|
BACKGROUND
When individuals work together with
others in a group to make decisions, the quality of the decisions
is generally better because:
- Collectively groups bring more
knowledge, a broader array of experiences and increased creativity
to the decision-making process; and
- Groups encourage greater participation
from larger numbers of people, and the result is greater buy-in
and support for the decision.
Four essential skills for effective
group discussions are:
- Asking questions
- Recognizing and using non-verbal
cues
- Using active listening
skills
- Recording the group's work
on flip charts.
|
For additional background information
review the handouts, slide notes, lesson plan and instructor's
comments integrated into the lesson.
INTEREST
APPROACH
| • |
Announce to the group that you have decided to build a playhouse
for your child (or doghouse for your new puppy, sun porch,
patio, barn, etc) and you need some help. You want to be sure
you have all the materials and tools necessary before you
start. Ask the group to tell you what you will need. |
| • |
List all suggestions on a flip chart. |
| • |
Discuss what happens when people start a task and don't have
the right tools. |
| • |
The
same is true with being a discussion leader. There are tools
- techniques and skills - that discussion leaders use that
increase their effectiveness. |
| • |
Ask
the group to identify techniques and skills they have seen
discussion leaders or facilitators use. Allow time for sharing. |
| • |
Share
that this lesson will provide several tools and techniques
they can use when working with committees, councils, or volunteer
groups to assure everyone participates and the group is effective
in completing its' task. |
LESSON
- TOOLS FOR EFFECTIVE GROUP
DISCUSSIONS
- ASKING QUESTIONS
Instructor's
Comments: The key to all effective group
discussion is framing the question in a manner that encourages
participation of all members, and addresses the issues
at hand.
Distribute Handout: "10
Rules For Asking Non-Threatening Questions"
(See slide notes for discussing rules 1-10.)
SLIDE
#18 - Rules 1-5
(See slide notes.)
SLIDE
#19 - Rules 6-10
(See slide notes.)
- RECOGNIZING AND USING
NON-VERBAL CUES TO COMMUNICATE
Instructor's
Comments: Group leaders should recognize
the messages they are sending through their facial expressions,
nods of the head, and ways in which they stand or sit.
Consciously, group leaders should pay close attention
to the cues they receive from participants. A nod may
indicate understanding or agreement, and a frown may indicate
confusion or disagreement. When leading a discussion or
guiding a group through a decision making process, the
discussion leader is always "on." Others are
watching and taking their cue from the body language.
| |
Group
Activity - Distribute Handout: "So,
What Is He Saying?"
In
pairs, discuss how participants might interpret the
actions of a discussion leader described on the worksheet?
In other words, what are the messages the participant
gets from the leader's actions? Write the message you
think the participant is receiving in the column on
the right.
(State as: "You wish I would…" or "You
feel…," "You think," etc.) |
|
Possible Responses
in Italics:
| |
ü |
Leader looks at watch while
participant is speaking. - You wish I would quit talking.
You're not listening. |
| |
ü |
Leader looks out the window.
- You're not paying attention to me. You wish you were
somewhere else. You're bored with my comments. |
| |
ü |
Leader maintains eye contact
and nods. - You are hearing me. You are paying attention
to my comments. |
| |
ü |
Leader makes brief notes or
records ideas on a flip chart. - What I'm saying is important.
You think what I say is worth remembering. |
| |
ü |
Leader laughs or smiles. -
You think I'm a joke. You misunderstood OR If intended
to be humorous - You think I have a sense of humor. |
| |
ü |
Leader crosses arms and leans
back in chair. - You don't want to hear my comments. You
are not open to new suggestions. |
| |
ü |
Leader writes extensively on
note pad during response. - You aren't listening. You are
working on something else. |
| |
ü |
Leader drums fingers on table.
- You are bored with my participation. You wish I would
quit talking so you can talk. |
| |
ü |
Leader leans forward and maintains
eye contact. - You really want to understand my comments.
You think I have something worth listening to. |
| |
ü |
Leader goes to refill coffee
cup. - You think its break time when I'm talking. You feel
you already know what I'm going to say, so you don't have
to listen. |
- FACILITATION LISTENING
SKILLS
Instructor's
Comment: Effective
discussion leaders have a variety of tools that they use to
support participants in expressing their ideas and participation
in the discussions. When a participant is very emotional about
a topic, the leader is able to acknowledge the feelings and
make sure the central point is not lost. When a participant
rambles, the leader can paraphrase succinctly to help summarize
the main points.
| |
Distribute
Worksheet: "Tools Discussion Leaders Use in Open Discussion"
| Discuss
each tool, as described on the worksheet. Ask participants
for examples of how "paraphrasing" statements
begin, etc. Ask participants to record for examples
of each tool in column three of the worksheet. (Slides
20-28 provide examples.) |
|
| |
Ø
|
Paraphrasing: Calms
and clarifies. Using your own words to restate what you
think the speaker said. Watch the speaker's reaction to
your comments and ask if you got it right. Keep asking for
clarification. Paraphrasing also helps when you think someone
else misunderstood. It is an active listening technique
that benefits the entire group by encouraging them to think
out loud.
What are examples of how paraphrasing
statements might begin?
SLIDE
#20 (Show examples on slide after group shares.)
|
| |
Ø
|
Explore Further: Guides
people in clarifying and expanding on their own ideas. It
sends the message, "I understand so far, now tell me
more."
