Plan for dealing with the irresistible resistor

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Reference no: EM131097023

Include the following as you discuss your plan for dealing with the Irresistible Resistor:

The information and the key principles of resistance presented in the class readings.
How leadership theorists would deal with resistance to change.

Address these four questions as you discuss your plan:

1. How will you proceed in taking charge and implementing your plan?

2. On whom will you rely on?

3. How will you work with both the positive and negative resistance that you might receive?

4. What methods can you use to convert resistance into agents of change?

Resistance to change is found in every setting, and it is not always a bad thing. An instructor leader can resist and prevent implementation of a change that might harm teaching and learning in an educational setting. Of course, an instructional leader can also resist and prevent a very valuable initiative from being implemented One of the key decisions an instructional leader has to make when considering a change presented is whether or not he or she should support it or resist its implementation. Looking back at your peer's posts in this Discussion, the research you have read, and your own experiences, reflect on how you know when to support change, went to resist change and how to make that resistance a positive addition to the conversation. Use the following questions to form a framework for your answer:

What criteria can you use to consider whether or not you will support change in an educational setting?
What are specific examples of change issues that fit or do not fit these criteria that are found in an educational setting?
If you are resisting proposed change, how will you help to turn the conversation to a better way to approach the issue?
If you are proposing change, and you encounter resistance, how can you react to make sure that the best course is taking, and not just your plan?

Reference no: EM131097023

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