Transcript

So the Christensen Center offers a number of services to the HBS faculty.  Probably the most notable one is -- we call the class observation.  This is where we go to a faculty member's class.  We observe the class,  we take notes,  and we actually prepare feedback for the individual faculty member.  And we've developed a system that is -- we try to be pretty rigorous in this effort.  We meet with the faculty beforehand to offer what we call the "prebrief",  which is,  essentially,  a planning session to think through:  what are the objectives for the session?  What are the things that the faculty member is really hoping to accomplish?  What are some of the greatest challenges around the content?  Challenges around the process,  the pedagogy?  And it becomes,  I think, a very important developmental meeting,  even before the faculty member enters the classroom. . . .

We offer the opportunity for faculty members to have their class videotaped as well,  which we find can be very effective in the debrief of the session as we go back and think about various things that happened in the class session.  And I would say we're at the point now where 90 percent plus of faculty are very open to,  and interested in having their class videotaped,  which really adds an important additional dimension to the feedback process.

We are very committed to identifying strengths,  as well as opportunities for faculty members.  I think a more ad hoc system of class visits runs the risk of being a little informal.  Someone shows up,  sits in on a class,  and afterwards offers a critique in a way that may be technically correct,  but may not be building a greater sense of confidence for the faculty member.  But also recognizing that we need to build from our core strengths,  as well as find ways to improve.  And we've really tried to offer that balance between the two,  again,  not only for our new faculty members,  but for more experienced faculty members.

In the old system you might find tenured faculty members who had not had a class visit,  particularly a visit with feedback,  in many years,  the assumption being they're a tenured professor,  who needs this?   Or,  conversely,  if I invite a colleague to my class,  do I really want to ask my colleague for feedback?

The Christensen Center is independent of any of the departments.  We're not involved in the promotion process.  We're not involved in any discussions really involving the careers of individual faculty members.  We are 100 percent developmental.  And that is very effective both in working with the junior faculty,  but also senior faculty,  who may want to come and talk about any particular issue with their own teaching,  innovations they're trying out,  new cases,  or maybe some stubborn problems they've been dealing with that,  frankly,  are a little more easy to come talk to someone at the Center about,  as opposed to going to some of their other senior colleagues.  And we're happy to offer that service,  as well.