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Dealing with resistance Malines 24 November 2004.

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Presentation on theme: "Dealing with resistance Malines 24 November 2004."— Presentation transcript:

1 Dealing with resistance Malines 24 November 2004


3 Ojbectives Dedramatising “resistance” Understanding Coping Giving it a meaning

4 Own experiences… Individual task (10’) Find a quiet place to work… When did you show resistance yourself? Remember an experince of own resistance Where did the feeling of uncomfort come from? Why did you feel threatened? Why? Why? Why? Why? Why? What can you learn from this experience? What working definition can you draw from it? What could have helped you to overcome your resistance?

5 Illustration: the 5 whys Task: process evaluation by means of observation of attitudes and skills Reaction: impossible in my class 1 Why is it impossible? Because it is too time consuming 2 Why is it time consuming? Because of the accountancy after the lesson periods 3 Why has it to be done after the esson periods? Because there no time for it during the lesson 4 Why don’t you have time during the lesson? Because the learners need help 5 Why do they need help? Because they always get blocked

6 Working definition: resistance Group task (20’) From the reflection on your own experience: Which issues come into play in case of resistance? Which working definition can you agree on? How does resistance show? Which solutions do you see? What remains still difficult? Summary on a poster: our frame

7 Presentation of the posters 3’ per group For us resistance is … Outing of resistance Possible solutions Difficulties…

8 Resistance (frame) Positive: step 1 in the learning process Negative: symptom of a feeling of “threatening”, uncomfort which is disguised in a “logical” impediment Decoding = looking for the real reason for “uncomfort” Technical, emotional, political, moral

9 Signs of resistance ACTIVE Agression Impressing verbally Negativism Boycot Irony, making it ridiculous … PASSIVE Non-verbal Fighting the person instead of the situation Minimising Attributing externally * Waiting Forming coalitions Flying Apathy … * Looking for external cause


11 During the break… Thinking about an example of resistance you would like to analyse with your group… (one for each group)

12 How to deal with resistance? Scene from Sister Act: Which examples of rsistance do we see here? Which model strategies do we see to deal with it? Is our definittion of resistance workable? Do we recognise our solutions? Which other solutions do we see in the scene?

13 Incident method (cf doc) Procedure for problem solving Going through the procedure Questions for clarification Group task (30’) Chosing the incident Trying out the procedure Plenary Effect and learning value of the incident method

14 Dealing wit resistance Pro-active: Observeren, voorspellen Tijdig en uitvoerig informatie verstrekken (duidelijkheid scheppen) Een veilige omgeving creëren en ruimte bieden voor het uitdrukken van bekommernissen en voor het maken van fouten Inspireren en consulteren Eigenaarschap creëren Voordelen en belang aantonen (zoeken naar lokazen, antwoord op eigen problemen)

15 Dealing with resistance Re-active Reacting in a constructive way Accepting different pace Offering choices Showing successes and effects Searching for personal opportunities ASKING TO MAKE EXPLICIT (why?) ACTIVE LISTENING Eerlijk, inspirerend, vooruitstrevend en competent

16 Experiment for day 2 Feedback talk: principles Describe the situation as you see it Give examples from recent events Show the consequences of the facts End with positive expectations and an agreement on actions to take for improvement HOMEWERKHOMEWERK

17 Feedback talk Position, intention and procedure From which position? As a leader As a colleague As a coach

18 Feedback as a leader Intention: for the sake of the group (organisation, project or team) When giving feedback you make explicit The expectations of the group from the person involved The observed deviance The consequences when nothing changes

19 Feedback as a colleague Intention: for your own sake (doing your work in a better, more appropriate way) When giving feedback you make explicit What you need What you see as a shortcoming What are the consequences for you when nothing changes / improves

20 Feedback as a coach Intention: for the sake of the other When giving feedback you make explicit What behaviour you observe: what you see and what the effect of this behaviour is How you would deal with it Why you would do it that way

21 Documents to discover at home Looking for the real reason Dealing with feedback Questionnaire on guiding style Zie Secret Garden (Username: Voornaam) (Paswoord: paswoord van de school) (Site: Basics)

22 Evaluation: reflection Which insights did I get from this session? What am I going to do with it?

23 Literature A. Den Doolaard, De herberg met het hoefijzer John Kotter, Leiderschap bij verandering (1997)

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