Section 1. Conducting Effective Meetings WHAT ARE EFFECTIVE MEETINGS? WHY DO YOU NEED EFFECTIVE MEETINGS? HOW DO YOU RUN EFFECTIVE MEETINGS? PHASE 1: PLANNING THE MEETING PHASE 2: SETTING UP THE MEETING PHASE 3: RUNNING THE MEETING PHASE 4: FOLLOWING UP ON THE MEETING TIPS ON HANDLING DIFFICULT MEMBERS

WHAT ARE EFFECTIVE MEETINGS?Sometimes it seems as if we're always meeting. We have our regular monthly organization meetings, special task force meetings to work on, urgent actions, and committee meetings for projects our group has taken on. Meetings take up so much of our time because they're the way we make our decisions, plan our actions, and move the work we are doing along.

But how many of us hate meetings? We all of have memories of meetings (maybe even last night's committee meeting) that seem to last forever and no decisions ever get made. Someone kept interrupting and moving everyone off of the agenda, the chair had too many of her own opinions, the meeting ran overtime, and by the time it was over, everyone went home tired and unsatisfied.

Well, while there's no magic wand to make every meeting more effective, meetings can really help in decision making and planning. They don't have to be painful. They can even be fun. And you can learn how to make your meetings both useful and enjoyable for everyone there. Effective meetings help your group reach its goals.

WHY DO YOU NEED EFFECTIVE MEETINGS?Did you know that how you manage and run your meetings is one of the biggest "risk factors" for participation and member investment in your organization? All of the parts of a meeting are important­­planning (especially thinking through agendas and goals); logistics;

and chairing skills and principles. All of these parts impact on member participation and involvement.

Each "phase" needs to be paid attention to and taken seriously because good meeting management is critically linked to participation. It is through meetings that the group is or is not able to get things done, solve problems, manage itself in a way that promotes inclusion and safety, and creates a sense of community.

HOW DO YOU RUN AN EFFECTIVE MEETING?Running or chairing a meeting means more than just moving the group through the agenda. When you chair a meeting, you are responsible for the well­being of the group and the members in it. That demands a certain amount of attention be paid to "group dynamics" and other process issues. All of that "touchy feely" stuff is important!

Remember: Running meetings is a skill, not something you are born knowing how to do. Just as with any skill, you will get better with practice­­and more confident, too!

When someone says, "Nice job. That was a good meeting," what do they really mean? A truly good meeting happens when attention is paid to the four phases of meeting management:

Planning for the meeting (Agenda and goals) Setting up the meeting (Logistics) Running the meeting (Chairing/Facilitating) Following up (After the meeting ends...)

PHASE 1: PLANNING THE MEETINGIf you pay attention to planning your meeting, you can avoid the "meeting killers" like:

Wasting meeting time Wasting people's time Boring meetings that go nowhere Meetings for meeting's sake

DECIDE THE GOAL OF THE MEETING

Is it to revise the by­laws, plan volunteer recruitment, or something else? No clear goal? A boring and unfocused meeting may result! Come up with a clear goal and the agenda becomes your road map to getting there.

Do your homework!

If you need information or research for the meeting, better have it done before the meeting starts. What happens when you show up at a meeting where important information is missing? It's usually a big waste of time!

DECIDE WHO NEEDS TO BE THERE

If you are working on a billboard campaign, does the whole membership need to attend or just the Billboard Committee? Think before you send out those meeting notices!! When people come to a meeting where they don't care about the agenda, guess what? They usually don't come back!

PLAN WITH OTHERS

This is a great way to develop new leaders and get other people more invested in the work of your group! Just get three or four interested folks together and hash out the agenda­­it won't take more than an hour!

And most important...

GOOD AGENDAS COUNT!

List the amount of time you plan for each item. If someone other than you is presenting some part of the agenda, list that too, and send it out at least a week ahead of time. Members of any group should know what they are coming to do!

If the agenda is your road map, than make sure it has all of the stops listed on it, without too many unnecessary side trips. Let everyone know what's going to be discussed; don't keep it a secret!

PHASE 2: SETTING UP THE MEETINGSTART AND END ON TIME

It's disrespectful to abuse members' time and about the biggest turn­off there is! If you must start late because only three people are in the room when you're supposed to start, at least apologize! Better yet, get into the habit of starting on time EVEN if there are only three people in the room. Word will get around and eventually, people will come on time or won't come at all. If people keep showing up late, or not showing up at all, this may be a hint to change your meeting time, or your meeting pattern, or both.

SIGN THEM IN

Sign­in sheets do more than tell you who came. They also help update your membership list and give you names for phone trees. Be sure to include name, organization, address, and phone number!

DO YOUR BEST TO MAKE EVERYONE COMFORTABLE

Meeting spaces should be comfortable and convenient. The room should be centrally located, and the right size for the size of your group. Get there early to set up and try to use a space where you can make a circle, not sit in rows like an auditorium. If the meeting space is hard to get to for seniors or others, try to arrange transportation or perhaps a volunteer "escort" service (a great teen/senior project!).

ALL WORK AND NO PLAY IS NO GOOD!

Have informal time before and after the meeting for people to talk and socialize. That's a big reason people joined your group in the first place, and it's where you can recruit volunteers. Remember, sometimes "the meeting after the meeting" is where people get attached to the group­­and also get their best ideas to bring to the next meeting!

A REGULAR CYCLE

If you have a regular meeting cycle, people will start to save the date (e.g. the first Monday of the month); but don't have a meeting just to meet! Always have a clear goal or don't have the meeting.

PHASE 3: RUNNING THE MEETINGBeing a meeting chairperson is more than one task; it's many jobs in one. If you take it from the top, your job as a chairperson means it is up to you to:

DO INTRODUCTIONS

That includes getting everyone to introduce themselves, as well as introducing yourself and your role. When there's a special speaker, his or her introduction is your job too.

Don't forget how good icebreakers can be to loosen everyone up! An icebreaker is something short at the beginning of the meeting to help people get to know each other or dig out some important piece of information in a fun or interesting way. For example, your group could do a "Scavenger Hunt" where people "scavenge" information about each other.

GET AGREEMENT ON AGENDA AND RULES

Remember, it's everyone's meeting, so everyone needs to "buy in" to the agenda. You can ask for feedback on the agenda before you begin. Rules like no interrupting, etc. can also be helpful if you have some potential "disrupters" in the house.

KEEP THE DISCUSSION ON TRACK

If someone's going off the agenda or is speaking too long, pull 'em back in! Be gentle but firm: people respect a meeting that's run well and remember all too clearly the meetings where someone was allowed to go on and on and on.

WATCH THE TIME!

Remember about starting and ending! Honor agenda time limits. If the group seems to want to go beyond the agreed upon time on an issue, ask for agreement from all members. A statement such as, "We've already used our allotted time for this issue. Would everyone like to continue on the topic for another ten minutes, or shall we go on to the next item on the agenda?" can be a good way to take the group's pulse on the matter.

SUMMARIZE WHAT YOU HEAR

Wrap­up each agenda item by summarizing any conclusions out loud. Then move on when no one objects or everyone agrees.

ENCOURAGE PARTICIPATION

If a usually quiet person speaks, show your appreciation. Try to draw everyone in and not just let the usual suspects speak!

USE THE POWER OF YOUR POSITION WISELY

Watch what you say and how and how much you say it! Don't take sides, and be fair to everyone.

DEVELOP NEW LEADERS BY HANDING OVER THE GAVEL

Try rotating chairing responsibility. The only way others will learn is by watching you and then doing.

Some tips for managing people in the meeting:

Have a sense of humor, and don't be defensive Use open­ended questions that require people to say more than "yes" or "no" Look around the room and watch for signs that you should slow things down or

speed them up

PHASE 4: FOLLOWING UP ON THE MEETINGJust because the meeting is over, it doesn't mean your work is done! In order for you to successfully follow up after the meeting, you will need to:

GATHER FEEDBACK FROM THE GROUP

You will want to gather information about how the participants felt about the meeting, what could be improved, etc. You may not want to do this at every meeting, but at least once in a while; making sure that people have clear assignments, setting or reaffirming the date for the next meeting, and maximizing opportunities for people to stay around and talk after the meeting (which is very important).

MAKE FOLLOW­UP CALLS

The Chair or a designated person may want to make follow­up calls, send out follow ­up correspondence, and/or take some follow­up actions. These after­the­meeting activities often serve as the glue that hold the group together.

SUMMARIZE THE MEETING

It's helpful to have a list of the decisions made, with follow­ups. Formal minutes are valuable for many (not all) organizations­­they contain announcements, informational items, etc., that are important to report even though they are not "decisions. "

Writing up minutes can be boring, and so can reading them. But that's part of the job the secretary took on.

Some alternatives can include:

Have a volunteer do a meeting summary sheet, in addition to the minutes Have the minutes read more like a story than a formal roman­numerals­type report.

Also, place the decisions made in boldface or ALL CAPS, so they stand out. Ditto for follow­ups.

TIPS ON HANDLING DIFFICULT MEMBERSINTERVENTIONS

Interventions are techniques to use when you are confronted with disruption or problems during the meetings. They can be used separately, but are usually more effective when used in combination. Interventions attempt to be low on the confrontation scale but still are effective in getting disrupters under control.

Have the group decide:

If someone refuses to stick to the agenda, keeps bringing up the same point again and again, challenges how you are handling the meeting, etc.

Use the agenda and ground rules:

If someone keeps going off the agenda, has side conversations through the whole meeting, verbally attacks others, etc.

Be honest: Say what's going on:

If someone is trying to intimidate you, you feel upset and undermined, you need to enlist the help of the group, etc.

Use humor:

If there is a lot of tension in the room, people are resistant to being at the meeting, scared/shy about participating, you are seen as an outsider, etc.

Accept, deal, or defer:

If someone keeps expressing doubts about accomplishing anything, is bitter and puts down every suggestion, keeps bringing up the same point over and over, has power issues, etc. This means: ACCEPT that what they are saying is true, don't ignore it; DEAL with it right there by spending some time on it, or DEFER it to the group for a decision about what to do. Also see points G and H below.

