3 Barriers to Creative Brainstorming In Professional Learning Communities- And How To Overcome Them

In a previous post (The New Rules of Brainstorming For Professional Learning Communities) I discussed the “New Rules” for brainstorming in PLCs. There are, however, problems that are common to PLCs that can and do interfere with powerful brainstorming.

According to Keith Sawyer, there are 3 possible reasons brainstorming groups are less creative than individuals brainstorming on their own and bringing their ideas to the group to be assembled later.

Problem 1: Production Blocking
“Group members have to listen closely to other people’s ideas, which leaves individual members with less mental energy to think of new ideas. Also, individuals might be distracted from their own ideas by the flurry of idea generation around them. This is why productivity loss is greater with larger groups: Each person has less time to talk as the number of members goes up.”

One cause of Production Blocking is Topic Fixation. “…groups become fixated faster and stay in the same category for longer. The way to prevent topic fixation is by giving group members time periods to work alone, alternating with group interaction.” 

I often ask PLC members, prior to PLC meetings, to develop their ideas, write them down, and bring the ideas with them to the meeting. We then go around the table sharing the ideas they wrote down. Instead of having to think of ideas while at the same time listening to others sharing their ideas, PLC members can devote their energy to listening and considering the value of the ideas.

The other advantage to this is that PLC members share their ideas regardless of what they have already heard. This avoids Topic Fixation. Ideas developed alone or outside of the PLC meeting are not subject to being influenced by the discussion in the PLC. Of course this doesn't mean that ideas can be added to or improved, it just means that the first person to speak doesn't drive the topic in a certain direction.

Sawyer provides two ideas. Electronic Brainstorming and Brainwriting.

Electronic Brainstorming—“…where ideas are typed by each group member into a shared computer screen like a chat room—results in more creativity because topic fixation is reduced.”

I have encouraged many of the PLC teams I work with to use Google Docs, but I have also used bubbl.us, Vyew.com, WiziQ.com.

Brainwriting–“…in which each member of the group takes five minutes to write out his or her ideas alone and then passes the list to the next person..."

Problem 2: Social Inhibition
“This is when a group member holds back an idea for fear of what the others will think.”

There are many reasons for social inhibition within a PLC. Differences in length of teaching experience, types of experiences, training, beliefs, values, etc., are all possible sources of social inhibition.

Sawyer points out that to reduce the negative effects of social inhibition PLC teams must first, “make sure that the team members or the group feel truly equal and that no authoritarian figure is present.” 

This is one reason that principals sitting in PLC meetings can be an issue. If principals inject themselves in an authoritarian evaluative role, social inhibition is likely. If, as an administrator, you feel the need to be in PLC meetings, then it needs to be clear that you will not act the part of the “boss” and will not be using the meeting in an evaluative nature for teachers.

I sit in PLCs 2-3 times a week, but it took a year of building a culture of trust to the point where this became possible without social inhibition. However, I am always conscious how my presence may impact the flow of conversation.

Second, “is to use a trained facilitator to draw people out and to note who is holding back.” This is a great idea if you have someone who can play this role. In most cases, this is the grade level or department chair, but as I mentioned above, if the principal is going to play this role, then trust is paramount.

Problem 3: Social Loafing
“When people are in a group they don’t feel as accountable for the outcomes as they do when they’re working alone; the responsibility is distributed among the group members, so individuals relax a little and perhaps don’t work as hard.”

It is essential that a culture of accountability be developed within your PLCs. One of the very reasons that I ask PLC members to bring their ideas to meetings is to ensure that all members participate. The manner in which meetings are facilitated is also important. If all members are to participate, then meetings need to be facilitated in such a way as to ensure that all members are required to participate.

These 3 problems are common to all PLCs, but if you address Production Blocking, Social Inhibition and Social Loafing, then your PLC teams will be more productive and PLC members are bound to feel that their contributions are being valued, it is a safe place to share, and that all are being held accountable to the same standard.

Comments

[Lorraine Carson]

I currently work in a high school that encourages Professional Learning Communities on all levels. I am a special education teacher that teaches resource math classes and although I am in the special education department we are always included in the mathematics weekly meetings, in-service, and monthly math meetings. During the summer, we are asked to participate in curriculum planning for the year. It is a breath of fresh air to feel equal to others in another department. We are valued as educators and not devalued because we are special education teachers. I have found that many of my fellow teachers conference with those of in our perspective departments as to the best way we can diversify our educational system to reach more students.