10 Influential Leaders Defining the Future of Digital Banking in 2024.pdf
Cbam
1. THE INTENDED ADOPTER
Kelly Celmer
Marian Moore
Stefanie Trentacoste
PRESENTED BY:
(Ellsworth, 2000, pages 134-149)
2. Background
• First proposed by Hall, Wallace, and Dossett
• Change begins at the individual level, not the system
level.
• Intended adaptor must facilitate how the change can
benefit the client in order for the client to
understand and adjust to the change appropriately.
• Focuses on their clients needs and progress
o Individual (client) will either adopt or reject decision
themselves.
o Therefore, change must be applicable to relevant to
client for intended change to occur.
CONCERNS-BASED ADOPTION
MODEL
(Ellsworth, 2000, pages 134-149)
3. • Change facilitators only can offer strategies and
support with the use of diagnostic tools.
• Use instruments to collect data to prescribe
diagnostic interventions
This leads to specific strategies for
implementation.
• Measure and administer multiple times
o Change is a process, not an event.
o Change needs to be observed in practice rather
than discussed.
(Ellsworth, 2000, pages 134-149)
CONCERNS-BASED ADOPTION
MODEL
4. CONCERNS-BASED ADOPTION
MODEL
Stages of
Concern
Describe Clients
Feelings &
Affects
Levels of Use
Describe Clients
Behaviors &
Actions
Innovation
Configurations
Use Component
Checklists
for Intended
Clients
3 DIAGNOSTIC DIMENSIONS
(Ellsworth, 2000, pages 134-149)
6. STAGES OF CONCERN
Stage 6: Refocusing
I have some ideas about something that might work even better
Stage 5: Collaboration
“How might I integrate my use with other teacher’s use?”
Stage 4: Consequence
“What effect is my using it having on student’s learning?”
Stage 3: Management:
“Just using it is taking all of my time!”
Stage 2: Personal
“How will using it affect me?”
Stage 1: Informational
“I would like to know more about it.”
Stage 0: Awareness
“I am not concerned about the innovation”
(Ellsworth, 2000, pages 134-149)
8. • have not attempted to use the innovationLevel 0: Non Use
• learning the innovationLevel 1: Orientation
• gearing up for the first attemptLevel 2: Preparation
• focused on the routine aspects of using
the innovationLevel 3: Mechanical
• stabilized usageLevel 4a: Routine
• considering changes and improvements
Level 4b:
Refinement
• share learning and favorable outcomes
with colleaguesLevel 5:Integration
• Re-evaluate effectiveness and examine
new innovationLevel 6: Renewal
LEVELS OF USE (Ellsworth, 2000, pages 134-149)
10. Innovcatio
• Change Facilitators
o to ensure that they can use it to advise teachers and
administrators
• Administrators
o to ensure that the innovation as defined is consistent with
their vision.
• Teachers
o to ensure that they understand what implementations is
supposed to look like in their classrooms.
• Evaluators
o to ensure that they understand what they are supposed to be
looking for when assessing implementation.
INNOVATION CONFIGURATION
(Ellsworth, 2000, page 142)
