There is disagreement in the literature on resistance as to what generates resistance to innovation. A number of researchers believe that resistance is due to unwillingness to violate the existing, quite satisfying status quo, or simply because of a psychological barrier to change. Bagozzi R. P., Lee K. H. Consumer Resistance to, and Acceptance of, Innovations //Advances in Consumer Research. - 1999. - T. 26. - No. 1. Nabih M. I., Bloem S. G., Poiesz T. B. C. Conceptual Issues in the Study of Innovation Adoption Behavior //Advances in Consumer Research. - 1997. - T. 24. - No. 1. Szmigin I., Foxall G. Three forms of innovation resistance: the case of retail payment methods // Technovation. - 1998. - T. 18. - No. 6. - S. 459-468. All this leads to the fact that resistance to innovation arises before they are evaluated. Others believe that resistance arises precisely because of the excess of the negative characteristics of the innovation over the positive ones at the stage of its evaluation. Kleijnen M., Lee N., Wetzels M. An exploration of consumer resistance to innovation and its antecedents // Journal of Economic Psychology. - 2009. - T. 30. - No. 3. - S. 344-357. Nabih M. I., Bloem S. G., Poiesz T. B. C. Conceptual Issues in the Study of Innovation Adoption Behavior //Advances in Consumer Research. - 1997. - T. 24. - No. one.
Both positions are well-argued and beyond doubt. Because of what, in their work “How to Overcome Pro? Change Bias” the authors Talke K., Heidenreich S. How to Overcome Pro? Change Bias: Incorporating Passive and Active Innovation Resistance in Innovation Decision Models // Journal of Product Innovation Management . - 2014. - T. 31. - No. 5. - S. 894-907. viewed these competing approaches as types of resistance to innovation. In this vein, active resistance is understood as a negative attitude towards innovation, resulting from its unfavorable assessment. Passive is a general predisposition to resist something new until it is evaluated.
At the same time, a number of scientists, for example, the authors of the study “Leveraging resistance to change and the skunk works model of innovation” Fosfuri A., Rшnde T. Leveraging resistance to change and the skunk works model of innovation // Journal of Economic Behavior & Organization. - 2009. - T. 72. - No. 1. - S. 274-289., argue that active resistance can be very useful for the project. This is due to the fact that at the stage of active resistance, i.e. evaluating an innovative product or process being introduced, it is possible to refine the product at an early stage by receiving feedback. To improve, thus, the result of the project.
In addition, active resistance provides information about exactly what features of the implemented project, or its consequences, the company's employees are not satisfied with. This provides the information needed to pyritize the resistance control tools that should be used. Indeed, sometimes there are situations when it was not possible to correctly convey information to employees, and due to an incorrectly formed idea, resistance arises. Sometimes the arguments are completely groundless, which may indicate the need for more stringent management methods, etc.
The following two hypotheses follow from the above:
Hypothesis 2. Resistance to the implementation of innovative projects is more due to passive rather than active resistance.
Hypothesis 3. Resistance to the introduction of innovative projects can have a positive effect on the results of the project.
If you ask a person whether he will cheat on an exam, lie when applying for a job, or refuse to help a passerby who has become ill, he will surely begin to assure you that he will not and will not refuse. And even for sure it will really act like that if this person is a good one. But how will he behave if it is too easy for a good person to misbehave? If the teacher does not follow the examinees, the employer does not control the honesty of the information indicated in the resume, and a passer-by fell somewhere on the other side of the street?
Everything will change immediately. Research led by Canadian psychology professor Michael Inzlicht has shown that a person is more likely to act not as best, but as simpler - even if this action is not entirely moral on his part. “People are likely to cheat and make immoral decisions if these steps do not require serious effort from them,” adds Rimma Teper (Rimma Teper), one of the participants in the work. help, if it is not connected with excessive exertion of forces.
In their experiments, scientists offered volunteers to take computer tests in mathematics - but they were warned in advance that there was a “bug” in the testing program (of course, this was a premeditated mistake). For the first group of volunteers, the “bug” was that when pressing the spacebar, the correct answer to the current question briefly appeared on the screen. For the second one, everything was the opposite - the correct answer, allegedly due to an error in the program, jumped out on its own if the participant did not press the spacebar within 5 seconds after moving to the next question.
