I Hear What You’re Not Saying
When you are responsible for faculty development, a lot of things can get in the way of actual transfer of learning. You can bribe them to attend workshops, but you can’t make them learn. Mini-grants, stipends and free food can get them in the door, but won’t make the material stick. To get them to use the technology and love it, you have to hear what they are not saying.
Listening is the secret to motivating faculty to move out of their comfort zone and embrace new technologies. The number one excuse I hear is that there is no time. Whether you are conducting workshops, online classes, podcasts, or one-on-one training, if you don’t get to the root of the problem, you won’t get them to accept what you are promoting. Listen to what they are not saying. If they say they don’t have time, is it because they have too many students, course sections, committee meetings, or personal activities?
Dig a little deeper. Can you show them how technology can help them find more time? Show them how to find lesson plans, online content and course materials so they don’t have to develop from scratch. Explain that they can start slowly, one new application at a time. Get them excited about listening to podcasts during their commute or workout. Teach them how to be more efficient online by using RSS.
You may find faculty who claim they’ve been teaching successfully for decades without changing methods and they see no reason to change. Probe a little further. What kind of assessment are they conducting? How do they measure success? Do they know what technology the students use outside of class? Maybe they are afraid change will take them back a step in their personal evaluations if they don’t implement properly. It’s possible they are close to retirement and are not motivated. Spend time with them and discover the true reason for their reluctance. Try to get them to spend a little time asking the students about the technology they use. Share one tool at a time.
Listen beyond the initial excuses. When faced with a brick wall, or negative reaction, ask at least three more probing questions to get to the heart of the matter. Share your experiences in a non-threatening way. Give them choices, but not too many. Help faculty set small goals and then follow up and provide encouragement as they work toward the goals. They won’t become proficient in one workshop. Give them the time to practice, explore and reflect. Ask them to help you evaluate new technologies because you respect and trust their opinion.
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