The Role of the The Role of the Facilitator Facilitator in Faculty in Faculty Learning Learning Communities (FLCs) Communities (FLCs) Jane Lister Reis North Seattle Community College Adapted from the FLC presentation by Leslie Ortquist-Ahrens, Ottenbein College, 2008
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The Role of the Facilitator in Faculty Learning Communities (FLCs) Jane Lister Reis North Seattle Community College Adapted from the FLC presentation by.
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The Role of the The Role of the FacilitatorFacilitator
in Faculty Learning in Faculty Learning Communities Communities
(FLCs)(FLCs)Jane Lister ReisNorth Seattle Community College
Adapted from the FLC presentation by Leslie Ortquist-Ahrens, Ottenbein College, 2008
Opening Reflective Question:
What motivated you to go intoWhat motivated you to go into
higher education?higher education?
The dream, the hope . . .
AutonomyAutonomy The life of the mindThe life of the mind Intellectual communityIntellectual community A place apart from the marketplaceA place apart from the marketplace Love for your disciplineLove for your discipline A desire to teach and foster student A desire to teach and foster student
growthgrowth Plain dumb luckPlain dumb luck
Perhaps . . .
. . . and the reality?
The pandemic of “busy-ness”The pandemic of “busy-ness” Committee workCommittee work Accountability pressuresAccountability pressures Exponentially expanding email volumeExponentially expanding email volume University-as-business; student-as-customersUniversity-as-business; student-as-customers Underprepared studentsUnderprepared students Alienation, isolation, fragmentation, Alienation, isolation, fragmentation,
exhaustionexhaustion
Perhaps in addition to satisfactions . . .
What’s needed?
Learning about an enormous variety of topicsLearning about an enormous variety of topics Long-term intensive and extensive Long-term intensive and extensive
developmentdevelopment Genuine engagement with diverse colleaguesGenuine engagement with diverse colleagues Revitalized sense of academic communityRevitalized sense of academic community
BUTBUT: : timetime is scarce and so is is scarce and so is energyenergy . . . . . .
One “solution": Faculty Learning Communities
“Communication across campus”
“Lasting friendships”
“Confidence”
“Safe environment for problem solving”
“Camaraderie”
“Learning”
“Sharing ideas”
“Vital conversation”
“Connecting research and teaching”
What faculty value:What faculty value:
Main focus for this Main focus for this sessionsession
Key Key responsibilitiesresponsibilities of of facilitatorsfacilitators
Facilitative Facilitative aptitudesaptitudes and and behaviorsbehaviors
ChallengesChallenges about about working with groupsworking with groups
“‘ “‘Facilitation’ is a way of Facilitation’ is a way of providing leadership without providing leadership without taking the reins. As a taking the reins. As a facilitator, your job is to get facilitator, your job is to get others to assume others to assume responsibility and take the responsibility and take the lead”lead” (Bens 2000). (Bens 2000).
ChallengeChallenge Common topic for inquiryCommon topic for inquiry Projects (authentic)Projects (authentic) Willingness to challenge Willingness to challenge
one anotherone another Rewards Rewards Appropriate Appropriate
facilitationfacilitation
2. What are 2. What are facilitative facilitative
aptitudes andaptitudes andbehaviors?behaviors?
The ideal facilitatorThe ideal facilitator
QUESTION:QUESTION:
Imagine you are writing a job Imagine you are writing a job description for a FLC facilitator. Based description for a FLC facilitator. Based on what you’ve heard today about FLCs on what you’ve heard today about FLCs (or what you know from your own (or what you know from your own college’s experience), list:college’s experience), list:
2-5 things a facilitator should2-5 things a facilitator should “be”“be”
2-5 things a facilitator should2-5 things a facilitator should “do”“do”
The ideal facilitator: “The ideal facilitator: “beingbeing” ”
The ideal facilitator: “The ideal facilitator: “beingbeing” ”
(attributes)(attributes)
““intellectual humility”intellectual humility”““emotional generosity”emotional generosity” --2007 institute participant--2007 institute participant
The ideal facilitator: The ideal facilitator: ““doingdoing” ” (tasks/responsibilities)(tasks/responsibilities)
PROCESSPROCESS Provide structure Provide structure Keep group on task Keep group on task Create a safe but challenging environment (where Create a safe but challenging environment (where
people feel respected but not necessarily people feel respected but not necessarily comfortable) comfortable)
Give voice to all participants (ensure no “time hogs”) Give voice to all participants (ensure no “time hogs”)
CONTENTCONTENT Bring background knowledge of topicBring background knowledge of topic Help scaffold experience for faculty Help scaffold experience for faculty
Conclusions?Conclusions?
1. Successful facilitation requires great 1. Successful facilitation requires great attention to individuals, interpersonal attention to individuals, interpersonal relationships, and group dynamics.relationships, and group dynamics.
2. Successful facilitation relies more 2. Successful facilitation relies more heavily on skillful attention to heavily on skillful attention to organization and process than on organization and process than on content knowledge.content knowledge.