Use body language (if possible):

To quiet side conversations, help quiet people participate, re­focus attention, etc. You can speak volumes by making eye contact, by smiling (or not smiling), or by a change in your seating position.

Take a break: Confront disrupters outside the meeting room:

When less confrontational tactics haven't worked, someone keeps verbally attacking other participants, shuffling papers, having side conversations or cutting people off. You can deal with this issue outside the room, at a naturally­occurring break in the action.

Confront in the room:

If it's appropriate and will not create backlash, if the group will support you, if you've tried less confrontational tactics already, etc.

PREVENTIONS

Preventions are techniques that can help you avoid disruption from the start. If you use these "preventions" from the start of your meetings, you should keep disruption away.

Listen to understand

Don't just pretend to listen to what someone is saying. People can tell when you are not paying attention. Listen closely to understand the points the speaker is making, and restate these points aloud if you are unsure.

Stay in your role

You cannot be a participant and the chair of the meeting at the same time. When you blur the lines, you risk alienating participants, causing resentment,

and losing control of the meeting. Offer strategies, resources, and ideas­­but not direct opinions.

Remember: "Chairperson" doesn't mean "participant." If you are passionate about an issue on the agenda and want to speak, make an arrangement BEFORE the meeting for someone else to chair that section.

Don't be defensive

If attacked, criticized, etc., take a "step backwards." Think about what was said before you respond. Once you become defensive, you risk losing the group's respect and trust, and may well make the situation worse.

IN SUMMARYNow you have the keys to planning and getting through effective meetings in your organization. A good meeting that is well prepared, focused and conducted efficiently can make yours a quality organization, while one that is poorly planned or run will cause a lot of difficulties for your group

Section 2. Developing Facilitation Skills WHAT ARE FACILITATION SKILLS? WHY DO YOU NEED FACILITATION SKILLS? HOW DO YOU FACILITATE? HOW DO YOU PLAN A GOOD FACILITATION PROCESS? FACILITATING A MEETING OR PLANNING SESSION: WHAT'S IT ALL

ABOUT? FACILITATOR SKILLS AND TIPS DEALING WITH DISRUPTERS: PREVENTIONS AND INTERVENTIONS

WHAT ARE FACILITATION SKILLS?Community organizations are geared towards action. There are urgent problems and issues we need to tackle and solve in our communities. That's why we came together in the first place, isn't it? But for groups to be really successful, we need to spend some time focusing on the skills our members and leaders use to make all of this action happen, both within and outside our organizations.

One of the most important sets of skills for leaders and members are facilitation skills. These are the "process" skills we use to guide and direct key parts of our organizing work with groups of people such as meetings, planning sessions, and training of our members and leaders.

Whether it's a meeting (big or small) or a training session, someone has to shape and guide the process of working together so that you meet your goals and accomplish what you've set out to do. While a group of people might set the agenda and figure out the goals, one person needs to concentrate on how you are going to move through your agenda and meet those goals effectively. This is the person we call the "facilitator."

SO, HOW IS FACILITATING DIFFERENT THAN CHAIRING A MEETING?

Well, it is and it isn't. Facilitation has three basic principles:

A facilitator is a guide to help people move through a process together, not the seat of wisdom and knowledge. That means a facilitator isn't there to give opinions, but to draw out opinions and ideas of the group members.

Facilitation focuses on how people participate in the process of learning or planning, not just on whatgets achieved

A facilitator is neutral and never takes sides

The best meeting chairs see themselves as facilitators. While they have to get through an agenda and make sure that important issues are discussed, decisions made, and actions taken, good chairs don't feel that they have all of the answers or should talk all the time. The most important thing is what the participants in the meeting have to say. So, focus on how the meeting is structured and run to make sure that everyone can participate. This includes things like:

Making sure everyone feels comfortable participating Developing a structure that allows for everyone's ideas to be heard Making members feel good about their contribution to the meeting Making sure the group feels that the ideas and decisions are theirs, not just the

leader's. Supporting everyone's ideas and not criticizing anyone for what they've said.

WHY DO YOU NEED FACILITATION SKILLS?If you want to do good planning, keep members involved, and create real leadership opportunities in your organization and skills in your members, you need facilitator skills. The more you know about how to shape and run a good learning and planning process, the more your members will feel empowered about their own ideas and participation, stay invested in your organization, take on responsibility and ownership, and the better your meetings will be.

HOW DO YOU FACILITATE?Meetings are a big part of our organizing life. We seem to always be going from one meeting to the next. The next session in the Tool Box covers planning and having good meetings in depth. But here, we're going to work on the process skills that good meeting leaders need to have. Remember, these facilitation skills are useful beyond meetings: for planning; for "growing" new leaders; for resolving conflicts; and for keeping good communication in your organization.

CAN ANYONE LEARN TO FACILITATE A MEETING?

Yes, to a degree. Being a good facilitator is both a skill and an art. It is a skill in that people can learn certain techniques and can improve their ability with practice. It is an art in that some people just have more of a knack for it than others. Sometimes organization leaders are required to facilitate meetings: thus, board presidents must be trained in how to facilitate. But other meetings and planning sessions don't require that any one person act as facilitators, so your organization can draw on members who have the skill and the talent.

To put it another way, facilitating actually means:

Understanding the goals of the meeting and the organization Keeping the group on the agenda and moving forward Involving everyone in the meeting, including drawing out the quiet participants and

controlling the domineering ones Making sure that decisions are made democratically

HOW DO YOU PLAN A GOOD FACILITATION PROCESS?A good facilitator is concerned with both the outcome of the meeting or planning session, with how the people in the meeting participate and interact, and also with the process. While achieving the goals and outcomes that everyone wants is of course important, a facilitator also wants to make sure that the process if sound, that everyone is engaged, and that the experience is the best it can be for the participants.

In planning a good meeting process, a facilitator focuses on:

Climate and Environment Logistics and Room Arrangements Ground Rules

A good facilitator will make plans in each of these areas in advance. Let's look at some of the specifics.

CLIMATE AND ENVIRONMENT

There are many factors that impact how safe and comfortable people feel about interacting with each other and participating. The environment and general "climate" of a meeting or planning session sets an important tone for participation.

Key questions you would ask yourself as a facilitator include:

Is the location a familiar place, one where people feel comfortable? Face it, if you're planning to have an interactive meeting sitting around a conference table in the Mayor's office, some of your folks might feel intimidated and out of their environment. A comfortable and familiar location is key.

Is the meeting site accessible to everyone? If not, have you provided for transportation or escorts to help people get to the site? Psychologically, if people feel that the site is too far from them or in a place they feel is "dangerous," it may put them off from even coming. If they do come, they may arrive with a feeling that they were not really wanted or that their needs were not really considered. This can put a real damper on communication and participation. Another reminder: can handicapped people use the site as well?

Is the space the right size? Too large? Too small? If you're wanting to make a planning group feel that it's a team, a large meeting hall for only 10 or 15 people can feel intimidating and make people feel self­conscious and quiet. On the other hand,

if you're taking a group of 30 folks through a meeting, a small conference room where people are uncomfortably crunched together can make for disruption: folks shifting in their seats, getting up to stretch and get some air. This can cause a real break in the mood and feeling of your meeting or planning session. You want folks to stay focused and relaxed. Moral: choose a room size that matches the size of your group.

LOGISTICS AND ROOM ARRANGEMENTS

Believe it or not: how people sit, whether they are hungry and whether they can hear can make or break your planning process. As a facilitator, the logistics of the meeting should be of great concern to you, whether you're responsible for them or not. Some things to consider are:

Chair arrangements: Having chairs in a circle or around a table encourages discussion, equality, and familiarity. Speaker's podiums and lecture style seating make people feel intimidated and formal. Avoid them at all costs.

Places to hang newsprint: You may be using a lot of newsprint or other board space during your meeting. Can you use tape without damaging the walls? Is an easel available? Is there enough space so that you can keep important material visible instead of removing it?

Sign­In sheet: Is there a table for folks to use? Refreshments: Grumbling stomachs will definitely take folks minds off the meeting. If

you're having refreshments, who is bringing them? Do you need outlets for coffee pots? Can you set things up so folks can get food without disrupting the meeting? And who's cleaning up afterwards?

Microphones and audio visual equipment: Do you need a microphone? Video cameras? Can someone set up and test the equipment before you start?

To build a safe as well as comfortable environment, a good facilitator has a few more points to consider. How do you protect folks who are worried their ideas will be attacked or mocked? How do you hold back the big talkers who tend to dominate while still making them feel good about their participation? Much of the answer lies in the Ground Rules.

GROUND RULES

Most meetings have some kind of operating rules. Some groups use Robert's Rules of Order (parliamentary procedure) to run their meetings while others have rules they've adopted over time. When you want the participation to flow and for folks to really feel

invested in following the rules, the best way to go is to have the group develop them as one of the first steps in the process. This builds a sense of power in the participants ("Hey, she isn't telling us how to act. It's up to us to figure out what we think is important!") and a much greater sense of investment in following the rules. Common ground rules are:

One person speaks at a time Raise your hand if you have something to say Listen to what other people are saying No mocking or attacking other people's ideas Be on time coming back from breaks (if it's a long meeting) Respect each other

A process to develop ground rules is:

Begin by telling folks that you want to set up some ground rules that everyone will follow as we go through our meeting. Put a blank sheet of newsprint on the wall with the heading "Ground Rules."

Ask for any suggestions from the group. If no one says anything, start by putting one up yourself. That usually starts people off.

Write any suggestions up on the newsprint. It's usually most effective to "check ­in" with the whole group before you write up an idea ("Sue suggested raising our hands if we have something to say. Is that O.K. with everyone?") Once you have gotten 5 or 6 good rules up, check to see if anyone else has other suggestions.

When you are finished, ask the group if they agree with these Ground Rules and are willing to follow them. Make sure you get folks to actually say "Yes" out loud. It makes a difference!

