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HO 02 BC3.1Resistance to ChangeWhere does it come from?♦ fear of the unknown♦ lack of information♦ misinformation♦ historical factors♦ threat to core skills and competence♦ threat to status♦ threat to power base♦ no perceived benefits♦ poor relationships♦ fear of failure♦ fear of looking stupid♦ reluctance to experiment♦ reluctance to let go♦ strong peer group norms♦ low trust organizational culturePlant, 198724 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
Mt 02 BC3.2FORCE FIELD ANALYSISThis is a visual way of representing the forces that may hinder or support anactivity.♦♦♦♦♦What to doChoose an activity or change you are to undergo or implement, but that youknow will be difficult.Draw a line down the middle of a piece of flipchart paper. (See diagram onfollowing page)Write the headings “Helping Forces” and “Hindering Forces” at the top of thecolumns you have made.Brainstorm a list of things that will help or hinder what you are trying to do.The more precise you are the better. Write the things in a well spaced list inthe appropriate columnFor each helping or hindering force draw an arrow pointing towards thecentral line. Use different thicknesses to indicate the strength of the force: thethicker the arrow, the greater the force.Overcoming the issues♦ Now look down the arrows on the “Hindering Forces” side. What can you doto reduce or weaken them? Write down the changes you would like to make.Is it to do with changing people’s attitudes, or changing organisational things,or getting more resources for something? You may find this leads to newtasks or reinforces the need for tasks already identified.♦ List the things you must do to overcome these things. If you want to changeattitudes or behaviour who might help you?♦ Now look at the list of things that help. What can you do to build these up andstrengthen them? Write down what you might do and who might help you.Moving things forward♦ Using the lists you have made enlist the help of supportive others toconcentrate on developing solutions that tackle the major things that arehindering you.25 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
Page 3: The following took part in National
Page 6 and 7: The materialsThis manual contains m
Page 9 and 10: HO handoutsMt materialsAreas of the
Page 11 and 12: 01 In1What is School Based INSETObj
Page 13 and 14: 2 Number of Resource Teachers for G
Page 15 and 16: Role of Tertiary Unit‣ to act as
Page 17 and 18: The Learning SchoolThe Learning Sch
Page 19 and 20: 01 In3What is the role of SBRTs, Pr
Page 21 and 22: 02 BC1How do we react to change?Obj
Page 23 and 24: Mt 02 BC1.119 Jamaica All Age Schoo
Page 25 and 26: HO 02 BC2.1How do feelings about ch
Page 27: 02 BC3What factors help or restrain
Page 31 and 32: 27Chart your feelings and reactions
Page 33 and 34: 29Name & Purpose ofthe sessions09 P
Page 35 and 36: 03 UF1What is facilitation?Objectiv
Page 37 and 38: 03 UF2What is the role of a facilit
Page 39 and 40: Mt 03 UF2.2BEHAVIOURS OFDIRECTIVE L
Page 41 and 42: 03 UF3What are participants’ resp
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Page 45 and 46: 04 RF2What are the SBRTs’ persona
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Page 49 and 50: 05 BSG2What role do individual pers
Page 51 and 52: Mt 05 BSG2.1REDSReds are the party
Page 53 and 54: Mt 05 BSG2.1GREENSThe green style h
Page 55 and 56: HO 05 BSG2.2Communicating withdiffe
Page 57 and 58: Mt 05 BSG3.1Cooperative SquaresObje
Page 59 and 60: Mt 05 BSG3.21 of 5 (see Mt 05 BSG3.
Page 61 and 62: Mt 05 BSG3.23 of 5aab57 Jamaica All
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Page 65 and 66: 06 MTF1What is the role of content
Page 67 and 68: Mt 06 MTF1.1Strips to place on the
Page 69 and 70: 06 MTF3What tasks can we use to ens
Page 71 and 72: 06 MTF4How can feedback to tasks be
Page 73 and 74: HO 06 MTF4.1Feedback Approach8Mixed
Page 75 and 76: HO 06 MTF5.1Task types and methods
Page 77 and 78: HO 06 MTF5.1Session 21 Arrange part
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Mt 07 FS1.1What does this cartoonte
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07 FS2How do we convey non verbal m
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HO 07 FS2.2How do we convey non ver
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Mt 07 FS3.1Listening scenariosPair
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Mt 07 FS4.1Read the newspaper artic
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HO 07 FS5.1Types of QuestionsOpen-e
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07 FS7Why is it important to summar
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08 P1How can we plan for facilitati
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93The cycle below is intended to il
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08 P3How facilitative are our plans
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09 PRC2How can we manage reactions
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10 WF1How will SBRTs begin the proc
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