SimpleSimple definition: definition:
In essence, facilitation involves In essence, facilitation involves helping groups function well so helping groups function well so members can achieve their common members can achieve their common goal(s).goal(s).
sounds simple. . . but sounds simple. . . but notnot easy easy..
3.3.ChallengesChallenges (and some basics (and some basics about FLCs and about FLCs and group process)group process)
Challenge #1Challenge #1 we’re tempted we’re tempted to make FLCs to make FLCs into some other into some other kind of groupkind of group
CAT exercise:CAT exercise: Defining Defining Features MatrixFeatures Matrix
Make a list of associations you Make a list of associations you have with the word “committee”have with the word “committee”
CommitteeCommitteess
PLCsPLCs
BureaucraticBureaucratic ++ --
Cross-disciplinary group Cross-disciplinary group ++ ++
Chance to grow and learnChance to grow and learn -- ++
Consider what it’s like to work from your Consider what it’s like to work from your preferred mode or “corner” in a group. preferred mode or “corner” in a group. How would you try to convince those in How would you try to convince those in other corners that yours is the best place other corners that yours is the best place to start?to start?
Conflict? Complement? Conflict? Complement?
What’s involved in What’s involved in facilitating?facilitating?
1. PROCESS 1. PROCESS Organization, planning, logistics long-term planningOrganization, planning, logistics long-term planning
2. CONTENT (learning, project, outcomes)2. CONTENT (learning, project, outcomes)Shepherding / overseeing / encouraging the learning and Shepherding / overseeing / encouraging the learning and
project workproject work
3. RELATIONSHIPS (community)3. RELATIONSHIPS (community)Supporting individuals, monitoring group process, and Supporting individuals, monitoring group process, and
facilitating group dynamicsfacilitating group dynamics
structure + action
thinking + action
people
REMINDERREMINDER::
Getting started: sample Getting started: sample first stepsfirst steps
(process)(process) Schedule regular meetings and Schedule regular meetings and develop calendar of target deadlines for develop calendar of target deadlines for projectsprojects
(content)(content) Develop list of potential readings, Develop list of potential readings, activities, experts, etc. before first meetingactivities, experts, etc. before first meeting
(relationships)(relationships) Build community already in Build community already in the first meeting (signal that this is the first meeting (signal that this is something “different”)something “different”)
Communicating and Communicating and listeninglistening
Challenge #3Challenge #3
Communication strategies Communication strategies and skills and skills
Pose open questionsPose open questions Paraphrase and summarizeParaphrase and summarize Engage in active listeningEngage in active listening ReframeReframe ““Direct traffic”Direct traffic” Restate / clarify group’s purpose; Restate / clarify group’s purpose;
Facilitative responses Facilitative responses (Kelsey and Plumb 2004)(Kelsey and Plumb 2004)
Walking the fine line: Walking the fine line: facilitator/memberfacilitator/member Define your roles and name themDefine your roles and name them
Encourage all to participate and check in Encourage all to participate and check in with those who don’t agree with those who don’t agree
Watch for times you are not perceived as Watch for times you are not perceived as neutralneutral
Withhold your opinion or vote until the Withhold your opinion or vote until the group first has a chance to exploregroup first has a chance to explore
Challenge #5Challenge #5
groups are groups are complexcomplex
and dynamic and dynamic
Group formation / team Group formation / team stagesstages
FormingForming ——initial coming together, initial coming together, optimism, some nervousness about acceptanceoptimism, some nervousness about acceptance
StormingStorming ——conflict, disagreement about conflict, disagreement about project, feeling of “going in circles,” doldrumsproject, feeling of “going in circles,” doldrums
NormingNorming ——conscious coming together to conscious coming together to recommit and define common project and recommit and define common project and processprocess
PerformingPerforming ——energized period of making energized period of making progress toward project goalsprogress toward project goals
Facilitative responses Facilitative responses
FormingForming Structure early meetings carefullyStructure early meetings carefully Set a tone of openness, Set a tone of openness,
StormingStorming Expect and accept tension as normalExpect and accept tension as normal Stay totally neutral and calmStay totally neutral and calm Create an environment where people can Create an environment where people can
safely express feelingssafely express feelings Honestly and openly admit that there’s Honestly and openly admit that there’s
conflictconflict Help members identify issues and solve Help members identify issues and solve
them togetherthem together Assertively referee heated discussionsAssertively referee heated discussions
NormingNorming Encourage problem identification and problem Encourage problem identification and problem
solvingsolving Invite input and feedbackInvite input and feedback Support members while they make Support members while they make
improvementsimprovements Further share powerFurther share power Mediate personality clashesMediate personality clashes Coach and counsel individualsCoach and counsel individuals Encourage others to take on leadership rolesEncourage others to take on leadership roles
PerformingPerforming Collaborate with members on meeting Collaborate with members on meeting
designs to get their inputdesigns to get their input Share facilitation dutiesShare facilitation duties Offer expertise to the teamOffer expertise to the team Help team reward and celebrate Help team reward and celebrate
successsuccess Offer to observe and give feedback to Offer to observe and give feedback to
further improve the teamfurther improve the team
4. 4. Questions?Questions?
Blitzman (CC)
Go places, stretch yourselves, learn, be mindful, have fun . . .