Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus

1. 2014 DEANZ Conference – Christchurch
Using a concerns-
based approach to
professional
development of staff for
open and distance
learning

2. CHALLENGES
What are the biggest
challenges facing your
organisation with
regards to the adoption
of innovation, for
example, the
introduction of open,
flexible or distance
education approaches?
• Staff resistance
• Lack of resources
• Lack of clarity around
‘why’
• Lack of time
• Lack of expertise
• Lack of experience
• Lack of knowledge
• Lack of support
• No leadership

3. ACOT MODEL

4. UNDERSTANDYOUR STAFF
• Who are your leaders?
• Who are your technical ‘experts’?
• Who are your ‘theorists’ and thinkers?
• Who are your risk-takers?
• Who are your best practitioners?
• How do you decide?
• What evidence do you have?

5. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision

6. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision

7. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision
Moving ahead
together – goals
achieved, innovation
evident
“Rogue” staff –
enthusiasts who are
difficult to harness
Reluctance, silent
resisters, grumblers,
lacking confidence
Vocal opposition,
resisters,
underminers

8. ASK
What do you think are the
characteristics of a
successful PD programme?
• Relevant
• Sustained
• In-depth
• Personalised
• Authentic
• Applied
• In context
• Engaging
• Over time

9. SOME MODELS TO CONSIDER…
• Whole staff/school wide
• Syndicates
• Mentor teachers
• Trickle down
• Just-in-time
• Reward innovation
• Which have you experienced?

10. DEFINITION OF CONCERN
“The composite representation of the feelings, pre-
occupation, thought, and consideration given to a
particular issue or task is called concern.”
Hall & Hord, p. 61

11. SCENARIO…
Your management team
announces that your
organisation will be offering
a MOOC by the end of the
year.
What questions/concerns do
you have about how you’ll
cope and what you’ll have to
do?
Record one concern per sticky and add to the wall

12. OPEN-ENDED STATEMENT
“When you think about [innovation] what
concerns do you have? Please be frank, and
answer in complete sentences.”
Hall & Hord, p. 68

13. CATERING FOR LEVELS OF CONCERN
• Concerns Based Adoption Model (CBAM)
• 7 levels that cater for the level of concern of
each member of staff
• Awareness
• Informational
• Personal
• Management
• Consequences
• Collaboration
• Refocusing

14. AWARENESS
• "I don't know anything about ICT and am not interested“
• The main focus for staff development at this level of
concern is raising awareness.
• Strategies include: displays, notice-boards, orientation
programmes, presentations.

15. INFORMATIONAL
• "I don't know a great deal but would like to know
more".
• The main emphasis at this stage is providing
information
• Strategies include: brochures/pamphlets, tours/
visits, starter kits, newsletters.

16. PERSONAL
• "I'm not really sure I can do it.How will this affect me?“
• The main focus at this level is establishing relationships
and support.
• Strategies include: one-on-one assistance, functional
relationships with key resource people

17. MANAGEMENT
• "getting organised takes all my time".
• The main focus at this level is demonstrating
procedures
• Strategies include: procedures for accessing software,
hardware, peripherals, technical help etc. Also,
templates, shared files/clipart, policies.

18. CONSEQUENCES
• "How can I improve my work to increase student
performance?“
• The main focus of this level is clarifying and evaluating
effective teaching techniques
• Strategies include: seminars, workshops, professional
reading, library resources, internal ‘help’ publications

19. COLLABORATION
• "How can I work with others to make a greater
impact?
• The main focus of this level is disseminating ideas
and working with others
• Strategies include: peer networks (buddies),
seminars, conference presentations, contributions
to staff meetings & newsletters

20. REFOCUSING
• I know a better way.“
• Those working at this level are able to
concentrate their efforts on new
developments.
• Need to provide background information in
the form of research findings, readings etc.

21. LEVELS OF CONCERN
Level of concern Expression of concern
6. Refocusing I have some ideas about something that would
work better
5. Collaboration How can I relate what I am doing to what others
are doing?
4. Consequence How is my use affecting learners? How can I
refine it to have more impact?
3. Management I seem to be spending all my time getting
materials ready
2. Personal How will using it affect me?
1. Informational I would like to know more about it
0. Awareness I am not concerned about it

23. PLANNING INTERVENTIONS
Hall, George, & Rutherford, 1986

24. Talking Points
Think about planning a professional development
workshop in your organisation. . .
• How were the participants’ concerns identified?
• How did the PD programme match the concerns of
the individuals?

25. Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>