Tell us about a time when you had to address a faculty member's resistance to participating in a professional development program. How did you handle the situation?

In a previous position, I encountered a faculty member who was resistant to participating in a professional development program. I approached the situation by first understanding the reasons behind their resistance. It turned out they felt overwhelmed with their workload and didn't see the immediate value of the program. I addressed their concerns by highlighting how the program could help streamline their work processes and improve their students' learning outcomes. Additionally, I offered to provide personalized support throughout the program to alleviate their workload concerns. They eventually agreed to participate and ended up finding immense value in the program.

In a previous role as a Faculty Development Coordinator, I faced a situation where a faculty member was resistant to participating in a professional development program. I approached the situation by proactively scheduling a one-on-one meeting with the faculty member to understand their concerns and perspectives better. During the meeting, I discovered that the faculty member felt overwhelmed with their workload and didn't see the immediate value of the program. To address these concerns, I took an innovative approach. I offered to collaborate with the faculty member and the program facilitators to tailor the program to their specific needs and make it more relevant to their teaching requirements. Additionally, I proposed a flexible schedule that accommodated their other commitments. To showcase the benefits of the program, I shared success stories and testimonials from faculty who had previously participated. By demonstrating the positive impact the program could have on their teaching effectiveness and student outcomes, the faculty member became more receptive. Ultimately, they agreed to participate and actively engaged in the program, experiencing personal and professional growth.

In a previous role as a Faculty Development Coordinator, I encountered a faculty member who adamantly resisted participating in a professional development program. Understanding that effective communication was crucial, I scheduled a meeting with the faculty member to build rapport and establish trust. During the meeting, I actively listened and validated their concerns about workload and the perceived lack of immediate value. Utilizing my innovative thinking and problem-solving abilities, I proposed a comprehensive solution. I collaborated with the faculty member, their department chair, and program facilitators to create a personalized development plan that aligned with their teaching needs and addressed the workload concerns. This plan included a reduced time commitment, flexible scheduling, and additional support resources. By involving the faculty member in the decision-making process, they felt empowered and valued as a key stakeholder. To further inspire participation, I leveraged my leadership and team-building capabilities to organize a faculty-led panel discussion where experienced colleagues shared personal success stories from past professional development experiences. This allowed the resistant faculty member to hear firsthand the transformative impact of participating in such programs. Eventually, the faculty member not only agreed to participate but actively became an advocate for the program, encouraging other faculty to join. By addressing their concerns, fostering collaboration, and showcasing the value of professional development, I successfully overcame their resistance and created a positive impact on the faculty community.