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2014 DEANZ Conference – Christchurch
Using a concerns-
based approach to
professional
development of staff for
open and di...
CHALLENGES
What are the biggest
challenges facing your
organisation with
regards to the adoption
of innovation, for
exampl...
ACOT MODEL
UNDERSTANDYOUR STAFF
•  Who are your leaders?
•  Who are your technical ‘experts’?
•  Who are your ‘theorists’ and thinker...
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision
Moving ahead
...
ASK
What do you think are the
characteristics of a
successful PD programme?
•  Relevant
•  Sustained
•  In-depth
•  Person...
SOME MODELS TO CONSIDER…
•  Whole staff/school wide
•  Syndicates
•  Mentor teachers
•  Trickle down
•  Just-in-time
•  Re...
DEFINITION OF CONCERN
“The composite representation of the feelings, pre-
occupation, thought, and consideration given to ...
SCENARIO…
Your management team
announces that your
organisation will be offering
a MOOC by the end of the
year.
What quest...
OPEN-ENDED STATEMENT
“When you think about [innovation] what
concerns do you have? Please be frank, and
answer in complete...
CATERING FOR LEVELS OF CONCERN
•  Concerns Based Adoption Model (CBAM)
•  7 levels that cater for the level of concern of
...
AWARENESS
•  "I don't know anything about ICT and am not interested“
•  The main focus for staff development at this level...
INFORMATIONAL
•  "I don't know a great deal but would like to know
more".
•  The main emphasis at this stage is providing
...
PERSONAL
•  "I'm not really sure I can do it.How will this affect me?“
•  The main focus at this level is establishing rel...
MANAGEMENT
•  "getting organised takes all my time".
•  The main focus at this level is demonstrating
procedures
•  Strate...
CONSEQUENCES
•  "How can I improve my work to increase student
performance?“
•  The main focus of this level is clarifying...
COLLABORATION
•  "How can I work with others to make a greater
impact?
•  The main focus of this level is disseminating id...
REFOCUSING
•  I know a better way.“
•  Those working at this level are able to
concentrate their efforts on new
developmen...
LEVELS OF CONCERN
Level of concern Expression of concern
6. Refocusing I have some ideas about something that would
work b...
PLANNING INTERVENTIONS
Hall, George, & Rutherford, 1986
Talking Points
Think about planning a professional development
workshop in your organisation. . .
•  How were the particip...
Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>
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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

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Deanz cbam

  1. 1. 2014 DEANZ Conference – Christchurch Using a concerns- based approach to professional development of staff for open and distance learning
  2. 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. 3. ACOT MODEL
  4. 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. 5. RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision
  6. 6. RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision
  7. 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. 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. 9. SOME MODELS TO CONSIDER… •  Whole staff/school wide •  Syndicates •  Mentor teachers •  Trickle down •  Just-in-time •  Reward innovation •  Which have you experienced?
  10. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
  22. 22. PLANNING INTERVENTIONS Hall, George, & Rutherford, 1986
  23. 23. 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?
  24. 24. Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>

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