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

Edited by:
  • Gene E. Hall - Professor Emeritus, University of Nevada, Las Vegas, President, Concerns Based Systems, Inc.
April 2025 | 344 pages | SAGE Publications, Inc
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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.
Gene E. Hall
Preface
Gene E. Hall
Chapter 1: The Concerns Based Adoption Model (CBAM) at Fifty: A story of ideas, policies, people, and politics
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
Kent Seidel
Chapter 2: Stages of Concern: Perspectives on Engaging with Innovation
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

 
Debra J. Dirksen
Chapter 3: Levels of Use: A Long History of Applications (and Misapplications)
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

 
Roberto Zamora and Phyllis L. M. Haynes
Chapter 4:: Innovation Configurations Maps: Construct, Development, Applications, and Research
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
LeAnn G. Putney and Sylvia Tegano
Chapter 5: Interventions (Sponsored and Unsponsored): Change Facilitator Actions and Practitioner Interpretations During a Time of Change
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

 
Gene E. Hall
Chapter 6: Assessing The Role of Leaders as Change Facilitators: Their Actions and Relationships to Change Process Success
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
YUNG Wing Yee Angela
Chapter 7: Individual Teacher Implementation Case Study: Thoughts and Practice of a Hong Kong Teacher’s Efforts to Implement Alternative Assessment in Mathematics
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

 
Tom Cavanagh
Chapter 8: Case Study: Three Middle Schools: Utilizing the Stages of Concern (SoCQ) for Facilitating the Implementation of a Culturally Appropriate Change Innovation
Abstract

 
Posing the Problem

 
Culture of Care

 
Assessing Implementer Concerns

 
Results and Findings

 
Recommendations for Facilitating Further Implementation

 
Discussion

 
Discussion Questions

 
Julie Oxenford O’Brian
Chapter 9: Using CBAM to Study Implementation of Innovation in Pk-12 Districts
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

 
Jason Loh
Chapter 10: Implementation of a National Curriculum: An Evaluation Perspective
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
Roland Vandenberghe
Chapter 11: Policy Development is a Small Step, Policy Implementation is a Giant Leap
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

 
Abraham Wandersman
Chapter 12: A Promising Marriage of CBAM and Implementation Science: The Interactive Systems Framework for Dissemination and Implementation
Implementation Science and the Interactive Systems Framework for Dissemination and Implementation

 
The ISF and CBAM

 
Discussion Questions

 
David Osher
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
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

 
Gene E. Hall
Epilogue: Where to Go from Here?

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
University of New Mexico

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
Stetson University

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
New Mexico State University
Key features
  • Each chapter author is an expert in using CBAM elements to understand, assess, and facilitate change.
  • Key case studies help readers use this model to understand and influence change in the schools and systems where they work
  • Each chapter includes an Abstract to summarize their goals. 
  • Research-validated constructs and methods throughout are understandable, practical, and usable.
  • Leadership is examined using three Change Facilitator Styles
  • Examples and anecdotes throughout are used to illustrate how to assess and facilitate change
  • Discussion Questions help highlight the points made in every chapter
  • Recommendations for Facilitating Change use evidence-based content to offer applied recommendations for readers
  • Recommendations for Research offer avenues for future study.

Sample Materials & Chapters

Chapters 1 and 2

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