COMM 212 DEVELOPMENT COMMUNICATION HANDOUT

(For educational purposes only; not for public dissemination)

Instructor: Sigfred F. Navasquez

CONCEPTS OF DEVELOPMENT COMMUNICATION

Lesson Structure Unit I

Philosophy and Goal of Development Communication

Three Major Paradigms
Approaches to Development Communication

Lesson Structure Unit II

Lerner’s Model of Development

Roger’s Diffusion of Innovation

UNIT I

Introduction

The term “Development Communication” was first introduced during the period of World War II. Development
communication is defined as “communicating to promote social development.” It can be referred to as
‘communication for development’ or ‘development support communication’ or ‘communication for social
change’. In order to see that development communication is happening one needs to ensure that the
processes and strategies are systematically applied. Following the principles of communication to bring out
positive social changes in true sense is called development communication.

Like communication, development too has different meanings to different scholars and practitioners (Melkote
& Leslie, 2015). Development means improving the living conditions of society. Though this concept is widely
accepted but there is a debate on what constitutes to improved living conditions and how that would be
achieved (Melkote & Leslie, 2015). The proponents say that development communication is planned use
of strategies of communication to achieve development (Sinha, 2013). The term “Development
Communication,” first used by Nora Quebral in 1970 (Srampickal, 2006).

According to Everett Rogers (2008), the purpose of Development Communication is to support sustainable
change in development operations by engaging key stakeholders. The major functions are establishing
conducive environments for assessing risks and opportunities; disseminate information; induce behavior and
social change (Rogers, 2008). It is adequate to say that the scope and functions of development
communication is not restricted to passing information and messages alone, it is also about involving the
stakeholders and assessing the situation. Daniel Lerner (1958), Everett Rogers (1962), and Wilbur Schramm
(1964) are the propagators of development communication with different approaches (Manyozo, 2012).
COMM 212 DEVELOPMENT COMMUNICATION HANDOUT
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If we analyse the core concept of development process and its transformation then we can draw a list of
characteristics of development of communications from its historical and ideological perspectives (Narula,
1994).

I. The center of focus is human being and their development. The process could be relevant if it is
managed by and with people.
II. Primary objective is to fulfill basic needs of the people.
III. The development process must be based on combining local knowledge and modern science and
follow the holistic approach by referring ecological and cultural environment of that particular society.
IV. That process must be original, self-reliant and based on the indigenous process rather than
borrowing from other cultures or societies.
V. The process must rely on the locally available resources, material and manpower for the economical
or infrastructural development.
VI. A structural, social and behavioural transformation is required to implement the process and to
overcome the inequalities within and between the societies.
VII. Therefore, the development process depends on the ability to adopt the social
VIII. change through technological, cultural and political transformation.

Basically, there are various issues and sub-issues which have been discussed by the experts related to
development particularly on economic, social, political, cultural growth, eradication of poverty and better
healthcare facilities. The major focus is to provide quality of life to the people through development
communication programs. The issues and sub-issues are: development gap between the rich and poor,
communication gap and information backlogs, blockages due to bureaucratic processes and political will etc.

Philosophy and Goal of Development Communication

Three main ideas which define the philosophy of development communication and make it different from
general communication are as follows:

a. Development communication is purposive communication; it is value-laden and is pragmatic in

nature. In the context of development, a positive value is attached to what is being communicated
and it should motivate people for a social change.
b. Development communication is goal-oriented. The ultimate goal of development communication is
a higher quality of life for the people of a society by social and political change.
c. The goal of development communication is not purely in economic terms, but also in terms of
social, political, cultural, and moral values that make a person’s life whole, which will enable
her/him to attain her/his complete potential. The goal of development communication in a specific
society will be influenced by the ends and values of that society.

Development communication has to deal with two types of audience:

i. The communicators comprising development bureaucracy, media practitioners, and professionals,
ii. The people i.e. the audience who can be informed or uninformed; educated or semi-literate or
literate.
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Instructor: Sigfred F. Navasquez

Three Major Paradigms

There are three major paradigms of development identified ideologically and historically (Rogers, 2008)
are, a. the dominant paradigm (modernization), b. the opposing paradigm (dependency), and c. the
emerging paradigm (participation).

Dominant Paradigm (Modernization/Modernisation)

This perspective emerged from the concept of development to be “modernisation.” Evolved after the World
War II, the central idea of this paradigm was to solve development problems by "modernising"
underdeveloped countries. This thought was part of the dominant culture or we can say the majority atleast
believed this (capitalism and embracing modernity) to be answer to development issues.