FACILITATING A MEETING OR PLANNING SESSIONAs we've already said, the facilitator is responsible for providing a "safe" climate and working atmosphere for the meeting. But you're probably wondering, "What do I actually do during the meeting to guide the process along?" Here are the basic steps that can be your facilitator's guide:

START THE MEETING ON TIME

Few of us start our meetings on time. The result? Those who come on time feel cheated that they rushed to get there! Start no more than five minutes late, ten at the maximum and thank everyone who came on time. When latecomers straggle in, don't stop your process to

acknowledge them. Wait until after a break or another appropriate time to have them introduce themselves.

WELCOME EVERYONE

Make a point to welcome everyone who comes. Don't complain about the size of a group if the turnout is small! Nothing will turn the folks off who did come out faster. Thank all of those who are there for coming and analyze the turnout attendance later. Go with who you have.

MAKE INTRODUCTIONS

There are lots of ways for people to introduce themselves to each other that are better than just going around the room. The kinds of introductions you do should depend on what kind of meeting you are having, the number of people, the overall goals of the meeting, and what kind of information it would be useful to know. Some key questions you can ask members to include in their introductions are:

How did you first get involved with our organization? (if most people are already involved, but the participants don't know each other well)

What do you want to know about our organization? (if the meeting is set to introduce your organization to another organization)

What makes you most angry about this problem? (if the meeting is called to focus on a particular problem)

Sometimes, we combine introductions with something called an "ice breaker." Ice breakers can:

Break down feelings of unfamiliarity and shyness Help people shift roles­­from their "work" selves to their "more human" selves Build a sense of being part of a team Create networking opportunities Help share participants' skills and experiences

Some ways to do introductions and icebreakers are:

In pairs, have people turn to the person next to them and share their name, organization and three other facts about themselves that others might not know. Then, have each pair introduce each otherto the group. This helps to get strangers acquainted and for people to feel safe­­they already know at least one other person, and didn't have to share information directly in front of a big group at the beginning of the meeting.

Form small groups and have each of them work on a puzzle. Have them introduce themselves to their group before they get to work. This helps to build a sense of team work.

In a large group, have everyone write down two true statements about themselves and one false one. Then, every person reads their statements and the whole group has to guess which one is false. This helps folks get acquainted and relaxed.

Give each participant a survey and have the participants interview each other to find the answers. Make the questions about skills, experience, opinions on the issue you'll be working on, etc. When everyone is finished, have folks share the answers they got.

When doing introductions and icebreakers, it's important to remember:

Every participant needs to take part in the activity. The only exception may be latecomers who arrive after the introductions are completed. At the first possible moment, ask the latecomers to say their name and any other information you feel they need to share in order for everyone to feel comfortable and equal.

Be sensitive to the culture, age, gender and literacy levels of participants and any other factors when deciding how to do introductions. For example, an activity that requires physical contact or reading a lengthy instruction sheet may be inappropriate for your group. Also, keep in mind what you want to accomplish with the activity. Don't make a decision to do something only because it seems like fun.

It is important to make everyone feel welcome and listened to at the beginning of the meeting. Otherwise, participants may feel uncomfortable and unappreciated and won't participate well later on. Also, if you don't get some basic information about who is there, you may miss some golden opportunities. For example, the editor of the regional newspaper may be in the room; but if you don't know, you'll miss the opportunity for a potential interview or special coverage.

And don't forget to introduce yourself. You want to make sure that you establish some credibility to be facilitating the meeting and that folks know a bit about you. Credibility doesn't mean you have a college degree or 15 years of facilitation experience. It just means that you share some of your background so folks know why you are doing the facilitation and what has led you to be speaking up.

REVIEW THE AGENDA, OBJECTIVES AND GROUND RULES FOR THE MEETING

Go over what's going to happen in the meeting. Check with the group to make sure they agree with and like the agenda. You never know if someone will want to comment and suggest something a little different. This builds a sense of ownership of the meeting and

lets people know early on that you're there to facilitate their process and their meeting, not your own agenda.

The same is true for the outcomes of the meeting. You'll want to go over these with folks as well to get their input and check that these are the desired outcomes they're looking for. This is also where the ground rules that we covered earlier come in.

ENCOURAGE PARTICIPATION

This is one of your main jobs as a facilitator. It's up to you to get those who need to listen to listen and those who ought to speak. Encourage people to share their experiences and ideas and urge those with relevant background information share it at appropriate times.

STICK TO THE AGENDA

Groups have a tendency to wander far from the original agenda, sometimes without knowing it. When you hear the discussion wandering off, bring it to the group's attention. You can say "That's an interesting issue, but perhaps we should get back to the original discussion."

AVOID DETAILED DECISION­MAKING

Sometimes, it's easier for groups to discuss the color of napkins than the real issues they are facing. Help the group not to get immersed in details. Suggest instead, "Perhaps the committee could resolve the matter." Do you really want to be involved in that level of detail?

SEEK COMMITMENTS

Getting commitments for future involvement is often a meeting goal. You want leaders to commit to certain tasks, people to volunteer to help on a campaign, or organizations to support your group. Make sure adequate time is allocated for seeking commitment. For small meetings, write people's names down on newsprint next to the tasks they agreed to undertake.

One important rule of thumb is that no one should leave a meeting without something to do. Don't ever close a meeting by saying "We'll get back to you to confirm how you might like to get involved." Seize the moment! Sign them up!

BRING CLOSURE TO EACH ITEM

Many groups will discuss things ten times longer than they need to unless a facilitator helps them to recognize they're basically in agreement. Summarize a consensus position, or ask someone in the group to summarize the points of agreement, and then move forward. If one or two people disagree, state the situation as clearly as you can: "Tom and Levonia seem to have other feelings on this matter, but everyone else seems to go in this direction. Perhaps we can decide to go in the direction that most of the group wants, and maybe Tom and Levonia can get back to us on other ways to accommodate their concerns." You may even suggest taking a break so Tom and Levonia can caucus to come up with some options.

Some groups feel strongly about reaching consensus on issues before moving ahead. If your group is one of them, be sure to read a good manual or book on consensus decision making. Many groups, however, find that voting is a fine way to make decisions. A good rule of thumb is that a vote must pass by a two­thirds majority for it to be a valid decision. For most groups to work well, they should seek consensus where possible, but take votes when needed in order to move the process forward.

RESPECT EVERYONE'S RIGHTS

The facilitator protects the shy and quiet folks in a meeting and encourages them to speak out. There is also the important job of keeping domineering people from monopolizing the meeting or ridiculing the ideas of others.

Sometimes, people dominate a discussion because they are really passionate about an issue and have lots of things to say. One way to channel their interest is to suggest that they consider serving on a committee or task force on that issue. Other people, however, talk to hear themselves talk. If someone like that shows up at your meeting, look further ahead in this chapter for some tips on dealing with "disrupters."

BE FLEXIBLE

Sometimes issues will arise in the meeting that are so important, they will take much more time than you thought. Sometimes, nobody will have thought of them at all. You may run over time or have to alter your agenda to discuss them. Be sure to check with group about

whether this is O.K. before going ahead with the revised agenda. If necessary, ask for a five­minute break to confer with key leaders or participants on how to handle the issue and how to restructure the agenda. Be prepared to recommend an alternate agenda, dropping some items if necessary.

SUMMARIZE THE MEETING RESULTS AND NEEDED FOLLOW­UPS

Before ending the meeting, summarize the key decisions that were made and what else happened. Be sure also to summarize the follow­up actions that were agreed to and need to take place. Remind folks how much good work was done and how effective the meeting hopefully was. Refer back to the objectives or outcomes to show how much you accomplished.

THANK THE PARTICIPANTS

Take a minute to thank people who prepared things for the meeting, set up the room, brought refreshments, or did any work towards making the meeting happen. Thank all of the participants for their input and energy and for making the meeting a success.

CLOSE THE MEETING

People appreciate nothing more than a meeting that ends on time! It's usually a good idea to have some "closure" in a meeting, especially if it was long, if there were any sticky situations that caused tension, or if folks worked especially hard to come to decisions or make plans.

A nice way to close a meeting is to go around the room and have people say one word that describes how they are feeling now that all of this work has been done. You'll usually get answers from "exhausted" to "energized!" If it's been a good meeting, even the "exhausted" ones will stick around before leaving.

FACILITATOR SKILLS AND TIPSHere are a few more points to remember that will help to maximize your role as a facilitator:

DON'T MEMORIZE A SCRIPT

Even with a well­prepared agenda and key points you must make, you need to be flexible and natural. If people sense that you are reading memorized lines, they will feel like they are being talked down to, and won't respond freely.

WATCH THE GROUP'S BODY LANGUAGE

Are people shifting in their seats? Are they bored? Tired? Looking confused? If folks seem restless or in a haze, you may need to take a break, or speed up or slow down the pace of the meeting. And if you see confused looks on too many faces, you may need to stop and check in with the group, to make sure that everyone knows where you are in the agenda and that the group is with you.

ALWAYS CHECK BACK WITH THE GROUP

Be careful about deciding where the meeting should go. Check back after each major part of the process to see if there are questions and that everyone understands and agrees with decisions that were made.

SUMMARIZE AND PAUSE

When you finish a point or a part of the meeting process, sum up what was done and decided, and pause for questions and comments before moving on. Learn to "feel out" how long to pause ­­ too short, and people don't really have time to ask questions; too long, and folks will start to get uncomfortable from the silence.

BE AWARE OF YOUR OWN BEHAVIOR

Take a break to calm down if you feel nervous or are losing control. Watch that you're not repeating yourself, saying "ah" between each word, or speaking too fast. Watch your voice and physical manner. (Are you standing too close to folks so they feel intimidated, making eye contact so people feel engaged?) How you act makes an impact on how participants feel.

OCCUPY YOUR HANDS

Hold onto a marker, chalk, or the back of a chair. Don't play with the change in your pocket!

