The Tug of War between Change and Resistance Michael Murphy*
Resistance to change efforts in schools is natural, predictable,
and possible to get beyond.
Resistance: Perfectly Predictable
Human attitudes and behavior toward any proposed change develop
over the course of that change (Hall & Hord, 2001). Change often happens in
three phases: initiation, implementation, and institutionalization (Michael
Fullan, 2007). Initiation is the "process that leads up to and includes a
decision to adopt or proceed with a change" (Fullan, 2007, p. 69), and
this is typically where resistance initially appears. People confront the technical aspects of the change—what they perceive
it will require them to do differently, and if the demands of the change will
be overwhelming (Lawrence, 1969). This
"can I do it?" mentality grows as they are pushed to implement the
new practices. During implementation, change can also shift the way people in
the organization relate to one another (Lawrence, 1969). The social aspects of change can be dangerous and more
confounding than the technical aspects, because many people have deep, personal
reactions to changing "the way we've always functioned." Technical
and social aspects often feed each other to fuel overt resistance.
Observe Others, but Alter Your Behavior
Thinking about the three phases of change and how they relate to
human behavior enables leaders to anticipate resistance before it happens. Knowing
that the technical and social aspects of change often compound resistance also
helps predict the way practitioners may respond to what appears to be a logical,
much needed change. Three strategies help leaders see how to adjust their
behaviors to meet resistance head on.
Strategy
1: Give People What They Need
Closely observe the behavior of those affected by the change and
then provide whatever that behavior signals these colleagues need—before the
behavior turns negative. During the initiation phase, focus on the purpose of
the change and be clear about the urgent reasons that a shift in knowledge or
practice must happen. People are motivated by a sense of purpose_ by an
understanding of the overarching rationale. They will seek connections between
the work you're championing and the other work they're obligated to do. During
implementation, leaders must notice what teachers need and have a thorough plan
ready to support teachers as their understanding of new practices evolves. It's
important that people experience short-term wins during this phase, so they'll
be motivated to continue the work.
Strategy
2: Ask How It's Going
Practitioners will generally be eager to talk about the change and
any concerns they have—if you ask them and truly listen. Then you’ll know how
to address the biggest concerns. When concerns are met, people tend to
cooperate with change and are motivated to work for full implementation (Hall
& Hord, 2001). The most effective way to find out how the change is going: have
a quick, casual conversation with each individual teacher.
Strategy 3: Keep the Change Formula in Mind
A simple formula to keep resistance to a nontoxic level (Beckhard
& Harris, 1987): D x V x F > R (Dissatisfaction workers feel about the
status quo, Vision for the change and
how it will positively affect teachers and students, and First steps a worker must take
to work toward the change, must be greater than the amount of Resistance put forth.) Leaders
should consider how their actions and conversations strengthen teachers'
awareness that the status quo isn't working (D), their vision for positive changes
(V), and their level of comfort with their own first steps (F)—so these
elements will outweigh resistance.
Beyond Tug of War
Leaders must become skilled in observing and responding to the
first signs that unrest is brewing. In many cases, a leader's failure to
strategize how to respond to pushback may actually nurture or accelerate
resistance. Better planning for the pull toward change and better noticing of
the opposing pull of resistance is the leader's job. When we change our own
thinking and behaviors so we create an "us" that accelerates change
together, we can end the tug of war.
References
Beckhard, R., & Harris, R. (1987). Organizational transitions: Managing complex change (2nd
ed.). Upper Saddle River, NJ: Pearson.
Fullan, M. (2007). The new meaning of educational change (4th
ed.). New York: Teachers College Press.
Hall, G., & Hord, S. (2001). Implementing change: Patterns,
principles, and potholes. Boston: Allyn and Bacon.
Huberman, A., & Miles, M. (1984). Innovation up close: How school improvement works. New
York: Plenum Press.
Powell, W., & Kusuma-Powell, O. (2015, May). Overcoming
resistance to new ideas. Phi Delta Kappan, 96 (8), 66–69.
*(For full article, go to Educational Leadership Online June 2016 | Volume 73 How to Be a Change Agent Pages 66-70)
Maya Angelou once stated that when we know better, we do better_ or we should anyway. Often, when we know at all the need for doing something differently, we are more likely to do so_ compliance or out of good will. I would that all of us reflected on our practice enough to notice and acknowledge when that practice needs to change_ no matter our work.
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