1. Processes, strategies and environments that help Empower Faculty.
1.1. Refocusing Attention
1.1.1. Task Orientation: It focuses on outcomes of decisions to be made rather than the roles or status of the individuals. The goal for the administrator is to encourage faculty to work as a group to achieve a common goals, with clearly articulated purposes and goals.
1.2. Building Consensus and Coalitions:
1.2.1. It's a process in which a group examines available options and makes choices through negotiation and readjustment of priorities. Majority accepts the choices made. It requires time. Sometimes, there are subgroups that make difficult to create a consensus. In this case, PA needs to create discussions about the benefits. Provide examples might help to develop interest. When developing the agenda, the leader should address the opinions, misunderstandings, and underlying concerns that have surfaced in earlier conversations.
1.3. Redistributing Power
1.3.1. Program administrator accepts the role of facilitator rather than that of autonomous dictators, and assume responsibility for planning, organizing, and motivating, rather than just deciding and doing. The responsibility of the leader is to set processes and procedures in motion by which faculty members can exercise their creativity, boost their skill in teaching, research, and service.
1.3.2. The leader is a facilitator who encourages full participation, promotes mutual understanding, fosters inclusive solutions, and cultivates shared responsibilities.
1.3.3. Some PA don't have experience and they are afraid to lose control of the program and the faculty. SOme of them don't have experience in the consultative program. some people don't know how to share power and authority
1.4. Exchanging Information
1.4.1. LPA must allow open access to information. Also, LPA must share information that he/she has access to and allow members of the faculty to bring up ideas that they feel are relevant to the discussion.
2. How does participatory decision making evolve?
2.1. Exploration of topic begins when a problem is discovered. The person who initiates the discussion begins by providing information of the understanding of the situation.
2.2. If there's not immediate decision, PA and faculty find the problem compelling and plans are made to address it. PA can provide a time line to analyze the situation
2.3. Important to share information and PA serves as an interpreter to educate. Communication is key
2.3.1. When a large group has problem reaching a consensus, smaller groups can be asked to reach consensus and then return to the bargaining table.
2.4. When a decision is made, LPA may need to carry the proposal forward to higher authorities for final approval.
3. How can administrators involve faculty in program administration research?
3.1. Take into consideration the size and the type of program , the type of administrative structure that exists, the skills, talents, and interest of all employees, and the resources available.
3.2. Faculty may be asked to help make choices relating to the optimal administrative structure of the program.
3.3. Faculty members can take part in activities like:
3.3.1. Developing program handbooks, policy statements, and placement or proficiency test.
3.3.2. Planning extracurricular activities
3.3.3. Defining and overseeing student services
3.3.4. Providing feedback on budget deliberations and resource allocations
3.3.5. allocating time and money for professional development opportunities
3.3.6. Conducting research into effectiveness of the program and suggesting remedies for weaknesses.
3.3.7. Designing faculty evaluation processes and participating in the collection and review of data used in performance appraisals.
4. Connection between Empowerment and Professional development.
4.1. Faculty members value their right to the intellectual autonomy and to independent learning.
4.2. The leader's role in encouraging professional growth.
4.2.1. Encourage experimentation and active learning. Provide time to set goals. Provide financial support to attend courses, conferences, and workshops.
4.3. Responsibilities of Empowered Faculty Members in Professional Development
4.3.1. Member are more likely to incest time in things that called their attention.
4.3.1.1. There are resources that faculty members: team work among programs and institutions
5. Strategies for empowering new faculty
5.1. Offer orienatation to understand the culture of te organization
5.2. Provide information about the organization: mision, vision, services.
5.3. Provide information in a variety of formats: handbook, meetings, workshops, private conversations, tours.
5.4. Socializing is a key factor; introduce the new member to the faculty and adminsitrative personnel.
5.5. Encourage collaboration with acclimatized faculty. arrangements for teaching partners, mentors, and discussion networks allow for mutual stimulation, support, and positive working relationships.
6. It involves the ceding of power to faculty by the administration so that faculty can make decisions about the educational setting in which they work.
6.1. It can gain decision making abilities related to curriculum, governance, evaluation, salaries, tenure, promotion, etc.
6.1.1. Faculty members are consulted by administrators: Consultative management.
6.1.1.1. The consultative model proposes that success can be achieved when skilled, engaged faculty members are permitted to delve into areas in which they have a common interest.
6.1.1.1.1. In teaching: faculty take charge of their own professional development. (self reflections and self determination in professional growth)
7. Why Empower Faculty?
7.1. It enhances their sense of ownership of the language program.
7.2. It promotes teamwork
7.3. It helps each other instead of being competitors looking for solutions for the common benefit.
7.4. Engagement allows to create willing people who accept change because it is not imposed on them from above.
7.5. Individuals are reluctant for several reasons: administrators see participatory decision-making as threatening. This process requires some flexibility and some administrators are too rigid. Other administrators are unwilling to take the blame for , or be held accountable for, failures. Some others don't want to change their management style.
7.6. Assume the role of administrator rather than dictator allows LPA to rely on others' expertise.
7.7. Some participants prefer to have a passive role
7.8. In participatory decision making, PA must be sincere about sharing power, must accept consequences of letting others' ideas come to fore, and must reward rather than punish faculty members.
8. What are the keys to successful participatory decision making?
8.1. Interpersonal skills
8.1.1. A genuine interest in other's' view a willingness to accept others' perspectives.
8.1.2. Skill in listening, motivating, and delegating.
8.1.3. a tolerance for mistakes
8.1.4. attention to the affective domain in helping create an environment conducive to clear though and a free exchange of ideas
8.1.5. skill in moderating discussions
8.1.6. Acceptance of different communication styles, pace of work, interests, and talents of individual faculty members.
8.1.7. Make sure all members feel included
8.1.8. Sense of humor to help relieve tension and add enjoyment to the process of reaching consensus.
8.2. Collaborative work between the two parts: PA and Faculty Members. (orchestra example)
9. Strategies for helping faculty maintain productivity and avoid burnout
9.1. Factors that caused burnout
9.1.1. disillusionment, boredom, and stress
9.2. Provide spaces where faculty members can express their feelings and emotions.. Also, organize the tasks equitably.
9.3. Improve working conditions as a key to burnout prevention
9.3.1. adequate salaries, fringe benefits, and good working conditions
9.4. Faculty Empowerment as a key to burn out prevention
9.4.1. LPA need to empower faculty to work actively against burnout
9.4.1.1. Motivate to monitor the professional and personal health and invest in work and study experiences that provide new challenges, reinforce good practice, and build self-confidence
9.5. Confronting burnout
9.5.1. Discuss the situation with a skilled human resources professional, maintaining anonymity.
9.5.2. Don't allow the discouraged member to dissuade you or other faculty working toward your highest potential
9.5.3. Be trustworthy. Keep your word
9.5.4. Stay cool