WATCH YOUR SPEECH

Be careful you are not offending or alienating anyone in the group. Use swear words at your own risk!

USE BODY LANGUAGE OF OUR OWN

Using body language to control the dynamics in the room can be a great tool. Moving up close to a shy, quiet participant and asking them to speak may make them feel more willing, because they can look at you instead of the big group and feel less intimidated. Also, walking around engages people in the process. Don't just stand in front of the room for the entire meeting.

DON'T TALK TO THE NEWSPRINT, BLACKBOARD OR WALLS­­THEY CAN'T TALK BACK!

Always wait until you have stopped writing and are facing the group to talk.

DEALING WITH DISRUPTERS: PREVENTIONS AND INTERVENTIONSAlong with these tips on facilitation, there are some things you can do both to prevent disruption before it occurs to stop it when it's happening in the meeting. The most common kinds of disrupters are people who try to dominate, keep going off the agenda, have side conversations with the person sitting next to them, or folks who think they are right and ridicule and attack other's ideas.

Preventions. Try using these "Preventions" when you set up your meeting to try to rule out disruption:

Get agreement on the agenda, ground rules and outcomes. In other words, agree on the process. These process agreements create a sense of shared accountability and ownership of the meeting, joint responsibility for how the meeting is run, and group investment in whether the outcomes and goals are achieved.

Listen carefully. Don't just pretend to listen to what someone in the meeting is saying. People can tell. Listen closely to understand a point someone is making. And check back if you are summarizing, always asking the person if you understood their idea correctly.

Show respect for experience. We can't say it enough. Encourage folks to share strategies, stories from the field, and lessons they've learned. Value the experience and wisdom in the room.

Find out the group's expectations. Make sure that you uncover at the start what participants think they are meeting for. When you find out, be clear about what will and won't be covered in this meeting. Make plans for how to cover issues that won't be dealt with: Write them down on newsprint and agree to deal with them at the end of the meeting, or have the group agree on a follow­up meeting to cover unfinished issues.

There are lots of ways to find out what the group's expectations of the meeting are: Try asking everyone to finish this sentence: "I want to leave here today knowing...." You don't want people sitting through the meeting feeling angry that they're in the wrong place and no one bothered to ask them what they wanted to achieve here. These folks may act out their frustration during the meeting and become your biggest disrupters.

Stay in your facilitator role. You cannot be an effective facilitator and a participant at the same time. When you cross the line, you risk alienating participants, causing resentment, and losing control of the meeting. Offer strategies, resources, and ideas for the group to work with, but not opinions.

Don't be defensive. If you are attacked or criticized, take a "mental step" backwards before responding. Once you become defensive, you risk losing the group's respect and trust, and might cause folks to feel they can't be honest with you.

"Buy­in" power players. These folks can turn your meeting into a nightmare if they don't feel that their influence and role are acknowledged and respected. If possible, give them acknowledgment up front at the start of the meeting. Try giving them roles to play during the meeting such as a "sounding board" for you at breaks, to check in with about how the meeting is going.

INTERVENTIONS. TRY USING THESE "INTERVENTIONS" WHEN DISRUPTION IS HAPPENING DURING THE MEETING:

Have the group decide. If someone is dominating the meeting, refuses to stick to the agenda, keeps bringing up the same point again and again, or challenges how you are handling the meeting:

First try to remind them about the agreed­on agenda. If that doesn't work, throw it back to the group and ask them how they feel about that person's participation. Let the group support you.

Use the agenda and ground rules. If someone keeps going off the agenda, has side conversations through the whole meeting, verbally attacks others:

Go back to that agenda and those ground rules and remind folks of the agreements made at the beginning of the meeting.

Be honest: Say what's going on. If someone is trying to intimidate you, if you feel upset or undermined, if you need to pull the group behind you:

It's better to say what's going on than try to cover it up. Everyone will be aware of the dynamic in the room. The group will get behind you if you are honest and up ­front about the situation.

Use humor. If there is a lot of tension in the room, if you have people at the meeting who didn't want to be there, if folks are scared/shy about participating, if you are an outsider:

Try a humorous comment or a joke. If it's self­deprecating, so much the better. Humor almost always lightens the mood. It's one of the best tension­relievers we have.

Accept or legitimize the point or deal. If there is someone who keeps expressing doubts about the group's ability to accomplish anything, is bitter and puts down others' suggestions, keeps bringing up the same point over and over, seems to have power issues:

Try one or more of these approaches: Show that you understand their issue by making it clear that you hear how important it is to them. Legitimize the issue by saying, "It's a very important point and one I'm sure we all feel is critical." Make a bargain to deal with their issue for a short period of time ("O.K., let's deal with your issue for 5 minutes and then we ought to move on.") If that doesn't work, agree to defer the issue to the end of the meeting, or set up a committee to explore it further.

Use body language. If side conversations keep occurring, if quiet people need to participate, if attention needs to be re­focused:

Use body language. Move closer to conversers, or to the quiet ones. Make eye contact with them to get their attention and covey your intent.

Take a break. If less confrontational tactics haven't worked, someone keeps verbally attacking others, shuffling papers, cutting others off:

In case you've tried all of the above suggestions and nothing has worked, it's time to take a break, invite the disruptive person outside the room and politely but firmly state your feelings about how disruptive their behavior is to the group. Make it clear that the disruption needs to end. But also try to find out what's going on, and see if there are other ways to address that person's concerns.

Confront in the room If all else has failed, if you're sure it won't create backlash, if the group will support you, and if you've tried everything else:

Confront the disruptive person politely but very firmly in the room. Tell the person very explicitly that the disruption needs to stop now. Use body language to encourage other group members to support you. This is absolutely the last resort when action must be taken and no alternatives remain!

Section 3. Capturing What People Say: Tips for Recording a Meeting

WHY SHOULD YOU RECORD A MEETING? OPTIONS FOR RECORDING A MEETING WHEN SHOULD YOU RECORD A MEETING? WHO SHOULD RECORD THE MEETING? HOW DO YOU RECORD A MEETING? FOLLOWING UP: WHAT TO DO WITH WHAT YOU HAVE RECORDED

Have you ever left a meeting saying to yourself, "Wow, that was a great meeting! I heard some excellent ideas," only to find, a week later, that you have forgotten what those ideas were? Unfortunately, so did everyone else. Opportunity is lost, and the issues you met to take care of are left unfinished.

Solving problems is always a challenge, especially when a group is working together to puzzle out the best solution. Trying to remember all of the important points that have been mentioned during a lengthy meeting makes it even more difficult. So particularly when you are trying to work out all of those details, you will want to record, and later review, what is said at your meeting.

That's what this section will focus on­­making records of meetings that will help your group get better at solving problems. We will begin by discussing the benefits of recording a meeting. Then, we'll talk about different ways to record, and which might be best for your particular circumstances. We'll continue with how to choose the best person to record. Then, we'll discuss the "how­tos" of recording a problem­solving meeting, including the tools you will need; how to work with the group; what to record; how to record effectively; and finally, what to do with what you have recorded.

WHY SHOULD THE MEETING BE RECORDED?No matter how you decide to record your meeting (and we'll discuss the different possibilities below), there are a lot of advantages to recording in general. They include:

Recording a meeting lets people know that they've been listened to and really heard.

It provides a historical record that can be used at future meetings for verification of decisions, and as a reminder of past events and actions.

It can provide important information to people who were not invited to or able to attend the meeting.

It helps keep everyone on track. If everything is written down, the group is more likely to stick to the agenda, or to pull itself back onto it. For example, it's quite easy to note that things are off track if the recorder is no longer writing things down, or if he is writing about things unrelated to the day's agenda.

And for visible recording, where the eye can see what's happening, there are these added advantages:

It provides a visible running record­­everyone can see what has happened, and what is happening, as you go along.

When you are involved in brainstorming, having ideas in front of everyone often help people come up with even more good ideas.

It can increase people's attention to, and interest in, the meeting.

People are less likely to repeat themselves if they can see their words right in front of them­­and everyone else­­in black and white. They might also think more carefully before they speak!

Warning: This last advantage can be a double­edged sword. Some people may be less likely to speak candidly if they know that what they say is going to be recorded. If members of the group you are working with don't know each other well, or are uncomfortable with each other in any way, you might think about doing some icebreakers before the meeting starts, to make everyone more comfortable.

People may also be less likely to speak if they know their remarks will be attributed to them. It's one thing to make an offhand comment, quite another if that comment shows up as a quote in the local newspaper.

In short, be sure everyone knows in advance­­and agrees upon­­the intended use of the material that is recorded. Is it just for the future use of committee members? Or will it be made public? In order for everyone to be at ease, this should be decided on collectively at the outset.

OPTIONS FOR RECORDING A MEETINGBefore going further, let's look at the different types of recording most readily available. You can:

Decide not to record the meeting at all Take written notes and minutes Record key points visibly, such as on newsprint or a chalkboard Tape­­usually by audiotape, but occasionally by videotape as well

Although these approaches overlap, and more than one can be used at a time, this section will focus primarily on visible recording­­that is, writing so everyone can see, such as on butcher paper or newsprint in front of the group.

We'd be remiss, however, if we didn't mention some additional, more technologically ­oriented variations of those options listed above.

