Navigating Power Dynamics and Building Trust

It is important to be clear and concise in these interactions. Administrators often manage multiple programs and have limited time, so LPDs should present information in a focused, structured manner, emphasizing key points and outcomes. 

Example: When requesting funding to open a new section or create a new course, the LPD could provide a one-page summary with cost breakdowns, potential benefits, and projected student impact. 

Any communication–whether it is a concern or a request–is more likely to be well received when it is aligned with the broader goals of the institution.

Example: If advocating for additional staff, emphasize how the investment supports university priorities like increasing global engagement or boosting enrollment.

Most administrators will appreciate data, metrics, and examples used to support your case, as these allow them to more easily visualize the scenario.

Example: Highlight enrollment trends, student feedback, or comparative data from peer institutions to justify expanding course offerings or hiring more instructors.

Anticipate any potential feedback or pushback you are likely to receive and prepare to answer questions or provide alternative solutions to potential obstacles.

Example: If proposing a new course, address possible scheduling conflicts or budget constraints in advance and include that information in your proposal. 

Establish a routine for updating your supervisors. This builds trust and ensures they are aware of your program's achievements and needs, and allows you to document your work and showcase your progress.  

Example: Schedule quarterly meetings or send monthly reports.

The LPD should ensure that clear guidelines for teaching responsibilities, grading policies, and professional conduct are available to all team members. 

Example: A program handbook that contains policies, practices and other standardized information (e.g., grading rubrics) can ensure consistency across multiple sections of the same course. 

At the same time, the LPD should be transparent about communication they receive from the administration, and consider how any new policies or practices may impact the program, and how the team is responding to these priorities. Likewise, creating open opportunities for faculty and staff to share ideas and voice concerns can ensure these channels of communication remain open and genuine. Monthly meetings or scheduled one-on-one check-ins are a good way to ensure ongoing communication, as are anonymous surveys.

Example: If the administration decides that class sizes must be increased, the LPD should share that information with their instructors as soon as possible, explain possible plans for working with the new policy, and allow team members to ask questions, make suggestions, or share concerns. 

The LPD should make the effort to regularly recognize the contributions of students, faculty, and staff. Highlighting individual or team accomplishments helps foster motivation and morale and keeps all team members engaged.

Example: Recognition can be accomplished through emails to the team, private thank-you messages, a public announcement at meetings or on a department bulletin board. 

Constructive feedback is as important as praise, as is the recognition that we all have more to learn and can all improve. When offering feedback, the LPD should do so in a supportive, solution-oriented manner. Feedback that is interpreted as constructive rather than punitive is far more likely to be internalized and acted upon.

Example: After observing a class and noting that the instructor struggles with maintaining the target language, the LPD should schedule a meeting to provide specific examples, offer suggestions and resources, and make themselves available for mentorship and follow-up.

Each institution will have their own preferred communication channels. Ideally, these will include some means other than email to communicate specifically within the team, such as Slack, Teams, or Google Drive, as these tools are sometimes easier to follow than email. The LPD can use such team-specific tools to share resources, maintain a shared calendar with important dates (e.g., assessments, grades submission), and allow team members to do the same. It is also important that all team members understand the expectations for communication, whether that’s how often instructors should check for updates, or how long the LPD will need to answer emails. Although it likely goes without saying, the LPD also should pay attention to the tone of their communications, depending on audience and mode. 

Example: LPDs may require that emails be answered within 48 hours, or that a specific tool (e.g., Slack, Teams, Google Drive) be used for certain kinds of communication. When communicating with new instructors unfamiliar with institutional policies, an LPD may provide more context, but keep messages more concise with experienced instructors.