ConcernsBased Adoption Model CBAM

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Concerns-Based Adoption Model (CBAM)

• Managing Change through
• Stages of Concern

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Big Idea
Change is a process requiring developmental
growth in feelings and skills
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• CHANGE
• Is a PROCESS, not an event
• Is made by INDIVIDUALS first, then institutions
• Is a highly PERSONAL experience
• Entails DEVELOPMENTAL growth in feelings and
  skills

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• INTERVENTIONS MUST BE RELATED TO
• The PEOPLE first
• The INNOVATION second

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People move through stages when dealing with
change
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Stages of Concern

• Self Concerns Stages 0, 1, 2
• Most frequently expressed prior to beginning a
  new innovation. Concerns reflect a need for more
  information and answers.
• What is this all about?
• How does this affect me?

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Stages of Concern

• Task Concerns Stage 3
• Most frequently expressed just prior to and
  during the initial stage of implementation of a
  new innovation. Concerns reflect a need to know
  how to manage the innovation.
• How do I find the time to do all of this? How
  do I manage these new materials? How do I group
  students?

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Stages of Concern

• Impact Concerns Stages 4, 5, 6
• Most frequently expressed once the person feels
  comfortable managing and implementing the new
  innovation.
• Concerns reflect questions about the impact on
  student learning, how to improve the innovation,
  how effective it is, or how to collaborate with
  others to improve it.
• Are my students learning anything?
• I have ideas about how to make it better.

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Sample Concern 1
Almost every night I wonder if Ill be able to
locate and organize the material I will be using
the next day. I cant yet prevent surprises that
cause a lot of wasted time. I am not yet able to
anticipate what things I will need to have on
hand for next week. I feel inefficient when I
think about how I am using the program.
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Sample Concern 2
Some of the students dont seem to be catching
on to these new self-paced kits. They seem to
need more monitoring, closer supervision, and
fewer distractions. I wonder if it might help
for my aide to work with them more closely.
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Discussion and Reflection
Share with others at your table.

• What types of concern statements do you hear most
  often from stakeholders?
• In what stage of concern are the majority of the
  your stakeholders in your school district?

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So what now...

• How do we help address concerns for each stage?

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Interventions to Address Concerns

• Stage 0 Awareness Concerns

• Involve them in discussions and decisions.
• Arouse interest.
• Give permission not to know.
• Provide information and encourage sharing.

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Interventions to Address Concerns

• Stage 1 Informational Concerns

• Provide clear and accurate information.
• Share information often and in a variety of ways.
• Show how changes relate to current practices
  (similarities and differences.)

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Interventions to Address Concerns

• Stage 2 Personal Concerns

• Draw out and address personal concerns directly.
• Use personal notes and conversation.
• Connect people to others who are influential and
  supportive.

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Interventions to Address Concerns

• Stage 3 Management Concerns

• Focus on specific areas for change.
• Answer specific how to questions.
• Identify sequences of activities and set
  timelines for implementation.

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Interventions to Address Concerns

• Stage 4 Consequence Concerns

• Gather data and provide feedback.
• Provide opportunities for users to share
  knowledge and skills.
• Provide evaluation strategies.

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Interventions to Address Concerns

• Stage 5 Collaboration Concerns

• Train people to collaborate.
• Arrange for people to help each other.
• Rearrange schedules so people have time to work
  together.

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Interventions to Address Concerns

• Stage 6 Refocusing Concerns

• Train people to experiment and collect data on
  results.
• Document changes being made and monitor impact.

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Remember the Big Idea
Change is a process requiring developmental
growth in feelings and skills.
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Use Big Idea 1 to Your Advantage

• Expect that people in any group will be at
  different places in the sequence.
• Plan interventions that support people wherever
  they are, not just the beginning.
• Repeat interventions over time, accommodate new
  people to the system.
• Check to make sure you are getting the results
  you intend.