They include:

Recording the meeting directly over a laptop, and distributing printed written minutes at periodic intervals

Phone conferences (conference calls) with telephone recording Speak­and­type arrangements, where one's voice goes directly into print

WHEN SHOULD YOU RECORD A MEETING?When might each of the options mentioned above be preferable? The basic decisions around recording depend upon the context of the meeting. However, here are some conditions that favor each of the first four options above:

CONDITIONS WHEN RECORDING IS LESS NECESSARY:

The meeting is short The meeting is casual and informal Trust among the members is high The group meets very frequently, and will meet again shortly The group's agenda is primarily or largely social No significant decisions will be made No significant actions will be taken

CONDITIONS FAVORING WRITTEN NOTES OR MINUTES:

When the meeting is a regular or routine meeting of a group, committee, or board, with no major decisions or actions on the agenda

CONDITIONS FAVORING VISIBLE RECORDING:

When the group is engaging in problem­solving When the group is engaging in decision­making When there are multiple options for solution or decision

When it is desirable to generate those multiple options, and to put them all before the group

When the problem or discussion topic is new or unfamiliar to the group When the topic is complex When the topic is controversial When stakes are high; when the decision to be made is important When the group members do not know each other well When there is low trust among the members, and/or a history of conflict

CONDITIONS FAVORING TAPE­RECORDING:

When no skilled recorder is available When the discussion moves faster than a recorder can keep up When the terminology used in group discussion is technical or complex When it is important to capture the exact language used When it is important to listen to vocal tone, as well as verbal content When other group members, who will be making decisions on the topic, cannot be

physically present at the meeting

FINDING THE BEST PERSON FOR THE JOBSo, whom should you choose to record the meeting? (Again, we're talking about visible recording here.) There really is an art to it (think of all of the shorthand secretaries learn!), so usually it's not a good idea to simply designate a recorder. Some qualities to look for when choosing a recorder include:

Experience doing recording Knowledge of your group's affairs Clear handwriting The ability to work well with the facilitator

Should the facilitator be the recorder? The short answer is, it depends. Especially for a meeting where you are trying to solve a particularly difficult problem, it's a good idea not to

combine the roles. That way, the facilitator can concentrate on what she does best, and leave recording for a second person.

However, in the following conditions, the two roles may merge quite nicely:

The material is relatively simple The discussion moves slowly enough that the facilitator has time to encourage it,

suggest things, and write it all down There is no skilled recorder available to do the job Regardless of whether the recorder is pulling "double duty" as the facilitator or not,

he or she will want to do the ensuing steps to get the job done

HOW TO RECORD MEETINGS EFFECTIVELYTo effectively record the meeting, the recorder should pay attention to four things:

Having the proper tools Working effectively with the group Deciding what to record How to record most effectively

HAVING THE PROPER TOOLS

In the last section of this chapter, on running effective meetings, we talked about the importance of logistics: making sure you have the room key; that there is water for the coffee pot, and there are napkins for the brownies; that there are comfortable chairs to sit in and tables to write on that don't wiggle.

As a recorder, it's even more important to have the proper tools. Generally, these will include the following things:

Markers. Use several different colors, and be sure they are water­based ­­they won't bleed through the paper.

Butcher paper (or newsprint) and tape. You can find butcher paper or newsprint at almost any school or office supply store. If you get heavier weight paper, be sure to check beforehand that the tape you are using will hold it securely. 3M (the "post­it"

people) has begun to make newsprint­size post­it easel pad sheets, which stick right to the wall without tape.

A whiteboard and eraser can be used as an alternative to paper and pens. With erasers, your material is easier to correct. A disadvantage, however, is that your comments aren't permanent. So make sure someone writes the comments on a piece of paper, too.

An easel. If the group does a lot of meetings, it's a good idea to own a portable easel. It's also possible to have more than one of them going simultaneously. If you don't have an easel, you can hang the pages on the walls in a pinch.

Tip: Try keeping all of these together in a special box or tote bag, clearly marked as "Recorder's Tools," so you don't forget anything in your haste at the last minute.

Proper set­up of the room. This is not exactly a tool, but the importance of arranging the room thoughtfully can't be overemphasized. What is being recorded should be clearly visible to the whole group. No one should have to crane their neck or break their back trying to see what's going on. You might try testing out your writing, too, to make sure you can see it (and read it!) from the most distant chair.

WORKING EFFECTIVELY WITH THE GROUP

If two different people are serving as the facilitator and recorder, the recorder will have somewhat less verbal contact with the group than will the facilitator. That doesn't mean, however, that the interaction between the recorder and the group isn't important. The chemistry between participants and the recorder can have a real impact on how the meeting proceeds, and how effective it is.

Some things to keep in mind:

The importance of listening. The recorder has to be almost painfully in the "here and now." The role of the recorder may be quiet, but it is anything but passive. He needs to listen hard at all times, to make sure quiet comments don't go unheard, and that points briefly made don't go unnoticed.

Remain neutral. Generally, the recorder doesn't interject his opinions into the conversation. Like the facilitator, he remains "sponge­like," soaking up the opinions of those around him.

Asks the group to repeat or slow down, as necessary. Don't be shy here. If the group is going too fast to write everything down, or you are unclear about what someone has said, it's perfectly all right for the recorder to step in, and say, "Excuse me. I didn't quite catch that." Or, you can say what you think you heard, and ask, "Is that right?" If the recorder didn't understand something, or didn't have time to write everything down, it's a good bet other members of the group are a few steps behind as well.

Accept corrections graciously. The recorder may have heard something wrong, or made a spelling mistake that someone feels compelled to point out. He shouldn't lose his cool. The recorder can simply thank the person and go on; no one is perfect, but being perfectly poised when corrected is certainly impressive, and will contribute to a smooth meeting.

Work with the facilitator. From Abbott and Costello to Rodgers and Hammerstein, the value of teamwork is clear. The facilitator and recorder working in tandem can result in a much better meeting.

Example: The facilitator can repeat or check the speaker's statement before the recorder writes it down. Not only does that clarify what has been said for the recorder; the rest of the audience is now sure to have heard the statement as well.

DECIDING WHAT TO RECORD

Now, we've come to the real "meat" of recording. The recorder is up there in front of the group, marker in hand, and everyone's talking. What is important to write down, and what isn't?

In general, the recorder will write down what is often called the "group memory." The "group memory" is nothing more than a fancy term for what's being said. If you think about it, though, it's really quite apt. What the recorder writes will be most of what is remembered from this meeting. So it's up to him, with the group's help, to decide what's important.

And just what is that? Well, it depends on the meeting, but can often include:

Questions Answers Concerns Feedback Ideas from brainstorming sessions Decisions

How do you decide if a comment or question is important enough to write down? You may find some of the following guidelines helpful, or you might make up some of your own before the meeting begins.

Record a comment if:

It takes a position, with reasons, on an agenda item before the group It is a specific suggestion made by a group member It is stated several times, and/or with obvious emotion The speaker directly requests that a point get written down, "for the record" It introduces a new idea, or gives new information, not previously stated It relates to how money has been, is going to be, or should be spent It's a decision made by the group

If in doubt, it's perfectly fine to ask something like, "Should I be writing that down?" or, "How should I be writing that down?" or, "How can I best capture that on paper?" The idea is to work with the group to help you decide what to record.

HOW TO RECORD MOST EFFECTIVELY

The following tips can help make the job easier and the work more clear. If you are the recorder:

Don't try to write every word; your hand will just cramp, and you'll never keep up. Paraphrase what's been said. If you have changed the speaker's words considerably, check to be sure you have captured the idea correctly.

Use high­energy words, such as active verbs and nouns. Adjectives can sometimes be accurately and more swiftly indicated by underlining, color, etc.

Write large, legibly, and fast. This isn't the time to worry about saving paper; comprehension should be most important.

Don't worry about spelling. You'll still get the point across. Leave out words like "the" and "a" Label and number your sheets. This will help make your job a lot easier if you have a

lot of pages to condense at the end of the meeting! Use color, symbols, and underlining to highlight your points. Check all of the colors

you are going to use before the meeting, to decide which are most legible. Separate thoughts and topics with symbols, such as stars. Don't number different

thoughts on the same topic, though, as numbers may establish a priority, or suggest that one idea is better than another. Save the use of numbers for larger things, such as agenda items, new topics, or, as mentioned above, for ordering pages.

FOLLOWING UP: WHAT TO DO WITH WHAT YOU HAVE RECORDEDAfter the meeting is over and the crumbs swept up, then, there will probably be quite a few oversized pieces of paper. What to do with them?

Generally speaking, you, or someone else, will want to type up what has been written for your files, and possibly distribute them to all meeting participants. Don't forget, here, to write down what has been decided, as well as future actions of all participants. (e.g., Chris agreed to ask downtown business owners to invite area youth to spend a day learning what it means to run a company, and will tell us the results at the next meeting).

These minutes are an important part of the recording process, and shouldn't be forgotten. Generally, they should follow and parallel the items on the meeting agenda, providing there is one.

These minutes will usually include:

The name of the group that is meeting

The date The time and place The names of those present (unless it's a very large meeting) The key points made for each agenda item Specific decisions that were made. These might be underlined, or highlighted in

another way, for easier reference. In more formal meetings, the minutes also note any motions made, with the name of

the mover, and the results of any votes taken on those motions.

The minutes then get distributed to those present at the meeting, together with an agenda for the next meeting, as well as other relevant materials. Ideally, this should be accomplished sufficiently in advance of the next meeting (commonly, within one to two weeks) so that members can review the minutes and, more importantly, get ready for that meeting. Remember that many more formal meetings start with review and approval of the previous meeting's minutes; so for that reason alone, it's not good practice to hand out the minutes right at the next meeting.

After the minutes are distributed and approved, they should be filed, but not filed ­and­forgotten. They are there to be referred to and used. They are part of your organization's "group memory." More than that, at some point some outside group­­funders, lawyers, auditors, interested outsiders­­may wish to see them. So it's to your advantage to keep them readily available, up­to­date, and in good shape.

In general, the preparation and timely distribution of accurate minutes can add professionalism to your group, provide a historical record, serve as a source for fact­checking, increase the fairness of its proceedings, and perhaps also lead to better decisions, as well as more effective follow­up to those decisions.

So, the group should adopt its own policy regarding minutes, and stick to it. Not every group needs detailed minutes, and not every meeting may need minutes at all. But the points mentioned above here can be adapted to one's own situation.

And again, it's important that action be taken on the basis of the notes and decisions made. Handing out such minutes serves as a not­so­subtle reminder for group members to

follow through on what they agreed to do. Much of the point of recording in the first place is to help ensure that clearer and better decisions do get made and implemented. In the end, that's probably the best sign of all that your meeting was effective.

