Bonnie Johnson, a professor of public affairs and administration at KU, has researched collaborative group reflective practice. Her findings indicate that it can significantly increase the impact that planning commissions and their professional staff have. Despite its proven benefits in postsecondary education, the practice is still largely underused in the field of public administration. The research engaged with eight planning commissions from around the United States. The intent was to start revisiting the formula of staff reports, and get a clearer idea of how planners can teach the next generation.
The results show that members of a city’s planning commission and planning staff exercise creativity and productive dialogue over how to write impactful reports. These open conversations about operations dynamics are an immeasurable gift. These conversations not only gave grantmakers and practitioners a better understanding of each other’s work, but deepened connections between participants. Johnson emphasizes that integrating group reflective practice into educational frameworks for future planners, public administrators, and elected and appointed officials could enhance their effectiveness in their respective roles.
Study Objectives and Methodology
Johnson initiated this study to explore how staff reports could be reimagined to better serve the needs of planning commissions. She had a great rapport with the different metropolitan planning commissions all over the country. Her aim was to learn from their processes and discover outstanding best practices to shape curricula and workshops for future planners.
We did qualitative research through focus group discussions. Members engaged with each other, exchanging experiences and perspectives on writing effective reports and maximizing the utility of their commission’s function. This method encouraged a free-flowing discussion of thoughts and ideas. It set the stage for generative collaboration, allowing participants to deeply reflect on their practices with their peers.
Researchers in Duluth and Boise recently published the study’s findings in the Journal of the American Planning Association. It’s wonderful to see their work providing original, valuable, scholarly insights to the field and thoughtful recommendations for improving planning education.
Benefits of Group Reflective Practice
Planning commission respondents said that they appreciated the chance to come together and talk shop to each other. They found that diving into why things are written in certain ways forced them to really think about what they were trying to do. This better understanding increased their ownership. These kinds of dialogues pushed each participant to empathize with the other side’s perspective, which deepened their appreciation for the complexity of the planning process.
Testimony from planning commissioners and staffers pointed to the helpfulness of that joint reflection, fostering a sense of team-building among their cohorts. As they opened up discussion around operational practices, they learned to value various perspectives that led to better decision-making. This practice didn’t just benefit individual participants, it increased the public’s understanding of planning commissions’ overall intended functions, which made planning commissions more functional and effective.
Reactions to different formats for these discussions were all over the board. When it came to real strategies, participants unanimously stressed the importance of maintaining open lines of communication. Johnson asserts that fostering an environment conducive to reflection should be a priority in educational settings for all public administrators.
Recommendations for Future Education
In her research, Johnson passionately argues for bringing group reflective planning into the classroom. She considers it to be a foundational element for educating the next generation of planners. She contends that is particularly true for newcomers in the profession. Further, she thinks this need needs to be adopted by today’s public servants and elected leaders as well. By prioritizing reflective practices in educational curricula, institutions can produce well-rounded professionals equipped with the skills necessary to navigate complex planning challenges.
Johnson argues that unelected officials will benefit the most from this process. Coupled with good public engagement, it can result in more equitable and data-informed decision-making processes. Through collaborative workshops, officials can learn the foundational principles of planning to improve their communities. This expertise helps them to develop and adapt livability-focused public engagement methodologies in creative ways.