This approach advised the society, how to be effective in following the behaviour of the rich and influential or
we can say pattern of the capitalist driven western economies. Development was equated with economic
growth. The modernisation approach is to promote and support capitalist economic development. In an extent
the followers of this paradigm believe that the Western model of economic growth is universally applicable
and persuaded people to adopt the modern technology (Melkote & Leslie, 2015).

Paulo Freire (2008) defined four major levels of dominant paradigm:

• Cultural level
• Technocratic level,
• Political level, and
• Economic level.

Modernisation promoted to change the mindset of individuals under developed countries and advised to
abandon traditional beliefs to embrace innovation and modernity at the cultural level. (Lerner 1958).

At the technocratic level, modernisation proposed to rely on scientific method, whereas political freedom and
the adoption of democratic systems need to be followed at the political level. And at the economic level,
virtues and power of the free market is blindly followed, with no or minimal government intervention (Freire,
2008).

In 1950s and 1960s, the main aim of modernisation was to measure economic growth as development. Here
the conception of development is a linear one based on trust in science, reason, technology, and the free
market (Freire, 2008). This perspective is criticised for overtly focusing on the economic aspect and ignoring
the broader aspect of socio-cultural impact. Further, this paradigm is believed to be culturally insensitive,
theoretically flawed, and methodologically inadequate (Servaes, 1991). Communication was associated with
the dissemination of information and messages aimed at modernising the “backward or under –developed or
developing” countries and their people. Media seemed to be the loadstar as it provided with communication
initiatives that is largely dependent on the traditional vertical or one-way model: Sender-Message-Channel-
Receiver (SMCR).
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“Communication was expected to help modernise people’s attitudes and ways of thinking, which would be
conducive to support of the economic model” (Melkote and Stevens 2001). Communication in the dominant
paradigm is linked with the linear mass media model aimed at transmitting information and messages in a
vertical or top-down fashion, believed in the persuasive power of media, till 1970s (Freire,2008). Lasswell’s
(1948) linear communication model reflected the use of communication to persuade audiences to change
behaviours. The failure of modernisation caused the re-analysis of the theoretical models of communication,
such as “the hypodermic needle theory” or “the bullet theory,” which overemphasised the power of media
over people. It is evident that media alone cannot change people’s mind-set and behaviour and moreover
audiences are not as passive either (Freire, 2008). The new perspectives in development communication
began between 1970 and 1980 subsequently, an alternate way of thinking about development emerged.

The Opposing Paradigm (Dependency)

In the 1970s political-economic aspect of development was considered a better alternative for
“modernisation” and after strong opposition against the modernization paradigm, emergence of an alternative
theoretical model set afloat, based on the dependency theory.

This school of thought criticises some of the core assumptions of the modernization paradigm, such as
neglecting social, historical, and economic factors. It accuses the dominant paradigm of being very Western-
centric, overlooking any alternative route to development. The dependency theorists emphasised the
importance of the link between communication and culture. According to A.G. Frank (1969), development
and underdevelopment are the two faces of the same coin, shaped by specific historical, economic, and
political factors. He developed this view based on a structural analysis of the international capitalist system
(Freire, 2008). This alternate thinking of development challenged the dominate pattern of modernisation and
argued for political and economic restructuring for an equal distribution in society (Freire, 2008; Melkote
& Leslie, 2015). To address the imbalances in the world’s state of affairs, dependency theory proposed
developing countries to work on two levels. National level they need to be economically self-reliant and less
dependent on foreign imports. Internationally, they should form alliances among themselves to create a
stronger political presence (Freire, 2008). It demanded a more balanced and equitable exchange of
communication, information, and cultural programs, among rich and poor countries.

The main idea was to stimulate growth of domestic industrialisation (McMichael 1996). But it was unable to
deliver an appropriate method/s to address development challenges. Critics accused this model of becoming
too economically focused and not considering social and cultural factors, like dominance theory. And the
focus of communication is not prominent in this paradigm. Media and flow of information played a minor role
internationally. With all differences between modernisation and dependency theories, their communication
model was same: a one-way communication flow, with the main difference between the two theories being
who was controlling and sending the message and for what purpose. The supporters of this theory debated
for re-analysing the communication agenda in lines of a balanced communication flow internationally. They
suggested to ponder the various component of communication within countries and to entrust on the private
media and community media (Freire, 2008).