Section 4. Techniques for Leading Group Discussions

WHAT IS AN EFFECTIVE GROUP DISCUSSION? WHY WOULD YOU LEAD A GROUP DISCUSSION? WHEN MIGHT YOU LEAD A GROUP DISCUSSION? HOW DO YOU LEAD A GROUP DISCUSSION? DO'S AND DON'TS FOR DISCUSSION LEADERS

A local coalition forms a task force to address the rising HIV rate among teens in the community. A group of parents meets to wrestle with their feeling that their school district is shortchanging its students. A college class in human services approaches the topic of dealing with reluctant participants. Members of an environmental group attend a workshop on the effects of global warming. A politician convenes a “town hall meeting” of constituents to brainstorm ideas for the economic development of the region. A community health educator facilitates a smoking cessation support group.

All of these might be examples of group discussions, although they have different purposes, take place in different locations, and probably run in different ways. Group discussions are common in a democratic society, and, as a community builder, it’s more than likely that you have been and will continue to be involved in many of them. You also may be in a position to lead one, and that’s what this section is about. In this last section of a chapter on group facilitation, we’ll examine what it takes to lead a discussion group well, and how you can go about doing it.

WHAT IS AN EFFECTIVE GROUP DISCUSSION?The literal definition of a group discussion is obvious: a critical conversation about a particular topic, or perhaps a range of topics, conducted in a group of a size that allows participation by all members. A group of two or three generally doesn’t need a leader to

have a good discussion, but once the number reaches five or six, a leader or facilitator can often be helpful. When the group numbers eight or more, a leader or facilitator, whether formal or informal, is almost always helpful in ensuring an effective discussion.

A group discussion is a type of meeting, but it differs from the formal meetings in a number of ways:

It may not have a specific goal – many group discussions are just that: a group kicking around ideas on a particular topic. That may lead to a goal ultimately...but it may not.

It’s less formal, and may have no time constraints, or structured order, or agenda. Its leadership is usually less directive than that of a meeting. It emphasizes process (the consideration of ideas) over product (specific tasks to

be accomplished within the confines of the meeting itself. Leading a discussion group is not the same as running a meeting. It’s much closer

to acting as a facilitator, but not exactly the same as that either.

An effective group discussion generally has a number of elements:

All members of the group have a chance to speak, expressing their own ideas and feelings freely, and to pursue and finish out their thoughts

All members of the group can hear others’ ideas and feelings stated openly Group members can safely test out ideas that are not yet fully formed Group members can receive and respond to respectful but honest and constructive

feedback. Feedback could be positive, negative, or merely clarifying or correcting factual questions or errors, but is in all cases delivered respectfully.

A variety of points of view are put forward and discussed The discussion is not dominated by any one person Arguments, while they may be spirited, are based on the content of ideas and

opinions, not on personalities Even in disagreement, there’s an understanding that the group is working together

to resolve a dispute, solve a problem, create a plan, make a decision, find principles all can agree on, or come to a conclusion from which it can move on to further discussion

Many group discussions have no specific purpose except the exchange of ideas and opinions. Ultimately, an effective group discussion is one in which many different ideas and viewpoints are heard and considered. This allows the group to accomplish its purpose if it has one, or to establish a basis either for ongoing discussion or for further contact and collaboration among its members.

There are many possible purposes for a group discussion, such as:

Create a new situation – form a coalition, start an initiative, etc. Explore cooperative or collaborative arrangements among groups or organizations Discuss and/or analyze an issue, with no specific goal in mind but understanding Create a strategic plan – for an initiative, an advocacy campaign, an intervention,

etc. Discuss policy and policy change Air concerns and differences among individuals or groups Hold public hearings on proposed laws or regulations, development, etc. Decide on an action Provide mutual support Solve a problem Resolve a conflict Plan your work or an event

Possible leadership styles of a group discussion also vary. A group leader or facilitator might be directive or non­directive; that is, she might try to control what goes on to a large extent; or she might assume that the group should be in control, and that her job is to facilitate the process. In most group discussions, leaders who are relatively non­directive make for a more broad­ranging outlay of ideas, and a more satisfying experience for participants.

Directive leaders can be necessary in some situations. If a goal must be reached in a short time period, a directive leader might help to keep the group focused. If the situation is particularly difficult, a directive leader might be needed to keep control of the discussion and make

WHY WOULD YOU LEAD A GROUP DISCUSSION?There are two ways to look at this question: “What’s the point of group discussion?” and “Why would you, as opposed to someone else, lead a group discussion?” Let’s examine both.

WHAT’S THE POINT OF GROUP DISCUSSION?

As explained in the opening paragraphs of this section, group discussions are common in a democratic society. There are a number of reasons for this, some practical and some philosophical.

A group discussion:

Gives everyone involved a voice. Whether the discussion is meant to form a basis for action, or just to play with ideas, it gives all members of the group a chance to speak their opinions, to agree or disagree with others, and to have their thoughts heard. In many community­building situations, the members of the group might be chosen specifically because they represent a cross­section of the community, or a diversity of points of view.

Allows for a variety of ideas to be expressed and discussed. A group is much more likely to come to a good conclusion if a mix of ideas is on the table, and if all members have the opportunity to think about and respond to them.

Is generally a democratic, egalitarian process. It reflects the ideals of most grassroots and community groups, and encourages a diversity of views.

Leads to group ownership of whatever conclusions, plans, or action the group

decides upon. Because everyone has a chance to contribute to the discussion and to be heard, the final result feels like it was arrived at by and belongs to everyone.

Encourages those who might normally be reluctant to speak their minds. Often, quiet people have important things to contribute, but aren’t assertive enough to make themselves heard. A good group discussion will bring them out and support them.

Can often open communication channels among people who might not

communicate in any other way. People from very different backgrounds, from

opposite ends of the political spectrum, from different cultures, who may, under most circumstances, either never make contact or never trust one another enough to try to communicate, might, in a group discussion, find more common ground than they expected.

Is sometimes simply the obvious, or even the only, way to proceed. Several of the examples given at the beginning of the section – the group of parents concerned about their school system, for instance, or the college class – fall into this category, as do public hearings and similar gatherings.

WHY WOULD YOU SPECIFICALLY LEAD A GROUP DISCUSSION?

You might choose to lead a group discussion, or you might find yourself drafted for the task. Some of the most common reasons that you might be in that situation:

It’s part of your job. As a mental health counselor, a youth worker, a coalition coordinator, a teacher, the president of a board of directors, etc. you might be expected to lead group discussions regularly.

You’ve been asked to. Because of your reputation for objectivity or integrity, because of your position in the community, or because of your skill at leading group discussions, you might be the obvious choice to lead a particular discussion.

A discussion is necessary, and you’re the logical choice to lead it. If you’re the chair of a task force to address substance abuse in the community, for instance, it’s likely that you’ll be expected to conduct that task force’s meetings, and to lead discussion of the issue.

It was your idea in the first place. The group discussion, or its purpose, was your idea, and the organization of the process falls to you.

You might find yourself in one of these situations if you fall into one of the categories of people who are often tapped to lead group discussions. These categories include (but aren’t limited to):

Directors of organizations Public officials Coalition coordinators Professionals with group­leading skills – counselors, social workers, therapists, etc.

Teachers Health professionals and health educators Respected community members. These folks may be respected for their

leadership – president of the Rotary Club, spokesperson for an environmental movement – for their positions in the community – bank president, clergyman – or simply for their personal qualities – integrity, fairness, ability to communicate with all sectors of the community.

Community activists. This category could include anyone from “professional” community organizers to average citizens who care about an issue or have an idea they want to pursue.

WHEN MIGHT YOU LEAD A GROUP DISCUSSION?The need or desire for a group discussion might of course arise anytime, but there are some times when it’s particularly necessary.

At the start of something new. Whether you’re designing an intervention, starting an initiative, creating a new program, building a coalition, or embarking on an advocacy or other campaign, inclusive discussion is likely to be crucial in generating the best possible plan, and creating community support for and ownership of it.

When an issue can no longer be ignored. When youth violence reaches a critical point, when the community’s drinking water is declared unsafe, when the HIV infection rate climbs – these are times when groups need to convene to discuss the issue and develop action plans to swing the pendulum in the other direction.

When groups need to be brought together. One way to deal with racial or ethnic hostility, for instance, is to convene groups made up of representatives of all the factions involved. The resulting discussions – and the opportunity for people from different backgrounds to make personal connections with one another – can go far to address everyone’s concerns, and to reduce tensions.

When an existing group is considering its next step or seeking to address an issue of importance to it. The staff of a community service organization, for

instance, may want to plan its work for the next few months, or to work out how to deal with people with particular quirks or problems.

HOW DO YOU LEAD A GROUP DISCUSSION?In some cases, the opportunity to lead a group discussion can arise on the spur of the moment; in others, it’s a more formal arrangement, planned and expected. In the latter case, you may have the chance to choose a space and otherwise structure the situation. In less formal circumstances, you’ll have to make the best of existing conditions.

We’ll begin by looking at what you might consider if you have time to prepare. Then we’ll examine what it takes to make an effective discussion leader or facilitator, regardless of external circumstances.

SET THE STAGE

If you have time to prepare beforehand, there are a number of things you may be able to do to make the participants more comfortable, and thus to make discussion easier.

Choose the space

If you have the luxury of choosing your space, you might look for someplace that’s comfortable and informal. Usually, that means comfortable furniture that can be moved around (so that, for instance, the group can form a circle, allowing everyone to see and hear everyone else easily). It may also mean a space away from the ordinary.

One organization often held discussions on the terrace of an old mill that had been turned into a bookstore and café. The sound of water from the mill stream rushing by put everyone at ease, and encouraged creative thought.

Provide food and drink

The ultimate comfort, and one that breaks down barriers among people, is that of eating and drinking.

Bring materials to help the discussion along

Most discussions are aided by the use of newsprint and markers to record ideas, for example.

Become familiar with the purpose and content of the discussion

If you have the opportunity, learn as much as possible about the topic under discussion. This is not meant to make you the expert, but rather to allow you to ask good questions that will help the group generate ideas.

