Dialogic #345

Your Snapshot ​ A summary of the key insights from this issue We resist losing what we have (status quo bias), identify with groups affected (social identity), and avoid potential losses (loss aversion). Balancing stability and risk (personal risk portfolio) and embracing uncertainty (negative capability) are key. Grasping these mental models helps anticipate reactions, facilitate dialogue, and design effective change strategies.

#345 | December 9, 2023​ | Image by Tom x Playground

Understanding how we and those around us react to change is crucial in a world where change is the only constant. This issue of The Dialogic Learning Weekly delves into five vital mental models that provide deep insights into the psychological underpinnings of how people respond to change, particularly in educational settings. As educators and leaders, grasping these models equips us with the tools to navigate and guide others through the often tumultuous waters of change. The models we explore – Status Quo Bias, Social Identity Theory, Loss Aversion (Prospect Theory), Personal Risk Portfolio, and Negative Capability – each shed light on different aspects of human behaviour in the face of change. From our inherent resistance to losing what we have to our ability to thrive in uncertainty, these models offer a comprehensive view of the multifaceted nature of change management. They help us understand the ‘what’ and ‘how’ of change and the ‘why’ behind the reactions it elicits. The mental models serve as a roadmap for anticipating, understanding, and addressing challenges when introducing new ideas or practices. As you read on, consider how these models play out in your own experiences, how you see colleagues react and even in your behaviour. Use the insights to design better dialogue with your teams and weave the ideas into how you approach your future projects.

Status Quo Bias

The status quo bias is the tendency to prefer the current state of affairs and resist beneficial changes. It originates from decision theory and behavioural economics and explains the resistance to change.

For example, some teachers might hesitate to adopt new teaching methods despite solid evidence supporting their effectiveness. This resistance can be due to comfort with established routines and fear of the unknown.

• It helps in understanding where resistance comes from.
• Emphasises the need for clear communication to overcome inertia.
• Aids in developing effective strategies that consider natural resistance to change.

Social Identity Theory

A concept from social psychology that examines how group memberships impact behaviour and attitudes. It’s pivotal in understanding motivations, identity and group dynamics within organisations.

This theory applies to most change situations in schools. Educators often associate their role with their identity. Hence, any change affecting their role can impact their identity.

• Awareness of group dynamics can prevent divisiveness during transitions.
• Helps foster a unified organisational identity, which is crucial during change.
• Assists in designing sensitive change initiatives that respect various group cultures.

Loss Aversion (Prospect Theory)

The theory of loss aversion, a vital aspect of Prospect Theory in psychology and economics, states that people prioritise avoiding losses more than acquiring equivalent gains when making decisions.

An example is educators’ reluctance to modify a long-standing curriculum unit due to fear of potential losses, such as diminished effectiveness or reputation (see identity above), despite potential gains.

• Highlights the importance of framing change in terms of gains.
• Underscores the need for gradual, supported transitions.
• Critical in convincing stakeholders by emphasising long-term benefits.

Personal Risk Portfolio

A concept from decision theory and psychology refers to how individuals assess and respond to risk in their decisions. When most of our work behaviours are new or uncertain, we will likely have a low tolerance for more risk. It is about balancing what is dependable, reliable, and stable and what is riskier.

An educator deciding whether to adopt new technology in the classroom exemplifies balancing their personal risk portfolio, weighing potential risks and benefits of change against other stable aspects of their work. “Should I take this on?”

• Understanding risk tolerance is crucial for implementing change.
• Aids in tailoring strategies to different risk profiles.
• Facilitates more inclusive and considerate planning processes.

Negative Capability

The ability to remain comfortable and perform effectively despite high levels of uncertainty and ambiguity. A concept from literature and psychology which is crucial for responding to change and is integral to adaptive leadership.

This might be seen when educators navigate the uncertainties of implementing a new policy without clear, immediate outcomes, such as the emergence of artificial intelligence technologies and their impact on education.

• Emphasises the value of comfort with ambiguity during transitions.
• Encourages flexibility and open-mindedness in leadership.
• Leads to more adaptive problem-solving in uncertain situations.

⏭🎯 Your Next Steps ​Commit to action and turn words into works Reflect on past reactions using one model as a lens. What new insights emerge? Frame proposed changes as minimising losses and acquiring gains. Evaluate your team’s risk tolerance and customise the change approach accordingly.

🗣💬 Your Talking Points ​Lead a team dialogue with these provocations After sharing this issue of the newsletter with your team, reflect on these questions together: Which of these models is most relevant to our staff? How much do we have on our plate? What are some uncertainties on our team right now? If you mapped our risk profiles, what would that reveal about our readiness for change?

🕳🐇 Down the Rabbit Hole ​Still curious? Explore some further readings from my archive ⟶ Escaping old ideas and the bias that erodes your creative culture ​ John Maynard Keynes points us to the challenge of “escaping” old ideas, a direct reference in my opinion to two things. (1) The creative culture those new ideas are born into, (2) the mindset of those attached to existing ideas. ⟶ 10 Shifts in Perspective To Unlock Insight and Embrace Change​ The skills, dispositions and routines of shifting perspectives are potent catalysts to better thinking and dialogue. Here is a selection of perspectives to explore. ⟶ Are your assumptions holding you back?​ Too often, we take the status quo for granted and don’t challenge our assumptions about the world around us. This can lead to stagnation and a lack of innovation.

Thanks for reading, let me know what resonates. Next week will be the last issue for 2023. I always enjoy hearing from readers, so drop me a note or question if there is anything I can help with. ~ Tom Barrett​

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The Bunurong people of the Kulin Nation are the Traditional Custodians of the land on which I write and create. I recognise their continuing connection and stewardship of lands, waters, communities and learning. I pay my respects to Indigenous Elders past, present and those who are emerging. Sovereignty has never been ceded. It always was and always will be Aboriginal land.

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