Although the dependency theory had gained a significant impact during the 1970s, yet it started to lose
relevance around 1980s.
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The Emerging Paradigm (Participation)

This participatory model is less oriented towards political-economic dimension and more rooted in cultural
realities of development focusing on peoples’ participation. Slowly there was a shift from economic aspect
towards social aspects.

This development was considered positive for the long run. “Participation” is recognized as an important part
of sustainable development strategies. The refusal of the above two paradigms, only put forth this new
emerging paradigm, advocating for not just people’s participation but also for empowerment. According to
Melkote (2015), the emerging perspective is referred as liberation or monastic, a third area of thinking which
practices development and social change. Paolo Freire (1973) is the most distinguished scholar advocated
development as liberation, derived from liberation theology (Melkote, 2015).

A few more theories surfaced in the lines of participatory and people-based development like, multiplicity
paradigm (Servaes 1991), the empowerment approach (Friedmann 1992). Common features of this
perspective are the emphasis on people, the endogenous vision of development, and the attention to power
and rights issues at grass root level (Freire, 2008).

“Participatory” paradigm emphasised upon two-way communication principles and practices. Development
communication has increasingly moved toward a horizontal, “two-way” model, which favours peoples’ active
and direct interaction through consultation and dialogue with the help of traditional form (one-way information
dissemination) of mass media.

It also assesses risks, identifies solutions, and seeks consensus for action. These qualities are seen as a
key to the success and sustainable development efforts. This paradigm is changing the way communication
is conceived and applied. It shifts the emphasis from information dissemination to situation analysis, from
persuasion to participation. Though media is no longer the central element, just a means of communication
yet this paradigm is broadening its scope, maintaining the key functions of informing people and promoting
change, still maintaining the importance of using communication to involve stakeholders in the process of
development.

Approaches To Development Communication

There are various approaches to handle development communication which are not exclusive to each other.
The main approaches are can be summarized under the following heads:

1. Diffusion/extension approach
2. Mass Media approach
3. Development support communication approach
4. Institutional approach
5. Integrated approach
6. Localized approach to development communication
7. Planned strategy to development communication
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Now let’s study them in detail:

1. Diffusion/ Extension Approach to Development Communication: The focus of this approach is

largely on the adoption of technological and social innovations by bringing in new ideas, services
and products. Diffusion of both material and social innovations is necessary for development.
Material innovations refer to economic and technological innovations and social innovations pertain
to social needs and structure. The process of diffusion starts with the need of individual and
community decisions whether to accept or reject the innovation (new findings). This decision primarily
depends on the needs of the adopters. Consequences of diffusion can be direct/indirect, latent/
manifest, and functional/dysfunctional. The early models of diffusion focused only on material growth
only to realize that social growth along with material growth was necessary for diffusion of products,
ideas and services. Therefore, diffusion decisions have to handle the economic, technological and
social constraints.

2. Mass Media Approach Development Communication: A well-defined developed mass media and
interpersonal communication infrastructure is necessary for development communication. It is
necessary that these infrastructures should be accessible to the people, both physically and socially.
The content of the messages should be balanced. The content should be both rural and urban
oriented and should cater masses in both sectors. The messages should be need-based and they
should appeal to the audience.

3. Development support communication: In the approach, communication strives not only to inform
and educate but also to motivate people and secure public participation in the growth and processes
of change. An awareness of development plans is an essential stage in the public cooperation for
national development. Development communication and development support communication are
thus two different terms. s

Development Communication helps in communicating development messages to people for

betterment of their economic and social conditions, whereas development support communication
addresses development planning and the plan of operation for implementation. But often these two
terms are substituted for each other.

4. Institutional approach: This approach focuses on education for development. The emphasis is on
literacy-universal education, adult education, formal and non-formal education. There is emphasis
on need-based training and development – oriented programs conducive to development.

5. The Integrated Approach: This approach to development communication emphasizes the need to
avoid duplication and waste in development efforts. The balance in the spread of information facilities
must be maintained both for rural and urban, backward and prosperous areas.

6. Localized approach to development communication: It is also known as Community-based

communication system. This approach may be evolved to ensure greater participation of local people
in planning and production of communication material which is community-based.
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7. Planned Strategy for Development Communication: The success of development communication

depends on team approach, i.e. the coordination between the communication agencies (extension
workers, radio, TV, Press, etc.) and development agencies, according to this approach.

Conclusion

Development Communication is communication with a social conscience. It takes the overall growth and
prosperity of people into account. Development communication is not just associated with rural problems, but
is also concerned about urban problems. It has two primary roles: a transforming role, as it seeks social
change in the direction of higher quality of values of society. In playing its roles, development communication
seeks to create an atmosphere for change, as well as providing innovations through which society may
change.

