Resisters and saboteurs  (Page 2/4)

But to ignore them is a mistake

For any movement of change to take place successfully and have a positive impact on teaching and learning, a large number of faculty and staff must be involved. To think we can move ahead with just the trailblazers and pioneers is exactly why so many of our reform efforts fail.

If we look closely at our resisters and saboteurs, we recognize that many of them, as Schlechty point out, have the same characteristics as trailblazers and pioneers. Many may reveal a past as trailblazers, but began resisting due to a lack of leadership, and more than likely worked with leaders who did not give them support and encouragement and trust. Herin lies the paradox: Though resisters display immediate opposition, they possess untapped energy and creativity often ignored by leaders. Two quotes from the business world seem appropriate here:

• "Had there not been resistance, I don't think we would have been as successful as we have been. That being said, I hated that resistance." (Patrick Connolly, Executive Vice President, Williams-Sonoma Company.)
• "We must find the radicals, the true revolutionaries, and support them." (Louis V. Gerstner, Jr., Chairman and CEO, IBM)

They appear when least expected

Even if you have incorporated everyone (including the resisters) in the planning process, there will still be resistance down the road. In my experience, the resisters surface AFTER the beginning of the implementation, just when the project is ready to go. During the planning stages, implementation is just "thinking out loud," and resisters are not yet convinced the change will occur. As your plan starts to look as if it will be implemented, the threat to those who oppose it increases as the impact of the implementation becomes clear. So, a "heads up" to principals! The resisters and saboteurs will most often appear after the implementation process has begun. Also, remember reisters and saboteurs can surface from both the internal and external environment.

Potential reasons for resistance and sabotage

Let's look at some of the reasons why certain faculty might resist or sabotage your ideas and efforts in your school. Each of these (and any others that may surface) must be addressed in your planning and implementation stages. Some common reasons for resistance are as follows:

• Some teachers feel they do not possess the adequate skills to help with your idea or implemenation. Complicating the matter further for the principal is the fact that many of these teachers are reluctant or embarrassed to admit this feeling of inadequacy - so it is far easier to simply refuse or resist.
• Several teachers (even in today's technological world) are not yet convinced of the benefits or value of a certain implementation to support teaching and learning. As with anything, if someone does not belive in its value, why would the person support the program or concept?
• It is not uncommon to hear teachers express concern and personal fear that a new idea (such as technology)may soon begin to replace faculty. In an earlier chapter, I shared my personal experience with technology implementation and noted that a certain resister (and saboteur) was the local teachers' union (internal threat), some of whose members believed that teaching positions might be in jeopardy if technology programs were implemented.