So, in order to peep the correct answer, the members of the second group did not need to perform any actions, it was enough to “accidentally” make a mistake with the time or simply “forget” about the key. And in the first group, it was necessary to press a button - although the effort required is small, but it requires active and meaningful action, and not inaction, and this moment turned out to be extremely important: the participants in the second group showed simply excellent results in testing. Simply because they used the hints of the “bug” much more actively.
In the second series of experiments, volunteers were asked by computer if they would take part in a special program to help students with reduced abilities and if they would help them complete part of a mathematical test. Again, for the volunteers in the first group, the choice between the options "yes" and "no" was carried out using a simple action - it was necessary to press the corresponding button on the screen with the cursor. In the second group, it was necessary either to follow the link at the bottom of the page and get distracted, or simply continue passing your own test. Of course, in the second case, only very few agreed.
Rimma Teper comments: “It is much more difficult for people to refuse help explicitly, say, by clicking “no”, than if the refusal does not require any special action - and for this it is enough just to “continue”. We hypothesize that emotions, including feelings of shame and guilt, play a decisive role in this scheme... When immoral behavior is passive in itself, more people act in this way, since the negative emotions that arise from this are not so strong.
All children “resist” from time to time, and they do it just like that, out of habit. Since we never expect this from a child, when this happens, we lose patience. Usually we lose our temper and take away the soul with useless screams, threats, even use corporal punishment. And to no avail.
All this has nothing to do with the true causes of our child's resistance, and yet it is not so difficult to understand them. The child refuses to do something for one of two reasons (or for both reasons at once) - either he does not like what needs to be done, or he does not like us. When exactly do children show passive resistance? When you need to wash, eat, go to bed, get ready for school - these are the situations when we will certainly hurry them up.
Let's see what is happening: are we pushing the children because they are resisting, or vice versa, are they resisting because we are forcing them?
We parents are absolutely right in believing that if we do not force children to do something, they will never do it themselves or will do it late. But if, despite all our constant, persistent reminders, we are not getting results, is it because we have chosen the wrong path? And what is the right way?
The causes of children's resistance in themselves suggest the only effective way to change things. We said that the child behaves in this way because he does not like something - either the obligation itself to do something, or we, forcing him to do it. Nevertheless, the child understands the importance of our demands and therefore is torn apart between "unwilling" and "necessary". In other words, a conflict is brewing in his mind. Every person - a child or an adult - when he finds himself in a similar situation, involuntarily reacts, showing one of two reactions: either he takes a long time, or does the work not to the end. The same is happening with our children.
They spend far more time than necessary getting to the table, washing their hands haphazardly, trudging to the bus on their way to school, always forgetting something, leaving their belongings in a mess, the list goes on and on, and every parent will cite more than a dozen examples of such passive resistance in children, with the help of which they achieve a pitiful compromise between unwillingness and the need to do something. Therefore, the most effective way to overcome the resistance of our children is to try to get them to become more sympathetic to what they should do and what they usually do so reluctantly. The task is indeed very difficult, especially if the child RESISTS already out of habit, that is, immediately takes a hostile position to everything that parents demand from him. Such hostility quickly leads to permanent disobedience, where the child disobeys us for the smallest and most evil pleasure it receives.
If passive resistance has already taken this form, the best we can do is to completely change the line of behavior and set in motion a long-term program of so-called "open relationships", the purpose of which is to influence the feelings of our child.
We have already blamed him and encouraged him so much that we finally realized that we will not get anything more from him. He has long known what we want: now we just have to make him want to do exactly as we want. The program of "open relations" should be aimed at this.
The "fight" against individual manifestations of passive resistance is carried out in approximately the same way. The goal is the same - the child should want to make us satisfied. The duties he rebels against are usually so boring in themselves that we find it hard to make them attractive. There is nothing pleasant about having to wash your hands before eating, getting dressed, getting on the tram so as not to be late for school. Most likely, we adults do these simple, normal things out of habit. When a child, indignantly, rebels against them, he openly expresses his displeasure. Yelling at him and pushing him, we only add another portion of displeasure. Therefore, it is best to ignore individual cases of resistance. And then our efforts to correct the matter will be more useful. Especially if the child also sees in them a manifestation of our love.
