0.5 Redburn, m. (february 2009). developing trust in schools through  (Page 8/9)

When used for both decision-making and conflict resolution, opportunities for hearing and being heard promote frequent, positive, and productive human exchanges. By virtue of the consensus process interactions, however, the administrators observed effects that go beyond the personal responses of gaining understanding and respect. They noted the emergence of two key ingredients of professional learning communities: collaboration and empowerment (DuFour&Eaker, 1998).

Collaboration and empowerment

The third theme emerging from the interviews was the interrelated notions of collaboration and empowerment. All three administrators expressed the belief that the consensus methods used in their schools created a collaborative environment that empowered teachers in addressing school issues. These two ideas combined as the results of consensus experiences and were seen as often being the consequence of the “listening and being heard” theme described above. Authentic listening was perceived by the administrators as a tool for involving all participants. Allen observed, “I think the listening piece really, levels the playing field …and really empowers everybody to participate, even our reluctant speakers or people who are reluctant to share, fairly quickly get comfortable.” A teacher, Helen, concurs when recalling the mood of those who assembled during the kindergarten session to resolve the difficult problem of scheduling. She stated, “I recall people came in ready for action, ready to work, ready to solve a problem.”

Sub-themes that emerged from both the administrators and Lincoln staff members are found in both the listening/being heard and collaboration/empowerment themes noted above. These can best be described as the mechanics of the consensus process, and the process expectations that develop from them. Both administrators and Lincoln staff members spoke of the importance of “the circle.” The staff members place significance on the aspects of the consensus process that included working in small groups, setting ground rules, and making lists of participant input. Because of their initial experiences with the consensus strategies, the Lincoln staff members described the development of specific expectations they had of the process. These major and sub-themes played a significant role in the participants’ thinking about, use of, and response to the various consensus strategies described in this study.

Discussion and implications

The findings in this study provide support for its assertion that consensus processes contribute to the development of relational trust in schools. The most common consensus strategies associated with the development of trust were those that promoted authentic listening and the experience of being heard. The contributions of listening and being heard made to the development of relational trust are well established in the literature. Clearly, the consensus model contributed to the development of relational trust in these schools.

The consensus practices of going around the circle to insure everyone has an opportunity to speak; assigning a listener; listing all responses word for word and reading them back; and seeking agreement through discussions of similarities and differences are designed to achieve good listening and candid expressions of thought. The Lincoln staff members reported that the consensus strategies with which they had experience accomplished just that. Participants genuinely listen and thereby gain a deeper understanding and regard for others. Individuals being listened to respond with a sense of belonging, personal responsibility, and a desire to be a part of the task at hand. These, in turn, result in greater collaboration and a heightened sense of self and collective efficacy. Taken together, the responses to the consensus process strategies described in this study constitute the development of relational trust.