A clinical psychologist by training, William A. Aldridge II, PhD, likens his field of implementation science, which translates research into practice and policy, to engineering. Aldridge—a senior implementation specialist at the UNC Frank Porter Graham Child Development Institute (FPG) and a founding member of the leadership team for The Impact Center at FPG—said that implementation scientists are given a problem, a set of tools and resources, a team, and some constraints, and then work to engineer a solution.

Aldridge became interested in implementation science while in graduate school in the early part of this century, when the evidence-based movement was getting underway in psychology and the larger field of social science. Hailing from a family of lawyers, teachers, and ministers dedicated to positively influencing and supporting others and creating large impacts, Aldridge desired to do the same in his field. 

He saw an opportunity to help accelerate sustainable impacts and benefits for the broader community and population by working to bridge research and practice. In the years following his post-grad work, Aldridge realized that others also wanted to jump into the gap in the field, which he believes is how the field of implementation science developed. 

When discussing what implementation science is, Aldridge is quick to point out that it can initially be difficult for people to understand because the word implementation has many different connotations. “When we're interacting with our partners,” said Aldridge, “they're used to using the word implementation to mean ‘to do’ or ‘to use’—so they’re immediately thinking, ‘How do we deliver this program? How do we deliver or install this practice?”  However, according to Aldridge, implementation science and implementation practice aren’t so much about the doing as about figuring out the “how” behind that. It’s determining how to create the structures and processes, the teaming, the data, the workforce development and communications systems that will support the people who are actually delivering the program or practice.

"You cannot sit in a classroom and just learn how to do this," said Aldridge. "With implementation practice, the learning is experiential." 

Aldridge’s work, which focuses on practice, helps create the conditions under which communities and state partners can take information and evidence from research and move that into practice and policy to benefit children, families, and communities.

Having been a pioneer in the field for more than two decades, Aldridge says that he stays inspired by people. He loves seeing that moment of recognition of someone with whom he is working when they realize how they can make a difference by using “a kernel that they pick up from the way we practice and our approach and the strategies we use,” he said. “When an organization or a system starts to shift, that's super inspiring.”

Aldridge said that his work requires a continuous learning environment, which includes not only learning about research but also programs, practice, and policy. “The most inspiring part is I get to learn about different service sectors and communities and their history, and the people in them,” he said.

As an example, he mentioned that in his current work with the Summer Literacy Initiative, created by The Duke Endowment, he recently hired a team member with extensive experience in science of reading-based approaches to literacy instruction. “She explained to me details of how teachers set and reinforce individualized goals for students and what she's learned over time about ways to reinforce those,” said Aldridge. “It was fascinating to me because she was picking up on something that could strengthen the program we're working on.”

Aldridge is excited about the expansion of co-creation—which involves the authentic engagement of stakeholders, community partners, and families in planning for implementation—a process developed by FPG Faculty Fellow Allison Metz, PhD. Aldridge believes it is critical to develop new usable bodies of shared knowledge across community, science, and governance, which he says unlocks ownership, sustainment, and an increased level of benefits for the community. 

He heralds the development of dedicated support infrastructure for using effective implementation practices, saying, “Instead of multiple projects and multiple initiatives and grabbing at the newest shiny object, how do we formally organize and commit the people and the resources that are working in this gap? And how do you do that at a state level to really support state governments to maximize ROI for them—and funders—and, all the while, be in true partnership with a community?”

On staying motivated and current in his field

What continues to motivate and energize Aldridge is the opportunity to keep learning with his colleagues, near and far, and the shared experience and drive toward innovation. He acknowledged that many of the people he works with came to the field at about the same time to address the research to practice gap and he likes that they all come to this work with a similar, if not recognizable, spark in their eye.

He also keeps his personal mission statement in clear sight, literally—it is posted in his office. It’s something he wrote in 2009 when he finished his grad program, before the field of implementation science formally organized. Aldridge believes that it applies to his work today, with one small addition. "My mission is to advance and facilitate the effective and thoughtful transfer of evidence-based prevention and treatment strategies in mental and behavioral health to professional, organizational, and community settings using best organizational and public health practices," said Aldridge. "Now, at the end there, I just need to add, 'using best implementation practices'."

"My mission is to advance and facilitate the effective and thoughtful transfer of evidence-based prevention and treatment strategies in mental and behavioral health to professional, organizational, and community settings using best organizational and public health practices," said Aldridge. "Now, at the end there, I just need to add, 'using best implementation practices'."

To remain current in his field, Aldridge turns to colleagues, saying that he is fortunate and grateful to have developed a strong network throughout the country. He said that he has prioritized relationships throughout his career as much as he has prioritized staying on top of evidence. In addition, Aldridge cites the Society for Implementation Research Collaboration, for which he previously served as a board member, and the Society for Prevention Research, for which he was recently elected to a three-year board term. “The history and the knowledge of the people in both of the societies helps me stay current.” He also lauds the small, self-organized groups within both societies, saying members keep each other abreast of new articles, resources, and tools.  

For those thinking of a career in implementation science

Aldridge believes a few key skills can set someone up for success within implementation science, including adaptive leadership skills, experience with behavior change, the ability to build and foster relationships, and a capacity for macro-level thinking.

"To do this work, you've got to think like a public health person," said Aldridge. "You've got to really think at a large systems level—it's really about the combination of that public health or macro-level thinking, the behavior change piece and developing authentic relationships through which you can do real collaborative work."

"To do this work, you've got to think like a public health person," said Aldridge. "You've got to really think at a large systems level—it's really about the combination of that public health or macro-level thinking, the behavior change piece and developing authentic relationships through which you can do real collaborative work."

He also notes the importance of empathy. With implementation science, there's always going to be resistance or tension from somewhere, be it an individual or even an entire team. He said that you can either take that personally, or you can take a step back and see that what might be happening is more about the system around them. 

"Reframing the way you look at the situation entirely changes how you begin interacting and addressing what's happening," said Aldridge. "It depersonalizes it. And in some ways, it creates a way to open up empathy, which then creates a stronger, authentic relationship."
 
And, finally, be ready to roll up your sleeves and dive in. "You cannot sit in a classroom and just learn how to do this," said Aldridge. "With implementation practice, the learning is experiential." 

"You cannot learn how to drive until you put yourself in that situation where you're doing it live," said Aldridge. "Implementation science is like that: you have to get experience doing it because it's really different than any other practice-based work I've done because of this constant toggle between individuals and teams, and then organizations and systems and communities."

He says implementation practice isa lot like driver's ed. In class, you go over all the signs, signals, instruments, and rules of the road. But it's not until you get out on a highway behind the wheel with other cars going past you and you're monitoring your dashboard and speed, and using your side view mirror, that what you learned in class all starts to come together and make sense. 

"You cannot learn how to drive until you put yourself in that situation where you're doing it live," said Aldridge. "Implementation science is like that: you have to get experience doing it because it's really different than any other practice-based work I've done because of this constant toggle between individuals and teams, and then organizations and systems and communities."