All children “resist” from time to time, and they do it just like that, out of habit. Since we never expect this from a child, when this happens, we lose patience. Usually we lose our temper and take away the soul with useless screams, threats, even use corporal punishment And to no avail.
All this has nothing to do with the true causes of our child's resistance, and yet it is not so difficult to understand them.
The child refuses to do something for one of two reasons (or for both reasons at once) - or he does not like it. what to do, or we don't like it. When exactly do children show passive resistance? When you need to wash, eat, go to bed, get ready for school - these are the situations when we will certainly hurry them up.
SO LET'S GET IT. WHAT IS HAPPENING - DO WE HURRY THE CHILDREN BECAUSE THEY RESIST, OR, ON THE CONVERSE, THEY RESIST BECAUSE WE FORCE THEM? We parents are absolutely right in believing that if we do not force children to do something, they will never do it themselves or will do it late. But if, despite all our constant, persistent reminders, we are not getting results, is it because we have chosen the wrong path? And what is the right way?
The causes of children's resistance in themselves suggest the only effective way to change things. We said that the child behaves in this way because he does not like something - either the obligation itself to do something, or we, forcing him to do it. Nevertheless, the child understands the importance of our demands and therefore is torn apart between "not wanting" and "necessary". In other words, a conflict is brewing in his mind. Every person - a child or an adult - when he finds himself in a similar situation, involuntarily bifurcates: either he takes a long time, or does the work not to the end. The same is happening with our children.
They spend much more time than necessary. to the net at the table, to wash their hands in some way, to barely trudge to the bus, heading to school, always forgetting something, leaving their belongings in a mess the resistance of the guys, with the help of which they achieve a miserable compromise between unwillingness and the need to do something.
Therefore, the most effective way to overcome the resistance of our children is to try to get them to become more sympathetic to what they should do and what they usually do so reluctantly. The task is indeed very difficult, especially if the child RESISTS already out of habit, that is, immediately takes a hostile position to everything that parents demand from him. Such hostility quickly leads to permanent disobedience, where the child disobeys us for the smallest and most evil pleasure it receives.
If PASSIVE RESISTANCE HAS ALREADY ACQUIRED THIS FORM. THE BEST THING WE CAN DO IS TOTALLY CHANGE OUR BEHAVIOR and set in motion a long-term program of so-called "open relationships" whose purpose is to influence our child's feelings.
We have already blamed him and encouraged him so much that we finally realized that we will not get anything more from him. He knows for a long time what we want: NOW it remains for us to arouse in him the DESIRE TO DO EXACTLY AS WE WANT. The program of "open relations" should be aimed at this.
The "fight" against individual manifestations of passive resistance is carried out in approximately the same way. The goal is the same - the child should want to make us satisfied. The duties he rebels against are usually so boring in themselves that we find it difficult to make them attractive. There is nothing pleasant about having to wash your hands before eating, getting dressed, getting on the tram so as not to be late for school. Most likely, we adults do these simple, normal things out of habit. When a child, indignantly, rebels against them, he openly expresses his displeasure. Yelling at him and pushing him, we only add another portion of displeasure. Therefore, it is best to ignore individual cases of resistance. And then! Yes, our efforts to correct the matter will bring more benefits. Especially if the child also sees in them a manifestation of our love.
See also: Spirit of contradiction. How to teach your child to sleep peacefully. Independence, Fantasizing, Cleanliness.
Refusal of the child to follow the instructions of the elders. P.s.v., as a rule, arises because the child does not want to fulfill the requirements that adults impose on him, and also because the child does not like the educators themselves. The child often experiences a conflicting feeling between unwillingness and the need to fulfill their duties. As a result, there is a conflict with educators. The most effective way to overcome P.s.v. - to create such an educational situation in which everyday duties will become attractive to children. Tactfully influencing the feelings of the child, the educator must eliminate the cause of P.s.v. This process requires patience and attention from the teacher. Adults should not express irritation in response to the negative behavior of the child. Children are more likely to stop resisting education if they feel the manifestation of the love of adults.
(Bim-Bad B.M. Pedagogical Encyclopedic Dictionary. - M., 2002. S. 185)
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