Concerns-based Adoption Model (CBAM)

Concerns-based Adoption Model (CBAM)

Reading:

Reference: Evans, L. & Chauvin, S. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12. 165-178. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad
Description: This article deals with the idea that concern comes in different stages, and if understood correctly can be used as a foundation for intervention. The CBAM model is analysed and used as a change mechanism for faculty developers. Planned change can at times be hard to implement as educators are often inherently opposed to change and often feel that their roles are being threatened. The process of change involves adjustment of thinking and doing, and can be a roller coaster of emotions, concerns and views. It is important to note that each individual will react to change differently, and understanding this is essential to implementing long-lasting change in practice. Change is a process, and this process has highlighted seven 'Stages of Concern' (see figure 1 below). Knowing which stage(s) of concern an educator is at is essential component of facilitating change. Establishing what stages educators are at could involve informal discussions, 'Stages of Concern Questionnaire' or open-ended statements. Once the right stage has been established, the facilitator of change can then implement the right information/tactic/intervention to suit (see figure 2).
Evaluation: Due to the date of publication, some would consider this information outdated in a world changing so rapidly in regards to ICT. This said, change is still a very relevant and real thing in education today. The information is valuable to change facilitators as it is not restricted to a 'type' of change which means it can be used in many different contexts of change. This article is also valuable to my context as it gives practical advice on how to facilitate and react to change.

Source: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad

Source: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad 

My Personal Context

Aim: Apply the CBAM model to my context and tighten my focus to one educator working in one ecosystem.

Research question: "In what ways can a classroom practitioner support and encourage colleagues in the uptake of BYOD in the classroom?"

My context: Decile 9 New Zealand high school

One chosen ecosystem: I would like to see this change implemented in the classroom. This change of new technology will affect teaching practice, students and teachers.

Relation to the 7 stages of concern in CBAM: I think that most of my colleagues are ranging from stages 1-3 as the change has not directly happened yet (BYOD will be implemented school wide in 2016 so the process of change has started this year to prepare teachers for this shift). Some teachers who have been using BYOD in their senior classes are on stages 4-6 but these are not many.  I think that there needs to be more time and energy put into the following:

• Pair up "those who know" and "those who don't know" to share ideas (stage 1)
• Build the confidence of the teachers (stage 2)
• Clarify information so that everyone gets a clear picture of the purpose (stage 2)
• Accept feelings and try to move forward and be positive about the change (stage 2)
• Look at how other schools are doing/have implemented BYOD successfully (stage 2) 
• Help with planning a BYOD programme (stage 3)

References:

Evans, L. & Chauvin, S. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12. 165-178. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad