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I watched a 1930’s-40’s video yesterday showing a Grandpa grumbling about rotary dial phones.  Seems they were coming to town whether he wanted them or not — and he did not!  What fascinated me about this video (other than the curious retrospective back in time) was how methodically and deliberately Western Electric phone company introduced the rotary dial phone in order to assuage Grandpa’s and other citizens’ technophobic resistance.

To its credit, in spite of its monopoly over all telephone operations of the day, Western Electric approached its customers in a reassuring way that helped them embrace the changes. While I recognize and disapprove of the underlying “Big Brother” tone in the company’s attitude, I saw its focus on the customers as an important lesson for those of us who train educators about using technology in new ways in the classroom.

In a minute, I’m going to share clips from the video to illustrate my point, but first, the moral of my story:

Too often, we focus on the tools and forget the audience. We should, instead, direct our attention to the humans in the room.

When we conduct training sessions and begin to sense near-mutiny at worst or mild disinterest at best, it helps to understand what’s happening to the participants’ emotions. Resistance to change paralyzes people when it comes to progress. That fear of stepping outside our comfort zone is instinctive and involuntary, a type of intellectual survival mode.

It may help to remember that reluctance to learn new information is an automatic defense, not a deliberate rejection of the topic or us. I’ve found that if I can reduce session participants’ fear, they often end up agreeing that the technology is worth learning, and some of them are even hooked to explore further on their own.

So what can we do to help clear that hurdle of fear?

First, we can take advantage of Nature’s own antidote to fear — curiosity — that conflicting, prickling feeling that motivates us to venture out beyond our safety zone.  Like an intellectual itch that must be scratched, curiosity compels us to wonder, and if it’s powerful enough, it pushes us to explore.

What should we do to evoke curiosity? Before training sessions, provide a multitude of demonstrations and examples of the technology in actual use, without expecting any participation at first. Advertise! Use teachers who are already using the technology as models and inspirational examples. If possible, employ students to show the interactive elements of the technology and what they like about it. When teachers get curious about what students and colleagues are doing, they open their minds. When they are forced or pushed, they shut down.

Second, we can take steps to alleviate new learners’ doubts and address their concerns, rather than barrel ahead with the “how to’s” and the dog and pony grandstanding.  We want to reach the learner, not show off the tools — but too often, we focus on the tools and forget the audience. We should, instead, direct our attention to the humans in the room.

Third, we should refrain from feeling or acting superior to those who don’t know what we know or don’t do what we do. It would be wrong for us to feel judgmental toward anyone reacting resistant — they are working through their feelings. Sometimes, they legitimately disagree with us and believe the technology doesn’t fit their needs, and they have that right! Don’t push them. In most other cases, however, resistant teachers or administrators simply are unsure, and they process their feelings by remaining silent or detached or by discussing their concerns with their peers (usually out loud during a training session!). Don’t shush them. Their grumbling is just one of the steps of moving toward change.

Expect fear and resistance to change. And by the way, defensiveness is a good sign.

Watch as Grandpa learns that change is imminent — rotary dials phones are coming to town. He doesn’t like the idea one bit. His first reaction? Berate and blame the modern world. (Sound familiar?)

In the next scene, we can see a subtle yet important change of heart. When Grandpa’s friend shows less fear about the change than he expects, Grandpa’s complaint changes from ranting outrage to a defensive argument that he is not “old-fashioned.” The tide is turning. The object of Grandpa’s attention now has switched from the unwelcome technology to his own ability to face it. Defensiveness — although frustrating on a trainer’s end — is a first step toward accepting the change. If we can find ways to encourage learners to maintain confidence during uncertainty, we will help them past some of the most crucial barriers to progress.

Show the preparation. Describe the infrastructure supporting the change.

Now that Grandpa’s curiosity is aroused, his fears are addressed directly when Western Electric meets with customers to explain the technology and how the company prepared for the changes. The company spokesman describes the careful steps taken to ensure a well-planned process. Likewise, we should also take the time to explain the rationale for the technology we introduce, as well as reassure teachers and administrators that the groundwork, resources, and support systems have been well thought out and merit their trust.

Describe what’s going on behind the scenes and what happens next.

Going beyond the explanations about planning and preparation, Western Electric also shared with customers its plans for the actual transition to the new technology — what it would look like “on the back end.” Even though customers would not be a part of these behind-the-scenes activities, they were informed enough to know “the man behind the curtain.” No magic — just manpower. This is a powerfully effective leveler that helps new learners realize that they and you are on the same team, even if you have different roles in the project.

Always provide the human touch. Always, always, always!

Change feels impersonal and mighty cold when you’re asked to embrace an idea that isn’t yours. Along with the initial uncertainty about knowing what to do in a new situation, the unpleasant feeling of being abandoned in new territory can be extremely unsettling. Watch how Western Electric provided reassurance that even though change was taking place, the human factor was not being eliminated. There would still be a voice to talk to, humans to reach out to, someone who would help them. In the same way, when we train new learners, we should always make it clear that we are only a call or an email away. We should check back with them later to follow up, and remain available to rescue them, cheer them on, and stand by them. Along with the other steps taken to reassure new learners, maintaining the “human touch” is, in my opinion, the most crucial element of any training and support.

Lessons from Grandpa:

• Resistance to change is instinctive.
• Defensiveness is a first step toward progress.
• Patience and respect = allowing new learners to struggle and standing by them while they do.
• Learners are comforted by hearing rationale for change.
• Learners feel more like part of a team when they hear what trainers and technicians do behind the scenes to prepare for change.
• The human touch is absolutely essential for progress.

This blog expresses the personal opinions of the author and is not affiliated
with nor representative of any company, employer, or other entity.
Posted on February 5th, 2010 by Sharon Elin
Filed under: Uncategorized