Levels of Use The third critical component of the CBAM is Levels of Use (LoU), which describe the behaviors of the participants. They do not focus on attitudes, motivation, or other affective aspects of participants. Much like the findings from the ACOT™ studies, the CBAM notes that attempting to determine the effectiveness of an innovation without considering how it is being used will lead to distorted results. Many factors influence a person's or group's Level of Use, but how the implementation is facilitated has the most power. This underlines the critical importance of having a clearly designated change facilitator who is ready and able to implement support strategies and monitoring activities to fully implement the innovation. There are eight Levels of Use described in the model. The developers note that it is not uncommon to find as many as 20 percent of participants in a school implementing change to be at the Non-use stage—and often this percentage is higher! Levels of Use of the Innovation 16 Decision Point Level Descriptor Support Strategies Level 0: Non-use State in which the individual has little or no knowledge of the innovation, no involvement with it, and is doing nothing toward becoming involved. Ideally, potential users will be involved in developing or at least deciding on the innovation. A: When participants take action to learn more detailed information about the innovation, they move to Level I: Orientation State in which the participant has acquired or is acquiring information about the innovation and/or has explored its value orientation and what it will require. General information. Participants need to be aware of the innovation as a whole, its general requirements and purposes, and the timelines for its implementation. Specific information. Participants must know basic steps for using the innovation and any materials or equipment that will be required. Describe what the innovation will look like when used. Focus on immediate use, not ultimate, perfected use. B: When participants make the decision to use the innovation by establishing a time to begin, they move to Level II: Preparation State in which the participant is preparing for first use of the innovation. C: When participants first use the innovation, they are at Level III: Mechanical Use State in which the participant focuses most effort on the short-term, day-to-day use of the innovation with little time for reflection. The user is primarily engaged in an attempt to master tasks required to use the innovation. These attempts often result in disjointed and superficial use. It is useful to observe others who have worked out similar problems or at least receive verbal guidance. Workshops can be useful. "Comfort and caring."Small groups with common problems and a facilitator can provide technical assistance and mutual support. D-1: When participants establish a routine pattern, they are at Level IVA: Routine Use of the innovation is stabilized. Few if any changes are being made in ongoing use. Little preparation or thought is being given to improve innovation use or its consequences. Participants at this level typically do not seek assistance but should not be ignored. Check to see if there is anything that can be provided to make the innovation easier or better. Encourage more effective use of the innovation. D-2: If participants change the use of the innovation based on formal or informal evaluation in order to increase client outcomes, they are at Level IVB: Refinement State in which the participant varies the use of the innovation to increase the impact on clients (students or others) within the immediate sphere of influence. Variations in use are based on knowledge of both short- and long-term consequences for clients. Participants need sanction and support for their efforts along with positive reinforcement. Arrange for visits in other schools/classes where they might get new ideas or models. E: If the participants change the use of the innovation based on input from and in coordination with colleagues for benefits of clients, they are at Level V: Integration State in which the participant is collaborating to use the innovation with related activities of colleagues to achieve a collective impact on clients within their common sphere of influence. Cannot be reached by one user alone. Arrange time for joint planning and decision making. Workshops or materials that offer guidelines for managing groups may be helpful. F. If participants explore alternatives to or major modifications of the innovation presently in use, they are at Level VI: Renewal State in which the participant reevaluates the quality of use of the innovation, seeks major modifications of, or alternatives to, present innovation to achieve increased impact on clients, examines new developments in the field, and explores new goals for self and the organization. Put these participants in contact with others at this level. Provide new materials or support attendance at workshops. Help them channel ideas and energies in a logical and productive manner. Adapted from Hord, Shirley M., William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall. Taking Charge of Change. Austin, TX: Southwest Educational Development Laboratory. (1987).