ConcernsBased Adoption Model

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Concerns-Based Adoption Model

• Akhlaq Hossain
• CECS 6220

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Concerns-Based Adoption Model (CBAM)

• Innovations involved with the instructional
  strategies and curriculums have
• usually failed
•  
• Why did these innovations fail?
•  
• Did they fail because the concepts and processes
  proposed were faulty?
•  
• Maybe they failed because the innovations were
  never properly implemented.
•  
• In the past most evaluations of innovations have
  focused on their effectiveness,
• not on how the innovations were implemented.

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Concerns-Based Adoption Model (CBAM)

• In introducing innovations into schools, two of
  the most common
• mistakes made by the administrators and leaders
  of the change process
• were
•  
• Assumption 1
• Once an innovation has been introduce and
  initial
• training has been completed the intended users
  will put the innovation
• into practice.
•  
• Assumption 2
• That all users of the implementation will react
  in similar
• ways.

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Concerns-Based Adoption Model (CBAM)

• Thus a conceptual framework was needed to provide
• strategies for the total management for
  introducing
• innovation.
• Concerns-Based Adoption Model (CBAM)
• was developed at the Research and Development
  Center for
• Teacher Education at the University of Texas at
• Austin.

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Concerns-Based Adoption Model (CBAM)

• Assumptions about change that were the basis of
  the CBAM Model
• Change is a process, not an event- It takes time
  to institute change.
• Change is accomplished by individuals-
  Individuals must be the focus of attention in
  implementing a new program. Institutions will not
  change until their members change.
• Change is a highly personal experience-
  Individuals are different people do not behave
  collectively
• (Hord et al., 1987)

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Concerns-Based Adoption Model (CBAM)

• Assumptions about change that were the basis of
  the CBAM Model
• Change involves development growth-Individuals
  involved demonstrate growth in terms of their
  feelings and skills.
• Change is best understood in operational terms-
  Teachers and others will relate to change in
  terms of how it will affect their current
  classroom practice.
• Change agent needs to work with people in an
  adaptive and systematic way- The approach should
  be customized for the particular contexts and
  settings.
• (Hord et al., 1987)

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Concerns-Based Adoption Model (CBAM)

• The CBAM is a conceptual framework that
  describes,
• explains, and predicts probable teacher behaviors
  in the
• change process.
• The three principal diagnostic dimensions of the
  CBAM are
• 1. Stages of Concern -- Seven different reactions
  that educators experience when they are
  implementing a new program
• 2. Levels of Use -- Behaviors educators develop
  as they become more familiar with and more
  skilled in using an innovation
• 3. Innovation Configurations -- Different ways in
  which teachers adapt innovations to their unique
  situations
• (http//www.sedl.org/pubs/catalog/items/cbam.html)
  

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Concerns-Based Adoption Model (CBAM)

• The Concerns-Based Adoption Model addresses each
  one of
• these assumptions the individual's concerns
  about the
• innovation, the particular manner in which the
  innovation is
• delivered or implemented, and the adaptation of
  the
• innovation to the individual.
•  
• While there are many models of school change
  processes
• available to education leaders and researchers,
  the CBAM is
• among the most respected.

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Concerns-Based Adoption Model (CBAM)
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Concerns-Based Adoption Model (CBAM)

• Stage of Concern
•  6. Refocusing
• I have some ideas about something that would
  work even better.
•  5. Collaboration
•  How can I relate what I am doing to what others
  are doing?
•  4. Consequence
•  How is my use affecting learners? How can I
  refine it to have more impact?
•  3. Management
•  I seem to be spending all my time getting
  materials ready.
•  2. Personal
•  How will using it affect me?
•  1. Informational
•  I would like to know more about it.
•  0. Awareness
•  I am not concerned about it (the innovation)
  (Hord et al., 1987)

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Concerns-Based Adoption Model (CBAM)

•  Levels of Use
•  III. Mechanical
• The user is making changes to better organize use
  of the innovation.
• Decision Point-C
• Begins first use of the innovation.
•  II. Preparation
• The user has definite plans to begin using the
  innovation.
• Decision Point-B
• Makes a decision to use the innovation by
  establishing a time to begin.
•  I. Orientation
• The user is taking the initiative to learn more
  about the innovation.
• Decision Point-A
• Takes action to learn more detailed information
  about the innovation.
•  0. Non-Use
• The user has no interest, is taking no action.  
• (Hord et al., 1987)

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Concerns-Based Adoption Model (CBAM)

•  Levels of Use
•  VI. Renewal
• The user is seeking more effective alternatives
  to the established use of the innovation.
• Decision Point-F
• Begins exploring alternatives or major
  modifications to the innovation presently in use.
•  V. Integration
• The user is making deliberate efforts to
  coordinate with others in using the innovation.
• Decision Point-E
• Initiates changes in the use of the innovation
  based on input from and in coordination with
• colleagues to improve expected benefits.
•  IVB. Refinement
• The user is making changes to increase outcomes.
• Decision Point-D2
• Changes use of the innovation based on format or
  informal evaluation to improve expected
• benefits.
•  IVA. Routine
• The user is making few or no changes and has an
  established pattern of use.
• Decision Point-D1
• Routine pattern of use is established.

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Concerns-Based Adoption Model (CBAM)

• Change Agents Actions to Support Change
• Developing Supportive Organizational Arrangements
• developing innovation-related policies
• establishing global rules
• planning
• scheduling
• staffing
• restructuring roles
• providing resources

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Concerns-Based Adoption Model (CBAM)

• Change Agents Actions to Support Change
• Training
• increasing knowledge
• developing positive attitudes
• teaching innovation-related skills
• reviewing information
• modeling/demonstrating innovation use
• providing feedback on innovation use
• clarifying innovation misconceptions

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Concerns-Based Adoption Model (CBAM)

• Change Agents Actions to Support Change
• Consultation and Reinforcement
• encouraging people on a one-on-one basis
• promoting innovation in small groups
• assisting individuals in solving problems
• coaching small groups in innovation use
• sharing tips informally
• providing personalized technical assistance
• reinforcing individuals' attempts to change
• providing practical assistance

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Concerns-Based Adoption Model (CBAM)

• Change Agents Actions to Support Change
• Monitoring
• gathering information
• collecting data
• assessing innovation knowledge or skills
  informally
• assessing innovation use informally
• assessing innovation concerns informally
• interpreting information
• analyzing/processing data
• reporting/sharing data on outcomes

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Concerns-Based Adoption Model (CBAM)

• Change Agents Actions to Support Change
• External Communication
• describing the innovation
• informing others (than users)
• making presentations at conferences
• gaining support of constituent groups
• developing public relations campaigns

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Concerns-Based Adoption Model (CBAM)

• Change Agents Actions to Support Change
• Dissemination
• encouraging others to adopt the innovation
• broadcasting innovation information
• providing demonstrations
• marketing the innovation

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Concerns-Based Adoption Model (CBAM)

• References
•  
• http//www.nas.edu/rise/backg4a.htm
• http//www.sedl.org/pubs/catalog/items/cbam.html
• http//resources.sai-iowa.org/change/cbam.html
• http//ouray.cudenver.edu/nflejeun/doctoralweb/Co
  urses/EDUC7100_Leadership/concernsbased_adoption_m
  odel.htm
• http//www.nsdc.org/library/publications/jsd/horsl
  ey194.cfm
• Hord, S. M., Rutherford, William L.,
  Huling-Austin, Leslie and Hall, G. E. (1987).
  Taking charge of change. Austin, TX Southwest
  Educational Development Laboratory.