What are examples of how explore
further statements might begin?
SLIDE
#21 (Show examples on slide after group shares.)
|
| |
Ø
|
Mirroring: Repeating
the exact words of the speaker. Use their words, not yours.
Mirror the words, not the tone of voice. The tone of voice
should be yours. This technique speeds up slow-moving discussion
and builds trust.
What are examples of how
mirroring statements might begin?
SLIDE #22 (Show examples on slide
after group shares.)
|
| |
Ø
|
Stacking: Helps people
take turns when everyone wants to talk at once. It lets
everyone know they will get their chance. Basically it involves
asking for a show of hands from people who want to speak,
and assigning a number for the order of speaking. After
everyone has spoken, ask if anyone else wishes to speak.
What are examples of how stacking
statements might begin?
SLIDE #23
(Show examples on slide after group shares.)
|
| |
Ø
|
Encouraging: Creates
an opening for people to participate without putting any
one individual on the spot.
What are examples of how encouraging
statements might begin?
SLIDE
#24 (Show examples on slide after group shares.)
|
| |
Ø
|
Balancing: Encourages
the group to look at the opposite perspective or other views.
It sends the message, "It is alright to express opposing
viewpoints."
What are examples of how balancing
statements might begin?
SLIDE
#25 (Show examples on slide after group shares.)
|
| |
Ø
|
Making Space: Lets
quiet members know they don't have to talk, but gives them
the opportunity to speak if they wish to. The vocal members
of groups tend to dominate the discussion, and those who
quietly think through ideas before speaking or wait for
space to interject their ideas often get left out. Some
may hold out because they are new to a group and are shy
or hesitant to speak up. This technique helps them feel
a part of the group. Identify the quiet members and call
on them.
What are examples of how
making space statements might begin?
SLIDE #26 (Show examples on slide
after group shares.)
|
| |
Ø
|
Intentional Silence:
A brief (few seconds) of quiet time that gives participants
a time to think and discover what they want to say. Some
people need time to organize their thoughts, others to formulate
a logical sequence for their comments, and others to think
to think about whether to make a comment that might be risky.
Just five seconds of silence can seem longer than it is,
however it may give participants needed time to formulate
ideas. Tolerating silence is an important skill acquired
through practice. Let someone else break the silences in
your conversation.
SLIDE #27
- This is how intentional silence
sounds.
|
| |
Ø
|
Listening for Common Ground:
Discussion leaders summarize both similarities and differences
that have surfaced, letting all participants know that they
are being heard. First summarize the differences and follow
with the common ground or similarities. It is important
as groups become polarized to keep the points of agreement
in front of them as the foundation for working toward mutual
agreement.
What are examples of how common
ground statements might begin?
SLIDE #28
(Show examples on slide after group shares.)
|
- RECORDING THE GROUP'S WORK
- USING FLIP CHARTS EFFECTIVELY
Instructor's Comment:
The most often used tool of any facilitator or group leader
is the flip chart. Flip charts allow the group to record ideas,
questions and decisions where all can see. Flip charts support
the work of a group by:
| |
v
|
Recording all ideas
|
| |
v
|
Encouraging all group
members to confirm accuracy
|
| |
v
|
Focusing on task at
hand
|
| |
v
|
Enhancing creativity
of ideas
|
| |
v
|
Validating the contributions
of each participant
|
| |
Demonstration:
| Ask
groups to share what makes a flip chart easy to use.
Using two flip charts, one person records responses
following guidelines. Second person records responses
doing the opposite of the guidelines. Discuss and compare
the two sheets |
|
Distribute
Handout: "Tips For Effective Use Of Flip Charts".
Discuss each item on the handout.
Instructor's
Comment: Summary of Skills for Effective Discussion
Leaders
Effective discussion leaders all constantly work to improve
the ways they involve all group members. They think through
discussions and formulate questions which encourage everyone
to respond. They send body language and pick up on non-verbal
clues from the group. In addition, they are aware of various
tools which encourage open discussion. They are skilled in
using the tools to create productive, open and inclusive dialogue.
They are also skilled in recording the group's contributions
so that no idea is lost.
APPLICATION
| • |
Practice
the art of asking non-threatening questions when you are in
a group involved in a discussion. Even as a member of the
group (if you are not the leader) you can ask people to rephrase,
reframe questions to address one question at a time, acknowledge
those who contribute and encourage those who haven responded.
Reflect on the quality of the discussion and the variety of
contributions that result from effective questioning. |
| • |
As
a group, try to use the active listening techniques to encourage
participation in group discussions. Make a list of the techniques
you observed used by the group and at the end of the meeting
share with each other. Discuss the general tone of the discussion
and the value of using the variety of techniques. |
| • |
Share
the responsibility of recording ideas on the flip chart and
practice the tips for chart writing. |
REFERENCES
Hackett,
Donald and Martin, Charles L. Facilitation Skills for Team Leaders.
Menlo Park, CA: Crisp Publications, Inc., 1993.
Kaner,
Sam. Facilitator's Guide to Participatory Decision-Making. Philadelphia,
PA: New Society Publishers, 1996.
Butler,
Ava S. The Trainer's Guide to Running Effective Team Meetings.
New York, NY: McGraw-Hill, 1996.
|
