Transcript PowerPoint - Academic Leadership

Working Together
Professional Skills for
Intercultural Leadership
Module 5
Facilitating Change and Managing
Resistance
Acknowledgement of Country
Aims of the Module
• Build on skills and understanding of
intercultural leadership
• Understand and manage challenges in the
intercultural space
• Understanding resistance as an inhibitor, or
constructive tool of change
• Develop competencies and strategies to
engage participants in change
Learning Outcomes
• Determine and understand the reasons to resistance
in the IC space
• Apply a range of problem solving models and
develop strategies to build influence and support a
shift to an IC space.
• Identify strategies to take action with unfamiliar and
changing circumstances
• Initiate and facilitate intercultural learning in a range
of contexts including the classroom and general work
environment.
Change Management
Change
Curve
(ALTC - Academic Leadership, 2010))
 People will respond to change at
different rates
– Understand this factor and
you can then use strategies to
move groups who are slow to
change
– Change agents and early
adopters – use them to help
shift the group
No of people
13.5%
Early Adopters
2.5%
Change
Agents
34%
Fence Sitters
Shift Early
34%
Fence Sitters
Shift Later
16%
Resistors
Range
Activity in Pairs
•
Think of some change that has taken place in
your life recently or in the past, either in
your work or personal life.
•
What were your initial responses to the idea
of change?
Change Talk and Resistance
(Miller and Rollnick, 2002)
CHANGE TALK
RESISTANCE TALK
Disadvantages of Status Quo Advantages of Status Quo
Advantages of Change
Disadvantages of Change
Intention to Change
Intention not to Change
Optimism about Change
Pessimism about Change
Brainstorm
What is resistance?
Definition of Resistance
•
•
•
•
•
An implicit or explicit act or force that
opposes or withstands the introduction or
imposition of an idea, view, a differing
position, another force, or change.
Unyielding opposition can be evident
through either overt or passive resistance
(Hoffman, 2009).
At best we need to contextualise
resistance to a set of forces that stands in
opposition to change. What determines
resistance and the forms of resistance lie
within what is expected to change and for
whom is change beneficial.
Resistance is often seen to be adversarial
and the enemy of change (Waddell &
Sohal, 1998:3 in Hoffman, 2009:196).
However, resistance can also be regarded
as beneficial to change… as a constructive
tool that encourages new ways of rethinking and re-examining ideas,
strategies and purpose of change
(Hoffman, 2009:196).
People do not resist change per se, rather
they resist the uncertainties and potential
outcomes that change can cause
(Waddell & Sohal, 1998:4)
Reasons for Resistance (Cognitive)
•
•
•
•
•
•
The devil I know is better than what I don’t know
What are the risks if I do nothing?
What are the risks if I change?
Am I up to the challenge
Do I have the skills and competence to deal with change
Do I have support – who will guide me through this
process
• Is this a good idea?
• Hidden agenda
why the change?
Who benefits
Who loses
Will it be a win-win situation?
Reasons for Resistance (Emotional)
• Ties with something or someone
• Connectivity and bonds of loyalty to the old ways and people who
follow them
• Doubt
Am I up to the challenge
Do I have the skills and competence to deal with change
Do I have support – who will guide me through this process
• Comfort Zone
Maintaining the status quo
• Fear
what will I lose with the change
If change is necessary how will it impact on me?
Reasons for Resistance (Behavioural)
• What replaces the old ways
• Give me a model of how it works
• I wont support this change
• I will challenge and question
Case Study
Jandamurra
Criminal, Outlaw or Freedom fighter
Strategies for Responding to Resistance
•
•
•
Benefit: to expect change there should be a
clear & relevant advantage for those
expected to change, e.g. professional
competencies, societal benefits. Develop a
list of values & ideas & test compatibility
with the targeted changed
Education: educate people as to why change
is necessary (relates back to who benefits –
we all do!) & why are we (yes, all of us) in
this position today? Statistics are useful for
pragmatics, but stories are useful for
conveying/converting the pragmatics into
real life situations (Case studies). Be
prepared!
Empathy and Trust: develop empathy as to
the advantages change can contribute to
others & themselves, e.g., as a health
professional isn’t it part of your chosen
professional to alleviate suffering, illness & to
improve health of all clients/patients? What
of the suffering of others? It is important to
recognise and validate people undertaking
this major leap of faith.
•
•
Grass Roots – basic facts and expectations.
This is the beginning of transformational
change therefore does not need to be too
complex. People will be at different stages of
acceptance, accommodation or resistance so
allow for the process in the development of
change to occur over time & according to
personal attributes.
Encourage people step by step (you can not
unpackage a person’s lifetime of
enculturation in a single session or day, even
months or a single year). As change occurs
new challenges and successes will also
present, so adjustments, new information,
knowledge and experiences will be part of a
continuous progression towards successful
intercultural interaction. Failure to succeed is
never permanent. Learn by your mistakes
and the mistakes of others (e.g. students on
practicum's putting what they learn into
practice – if you make a mistake admit it and
seek ways of improving – don’t give up!)
Case Study
The Dinner Party Conversation
Overcoming Resistance
Six-Stage Approach
(Schermerhorn et al 2005)
1. Facilitation
2. Education
3. Involvement
4. Negotiation
5. Manipulation
6. Coercion
Education, empathy, and
empowerment are the
successful partners in
overcoming resistance to
change (Hoffman, 2012).
The greatest path of resistance
is enforcement to change,
therefore it should be the last
resort. If enforcement is
considered necessary then
success is minimal, if not
impeded (Hoffman 2012)
Feedback and Close
Evaluation
Please take time to fill out the evaluation.
Doing so will assist the facilitators and
project team to assess how this module
worked and if there are any amendments
or additions to be made.
THANK YOU
Reference
• Foucault, M. (1978) Discipline and Punish: The Birth of the
Prison (trans. A. Sheridan). New York: Vintage Books.
• Hoffman, J.A. (2009) Kalamunda: Change and Resistance.
Doctorial Thesis Dissertation, Curtin University, Perth.
• Hoffman, J.A. (2012) More than Ticking a Box (unpublished)
• Miller, W and Rollnick S., (2002) (2nd Ed) Motivational
Interviewing. Preparing people for Change. Guilford Press:
New York.
• Seymour, S. (2006) Resistance. Journal of Anthropological
Theory Vol 6(3): 303–321 London, Thousand Oaks, CA and
New Delhi: SAGE Publications http://ant.sagepub.com
10.1177/1463499606066