‘Resilience’: the latest hyped up term being applied to education.

Resilient tree in the desert

“If you managed to cover the absences of staff successfully last semester, are you maybe just over staffed?” If you managed to move all of your learning in a frantic fortnight with minimal support, well “how hard can it be, and do you really need all of that expensive support?”

There is a danger of being ‘successful’ in responding to a crisis. Senior management often don’t see the pain and sweat, the family disruption, the anxiety, and stress as it is happening. “Look how resilient you have all been in response to Covid-19, just carry on like that.”

Resilience is very in vogue at the moment. There are any number of workshops and seminars to empower you as an individual to recognise your own resilience. Some generously provide a ‘toolkit’. Others provide just a forum to share stories of resilience. I have been a participant in a number of these session in the last 12 months. To coin a Yogi-ism ‘It’s déjà vu all over again’. In the 2000s the same workshops were being run for us a managers using different buzz words, adaptability and self-awareness.

Adaptability requires a certain degree of intellectual flexibility, but above all it requires that an individual feel secure and trusted. Most individuals can be persuaded to try a different approach, provided if it turns out not to work, that they won’t be reproached. Most employees will find creative solutions, in collaboration with others, if they feel that their jobs don’t depend on them getting it right first time. Employers need to provide safe zones for failure. Employees need to understand their boundaries and self-imposed limitations. How far should you stretch outside of your current experiences, your ‘comfort zone’? This requires one to be self-aware. To know your limits and when it’s ok to step beyond them.

If senior management in tertiary institutions really want to ensure the resilience of their staff they need to empower even the most junior faculty or support person to make mistakes. To encourage them to be adaptable and responsive to changing circumstances. They must also ensure that staff are self-aware, willing to declare their own limitations and their own boundaries. Given the ability to recognise one’s own limits and being creative in adapting practices to stretch them is a practical definition of professional fulfilment.

I can cope with the evolution of language, it is one of the things I love about English. I recognise that running workshops encouraging staff to be adaptable and self-aware might sound a bit 2000s and language may need to be spiced up a bit. It just gets a bit tiresome to have old concepts repackaged and presented as something radically new. Personally I think it better to confront the underlying conditions in which ‘resilience’ is enabled.

Photo by Karim MANJRA on Unsplash

 

Author: Simon Paul Atkinson

30 years as an educational strategist, academic practitioner and developer, educational developer, educational technologist, and e-learning researcher. Simon is now an Educational Strategic Consultant. An experienced presenter and workshop facilitator. Previous roles include Head of Learning Design at the Open Polytechnic of New Zealand, Associate Dean for Teaching and Learning (BPP University), Academic Developer (London School of Economics), Director of Teaching and Learning (Massey University - College of Education), Head of Centre for Learning Development (University of Hull), Academic Developer (Open University UK)

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