BUS 51 - Mosley7e ch10

© 2008 Thomson/South-Western© 2008 Thomson/South-Western All rights reserved. All rights reserved.

PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie CookThe University of West AlabamaThe University of West Alabama

Part 4

Skill Development

Mosley Mosley • Pietri• Pietri

Chapter 10

Meetings and

Facilitation Skills

Chapter 10

Meetings and

Facilitation Skills

© 2008 Thomson/South-Western. All rights reserved. 10–2

Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning Objectives

1.1. Explain how technology is enhancing meetings.Explain how technology is enhancing meetings.

2.2. Explain the four basic purposes of meetings.Explain the four basic purposes of meetings.

3.3. Differentiate between the leader-controlled approach Differentiate between the leader-controlled approach and the group-centered approach used in meetings.and the group-centered approach used in meetings.

4.4. Identify the advantages and disadvantages of Identify the advantages and disadvantages of meetings.meetings.

5.5. Describe the actions that a supervisor can take before, Describe the actions that a supervisor can take before, during, and after a meeting to make it effective.during, and after a meeting to make it effective.

After reading and studying this chapter, you should After reading and studying this chapter, you should be able to:be able to:


Learning Objectives (cont’d)Learning Objectives (cont’d)Learning Objectives (cont’d)Learning Objectives (cont’d)

6.6. Explain the process of consensus decision making in Explain the process of consensus decision making in meetings.meetings.

7.7. Define group facilitation.Define group facilitation.

8.8. Explain the role of group facilitator.Explain the role of group facilitator.

9.9. Differentiate between process consultation and other Differentiate between process consultation and other models of consultation.models of consultation.

10.10. Specifically identify what can be done to make Specifically identify what can be done to make teleconferencing more effective.teleconferencing more effective.

After reading and studying this chapter, you should After reading and studying this chapter, you should be able to:be able to:


The Changing Technology of MeetingsThe Changing Technology of Meetings

• Technology that Technology that Enhances Meetings:Enhances Meetings: Cell phonesCell phones

VideoconferencesVideoconferences

Computers and software Computers and software meeting-support programsmeeting-support programs

Onscreen display of Onscreen display of discussion points, voting by discussion points, voting by members, actions taken, members, actions taken, and meeting minutesand meeting minutes


EXHIBIT 10.1 Purposes of Meetings


Purposes of MeetingsPurposes of Meetings

• Information-Giving MeetingInformation-Giving Meeting Held to announce new programs and policies or to Held to announce new programs and policies or to

update present ones.update present ones.

• Information Exchange MeetingInformation Exchange Meeting Held to obtain information from group members.Held to obtain information from group members.

• Fact-Finding MeetingFact-Finding Meeting Held to seek out relevant facts about a problem or Held to seek out relevant facts about a problem or

situation.situation.

• Problem-Solving MeetingProblem-Solving Meeting Held to identify the problem, to discuss alternative Held to identify the problem, to discuss alternative

solutions, and to decide on the proper action to take.solutions, and to decide on the proper action to take.


Approaches Used at MeetingsApproaches Used at Meetings

• Leader-Controlled ApproachLeader-Controlled Approach Used at meetings of large groups in which the leader Used at meetings of large groups in which the leader

clearly runs the show and the open flow of information clearly runs the show and the open flow of information is impeded.is impeded.

• Group-Centered ApproachGroup-Centered Approach Used at meetings in which group members interact Used at meetings in which group members interact

freely and address and question one another.freely and address and question one another.


EXHIBIT 10.2 Interaction in the Leader-Controlled Approach


EXHIBIT 10.3 Interaction in the Group Centered Approach


Advantages and Disadvantages of Advantages and Disadvantages of MeetingsMeetings

Disadvantages of Meetings:

1. May be unnecessary.

2. May not be cost effective.

3. May result in watered down decisions.

4. May become impersonal.

Advantages of Meetings:

1. Save time.

2. Ensure consistency of information.

3. Permit formal exchangeof information.


EXHIBIT 10.4 Meetings Cost!

Many managers overlook the cost of meetings. The following table approximates hourly costs for employees at four salary levels. The hourly rates include only salary and normal benefits. They do not include costs of meeting planning and preparation time, travel time/costs, follow-up costs, and the like.

Salary/Benefit Hourly Meeting Costs

Salary

Number of Participants

25 10 8 6 4

$100,000 $1,825 $730 $584 $438 $292

80,000 1,460 584 467 350 234

60,000 1,095 438 350 263 175

40,000 730 292 234 175 117


Making Meetings EffectiveMaking Meetings Effective

• Factors to Consider Before the Meeting:Factors to Consider Before the Meeting: Determine whether or not the meeting is necessary.Determine whether or not the meeting is necessary. Have a clear purpose for the meeting.Have a clear purpose for the meeting.

