The Role of the Facilitator in Faculty Learning Communities (FLCs) Jane Lister Reis North Seattle Community College Adapted from the FLC presentation by Leslie Ortquist-Ahrens, Ottenbein College, 2008

Opening Reflective Question: What motivated you to go into higher education?

The dream, the hope...

Autonomy Autonomy The life of the mind The life of the mind Intellectual community Intellectual community A place apart from the marketplace A place apart from the marketplace Love for your discipline Love for your discipline A desire to teach and foster student growth A desire to teach and foster student growth Plain dumb luck Plain dumb luck Perhaps...

... and the reality?

The pandemic of “busy-ness” The pandemic of “busy-ness” Committee work Committee work Accountability pressures Accountability pressures Exponentially expanding volume Exponentially expanding volume University-as-business; student-as-customers University-as-business; student-as-customers Underprepared students Underprepared students Alienation, isolation, fragmentation, exhaustion Alienation, isolation, fragmentation, exhaustion Perhaps in addition to satisfactions...

What’s needed? Learning about an enormous variety of topics Learning about an enormous variety of topics Long-term intensive and extensive development Long-term intensive and extensive development Genuine engagement with diverse colleagues Genuine engagement with diverse colleagues Revitalized sense of academic community Revitalized sense of academic community BUT: time is scarce and so is energy... 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:

Main focus for this session Key responsibilities of facilitators Key responsibilities of facilitators Facilitative aptitudes and behaviors Facilitative aptitudes and behaviors Challenges about working with groups Challenges about working with groups

“‘Facilitation’ is a way of providing leadership without taking the reins. As a facilitator, your job is to get others to assume responsibility and take the lead” (Bens 2000). “‘Facilitation’ is a way of providing leadership without taking the reins. As a facilitator, your job is to get others to assume responsibility and take the lead” (Bens 2000). Starting definition

Facilitation key responsibilities 1. Administrative tasks 2. Planning / leadership 3. Group process

Facilitation responsibilities… 1. Administrative tasks Structures, organization, logistics, supplies Structures, organization, logistics, supplies  Move toward shared responsibility

Facilitation responsibilities… 2. Planning / leadership Prepare and plan... but... Prepare and plan... but... Leave room for inquiry, members’ needs and interests, new directions Leave room for inquiry, members’ needs and interests, new directions  Move toward shared planning and leadership

Facilitation responsibilities… 3. Group process Set group goals and norms Set group goals and norms Attend to process as well as content Attend to process as well as content Balance staying “on task” with latitude for exploration and fun (“learning as pleasure”) Balance staying “on task” with latitude for exploration and fun (“learning as pleasure”) Shepherd group formation and dynamics Shepherd group formation and dynamics Serve as a model and encourage facilitative behaviors in members Serve as a model and encourage facilitative behaviors in members

Ten Necessary Qualities for Building Community --Milt Cox Safety and Trust Safety and Trust Openness Openness Respect Respect Responsiveness Responsiveness Collaboration Collaboration Relevance Relevance Challenge Challenge Enjoyment Enjoyment Esprit de Corps Esprit de Corps Empowerment Empowerment

What makes an FLC work? How can you cultivate the 10 qualities? Clear structures for meetings Clear structures for meetings Nature of the “space” for meetings Nature of the “space” for meetings Regularity of meetings Regularity of meetings Mutual support Mutual support Commitment on the part of members Commitment on the part of members Cultivation of atmosphere/collegiality Cultivation of atmosphere/collegiality Inquiry-orientation Clearly defined, classroom-based projects Challenge Common topic for inquiry Projects (authentic) Willingness to challenge one another Rewards Appropriate facilitation

2. What are facilitative aptitudes and behaviors?

The ideal facilitator QUESTION: Imagine you are writing a job description for a FLC facilitator. Based on what you’ve heard today about FLCs (or what you know from your own college’s experience), list: Imagine you are writing a job description for a FLC facilitator. Based on what you’ve heard today about FLCs (or what you know from your own college’s experience), list: 2-5 things a facilitator should “be” 2-5 things a facilitator should “do”

The ideal facilitator: “being” (attributes) PROCESS—coordinator—structure PROCESS—coordinator—structure “organized” “organized” “sense of direction,” “goal orientation” “sense of direction,” “goal orientation” CONTENT—champion—FLC focus, outcomes CONTENT—champion—FLC focus, outcomes “knowledgeable” “knowledgeable” “enthusiastic,” passionate about teaching/learning “enthusiastic,” passionate about teaching/learning “curious,” “eager to learn” “curious,” “eager to learn” RELATIONSHIPS—energizer—harmonizer, “soft skills” RELATIONSHIPS—energizer—harmonizer, “soft skills” “listener” “listener” “open,” “non-judgmental” “open,” “non-judgmental” “assertive,” “firm,” “courageous” “assertive,” “firm,” “courageous” “motivator.” “personable” “motivator.” “personable”

The ideal facilitator: “being” (attributes) “intellectual humility” “emotional generosity” institute participant institute participant

The ideal facilitator: “doing” (tasks/responsibilities) PROCESS PROCESS Provide structure Provide structure Keep group on task Keep group on task Create a safe but challenging environment (where people feel respected but not necessarily comfortable) Create a safe but challenging environment (where people feel respected but not necessarily comfortable) Give voice to all participants (ensure no “time hogs”) Give voice to all participants (ensure no “time hogs”) CONTENT CONTENT Bring background knowledge of topic Bring background knowledge of topic Help scaffold experience for faculty Help scaffold experience for faculty

Conclusions? 1. Successful facilitation requires great attention to individuals, interpersonal relationships, and group dynamics. 2. Successful facilitation relies more heavily on skillful attention to organization and process than on content knowledge.

