The Concerns Based Adoption Model (CBAM): Constructs, Evidence, Applications, and Implications for Facilitating Change

by Gene Erwin Hall (Editor)

Overview

Change can be interesting, challenging, easy, difficult, and sometimes fun. The Concerns Based Adoption Model (CBAM): Constructs, Evidence, Applications, and Implications for Facilitating Change, edited by Gene E. Hall, a key originator of CBAM, uses a research-tested model to introduce readers in education to ways of thinking, strategies, and steps that leaders can take to facilitate and advance change processes in their own schools. The primary focus of this book and method is on understanding the thoughts, perceptions, feelings, and concerns of the people who are engaged with change and finding systematic ways to address them. This edited volume provides clear instruction from researchers who know CBAM best, experiences and case studies from a wide variety of educational settings, and strong pedagogy so readers can learn CBAM and apply this model to their educational systems.

Product Details

ISBN-13:	9781071969441
Publisher:	SAGE Publications
Publication date:	04/15/2025
Pages:	376
Product dimensions:	7.38(w) x 9.12(h) x (d)

About the Author

Gene E. Hall, Ph D, in 2017 became Professor Emeritus at the University of Nevada, Las Vegas. Since that time, he has grown his business, Concerns Based Systems, Inc. ™, by continuing to be involved in projects related to implementing change in the United States, and elsewhere. He has had a career-long involvement with the development of programs and national accreditation of teacher education. He began his career as the science methods instructor and faculty team member for the experimental Personalized Teacher Education Program (PTEP) at the national R&D Center for Teacher Education, The University of Texas at Austin. Subsequently, he was a faculty member at the University of Florida, the University of Northern Colorado, and University of Nevada, Las Vegas. He has twice been the dean of a college of education. He also has had career-long involvement with studies of the change process and development of tools and applications of the Concerns-Based Adoption Model (CBAM). He is coauthor of Implementing Change: Patterns, Principles and Potholes (5^th edition) and The Foundations of Education (17^th edition).