Make sure everyone gets any necessary information, readings, or other material beforehand

If participants are asked to read something, consider questions, complete a task, or otherwise prepare for the discussion, make sure that the assignment is attended to and used. Don’t ask people to do something, and then ignore it.

LEAD THE DISCUSSION

Think about leadership style

The first thing you need to think about is leadership style, which we mentioned briefly earlier in the section. Are you a directive or non­directive leader? The chances are that, like most of us, you fall somewhere in between the extremes of the leader who sets the agenda and dominates the group completely, and the leader who essentially leads not at all. The point is made that many good group or meeting leaders are, in fact, facilitators, whose main concern is supporting and maintaining the process of the group’s work. This is particularly true when it comes to group discussion, where the process is, in fact, the purpose of the group’s coming together.

A good facilitator helps the group set rules for itself, makes sure that everyone participates and that no one dominates, encourages the development and expression of all ideas, including “odd” ones, and safeguards an open process, where there are no foregone conclusions and everyone’s ideas are respected. Facilitators are non­directive, and try to keep themselves out of the discussion, except to ask questions or make statements that advance it. For most group discussions, the facilitator role is probably a good ideal to strive for.

It’s important to think about what you’re most comfortable with philosophically, and how that fits what you’re comfortable with personally. If you’re committed to a non­directive style, but you tend to want to control everything in a situation, you may have to learn some new behaviors in order to act on your beliefs.

Put people at ease

Especially if most people in the group don’t know one another, it’s your job as leader to establish a comfortable atmosphere and set the tone for the discussion.

Help the group establish ground rules

The ground rules of a group discussion are the guidelines that help to keep the discussion on track, and prevent it from deteriorating into namecalling or simply argument. Some you might suggest, if the group has trouble coming up with the first one or two:

Everyone should treat everyone else with respect: no name­calling, no emotional outbursts, no accusations.

No arguments directed at people – only at ideas and opinions. Disagreement should be respectful – no ridicule.

Don’t interrupt. Listen to the whole of others’ thoughts – actually listen, rather than just running over your own response in your head.

Respect the group’s time. Try to keep your comments reasonably short and to the point, so that others have a chance to respond.

Consider all comments seriously, and try to evaluate them fairly. Others’ ideas and comments may change your mind, or vice versa: it’s important to be open to that.

Don’t be defensive if someone disagrees with you. Evaluate both positions, and only continue to argue for yours if you continue to believe it’s right.

Everyone is responsible for following and upholding the ground rules.

Ground rules may also be a place to discuss recording the session. Who will take notes, record important points, questions for further discussion, areas of agreement

or disagreement? If the recorder is a group member, the group and/or leader should come up with a strategy that allows her to participate fully in the discussion.

Generate an agenda or goals for the session

You might present an agenda for approval, and change it as the group requires, or you and the group can create one together. There may actually be no need for one, in that the goal may simply be to discuss an issue or idea. If that’s the case, it should be agreed upon at the outset.

Lead the discussion

How active you are might depend on your leadership style, but you definitely have some responsibilities here. They include setting, or helping the group to set the discussion topic; fostering the open process; involving all participants; asking questions or offering ideas to advance the discussion; summarizing or clarifying important points, arguments, and ideas; and wrapping up the session. Let’s look at these, as well as some do’s and don’t’s for discussion group leaders.

Setting the topic. If the group is meeting to discuss a specific issue or to plan something, the discussion topic is already set. If the topic is unclear, then someone needs to help the group define it. The leader – through asking the right questions, defining the problem, and encouraging ideas from the group – can play that role.

Fostering the open process. Nurturing the open process means paying attention to the process, content, and interpersonal dynamics of the discussion all at the same time – not a simple matter. As leader, your task is not to tell the group what to do, or to force particular conclusions, but rather to make sure that the group chooses an appropriate topic that meets its needs, that there are no “right” answers to start with (no foregone conclusions), that no one person or small group dominates the discussion, that everyone follows the ground rules, that discussion is civil and organized, and that all ideas are subjected to careful critical analysis. You might comment on the process of the discussion or on interpersonal issues when it seems helpful (“We all seem to be picking on John here – what’s going on?”), or make reference to the open process itself (“We seem to be assuming that we’re

supposed to believe X – is that true?”). Most of your actions as leader should be in the service of modeling or furthering the open process.

Part of your job here is to protect “minority rights,” i.e., unpopular or unusual ideas. That doesn’t mean you have to agree with them, but that you have to make sure that they can be expressed, and that discussion of them is respectful, even in disagreement. (The exceptions are opinions or ideas that are discriminatory or downright false.) Odd ideas often turn out to be correct, and shouldn’t be stifled.

Involving all participants. This is part of fostering the open process, but is important enough to deserve its own mention. To involve those who are less assertive or shy, or who simply can’t speak up quickly enough, you might ask directly for their opinion, encourage them with body language (smile when they say anything, lean and look toward them often), and be aware of when they want to speak and can’t break in. It’s important both for process and for the exchange of ideas that everyone have plenty of opportunity to communicate their thoughts.

Asking questions or offering ideas to advance the discussion. The leader should be aware of the progress of the discussion, and should be able to ask questions or provide information or arguments that stimulate thinking or take the discussion to the next step when necessary. If participants are having trouble grappling with the topic, getting sidetracked by trivial issues, or simply running out of steam, it’s the leader’s job to carry the discussion forward.

This is especially true when the group is stuck, either because two opposing ideas or factions are at an impasse, or because no one is able or willing to say anything. In these circumstances, the leader’s ability to identify points of agreement, or to ask the question that will get discussion moving again is crucial to the group’s effectiveness.

Summarizing or clarifying important points, arguments, or ideas. This task entails making sure that everyone understands a point that was just made, or the two sides of an argument. It can include restating a conclusion the group has reached, or clarifying a particular idea or point made by an individual (“What I think I heard you say was…”). The point is to make sure that everyone understands what the individual or group actually meant.

Wrapping up the session. As the session ends, the leader should help the group review the discussion and make plans for next steps (more discussion sessions, action, involving other people or groups, etc.). He should also go over any assignments or tasks that were agreed to, make sure that every member knows what her responsibilities are, and review the deadlines for those responsibilities. Other wrap­up steps include getting feedback on the session – including suggestions for making it better – pointing out the group’s accomplishments, and thanking it for its work.

Follow­up

Even after you’ve wrapped up the discussion, you’re not necessarily through. If you’ve been the recorder, you might want to put the notes from the session in order, type them up, and send them to participants. The notes might also include a summary of conclusions that were reached, as well as any assignments or follow­up activities that were agreed on.

If the session was one­time, or was the last of a series, your job may now be done. If it was the beginning, however, or part of an ongoing discussion, you may have a lot to do before the next session, including contacting people to make sure they’ve done what they promised, and preparing the newsprint notes to be posted at the next session so everyone can remember the discussion.

Leading an effective group discussion takes preparation (if you have the opportunity for it), an understanding of and commitment to an open process, and a willingness to let go of your ego and biases. If you can do these things, the chances are you can become a discussion leader that can help groups achieve the results they want.

DO’S AND DON’TS FOR DISCUSSION LEADERSDO:

Model the behavior and attitudes you want group members to employ. That includes respecting all group members equally; advancing the open process; demonstrating what it means to be a learner (admitting when you’re wrong, or don’t know a fact or an answer, and suggesting ways to find out); asking questions based

on others’ statements; focusing on positions rather than on the speaker; listening carefully; restating others’ points; supporting your arguments with fact or logic; acceding when someone else has a good point; accepting criticism; thinking critically; giving up the floor when appropriate; being inclusive and culturally sensitive, etc.

Use encouraging body language and tone of voice, as well as words. Lean forward when people are talking, for example, keep your body position open and approachable, smile when appropriate, and attend carefully to everyone, not just to those who are most articulate.

Give positive feedback for joining the discussion. Smile, repeat group members’ points, and otherwise show that you value participation.

Be aware of people’s reactions and feelings, and try to respond appropriately. If a group member is hurt by others’ comments, seems puzzled or confused, is becoming angry or defensive, it’s up to you as discussion leader to use the ground rules or your own sensitivity to deal with the situation. If someone’s hurt, for instance, it may be important to point that out and discuss how to make arguments without getting personal. If group members are confused, revisiting the comments or points that caused the confusion, or restating them more clearly, may be helpful. Being aware of the reactions of individuals and of the group as a whole can make it possible to expose and use conflict, or to head off unnecessary emotional situations and misunderstandings.

Ask open­ended questions. In advancing the discussion, use questions that can’t be answered with a simple yes or no. Instead, questions should require some thought from group members, and should ask for answers that include reasons or analysis. The difference between “Do you think the President’s decision was right?” and “Why do you think the President’s decision was or wasn’t right?” is huge. Where the first question can be answered with a yes or no, the second requires an analysis supporting the speaker’s opinion, as well as discussion of the context and reasons for the decision.

Control your own biases. While you should point out factual errors or ideas that are inaccurate and disrespectful of others, an open process demands that you not impose your views on the group, and that you keep others from doing the same.

Group members should be asked to make rational decisions about the positions or views they want to agree with, and ultimately the ideas that the group agrees on should be those that make the most sense to them – whether they coincide with yours or not. Pointing out bias – including your own – and discussing it helps both you and group members try to be objective.

A constant question that leaders – and members – of any group have is what to do about racist, sexist, or homophobic remarks, especially in a homogeneous group where most or all of the members except the leader may agree with them. There is no clear­cut answer, although if they pass unchallenged, it may appear you condone the attitude expressed.

How you challenge prejudice is the real question. The ideal here is that other members of the group do the challenging, and it may be worth waiting long enough before you jump in to see if that’s going to happen. If it doesn’t, you can essentially say, “That’s wrong, and I won’t allow that kind of talk here,” which may well put an end to the remarks, but isn’t likely to change anyone’s mind. You can express your strong disagreement or discomfort with such remarks and leave it at that, or follow up with “Let’s talk about it after the group,” which could generate some real discussion about prejudice and stereotypes, and actually change some thinking over time.

