The Role of the Facilitator in Faculty Learning Communities (FLCs) Jane Lister Reis North Seattle...

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).

Starting definitionStarting definition

Facilitation key Facilitation key responsibilitiesresponsibilities

1.1. Administrative tasksAdministrative tasks

2.2. Planning / leadershipPlanning / leadership

3.3. Group processGroup process

Facilitation Facilitation responsibilities…responsibilities…

1. 1. Administrative tasksAdministrative tasks Structures, organization, Structures, organization,

logistics, supplieslogistics, supplies

Move toward shared Move toward shared

responsibility responsibility

Facilitation Facilitation responsibilities…responsibilities…

2. 2. Planning / leadershipPlanning / leadership Prepare and plan . . . but . . . Prepare and plan . . . but . . .

Leave room for inquiry, members’ Leave room for inquiry, members’

needs and interests, new directionsneeds and interests, new directions

Move toward shared planning and Move toward shared planning and

leadershipleadership

Facilitation Facilitation responsibilities…responsibilities…

3. 3. Group processGroup process Set group goals and normsSet group goals and norms

Attend to process as well as contentAttend to process as well as content

Balance staying “on task” with latitude for Balance staying “on task” with latitude for

exploration and fun (“learning as exploration and fun (“learning as

pleasure”)pleasure”)

Shepherd group formation and dynamicsShepherd group formation and dynamics

Serve as a model and encourage Serve as a model and encourage

facilitative behaviors in membersfacilitative behaviors in members

Ten Necessary Qualities Ten Necessary Qualities for Building for Building CommunityCommunity --Milt Cox--Milt Cox

Safety and TrustSafety and Trust

OpennessOpenness

RespectRespect

ResponsivenessResponsiveness

CollaborationCollaboration

RelevanceRelevance

ChallengeChallenge

EnjoymentEnjoyment

Esprit de CorpsEsprit de Corps

EmpowermentEmpowerment

What makes an FLC work?What makes an FLC work?

How can you cultivate the How can you cultivate the 10 qualities?10 qualities? Clear structures for Clear structures for

meetings meetings Nature of the Nature of the

“space” for meetings “space” for meetings Regularity of Regularity of

meetingsmeetings Mutual supportMutual support Commitment on the Commitment on the

part of members part of members Cultivation of Cultivation of

atmosphere/collegialatmosphere/collegialityity

Inquiry-orientationInquiry-orientation

Clearly defined, Clearly defined, classroom-based classroom-based projectsprojects

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” ”

(attributes)(attributes) PROCESSPROCESS——coordinatorcoordinator—structure—structure

““organized” organized” ““sense of direction,” “goal orientation”sense of direction,” “goal orientation”

CONTENTCONTENT——championchampion—FLC focus, outcomes—FLC focus, outcomes ““knowledgeable” knowledgeable” ““enthusiastic,” passionate about teaching/learning enthusiastic,” passionate about teaching/learning ““curious,” “eager to learn” curious,” “eager to learn”

RELATIONSHIPSRELATIONSHIPS——energizerenergizer—harmonizer, “soft —harmonizer, “soft skills”skills” ““listener” listener” ““open,” “non-judgmental” open,” “non-judgmental” ““assertive,” “firm,” “courageous” assertive,” “firm,” “courageous” ““motivator.” “personable” motivator.” “personable”

2323

1717

4646

2121

1616

7777

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 -- ++

Regular meetingsRegular meetings ++ ++

AgendaAgenda ++ + +

Chance to exploreChance to explore -- ++

ChargeCharge ++ --

BoringBoring ++ --

MinutesMinutes ++ -?-?

Creative / personally Creative / personally meaningfulmeaningful

-- ++

Chair does the workChair does the work ++ --

Outside workOutside work -?-? ++

Faculty and staff elsewhere have said:

ComparisonComparisonBothBoth CommitteeCommittee

ssFLCsFLCs

Cross-Cross-disciplinary disciplinary groupgroup

BureaucraticBureaucratic Chance to Chance to grow and grow and learnlearn

RegularRegularmeetingsmeetings

Charge + Charge + minutesminutes

Chance to Chance to exploreexplore

AgendaAgenda Boring Boring CreativeCreative

Outside Outside workwork

Chair does Chair does workwork

Personally Personally meaningfulmeaningful

Some other things a faculty Some other things a faculty learning community learning community isn’tisn’t

A committeeA committee A self-study A self-study

groupgroup A book clubA book club A writing groupA writing group A taskforceA taskforce A seminarA seminar

Nor . . .Nor . . .

A gripe A gripe sessionsession

A social clubA social club An encounter An encounter

group, group, or The or The

12 steps for 12 steps for bored bored academicsacademics

Challenge #2Challenge #2

people are people are so great . . . so great . . .

(e.g when they’re hard to work with, annoying, etc.)

except when they’re not

Challenge #2Challenge #2 or:or: members’ members’ work style work style preferences can preferences can (and probably (and probably will) collidewill) collide

Four corners exerciseFour corners exercise

StructureStructure ThinkingThinking ActionAction PeoplePeople

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;

foreground emerging normsforeground emerging norms etc.etc.

Inside / outside roles: Inside / outside roles: participant-participant-

membermember

Challenge #4Challenge #4

facilitatormember

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,

inclusiveness, empowerment, trust, inclusiveness, empowerment, trust, comfortcomfort

Encourage involvement of all Encourage involvement of all members; manage participationmembers; manage participation

Clarify expectations; invite goal-Clarify expectations; invite goal-setting and development of normssetting and development of norms

Facilitative responses Facilitative responses (Bens 2000)(Bens 2000)

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

Facilitative responses Facilitative responses (Bens (Bens 2000)2000)

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

Facilitative responses Facilitative responses (Bens 2000)(Bens 2000)

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 . . .