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Before selecting an appropriate approach to dealing with resistance, we must understand why people resist. If we look at resistance as levels, we can approach the resistance effectively.

Level 1: Resistance Based on Inadequate Information
Level 1 is based on the lack of information. Level 1 resistance may come from a lack of information, a disagreement with the identified problem or the intended change, or a lack of exposure. Level 1 resistance can be overcome by giving people more information – better arguments, detailed facts.
SOLUTION: Educate and communicate. Explain the change using language and examples that the other person or group will understand. Use as much detail and different mediums as necessary to get the resistors on board. This type of resistance should be addressed early in the change process. Head off resistors by being proactive.
CAUTION: Many people make the mistake of treating all resistance as if it were Level 1. In other words, presentations, diagrams, and newsletters are used when something entirely different is needed.

Level 2: An Emotional and Physiological Reaction to the Change
Level 2 is a personal reaction to change. Blood pressures rise; adrenaline flows; pulse increases. It is based on fear; people fear they will lose face, friends, and even their jobs. This response is physiological and uncontrollable. Level 2 resistance can be triggered without conscious awareness.
Level 2 is not an intense version of Level 1. The body reacts differently in Level 2. The tactics and language used in Level 1 simply don't work in dealing with Level 2 resistance. During physiological reactions, the body is reacting, and therefore the mind is distracted.
Level 2 may come from:
  • Fear of losing power, control, or status
  • Fear of losing face or respect
  • Feeling incompetent
  • Fear of isolation or abandonment
  • Feeling worn out from too much change

SOLUTION: Engage in conversation–not presentation. You need to find out the true cause of the resistance to build support for your change. Encourage participation and provide support for implementation.

Level 3: The Reaction is Bigger than this Particular Change
Level 3 resistance may not be a resistance to the change. It is resistance to the change agent. This resistance may be because of their relationship with you or whom you represent. Level 3 is the domain of culture, religion, and racial differences.
Level 3 may come from:

  • Personal history with a key person involved in the change process
  • Whom the change agent represents (cultural, ethnic, racial, gender; or power differences)
  • Significant disagreement over values

SOLUTION: Begin by repairing burned bridges and building relationships. Involve others in the change process, so you don't have to go at it alone. Negotiation may be appropriate here.

Below, we provided three scenarios to help you begin thinking about resistance in terms of levels. Please match the scenario with the Level of Resistance.

Choose a level for this scenario.
Level One Level Two Level Three
The special education and general education programs at King Elementary tend to operate independently from one another. The special education teachers at King have expressed that they want general education teachers to adopt a behavior management program in their classrooms. The general education teachers feel that the special education teachers often try to force "special education" programs on to them.

Choose a level for this scenario.
Level One Level Two Level Three

In the past year, Key Middle School has implemented several new programs. Every few months it seems that the administration at Key decides another new program is necessary. Teachers have spent the past few years devoting so much of their time to after-school staff development training. Key Middle School now wants to implement another new program, a technology program, but the teachers are weary from too much change.

Choose a level for this scenario.
Level One Level Two Level Three

The administration at Eastside Elementary has unilaterally decided to adopt a proven-successful schoolwide phonemic awareness program because of low reading scores on state assessments. Mrs. Davis, a 1st grade teacher, feels the way she and the other first grade teachers teach reading has been effective, and feel the program is unnecessary.


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