Stages of Concern

Awareness: A person knows of an innovation but has little involvement or concern with it.

Informational: A person’s awareness grows to include knowledge of an innovation’s general characteristics, effects, and requirements for use. The person doesn’t perceive the innovation as relevant to herself or himself, but has interest in learning more detail if necessary.

Personal: The person perceives a need to be involved with the innovation but is uncertain about adequacy in meeting its demands and about its effects on organizational systems for reward, decision making, and so on. The person wonders what effects the innovation will have on him or her personally in terms of money and status.

Management: The person begins to focus on mastering the processes and tasks of using the innovation well.

Consequence: The person begins to see the innovation’s impact on his or her sphere of influence. For a teacher, this means the innovation’s relevance to student performance is perceived. For example, teachers who learn word processing may be told that this technology will allow them to produce lesson and learning plans more quickly and to tailor handouts to the needs and interests of subgroups within a class. At this stage, the person experiences the positive effect of such changes.

Collaboration: With experience comes confidence. The person is now ready to exchange ideas, discuss difficulties, and cooperate with other using the innovation.

Refocusing: The person wishes to explore additional benefits from the innovation. These might be made possible by advanced training, changes in procedures, or tie-in with another technology. The innovation and its benefits become routine. The person is open to the possibility of its replacement with a newer technology.