The Complex Dynamics of Human Interaction
Electrical conductance is the reciprocal of electrical resistance.
A piece of conducting material of a particular resistance meant for use in a circuit is called a resistor. Conductors are made of high-conductivity materials such as metals, in particular copper and aluminium. Resistors, on the other hand, are made of a wide variety of materials depending on factors such as the desired resistance, amount of energy that it needs to dissipate, precision, and costs.
Why Resist?
Worth considering is do we think resistance is a trait or a state? In other words, we have all offered resistance at some point in our personal and professional contexts.
Substance
Sometimes we offer resistance because we think the idea or change being proposed is simply a bad idea. A powerful question I always ask myself (and others) when initiatives are proposed is how will this support educator and student well-being and learning?
Process
Another reason for resistance is we don’t feel consulted or involved in the change being proposed. I liken this to the “fake markers and chart papers” experience where often our group was asked to contribute insights and ideas but no evidence of our input was to be found in the final outcome.
Readiness
Sometimes we’re just not emotionally or mentally ready for the change being proposed. It’s that feeling of being overwhelmed with the 19 things already on our plate and not having the capacity to take on yet another initiative without something being removed.
Possible Approaches
We often ask ourselves how we can overcome resistance but additional questions we might consider include:
- Why is this person or group offering resistance? (Substance / Process / Readiness or a combination of all of these factors)
- How might approaching our conversations with intellectual humility assist in deepening our understanding?
- How can I place educator and student well-being and learning at the centre of our conversations?
Forget Efficiency
Working with resistance takes time. If we take a “my way or the highway” approach it may provide a quick resolution, but you may potentially harm relationships with this approach. On the other hand fostering authentic collaboration to address any issue is complex and requires building (or rebuilding) trust over time.
Focus on Listening
The 50% of any interaction we can influence is our half. Finding the time, space and grace to listen is a tremendous gift we can bring to any conversation. Listening with uncertainty as opposed to listening to speak can build trust and open the door to deeper conversations.
Be Open to Change Yourself
If we are intellectually humble, we are listening to learn with the recognition that our views although deeply held may not always be right. Some of the resistance we encounter may be opportunities for our own reflection and learning.
Have Multiple Conversations
The more complex the issue or challenge the greater the number conversations that will be required to address it. What happens between the conversations is important too. Demonstrating congruence between our words and our actions builds trust as does the humanity, humour and heart we bring to our work in the service of educators and students.