Online cna classes development, there may be some members who do not agree with the need for change or faculty development. Although a minority group, resisters have the potential to undermine the momentum of the majority. This cannot be allowed. Every effort should be extended to help the resisters feel that their contributions are needed and valued, and to counteract the negativity that they might project. There is a diplomatic balance to be achieved between sensitivity to individual readiness for change and the school’s need to progress with faculty and curriculum development.
Forms and Causes of Resistance Active resistance to curriculum change and faculty development is easy to identify. Examples of active resistance include:
- Open criticism of cna degree online change and faculty development
- Refusal to acknowledge shortcomings of the present curriculum or need for faculty development
- Predictions of dire consequences of curriculum change
- Direct refusal to participate in faculty and curriculum development
Passive resistance is subtler. Although resisting participation in faculty or online cna certification development, the passive resister lacks the courage to openly state opposition. Behavior typical of passive resistance can be:
- Lateness for, or absence from, meetings
- Failure to meet commitments to complete work
- Minimal participation in activities attended
- diverting attention from the main purpose of meetings to trivial, peripheral, or historical matters
Passive-aggressive resistance is sabotage. The resister publicly supports faculty development and online cna courses change, and is involved in these activities. Yet, this endorsement is coupled with behind-the-scenes attempts to undermine faculty development plans, the proposed curriculum, and/or those participating in faculty and curriculum development.
Responding to Resistance the source of resistance must be determined in order to respond effectively. This can be difficult if the source is related to self-concept or motivation, even when trusting relationships exist among faculty. Ignoring the resistance is to condone it (Chambers,
1997) . The administrator should:
- invite the resister to a private meeting, so that the resistance can be addressed directly
- employ exemplary listening skills so the resister feels heard
- Clearly state expectations about:
- participating in online cna schools development
- Teaching according to new tenets
- accepting consequences of not meeting expectations
Responding to Publicly Voiced Criticism Particularly troubling are reports of a faculty member’s public criticism of faculty development and curriculum change. Responses should convey respect for the resister and confidence in faculty development and the future curriculum. Appropriate comments might be:
- “The new curriculum will maintain our tradition of excellence. One way we are ensuring this is through our faculty development.”
- “We are receiving solid support for the proposed curriculum from practitioners and nursing leaders, and are working hard to ensure that we will be ready to implement our new approaches.”
Public criticism of the developing curriculum is not acceptable and should be directly ad- I dressed with the faculty member. The goal is to obtain the resister’s agreement to refrain from further public criticism. The school leader needs to be precise, objective, and unemotional in describing the reports and their effects on the members and image of the school. The dean or director should convey the following messages:
- The curriculum is changing and the opportunity to influence the curriculum is now
- There could be consequences of not participating (e.g., isolation from colleagues, unsatisfactory performance appraisal)
- Future teaching performance will be evaluated in accordance with the intent of the new curriculum
In this way, the resister can have no doubts about present and future expectations. The discussion can be concluded with a statement about the resister’s strengths and an invitation to contribute these strengths to faculty and curriculum development. Possible responses to reasons for resistance to faculty development and curriculum change are presented in Table 4.3.
An Alternate Perspective to lessen the stress often experienced when resistance is prolonged or unrelenting, it may be helpful to reframe the situation to make the discord or dissent seems less personal. Viewing resistance as a conflict of values, beliefs, rights, and obligations could lead to changed understandings and reactions by all involved. Table 4.4 presents examples of possible areas of conflict and possible perspectives of resisters and the faculty majority. A different perspective and emotional distance may make the situation more tolerable, and lessen the tendency to view the resister as a villain. Explicit use of conflict resolution strategies may be in order.