Understanding the concerns based adoption model by hall and hord.
The Concerns Based Adoption Model or (CBAM) is a conceptual framework that aids in the assessment and reform of educational practices. In it’s most basic form CBAM allows individuals to evaluate change through a number of lenses that previously may not have existed. CBAM is broken down into three categories to aid in the evaluational process. These are Stages of Concern (attitudes, actions, feelings), Levels of Use and Innovation Configurations (how will it be used).
As a program coordinator for the Contemporary Web Design program it has been my responsibility to refine and update curriculum on a yearly basis to ensure our graduates are leaving with the most pertinent and employable skill set. This process is generally vetted though faculty members and our advisory team made up of industry professionals, former students working in industry, and current students in the curriculum (a small community of faculty members, the dean, and myself are present). I have had great success with this process but when analyzing it though the multiple lenses CBAM provides it has become evident there are many points in the process that are in need of refinement.
The Stages of Concern process is extremely detailed and addresses concerns from what something is (i.e new curriculum framework) to how well it has worked for the students (currently in the new curriculum). Awareness, Information, and Personal concerns are always evident when a new curriculum is suggested but there is no process in place to alleviate concerns as they arise. When I call faculty together to discuss a new curriculum I believe I address the Awareness and Information levels of the SOC well but have no “measuring stick” to reduce the personal level of concern. An individual may raise concerns in a meeting but what about all of the other faculty members that may not be comfortable tabling these concerns in front of their peers? I can see the survey evaluation tool providing great feedback in this area providing a general feeling of how comfortable everyone is with the new curriculum, and being able to use this barometer to provide more information in the areas of concern.
Management and Consequence is generally dealt with by mapping the curriculum to the outcomes and making all constituents a valuable part of the process. This is aided by the process mandated by the Ministry of Education so generally the process works well due to an awareness of the process and intended outcomes. It would be interesting to see if the lens I’m using to measure this success is providing me with accurate feedback, again giving value to the CBAM process and the intended outcomes.
Collaboration and Refocusing are addressed on an iterative process of faculty meetings and evaluation of in class success using the curriculum. Discussions are focused on how well the curriculum is working for the students since implementation and success of delivery of the material. Once again this process seems to work well but using the CBAM framework would provide a more granular look at the process and make for a more cohesive delivery model.
Levels of Use analysis can be used as a tool to see if the faculty is able to use the innovation represented in the new curriculum, examine the patterns of use, and seek more effective alternatives to areas the innovation within the curriculum if it’s not working. Innovation Configurations will provide analysis for innovation in curriculum and reflect practices from desirable outcomes to least desirable outcomes that need to be addressed. When each stage of the CBAM is fully implemented feedback about the innovation or curriculum will encompass more than just the curriculum itself. It will address individuals feelings and needs, examine actions and behaviours, and provide a forum for the continual improvement of best practices.
The CBAM framework provides a detailed look at individuals feelings and experiences as they work though a new technology implementation – providing valuable information and guidance in the process of curriculum building.
Resources
http://concernsbasedsystems.com/cbam-model/
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad
http://socialstudiesteamplanning.ncdpi.wikispaces.net/Climate+Change
http://www.sedl.org/cbam/videos.cgi?movie=OLI
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http://www.ukessays.co.uk/essays/education/concerns-based-adoption-model.php
References
Concerns Based Systems. The Organizing Framework. In Concerns Based Adoption Model (CBAM), Retrieved January 21, 2013, from http://concernsbasedsystems.com/cbam-model
Evans, Lynn & Chauvin, Sheila. (1993). Faculty Developers as Change Facilitators: The Concerns-Based Adoption Model. To Improve the Academy, Paper 278
Public Schools of North Carolina. In Climate Change, Retrieved January 21, 2013, from http://socialstudiesteamplanning.ncdpi.wikispaces.net/Climate+Change
SEDL Research and Education. (2012, Nov 6th). One-Legged Interviews. Retrieved January 21, 2013, from http://www.sedl.org/cbam/videos.cgi?movie=OLI
SEDL Research and Education. SEDL store. In What is CBAM?, Retrieved January 21, 2013, from http://www.sedl.org/cbam/
UKEssays. Education. In Concerns-Based Adoption Model, Retrieved January 21, 2013, from http://www.ukessays.co.uk/essays/education/concerns-based-adoption-model.php