• Preplan the Meeting:Preplan the Meeting: Give adequate advance notice.Give adequate advance notice. Make sure that key people will be able to attend. Make sure that key people will be able to attend. Distribute copies of the meeting agenda in advance.Distribute copies of the meeting agenda in advance. Let people know in advance if they need to provide Let people know in advance if they need to provide

information.information. Check that the meeting room is arranged and that Check that the meeting room is arranged and that

visual aids are functioning properly. visual aids are functioning properly. Form an idea of how long the meeting should last.Form an idea of how long the meeting should last.


Making Meetings Effective (cont’d)Making Meetings Effective (cont’d)

• Factors to Consider During the Meeting:Factors to Consider During the Meeting: Start the meeting on time.Start the meeting on time. Designate someone to take minutes.Designate someone to take minutes. Clarify your expectations; introduce each item on the Clarify your expectations; introduce each item on the

agenda by stating your purpose for including it.agenda by stating your purpose for including it. Provide leadership.Provide leadership.

Keep the meeting moving and focused on the agenda.Keep the meeting moving and focused on the agenda. Encourage contributions by all present.Encourage contributions by all present. Summarize positions of the group periodically.Summarize positions of the group periodically. Address problems of participant behavior.Address problems of participant behavior.

Encourage two-way communication.Encourage two-way communication.


EXHIBIT 10.6 Agenda Planning

1. If possible, distribute an agenda several days before a meeting.

2. Allow an opportunity for members to add topics to the agenda.

3. Indicate the time allotted for agenda topics. This will help time management during the meeting.

4. Where the list of agenda topics is long, begin with routine items.

5. In longer meetings, controversial topics should be addressed sufficiently early in the agenda while group energy is sufficiently high. Placing controversial items at the end of an agenda when discussion time is limited may give the impression that you are manipulating the group.

6. Build a break into meetings that last longer than 90 minutes. This will allow members to network, address other work-related items, and use the restroom as needed.

Source: Sample Agenda adapted from Deborah J. Barrett, Leadership Communication: (New York: McGraw-Hill/Irwin, 2006, p. 216. Other information from http://www.3com/meetingnetwork/reaingroom/meetingguide_anatomy.html)


EXHIBIT 10.8 Questioning Techniques for Leaders of Meetings

• Clarifying or elaborating on a point made by someone.

Example: “Are you saying that . . . ?” or “Alice, would you mind giving us a little more detail about the situation? When did it happen?”

• Calling on someone who is reluctant to talk.

Example: “Pete, you’ve been through more maintenance shutdowns than most of us. What do you think about all of this?”

• Getting specific facts.

Example: “Exactly what were our production figures last month? Can someone give us those figures?”

• Examining possible alternatives.

Example: “What are the pros and cons of converting to the new system?” or “Would we be able to keep up our quality under the new system?” or “What would happen if . . . ?”


EXHIBIT 10.8 Questioning Techniques for Leaders of Meetings (cont’d)

• Initiating group discussion.

Example: “What is your reaction to this new vacation policy?” or “Does this new policy affect anyone here?”

• Obtaining more participation from the group.

Example: “We’ve heard two alternatives. Are there any more?”

• Guiding the meeting tactfully in certain directions.

Example: “We seem to have already discussed this issue pretty thoroughly and agreed on a course of action. Is everyone ready to move on?”

• “Testing the water” as to the group’s feeling.

Example: “What would be your reaction if we went to the system we’ve been discussing? Would you support it?”


Work to Achieve Consensus DecisionsWork to Achieve Consensus Decisions

• Consensus is likely when a group’s members:Consensus is likely when a group’s members: Openly state their true feelings, ideas, and disagreements.Openly state their true feelings, ideas, and disagreements.

Examine their different views fully.Examine their different views fully.

Try to understand underlying reasons behind their differences on Try to understand underlying reasons behind their differences on an issue.an issue.

Actively listen to and seek to understand other members’ Actively listen to and seek to understand other members’ positions.positions.

Focus on issues rather than on personalities.Focus on issues rather than on personalities.

Avoid actions that polarize members or lock them into positions.Avoid actions that polarize members or lock them into positions.

• ClosureClosure Successfully accomplishing the objective for a given item on the Successfully accomplishing the objective for a given item on the

agenda.agenda.


