, social, cultural and educational profile as compare to otherprovinces of Pakistan.The CMC scale also comprised of items, holding a changemanagement challenges faced by heads but only some key challengeswere highlighted. It was revealed that the majority of the heads reportedchallenges on almost all five main competency factors. All thesechallenges were proved as ‘barrier points’ or hurdles in the way of headsof schools for competing managerial changes. Hiatt ( 2006) referredthese five main competencies, as one cannot move forward towards‘Desire’ without resolving issues of ‘Awareness’ and vice versa.Therefore, in this study, reported challenges on all five outcomecompetency factors indicated that the heads of schools were lacking of arange of competencies regarding ‘Awareness’ for the need of change,Journal of Managerial Sciences90Volume VIII Number 1
Almas & ManzoorAn Application of ADKAR Change Model ‘Desire’ to support and involve in change process, ‘Knowledge’ for thedevelopment of an improvement plan, ‘Ability’ to take change initiativespractically, and last ‘Reinforcing’ a plan through meeting day to daychallenges.Discourse AnalysisA body of research from all over the world reflects that the multi-taskingand shifting roles of a school head as ‘unit of change’ within a schoolare heavily loaded with numerous school improvement challenges. Thisstudy was undertaken to assess change management competencies ofheads of secondary schools in eight districts. First of all, it waschallenging to identify the desired change management competencies ofheads of schools in Punjab under some strong and logical rationale. Athorough review of related literature revealed a fair evidence of empiricalresearch in Pakistan context, as well. More than fifty percent previousresearches were conducted in the province of Sindh by the Institute ofEducational Development, Aga Khan University (IED-AKU), Karachi.But no empirical work was traced in Punjab, regarding the assessing ofchange management competencies of heads of schools with the help ofscale of CM competencies. In Punjab, in the district Faisalabad, a projectof ‘Whole School Development’ in 2008, was found to be effective indeveloping training modules for school teachers in the field of changemanagement but this project remained uncompleted due todiscontinuation of funds and key donor. Also, in district Chakwal, aproject launched by a team of Swedish students in 2009, titled as SIPMEID (School Improvement Plan & Mountain Institute of EducationalDevelopment).The project aimed training teachers and heads accordingto the new demands of ‘school leadership and management’. It was aneffective effort in providing an opportunity to all stakeholders of a schoolsystem to work in a new and challenging environment. The role ofDirectorate of Staff Development (DSD), Lahore need to be addressedwhich was considered as a ‘hub of managerial trainings’ for the heads ofschools in Punjab. But no evidence of training was found in Punjab, toprepare the heads of government schools as a ‘Change agent’ underformal framework of change management within a school system.Application ofCMC scale based on ADKAR mode wasfacilitated the development CMC profiles of heads of the schools. Themajor findings included that these heads were fairly familiar of their roleas a “gatekeeper of change”. They were well-versed to identify thechallenges of change management competencies. Conversely, theyneeded professional co
change management training frame work for school heads was available in Pakistan. Secondly, the ADKAR change model itself holding a strong rationale. The essence of this model was that it can successfully measure the change management competencies of an "Individual" that lead the change within an organization. The target group was the .
![Change Management Process For [Project Name] - West Virginia](/img/32/change-20management-20process-2003-2022-202012.jpg)
