Particularly when you are new in the role of chair, consider establishing a common understanding about how people want to engage together as a team. These agreements should be revisited from time to time. You may want to invite in an external facilitator (such as someone from Human Resources, Organizational and People Development) so that you can more fully participate as a member of the team. Suggested questions for guided discussion:
Chairs frequently deal with private and confidential information, such as something personal about another employee. It is your professional responsibility to keep matters confidential and not to share sensitive information unless you have been given permission to do so, or on a need to know basis. Familiarize yourself with Camosun’s Protection of Privacy Policy.
Sometimes as chair, you may learn about a change in policy or circumstance that will affect your department, but be asked by your dean or other senior administrator to keep the information confidential for a period of time. Although having information you can’t share may feel awkward, the decision to release this information is not yours to make. Keeping confidences makes you more trustworthy, not less. If you’re not sure about sharing a particular kind of information, consult your union or other chairs for advice.
Chairs are sometimes put in the position of bringing “bad news” to their departments. While some faculty might want to “shoot the messenger”, you don’t need to accept responsibility for decisions over which you have no authority. If a decision has been made at the college executive, senior, or school leadership level that your department doesn’t agree with, consider inviting your dean to come and speak to the decision.
(Adapted from “Bearing Bad News” article by Sarah Silcox in Edge e-zine, Institute for Learning Management, year unknown)
Criteria for an effective meeting
(Ideas from academic administrator’s guide to meetings, 2003, Fisher Chan J.)
Reasons to Meet |
When a Meeting is NOT Needed |
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As chair, you may in a position to provide feedback to instructors in your department. This happens at more formal, regular appraisals, but also can be woven into your leadership style as something that occurs whenever the opportunity arises. Remember, you are not their manager, but as a supportive peer leader, instructors may solicit your feedback, or you may find other occasions for informal words of encouragement. Whether formal or informal, clear and specific feedback can be a valuable tool for personal growth and development. Unfortunately, we often associate feedback with criticism. Feedback is most helpful when it occurs in an open and respectful environment where there is an atmosphere of trust and safety. Written feedback allows you time to organize your thoughts, and provides a useful record of the input. Verbal feedback is an opportunity for dialogue, asking curious questions, and ensuring immediate clarity. There may very well be different perspectives that are worth taking into account, and disagreement is possible.
It is very easy to be chained to your computer, and the nature of asynchronous communication means that you can be pushing out information even when no one is out there to receive it. It just seems so efficient. Email, however breeds more email, more work, and frequently more trouble. If you find an email trail goes beyond about six exchanges, it’s time for a meeting or a phone call. Anytime folks in your department are discussing a controversial issue by pressing “REPLY ALL”, it’s time for a meeting. Consider using Microsoft Teams for virtual synchronous meetings, and asynchronous chats.
Steps for success in difficult conversations (based on Judy Ringer’s model)