EXHIBIT 10.9 Eleven Team Member’s Point Allocations Using 10-4 Prioritizing Format

Item for 10-4 Scoring: “Possible Actions to Increase Teamwork in Our Department”

a) Change incentive system so that it reflects part individual, part department results

3, 1, 2, 1 = 7

b) Include teamwork as an item on performance evaluation system

2, 3, 1, 3, 4, 4, 3, 4, 3, 4 = 31

c) Develop system for recognizing when someone has been a good team player

4, 4, 4, 4, 3, 4, 4, 4, 2, 4, 3 = 40

d) Include teamwork related behaviors as part of everyone’s job description

2, 2, 2, 3, 1, 1, 2, 2 = 15

e) Cross train members so that they better understand all jobs in the department

4, 1, 2, 3, 2, 2, 1, 1 = 16

f) Rotate positions occasionally so that members perform each other’s jobs

2 = 2

Key: letter = alternative numbers = each member’s allocation of 10 points; maximum of four points can be awarded by a team member to an alternative.


Making Meetings Effective (cont’d)Making Meetings Effective (cont’d)

• Factors to Consider After the Meeting:Factors to Consider After the Meeting: Distribute Copies of the MinutesDistribute Copies of the Minutes

The minutes serve as a permanent record of what has been The minutes serve as a permanent record of what has been agreed on and committed to at the meeting.agreed on and committed to at the meeting.

The minutes identify topics on the agenda that have not been The minutes identify topics on the agenda that have not been dealt with completely or that have been suggested for a dealt with completely or that have been suggested for a future meeting.future meeting.

The minutes permit a smooth transition, allowing you to take The minutes permit a smooth transition, allowing you to take up where you left off at the next meeting.up where you left off at the next meeting.

Follow Up on Decisions MadeFollow Up on Decisions Made Personal observations, visits, and reports to supervisors on Personal observations, visits, and reports to supervisors on

commitments made.commitments made.


What is Group Facilitation?What is Group Facilitation?

• Group FacilitationGroup Facilitation The process of intervening to help a group improve in The process of intervening to help a group improve in

goal setting, action planning, problem solving, conflict goal setting, action planning, problem solving, conflict management, and decision making in order to management, and decision making in order to increase the group’s effectiveness.increase the group’s effectiveness.

• Roles of the FacilitatorRoles of the Facilitator Purchase-of-expertise modelPurchase-of-expertise model

Doctor-patient modelDoctor-patient model

Process consultation modelProcess consultation model


EXHIBIT 10.10 Core Skills for the Effective Facilitator

• Communication skills

listening and asking the right questions.• Leadership skills

participative management and developmental leadership.

• Problem-solving skills.• Group dynamics skills.• Conceptual and analytical skills.• Conflict management skills

principled negotiation.• Process consultation skills

intervention and diagnostic insights.


EXHIBIT 10.11 Basic and Developmental Facilitation

Source: Roger M. Schwartz, The Skilled Facilitator: Practical Wisdom for Developing Effective Groups, Table 1.1, p. 7, adapted as submitted. Copyright © 1994 Jossey-Bass Inc., Publishers. Reprinted by permission of John Wiley and Sons, Inc.

Characteristic Basic Facilitation Developmental Facilitation

Group objective Solve a substantive problem or problems.

Achieve group goals along with solving substantive problems while learning to improve processes.

Facilitator role Help group temporarily improve its processes. Take primary responsibility for managing the group’s processes.

Help group permanently improve its processes. Help group assume primary responsibility for achieving goals and managing processes.

Outcome for group Emphasize dependence on facilitator for solving future problems.

Reduce dependence on facilitator for solving future problems.


Roles of the FacilitatorRoles of the Facilitator

• Purchase-of-Expertise ModelPurchase-of-Expertise Model Assumptions:Assumptions:

1.1. The manager has correctly diagnosed the organization’s The manager has correctly diagnosed the organization’s needs.needs.

2.2. The manager has correctly communicated those needs to The manager has correctly communicated those needs to the consultant.the consultant.

3.3. The manager has accurately assessed the capabilities of The manager has accurately assessed the capabilities of the consultant to provide the information or the service.the consultant to provide the information or the service.

4.4. The manager has considered the consequences of having The manager has considered the consequences of having the consultant gather such informationthe consultant gather such information

5.5. The manager is willing to implement changes that may be The manager is willing to implement changes that may be recommended by the consultant.recommended by the consultant.


Roles of the Facilitator (cont’d)Roles of the Facilitator (cont’d)

• Doctor–Patient ModelDoctor–Patient Model

Assumptions:Assumptions:

1.1. The initial client has accurately identified which person, The initial client has accurately identified which person, group, or department is “sick.”group, or department is “sick.”

