Evans, L., & Chauvin, S. (1993). Faculty developers as change facilitators: The Concerns-Based Adoption Model.To Improve the Academy, (Paper 278). Retrieved from http://digitalcommons.unl.edu/podimproveacad/278
The Concerns-Based Adoption Model (CBAM) is a framework for assessing the impact an innovation has on all individuals involved. It is very individual focused, addressing the thoughts, feelings and concerns an individual has at different stages in the process of innovation adoption and the changes it brings over a period of time. It identifies seven stages of concern, from finding out about a technological innovation at the beginning of the process to needs once the technology is well established. It uses a questionnaire to find out what stage an individual is at and the feelings and concerns they have.
This allows for relevant strategies and interventions that target the needs of individuals, who may not all be at the same stage. It has important professional development implications. Also, as individuals begin to use and resolve their personal concerns with the technology, other concerns may occur around workload, sharing resources and measuring impact that involve interventions from wider management and institutional groups.
I think looking at the concerns – the thoughts and feelings – that people who are using the tool is very important in my context, because advisors are being asked to adopt and use a technology that is chosen by management (ie. people in the stands), not initiated by themselves. Understanding their personal feelings and attitudes is important to successful adoption. Because we focus on the ‘just in time’ approach to teaching academic skills, the implementation is likely to be sporadic. Therefore advisors are likely to be at different stages of adoption with different concerns. The impact and concerns of students can also be taken into account.
Also, because an online teaching tool like Adobe Connect has a range of affordances to encourage engagement and interaction, it will be relevant to identify the level of use by teachers, that is, whether it is being used in a very perfunctory way to deliver information, or whether it is being used to maximum effect to encourage student participation.