Table of Contents

Preface - Gene E. Hall
Chapter 1: The Concerns Based Adoption Model (CBAM) at Fifty: A story of ideas, policies, people, and politics - Gene E. Hall
Abstract
Posing the Problem
This Book
1973: The Concerns Based Adoption Model (CBAM) is Stated
CBAM Has Been Sustained Through New Applications, New Studies, and New Learnings
In Conclusion
Discussion Questions
Applying The CBAM Story To Facilitate Change Processes
Applying The CBAM Story In Research, Program Evaluation and Implementation Assessment Studies
Part I: Three Diagnostic Dimensions: Understanding Feelings, Developing Expertise, and Analyzing What the Change Actually Entails
Chapter 2: Stages of Concern: Perspectives on Engaging with Innovation - Kent Seidel
Abstract
Posing the Problem
Introduction to the Stages of Concern Theory and Concepts
Three Ways That CBAM Collects Stages Of Concern Evidence
Use of So C Data in Change Leadership Practice and Research
Using So C data to inform practice and research
Interventions and Supports in Response to So C Data
Cautions About Potential Misuse and Misperceptions
Use of Stages of Concern for Facilitating Change
How to Use Stages of Concern in Research, Implementation Studies, and Program Evaluation
Discussion Questions
Learning More
Chapter 3: Levels of Use: A Long History of Applications (and Misapplications) - Debra J. Dirksen
Abstract
Posing the Problem: The Construct of Levels of Use
Measuring Lo U
Applications of Lo U to Assess the Construct and Its Measurement
Facilitating Change
Research, Program Evaluation, and Implementation
Conclusion
Applying Levels of Use for Facilitating Change Processes
Applying Levels of Use in Research, Program Evaluation, and Implementation Assessment Studies
Chapter 4:: Innovation Configurations Maps: Construct, Development, Applications, and Research - Roberto Zamora and Phyllis L. M. Haynes
Abstract
Posing the Problem
Part I: The Construct
PART II: History of IC Map Applications
PART III: Applications and Implications
Discussion Questions
Applying IC Maps to Facilitating Change Processes
Applying IC Maps in Research, Program Evaluation, and Implementation Assessment Studies
Additional Resources
Part II: Describing What Change Leaders Do and the Differences They Make
Chapter 5: Interventions (Sponsored and Unsponsored): Change Facilitator Actions and Practitioner Interpretations During a Time of Change - Le Ann G. Putney and Sylvia Tegano
Abstract
Posing the Problem
Applications of CBAM
Dynamics of Change: Interventions in the CBAM Process
Intervention Taxonomy in Use
Unsponsored Interventions: Mushroom Classifications
Illustration of the Application: Conducting Collaborative Conversations for Innovation Implementation
Conclusion
Summary
Discussion Questions
Applying the Use of the Intervention Implementation Inquiry Protocol for Facilitating Change Processes in K-12 Settings
Applying Focused Conversations in Required Higher Education Curriculum
Applying Interventions for Policy Mushroom Awareness
Applying Interventions in Research, Program Evaluation, and Implementation Assessment Studies
Chapter 6: Assessing The Role of Leaders as Change Facilitators: Their Actions and Relationships to Change Process Success - Gene E. Hall
Abstract
Posing The Problem
Framing Change Leadership
Part II: History of Applications of CFS
Part III: Applications and Implications for Leaders and Leadership
Conclusion
Discussion Questions
Applying Change Facilitator Style (CFS) to Facilitating Change Processes
Applying Change Facilitator Style (CFS) In Research, Program Evaluation and Implementation Assessment Studies.
Part III: Case Studies of Implementation at the Individual, District and System Levels
Chapter 7: Individual Teacher Implementation Case Study: Thoughts and Practice of a Hong Kong Teacher’s Efforts to Implement Alternative Assessment in Mathematics - YUNG Wing Yee Angela
Abstract
Part I: Understanding A Teacher’s Readiness Towards Mathematics Alternative Assessment Through the CBAM Lens
Part II: The Case Study
Part III: Challenges in the 21st Century Education
Conclusion
Discussion Questions
Applying Innovation Configuration (IC) and One-legged Interviews for Facilitating Change Processes
Applying Stages of Concern Questionnaires (So CQ) in Research, Program Evaluation, and Implementation Assessment Studies
Chapter 8: Case Study: Three Middle Schools: Utilizing the Stages of Concern (So CQ) for Facilitating the Implementation of a Culturally Appropriate Change Innovation - Tom Cavanagh
Abstract
Posing the Problem
Culture of Care
Assessing Implementer Concerns
Results and Findings
Recommendations for Facilitating Further Implementation
Discussion
Discussion Questions
Chapter 9: Using CBAM to Study Implementation of Innovation in Pk-12 Districts - Julie Oxenford O’Brian
Abstract
Posing the Problem
District Level CBAM Implementation Study Basics
Study Design and Planning
Selection of Study Participants
Stages of Concern Data Collection and Analysis
Levels of Use Interviews and Analysis
Innovation Configuration Map (IC Map) Development and Use
Integrated Analysis, Interpretation and Reporting Results
Discussion Questions
Chapter 10: Implementation of a National Curriculum: An Evaluation Perspective - Jason Loh
Abstract
Posing the Problem
Part I. Concerns Based Adoption Model
Part II. The Study
Part III. Applications
Part IV. Concluding Discussion
Discussion Questions
Applying CBAM for Facilitating Change Processes
Applying CBAM for program evaluation & implementation studies
Acknowledgements
Part IV: Stretching the Views and Strategic Thinking About Change
Chapter 11: Policy Development is a Small Step, Policy Implementation is a Giant Leap - Roland Vandenberghe
Abstract
Posing the Problem
The International Education Market
Implementation is a Giant Leap
Accomplishing a Giant Leap Begins with Involvement of Individuals
A Concerns Related Approach is Necessary
Discussion Questions
Applying Policy Development and Implementation to Facilitating Change Processes
Applying Policy Development And Implementation In Research, Program Evaluation And Implementation Assessment Studies
Acknowledgement
Chapter 12: A Promising Marriage of CBAM and Implementation Science: The Interactive Systems Framework for Dissemination and Implementation - Abraham Wandersman
Implementation Science and the Interactive Systems Framework for Dissemination and Implementation
The ISF and CBAM
Discussion Questions
Chapter 13: Enhancing CBAM Research and Practice by Addressing Dynamic Culturally Infused Ecological Factors That Affect Organizations, their Staff, their Customers, and the Change Process - David Osher
Understanding the importance of dynamic ecologically nested socio-cultural processes and their implications for CBAM
Leveraging an understanding of dynamic ecologically nested socio-cultural processes to enhance CBAM practice and understanding of CBAM
Discussion Questions
Epilogue: Where to Go from Here? - Gene E. Hall

Editorial Reviews

Dr. Hall is the founder and leading author in the field of Concerns Based Adoption Model (CBAM) and his thoughts, ideas, and frameworks are foundational to change and innovation in the field of educational leadership.

William T. Holmes

The Concerns Based Adoption Model: First Edition offers a fresh and research-backed approach to understanding and facilitating change in educational settings. The authors' clear and insightful voice, combined with practical case studies and diagnostic tools, make this textbook an invaluable resource for educators and administrators alike. The emphasis on real-world application, particularly in culturally diverse contexts, ensures that this book will have a significant impact in the classroom. It's a must-have for anyone serious about leading effective educational change.

Dr. Rene O. Guillaume

I have used Hall and Hord's "Implementing Change: Patterns , Principles and Potholes" for years in my graduate course on Change. I, along with my students, have found it useful and beneficial. With the addition of case studies applying CBAM, this text will be even more relevant and valuable to Educational Change Facilitators.

Debra J. Touchton