UNIT II

Introduction

Development is an integral value loaded cultural process. It encompasses the natural environment, social
relations, education, production, consumption and well being. The term progress, development and
modernisation refer to a single historical phenomena i.e. transition from an agrarian (farming) to an industrial
society. The society is slowly growing into complex, adaptive, information bound, and multiple feedback
system. Conceptualisations of development is constantly changing over time, this brings forth how we look
at the ideology and reality of development, the development issues and sub-issues. The concepts,
related issues and sub-issues have been changing because of global changes in social milieu, economy,
polity, technology and communication perspectives. These are inter-dependent factors for development.

These five factors have changed the notion of development, how to do development and why the
development efforts of developing countries do not equate with the development in these countries.
Incidentally, all development issues posed during the four decades have been running concurrently but during
a particular decade one or the other development issues became the major focal point due to the
development demands of the masses and development strategies and actions of the elites and planners.

The related sub issues posed by development issues are:

1. Development gap between the haves and the have-nots;
2. Communication gaps and information blockages;
3. Programmes of planned development;
4. Development blockages due to bureaucratisation;
5. Political will;
6. Need for development communication and development support communication;
7. Efforts of international development organisations; and
8. Flow of development and investments.
COMM 212 DEVELOPMENT COMMUNICATION HANDOUT
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Development issues and sub-issues:

• Development issues have varied over time for four counts.

• Development definition assigned.
• Changing development needs of the masses
• Changing world economy and technology
• Politics of development and
• Resultant supporting issues.

Lerner’s Model Of Development

The focus of development has always been growth in 1950s and 60s. The economic growth was through
industrialization and modernization. Modernization presented the problems of structural constraints,
urbanization, literacy and exposure to mass media. Lerner (1958) pointed out that the later three are the
indices of modernization.

Lerner’s model of development (Figure 1)

Development did occur during this period but for already developed societies. The trickle-down theory
assumed that the benefits of industrialization and modernization will trickle down from rich and middle class
to the poor. The poor will have a capital gain as well as gain in knowledge and awareness from developed to
developing countries. But this theory did not work as assumed. It rather created a gap between the rich and
the poor, the haves and have-nots. The emphasis on modernization through media exposure again created
communication gap between the haves and have-nots because of media opportunities and media access
limitations.
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Urbanization created peripheral slum areas around metros and towns as rural population migrated to urban
areas in search of new employment opportunities and better quality of life. The efforts towards literacy were
a slow process.

The western model for development predominated the 1950s and 60s. Rogers (1960) called this “dominant
paradigm” of development as it had excessive ideological influence in the field of development. This model
emphasized on increased productivity, economic growth and industrialization, through heavy industries,
capital intensive technologies, urbanization, centralized planning. Development was measured by gross
national product (GNP), total or per capita income. There was a shift from a static, agricultural, primitive
and rigid society to a dynamic, industrialized, urbanized and socially mobile nation.

Daniel Lerner and Wilbur Schramm (1964) supported the dominant paradigm and advocated automation (use
of technology) and technology for development and change. They made significant contributions in stressing
on the role of communication for technological development. The development community argued that the
case of underdevelopment in the developing countries was not due to external causes but due to internal
causes present within the nation and the individual as well as within the social structure.

Lerner and Schramm stressed that the individual was to be blamed to the extent that he was resistant to
change and modernization, whereas Rogers, Bordenave and Beltran (1976) argued that the social structural
constraints like government bureaucracy, top-heavy land tenure system, caste, exploitative linkages among
others were to be blamed. Lerner pointed that since the individual was identified as the cause of
underdevelopment, she/he was also the starting point to bring about social change. The modernization of the
individual’s traditional values became the priority task.

Rogers points out that there has been barely any effort to change the social structure though it had been
identified as a major cause of underdevelopment. The mass media was used to bring about change.
Moreover, the dominant paradigm failed to differentiate the developing countries with rich resources or those
with low resources. Since these two types of developing countries might have needed entirely different
development handling to achieve the best results.

Lerner, Schramm and Rogers emphasized role of mass media for development and social, political change.
Lerner identified four indices of development:
• Industrialisation;
• Literacy;
• Media exposure; and
• Political participation.
The right approaches to development are when people are mobile, empathetic and participative. Lerner
(1958) suggested that media exposure, political participation and developing psychic empathy are necessary
for development. Modern society is a participant society and it works by consensus.

