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

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 students 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.

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 SoC Data in Change Leadership Practice and Research Using SoC data to inform practice and research Interventions and Supports in Response to SoC 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 LoU Applications of LoU 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 - LeAnn 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 (SoCQ) in Research, Program Evaluation, and Implementation Assessment Studies Chapter 8: Case Study: Three Middle Schools: Utilizing the Stages of Concern (SoCQ) 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

About the Author :
Gene E. Hall, PhD, 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 (5th edition) and The Foundations of Education (17th edition).

Review :
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. 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. 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.