Purpose
The purpose of this e-Learning activity is:
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Chauvin, C., & Evans, L. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12, 165-178.
Description:
The ‘Concerns Based Adoption Model’ (CBAM) is made up of seven steps called ‘stages of concern’: Awareness, informational, personal, management, consequence, collaboration and refocusing. Running alongside these ‘stages of concern’ are ‘expressions of interest’. The CBAM model was applied to three different university settings. The model was deemed very useful in gaining relevant information on individuals thoughts and emotions on an implemented innovation. Findings provided valuable information for innovation developers to provide support and knowledge to individuals and groups when faced with implementing new ideas into a classroom or university. This research also found that this model was a very successful way to help facilitators to drive forward progress through the ‘stages of concern’ and this was more likely to end in embedded change.
Evaluation:
As a leader of change it is important to understand others’ perceptions and feelings on new innovations. The CBAM model is a useful tool for facilitators of change to be familiar with when implementing a new innovation. Facilitating change in the education sector can be a difficult task and often uproots deep emotions and questions the status quo. This is where the application of CBAM allows the facilitator of change to deeply understand individuals stance and attitude on a particular innovation and this can lead to issues being clarified or modified to meet needs and wants.
Sahin, I. (2006). Detailed review of Rogers’ diffusion of innovations theory and educational technology-related studies based on Rogers’ theory: The Turkish Online Journal Of Educational Technology, 5 (2) 14-23.
Description:
This article reviewed Rogers’ diffusion of innovations’ theory. The theory has four main parts with five steps in the innovation-decision pathway. This pathway consists of knowledge, persuasion, decision, implementation and confirmation. The knowledge stage is ‘learn about’, the persuasion stage is ‘negative or positive attitude’, the decision stage is ‘adopt or reject’, the implementation stage is ‘put into practice’, and the confirmation stage is ‘look for support for the decision. Often at the implementation stage there can be some modifications made to the innovation if the person sees the need. The ‘rate of adoption’ according to Rogers (2003) is stated to be the pace at which the innovation has been acted upon by individuals. Research suggests from the nine studies conducted using the Rogers’ diffusion of innovation theory (2003) that it is the most informative way to gather data on how technology has been implemented into education sectors and also on being able to identify areas for development.
Evaluation:
As an educator and leader this innovation theory is worth adopting when dealing with change. It could be applied to any situation to bring about communication and a clearer understanding from the parties involved. As a leader it is important to have an understanding of what your colleagues are thinking when it comes to implementing any sort of change. This then allows the leader to redefine or modify the change to get ‘buy in’ from all involved.
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