Simple definition: In essence, facilitation involves helping groups function well so members can achieve their common goal(s). In essence, facilitation involves helping groups function well so members can achieve their common goal(s). sounds simple... but not easy.

3.Challenges (and some basics about FLCs and group process)

Challenge #1 Challenge #1 we’re tempted to make FLCs into some other kind of group we’re tempted to make FLCs into some other kind of group

CAT exercise: Defining Features Matrix Make a list of associations you have with the word “committee” Make a list of associations you have with the word “committee”

CommitteesPLCs Bureaucratic+- Cross-disciplinary group ++ Chance to grow and learn -+ Regular meetings ++ Agenda++ Chance to explore -+ Charge+- Boring+- Minutes+-? Creative / personally meaningful -+ Chair does the work +- Outside work -?+ Faculty and staff elsewhere have said:

Comparison BothCommitteesFLCs Cross- disciplinary group Bureaucratic Chance to grow and learn Regular meetings Charge + minutes Chance to explore AgendaBoringCreative Outside work Chair does work Personally meaningful

Some other things a faculty learning community isn’t A committee A committee A self-study group A self-study group A book club A book club A writing group A writing group A taskforce A taskforce A seminar A seminar

Nor... A gripe session A gripe session A social club A social club An encounter group, or The An encounter group, or The 12 steps for bored academics 12 steps for bored academics

Challenge #2 Challenge #2 people are so great... people are so great... (e.g when they’re hard to work with, annoying, etc.) except when they’re not

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

Four corners exercise Structure Structure Thinking Thinking Action Action People People Consider what it’s like to work from your preferred mode or “corner” in a group. How would you try to convince those in other corners that yours is the best place to start? Consider what it’s like to work from your preferred mode or “corner” in a group. How would you try to convince those in other corners that yours is the best place to start? Conflict? Complement? Conflict? Complement?

What’s involved in facilitating? 1. PROCESS Organization, planning, logistics long-term planning 2. CONTENT (learning, project, outcomes) Shepherding / overseeing / encouraging the learning and project work 3. RELATIONSHIPS (community) Supporting individuals, monitoring group process, and facilitating group dynamics structure + action thinking + action people

Getting started: sample first steps (process) Schedule regular meetings and develop calendar of target deadlines for projects (process) Schedule regular meetings and develop calendar of target deadlines for projects (content) Develop list of potential readings, activities, experts, etc. before first meeting (content) Develop list of potential readings, activities, experts, etc. before first meeting (relationships) Build community already in the first meeting (signal that this is something “different”) (relationships) Build community already in the first meeting (signal that this is something “different”)

Communicating and listening Challenge #3

Communication strategies and skills Pose open questions Pose open questions Paraphrase and summarize Paraphrase and summarize Engage in active listening Engage in active listening Reframe Reframe “Direct traffic” “Direct traffic” Restate / clarify group’s purpose; foreground emerging norms Restate / clarify group’s purpose; foreground emerging norms etc. etc.

Inside / outside roles: participant-member Challenge #4 facilitatormember

Facilitative responses (Kelsey and Plumb 2004) Walking the fine line: facilitator/member Walking the fine line: facilitator/member Define your roles and name them Define your roles and name them Encourage all to participate and check in with those who don’t agree Encourage all to participate and check in with those who don’t agree Watch for times you are not perceived as neutral Watch for times you are not perceived as neutral Withhold your opinion or vote until the group first has a chance to explore Withhold your opinion or vote until the group first has a chance to explore

Challenge #5 Challenge #5 groups are complex and dynamic

Group formation / team stages Forming —initial coming together, optimism, some nervousness about acceptance Forming —initial coming together, optimism, some nervousness about acceptance Storming —conflict, disagreement about project, feeling of “going in circles,” doldrums Storming —conflict, disagreement about project, feeling of “going in circles,” doldrums Norming —conscious coming together to recommit and define common project and process Norming —conscious coming together to recommit and define common project and process Performing —energized period of making progress toward project goals Performing —energized period of making progress toward project goals

Facilitative responses Forming Forming Structure early meetings carefully Structure early meetings carefully Set a tone of openness, inclusiveness, empowerment, trust, comfort Set a tone of openness, inclusiveness, empowerment, trust, comfort Encourage involvement of all members; manage participation Encourage involvement of all members; manage participation Clarify expectations; invite goal-setting and development of norms Clarify expectations; invite goal-setting and development of norms

Facilitative responses (Bens 2000) Storming Storming Expect and accept tension as normal Expect and accept tension as normal Stay totally neutral and calm Stay totally neutral and calm Create an environment where people can safely express feelings Create an environment where people can safely express feelings Honestly and openly admit that there’s conflict Honestly and openly admit that there’s conflict Help members identify issues and solve them together Help members identify issues and solve them together Assertively referee heated discussions Assertively referee heated discussions

Facilitative responses (Bens 2000) Norming Norming Encourage problem identification and problem solving Encourage problem identification and problem solving Invite input and feedback Invite input and feedback Support members while they make improvements Support members while they make improvements Further share power Further share power Mediate personality clashes Mediate personality clashes Coach and counsel individuals Coach and counsel individuals Encourage others to take on leadership roles Encourage others to take on leadership roles

Facilitative responses (Bens 2000) Performing Performing Collaborate with members on meeting designs to get their input Collaborate with members on meeting designs to get their input Share facilitation duties Share facilitation duties Offer expertise to the team Offer expertise to the team Help team reward and celebrate success Help team reward and celebrate success Offer to observe and give feedback to further improve the team Offer to observe and give feedback to further improve the team

4. Questions?

Blitzman (CC) Go places, stretch yourselves, learn, be mindful, have fun...