Thus, in the dominant paradigm the communication flow was one way which was top-down vertical
communication from the authorities to the people, the mass media channels were used to mobilise the people
for development and the audience was assigned a passive role for acceptance of social change.
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Rogers’ Diffusion of Innovation

The diffusion model is rooted in the modernisation paradigm, with the intent to use media communication
and methods to persuade people to change specific behaviours. Diffusion approaches believe progress is
achieved by inducing change in individuals’ attitude. This approaches links to the participatory model, instead,
acknowledges that there can be different constructions of the same reality. No one single party has the
ultimate truth; rather, there are a number of realities that often need to be reconciled through communication.
This theoretical framework grows out of the constructivist perspective and carries a number of implications.

The diffusion mode is more media- and message-oriented, while the participation mode is more about
dialogue, investigation and analysis. By necessity, the development communication specialist needs to be
conversant with research methods of both modalities.

In the initial phases of development projects and programs, i.e. inception, preparation, and design—familiarity
with empirical investigation techniques and approaches often becomes more important than familiarity with
communication media and messages.

DIFFUSION

Rogers (Rogers, 2005, p. 5) defines diffusion as “the process in which an innovation is communicated though
certain channels over time among the members of a social system.” There are four key elements in making
of this definition: Innovation, communication, time and social system. We will study them in detail. Diffusion
of Innovation includes both spontaneous spread of new ideas and a planned method of propagating a new
idea (Rogers, 2005, p. 6).

Elements of the Source Message Channel Recover Effects

Model
Corresponding Inventors, Innovation Communication Members Consequences
elements in the Scientists, (Perceived channels. (Mass of a social over time:
diffusion of change attributes such media or system 1. Knowledge
innovations agents, as relative interpersonal) 2. Attitude
opinion advantage change
leaders compatibility, (Persuasion)
etc.) 3.Behavioural
change
(adoption or
rejection)
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ELEMENTS OF DIFFUSION OF INNOVATION MODEL INNOVATION

Rogers (2005, p. 12) defines Innovation as “an idea, practice or object that has perceived as new by an
individual or other unit of adoption.” First time knowledge about a well-established practice can be perceived
as ‘new,’ and an innovation, for that particular group of individuals. As Rogers said, “newness can be
expressed in terms of knowledge, persuasion or a decision to adopt.”

It is incorrect to assume that all innovations are beneficial and that all innovations are equally adopted. The
main characteristics of an innovation that significantly affect its adoption (or rejection) are:

1. Relative advantage
2. Compatibility
3. Complexity
4. Trial-ability
5. Observability.

COMMUNICATION CHANNELS

Communication is crucial in spreading ideas and to exchange of information. As defined by Rogers (2005, p.
18), communication is the “process by which participants create and share information with one another to
reach a mutual understanding.” Messages are transmitted from one individual to another through
communication channels. The two most powerful communication channels are the mass media and
interpersonal communication. The former helps in creating awareness and spreading knowledge about an
innovation, whereas, the latter is effective in creating an opinion and possible adoption or rejection of the
innovation. Most effective communication takes place between individuals who have similar backgrounds
such as education and socioeconomic status, and so forth. Such a communication is called homophilic. But,
often, in diffusion of innovation, heterophilic communication occurs between an individual who has better
knowledge and understanding of the innovation to an individual with lesser awareness.

TIME
Time is an important factor in studying diffusion research. Time is involved in various phases of the diffusion
process, namely,
1. The innovation decision process;
2. The individual innovativeness, i.e., the time taken for an individual to accept/ reject an innovation as
compared to others; and
3. The rate of adoption of the innovation

SOCIAL SYSTEM
A social system has a definite structure, defined as the patterned arrangements of the units in a system
(Rogers, 2005, p. 25) and a set of norms. Hence, it is clear diffusion and adoption of innovation are greatly
affected by the social system and the characteristics of the individual units of that system.
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INNOVATION AND RATE OF ADOPTION

When a new idea manifests, the foremost reaction is to scrutinize it. This attribute and attitude help to
understand the related features, advantages and disadvantages. It helps us make a mental picture and
comprehend the innovation better. This is where the importance of understanding the attributes of an
innovation comes to picture, which then affects its rate of adoption.