2.2. The “patient” has revealed accurate information.The “patient” has revealed accurate information.

3.3. The “patient” accepts the prescription that is, does what the The “patient” accepts the prescription that is, does what the “doctor” recommends.“doctor” recommends.



• Process Consultation ModelProcess Consultation Model Involves others in making a joint diagnosis of the Involves others in making a joint diagnosis of the

problem and eventually provides others with the skills problem and eventually provides others with the skills and tools to make their own diagnoses.and tools to make their own diagnoses.

Assumptions:Assumptions:1.1. Clients do not know what is wrong and need special help in Clients do not know what is wrong and need special help in

diagnosing what their problems are.diagnosing what their problems are.

2.2. Clients do not know what help consultants can give to them; Clients do not know what help consultants can give to them; they must be informed of what help to seek.they must be informed of what help to seek.

3.3. Clients have the intent to improve things, but they need help Clients have the intent to improve things, but they need help identifying what to improve and how to improve it.identifying what to improve and how to improve it.

4.4. Most organizations are more effective if they learn to Most organizations are more effective if they learn to diagnose and manage their strengths and weaknesses.diagnose and manage their strengths and weaknesses.



• Process Consultation Model (cont’d)Process Consultation Model (cont’d) Assumptions:Assumptions:

5.5. A consultant cannot learn enough about the culture of the A consultant cannot learn enough about the culture of the organization to suggest reliable new courses of action that organization to suggest reliable new courses of action that will resisted because they come from an outsider.will resisted because they come from an outsider.

6.6. The client must see the problem and think through the The client must see the problem and think through the remedy to be willing to implement the solution and learn remedy to be willing to implement the solution and learn how to fix such problems should they recur.how to fix such problems should they recur.

7.7. The process consultant can provide alternatives, but The process consultant can provide alternatives, but decision making about such alternatives must remain in the decision making about such alternatives must remain in the hands of the client.hands of the client.

8.8. Process consultation teaches the skills of how to diagnose Process consultation teaches the skills of how to diagnose and fix organizational problems so that the client is able to and fix organizational problems so that the client is able to continue to improve the organization.continue to improve the organization.


EXHIBIT 10.12 Tips for Facilitating Teleconferencing

Preparation

1. Decide who will be in on the call.

2. Establish a clear set of desired outcomes.

3. Create and distribute an agenda.

Facilitation

1. Designate a timekeeper and note taker.

2. Ask members to identify themselves each time they speak.

3. Call on the silent.

4. Poll each member.

5. Watch the clock.

6. Consider alternatives for difficult issues.

7. Review assignments and close positively.

Follow-Up

As soon as the call is complete, prepare the to-do list with the deadlines and designees and send it out immediately.

It also helps to solicit feedback about how participants viewed the usefulness of the call.

Source: Copyright © 1999, Gale Group. All rights reserved. Reproduced by permission.


EXHIBIT 10.13 The Facilitators at Leadership Strategies, Inc.

1. Enjoy working with people and have a genuine desire to help people feel good about themselves and achieve their desired results.

2. Think quickly and logically, and have the ability to analyze comments, understand how they relate to the topic, and develop appropriate responses.

3. Communicate clearly and expressively by making specific, concise points, and using appropriate levels of energy to build excitement and enthusiasm.

4. Practice active listening skills by engaging a speaker, listening attentively, and asking probing questions.

5. Convey warmth to others by using smiles, praise, and gestures in one-on-one and group interactions.

6. Demonstrate self-confidence and leadership when working with others, and are the people others look to for direction and counsel.

7. Have a process orientation, with an interest in finding methods to improve the way things are done, looking beyond the narrow focus of a job to the greater scope of the organization.

Characteristics of effective facilitators:

Source: From “About Our Facilitators.” Reprinted by permission of Leadership Strategies—The Facilitation Company. Visit us on the web at: www.leadstrat.com.


Important TermsImportant TermsImportant TermsImportant Terms

• closureclosure• consensusconsensus• fact-finding meetingfact-finding meeting• group-centered approachgroup-centered approach• group facilitationgroup facilitation• information exchange meetinginformation exchange meeting• information-giving meetinginformation-giving meeting• leader-controlled approachleader-controlled approach• minutesminutes• problem-solving meetingproblem-solving meeting• process consultationprocess consultation


Qualities Valued in a LeaderQualities Valued in a Leader(For use with Skill Builder 10-1)(For use with Skill Builder 10-1)

Quality Rank

a. intelligent ____

b. caring ____

c. dependable ____

d. inspiring ____

e. mature ____

f. forward-looking ____

g. courageous ____

h. honest ____

i. fair-minded ____

j. competent ____

BUS 51 - Mosley7e ch10

Business

Transcript of BUS 51 - Mosley7e ch10