Your friend is not too far from the truth. I can say that because I am
one -- professor, that is -- now administrator. So I know how it feels
from either side of the table. You know, if I had THE answer, I'd be out
there with the Peter Blocks and the Steven Coveys. The bad news -- and
the good news -- is that every group is different and requires a little
(or a lot) different approach to get something accomplished. I suppose
there are some things that are true of all faculty groups (and probably of
any professional group that functions within a bureaucracy, except that
academics have this looooooooooong tradition of being holders of the keys
to the kingdom and that point of view is very much alive and well). So,
mostly I go into these situations with a lot of respect for the other
folks at the table and equally for their time; a focus on the issue; spend
a fair amount of time making sure we're all talking about the same thing;
listen hard and listen long; and use all the humor and diplomacy I can
muster to keep things moving. I set time limits and adhere to them.
People know when they come to one of my meetings, we're actually going to
"do something" because if we're not, I won't call a meeting. And I've
gotten very good at admitting when I'm wrong or don't have the answer.
Someone said "Managing faculty is like herding cats." I've also heard it
stated as frogs, but then I think one misses the image of that utterly
superior and disdainful look that only a cat can give. That is about the
best analogy I've heard. Cats have to be nudged, cajoled, and teased
along -- no pushing. No matter how miserable the weather is outside,
they'll get half way through the door and then take ages to decide whether
to come all the way in or back out. Decision-making is not their strong
suit. They like their "personal zones," so don't crowd them. I could go
on, but you get the point.
But I think the key to getting things done with faculty is having
credibility with them (you have to have been a faculty member yourself or
it's an uphill climb) and --here's the important part -- always keeping
what's best for students in the center of the table. No matter how
convoluted things get, that criterion helps sort things out.
That said, I could also write an essay on what NOT to do -- because I've
done that, too! Harriett.
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