Rogers (2005) defined the rate of adoption as “the relative speed with which an innovation is adopted by
members of a social system.” For instance, personal and optional innovations usually are adopted faster than
the innovations involving an organization or at best a collective innovation-decision. Moreover, the cumulative
(which increases in successive addition) function of the rate of adoption of an innovation is an S-Shaped
curve. The S-shaped curve rises very slowly in the beginning, which implies only a few adopters. It gradually
increases and then shoots up to a maximum when more than half of the adopters have adopted. It continues
to rise gradually, yet slowly, signifying the left-out group of people to adopt the innovation.

RELATIVE ADVANTAGE

Rogers (2005, p. 219) defines relative advantage as “the degree to which an innovation is perceived as being
better than the idea it supersedes.” For early adopters, innovators, and early majority social status is a highly
motivating factor. The greater the relative advantages of an innovation, the greater its rate of adoption. E.g.
in order to integrate technology into education, teachers should first see its usefulness and that it helps with
their instructions (Finley, 2003). Once the adopter sees the relative advantages of an innovation, the adopter
generally perceives how compatible the innovation is to their current situation.

COMPATIBILITY
Compatibility is defined as “the degree to which an innovation is perceived to be consistent with the existing
value system, past experiences and needs of potential adopters.” A compatible innovation has a good rate
of adoption.

COMPLEXITY
Some innovations are easy to understand and use while others are more difficult to comprehend. In general,
the complexity of an innovation lowers its chances of adoption. Complexity is defined as the “degree to which
an innovation is perceived as relatively difficult to understand and use.”

TRIALABILITY
It is the “degree to which an innovation can be experimented on with a limited basis.” When an innovation
can be tried, it increases its chances of adoption. An innovation is changed according to the user feedback
during the trial phase. Similarly, most of the pharmaceutical drugs have to cross a mandatory trial phase
before their actual market launch. In general, adopters wish to benefit from the functional effects of an
innovation, but avoid any dysfunctional effects. However, Trialability may reduce the rate of adoption.

OBSERVABILITY
It is defined as “the degree to which the results of an innovation are visible to others.” This is positively related
to the rate of adoption. When we see our peers using a new technological gizmo, we are more likely to buy
and try it out on our own. This shows that ideas easily observed and communicated are more likely to be
adopted.
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INNOVATION-DECISION PROCESS

This is a process that happens over time where the advantages and disadvantages of an innovation are
weighed and a decision is made, with regards to adopting the innovation or rejecting it. It consists of 5 stages:
knowledge, persuasion, decision, implementation, and confirmation.

First Stage: Knowledge

This is the stage when the users or possible adopters first hear about the existence of the innovation, and
then gain knowledge and understanding about its various functions. There are three types of knowledge
associated with these questions:

a. Awareness-Knowledge: When a possible adopter seeks information regarding what the innovation
is all about, has inquisitiveness that falls under the first category of knowledge. This might motivate
other fellow adopters to seek similar information about the innovation and also lead them to ask
further questions.
b. How-to-Knowledge: This type of knowledge elucidates the users about how to correctly use an
innovation. If the user has proper and correct “how-to” knowledge before the trial and adoption of the
innovation, it increases the likelihood of its adoption.
c. Principle-Knowledge: Lack of principle knowledge may lead to misutilization of an innovation and
subsequent discontinuity. By all this “know-how” knowledge, individuals are well-equipped to judge
the effectiveness of any innovation. But this does not guarantee the adoption of the innovation as it
also depends on the attitude of the individual towards it.

Second Stage: Persuasion

At this stage, an individual form a favourable or an unfavourable attitude towards an innovation, but this
attitude does not necessarily lead to adoption or rejection of the innovation. Rogers states that the former is
more cognitive or knowing, whereas the latter is more affective or feeling. It is the integral step where the
user starts forming a perception about the innovation and hence, more intricately and psychologically
involved. The user continues to seek information about the innovation.

Third Stage: Decision

At this stage, the individual puts his knowledge and opinion into practice and decides whether to adopt or
reject an innovation. Adoption is the decision “to make full use of the innovation as the best course of action
available” and rejection implies not to adopt an innovation.

Fourth stage: Implementation

Implementation happens when the innovation is put into practice. A person gathers all necessary information
regarding the innovation and comes to a decision of adopting or rejecting it. Finally, in this stage it is put into
practice. The role of change agents is significant here as technical advisors as they answer various questions
regarding the innovation. Implementation is a more challenging process when an organisation is involved as
the users are different sets of people, and often, different than the deciders.

Fifth stage: Confirmation

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This stage reinforces the adoption of decision and integration of new innovation within the framework of
existing practices. It is also possible that the individual also decides to reverse his decision of adoption, if he
comes across any conflicting views about the innovation.

End of Handout.