The insights I acquired from the literature truly match my experience of resistance to change. The resistance to change can be dysfunctional if not handled properly. It cannot be dealt without its adequate acceptance or showing a willingness to its successful implementation. Overcoming resistance to change is possible with different strategies. The reasons I learnt from old to new priorities provided a significant explanation about resistance and difficulties to overcome it. For instance, there is sometimes a lack of understanding, less information, or fear of unexpected conditions. These aspects work in rigid requirements and also linked to rigid attitudes.

In the teacher’s perspectives, new reforms of teaching and learning dimensions often confront with the resistance to change. For instance, further training and learning options are often less acceptable to some teachers, who face a high level of strength in the changing environment. Knowledge, positive attitude and skills are some key attributes that can support change. Getting unnecessary involvement in different endeavours and fearing of the new implementation is due to resistance. In such situations, most people believe that the change will be less desirable or less useful for them or it could be risky. The module learning has provided me with knowledge about the necessary conditions that arise due to resistance to change.

In some cases, people face an inability to arrive at a conclusion, or they are unable to decide about a situation.  This needs education, participation in training and learning opportunities to improve their knowledge and belief conditions. It is also essential to increase the knowledge of people through training skills to enhance their competencies. For instance in case of teaching framework, teachers need refresher courses, training and practical communication skills to improve their competencies. However, it is essential to effectively promote the significance of this change so that their resistance can be reduced.

 
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