Your ground rules – the issue of respecting everyone – should address this issue, and it probably won’t come up…but there are no guarantees. It won’t hurt to think beforehand about how you want to handle it.

Encourage disagreement, and help the group use it creatively. Disagreement is not to be smoothed over, but rather to be analyzed and used. When there are conflicting opinions – especially when both can be backed up by reasonable arguments – the real discussion starts. If everyone agrees on every point, there’s really no discussion at all. Disagreement makes people think. It may not be resolved in one session, or at all, but it’s the key to discussion that means something.

All too often, conflict – whether conflicting opinions, conflicting world views, or conflicting personalities – is so frightening to people that they do their best to ignore it or gloss it over. That reaction not only leaves the conflict unresolved – and therefore growing, so that it will be much stronger when it surfaces later– but fails to examine the issues that it raises. If those are brought out in the open and discussed reasonably, the two sides often find that they have as much agreement as disagreement, and can resolve their differences by putting their ideas together. Even where that’s not the case, facing the conflict reasonably, and looking at the roots of the ideas on each side, can help to focus on the issue at hand and provide solutions far better than if one side or the other simply operated alone.

Keep your mouth shut as much as possible. By and large, discussion groups are for the group members. You may be a member of the group and have been asked by the others to act as leader, in which case you certainly have a right to be part of the discussion (although not to dominate). If you’re an outside facilitator, or leader by position, it’s best to confine your contributions to observations on process, statements of fact, questions to help propel the discussion, and clarification and summarization. The simple fact that you’re identified as leader or facilitator gives your comments more force than those of other group members. If you’re in a position of authority or seen as an expert, that force becomes even greater. The more active you are in the discussion, the more the group will take your positions and ideas as “right,” and the less it will come to its own conclusions.

DON’T:

Don’t let one or a small group of individuals dominate the discussion. People who are particularly articulate or assertive, who have strong feelings that they urgently want to express, or who simply feel the need – and have the ability – to dominate can take up far more than their fair share of a discussion. This often means that quieter people have little or no chance to speak, and that those who disagree with the dominant individual(s) are shouted down and cease trying to make points. It’s up to the leader to cut off individuals who take far more than their share of time, or who try to limit discussion. This can be done in a relatively non­threatening way (“This is an interesting point, and it’s certainly worth the time we’ve spent on it, but

there are other points of view that need to be heard as well. I think Alice has been waiting to speak…”), but it’s crucial to the open process and to the comfort and effectiveness of the group.

Don’t let one point of view override others, unless it’s based on facts and logic, and is actually convincing group members to change their minds. If a point of view dominates because of its merits, its appeal to participants’ intellectual and ethical sensibilities, that’s fine. It’s in fact what you hope will happen in a good group discussion. If a point of view dominates because of the aggressiveness of its supporters, or because it’s presented as something it’s wrong to oppose (“People who disagree with the President are unpatriotic and hate their country”), that’s intellectual bullying or blackmail, and is the opposite of an open discussion. As leader, you should point it out when that’s happening, and make sure other points of view are aired and examined.

Sometimes individuals or factions that are trying to dominate can disrupt the process of the group. Both Sections 1 and 2 of this chapter contain some guidelines for dealing with this type of situation.

Don’t assume that anyone holds particular opinions or positions because of his

culture, background, race, personal style, etc. People are individuals, and can’t be judged by their exteriors. You can find out what someone thinks by asking, or by listening when he speaks.

Don’t assume that someone from a particular culture, race, or background speaks

for everyone else from that situation. She may or may not represent the general opinion of people from situations similar to hers…or there may not be a general opinion among them. In a group discussion, no one should be asked or assumed to represent anything more than herself.

The exception here is when someone has been chosen by her community or group to represent its point of view in a multi­sector discussion. Even in that situation, the individual may find herself swayed by others’ arguments, or may have ideas of her own. She may have agreed to sponsor particular ideas that are important to her group, but she may still have her own opinions as well, especially in other areas.

Don’t be the font of all wisdom. Even if you know more about the discussion topic than most others in the group (if you’re the teacher of a class, for instance), presenting yourself as the intellectual authority denies group members the chance to discuss the topic freely and without pressure. Furthermore, some of them may have ideas you haven’t considered, or experiences that give them insights into the topic that you’re never likely to have. Model learning behavior, not teaching behavior.

If you’re asked your opinion directly, you should answer honestly. You have some choices about how you do that, however. One is to state your opinion, but make very clear that it’s an opinion, not a fact, and that other people believe differently. Another is to ask to hold your opinion until the end of the discussion, so as not to influence anyone’s thinking while it’s going on. Yet another is to give your opinion after all other members of the group have stated theirs, and then discuss the similarities and differences among all the opinions and people’s reasons for holding them.

If you’re asked a direct question, you might want to answer it if it’s a question of fact and you know the answer, and if it’s relevant to the discussion. If the question is less clear­cut, you might want to throw it back to the group, and use it as a spur to discussion.

IN SUMMARYGroup discussions are common in our society, and have a variety of purposes, from planning an intervention or initiative to mutual support to problem­solving to addressing an issue of local concern. An effective discussion group depends on a leader or facilitator who can guide it through an open process – the group chooses what it’s discussing, if not already determined, discusses it with no expectation of particular conclusions, encourages civil disagreement and argument, and makes sure that every member is included and no one dominates. It helps greatly if the leader comes to the task with a democratic or, especially, a collaborative style, and with an understanding of how a group functions.

A good group discussion leader has to pay attention to the process and content of the discussion as well as to the people who make up the group. She has to prepare the space

and the setting to the extent possible; help the group establish ground rules that will keep it moving civilly and comfortably; provide whatever materials are necessary; familiarize herself with the topic; and make sure that any pre­discussion readings or assignments get to participants in plenty of time. Then she has to guide the discussion, being careful to promote an open process; involve everyone and let no one dominate; attend to the personal issues and needs of individual group members when they affect the group; summarize or clarify when appropriate; ask questions to keep the discussion moving, and put aside her own agenda, ego, and biases.

It’s not an easy task, but it can be extremely rewarding. An effective group discussion can lay the groundwork for action and real community change.

Meeting Checklist:

___There is a written agenda which everyone had received a copy of in advance

___Copies of the agenda available for everyone or there is a large piece of newsprint in the front of the room with the agenda written on it

___People feel welcome and valued. Remember to not open the meeting by saying "Where is everybody?" but instead, thank those who did give up their time to participate

___The routine reports are kept brief. Remember to have them written up and sent to members before the meeting

___Prime time is given to planning further action on important issues and/or projects

___You have made time for announcements, special requests, etc., for the end of the meeting

___The meeting is focused on real problems rather than being a gripe session

___The meeting begins and end on time (so members with family and other responsibilities can plan their time)

___Each member of the group is treated with respect, despite differences in viewpoint, age, experience, sex, race, income and formal education

___You have assigned responsibilities for each decision made

___You have set plans and a tentative agenda for the next meeting

___You have gotten feedback about the meeting

___People stay around and talk after the meeting

Writing Minutes of the Meeting:

___Include when the meeting took place (Date & Time)

___Include the participants' names and titles

___Discuss each agenda topic covered briefly

___State the issues brought up

___What ideas were offered and who offered them?

___What solutions were agreed upon?

___What assignments were made and to whom?

___What deadlines were stated?

___What follow­up actions will be taken after the meeting? Who is responsible?

Evalute the Meeting (Leaders):

___Prepare thoroughly

___State the purpose and goals of the meeting

___Circulate an agenda in advance of the meeting

___Invite the people needed to accomplish the goals

___Did you use pre­meeting discussions to ensure participants were prepared?

___Confront the issues

___Lead the group through the issues

___Take a stand on tough issues

___Seek definition of the solution

___Bring the meeting to the point of decision

___Ensure that assignments are made and deadlines set

___Perform the way you wanted to

___Establish and adhere to participation guidelines

___Be firm and assertive, yet, at the same time, fair to all participants

___Encourage others to speak out and state their new ideas

___ You are open minded to the possibilities when new ideas are expressed

___Adhere to the start and stop times

___Follow­up your leadership

___Confirm assignments and deadlines by memo

___Confirm assignments with the individuals supervisor if the individual is outside your reporting chain

___Distribute minutes of the meeting within 48 hours

___Acknowledge help and significant contributions by others

___Identify ways to improve your leadership next time

Evaluate the Meeting (Participants):

___Prepare thoroughly

___Know the purpose and goals of the meeting

___Obtain an agenda in advance of the meeting

___Determine what is applicable to your position and department

___Formulate a position on each agenda topic

___Develop a rationale for your position, addressing the pros and cons

___Develop a compromise

___Confront the issues

___Speak out and state your position when the opportunity presents itself

___Support your position with facts

___Employ tact

___Include the input of others when warranted

___Perform the way you want to

___Help the leader achieve the meeting's purpose

___Be an active listener and speaker

___Volunteer for assignments

___Speak briefly when making your points

___Contribute your ideas in response to presentations of others

___Clarify the assignments & deadlines for which you are responsible

___Follow­up your participation

___Begin immediately on your assigned task

___Meet with other participants to follow­up discussions as needed

___Acknowledge help provided by others

___Identify ways to help improve your participation next time

You used the three basic principles of facilitation:

___You have brought out the opinions and ideas of group members

___You have focused on how people participate in the process, not just on what gets achieved

___You never take sides

You encouraged participation:

___You have made sure everyone feels comfortable speaking

___A structure that allows all ideas to be heard has been developed

___Members feel good about their contributions

___The ideas and decisions of the group are nominated, not leader dominated

___You have not criticized anyone for what they've said

You have decided what skills and conditions are necessary for successful facilitation:

___Improved planning

___Sustained member involvement

___Aid in creating leadership opportunities

___Increasing the skills of group members

___Better communication

___Conflict resolution

As a facilitator, you:

___Understand the goals of the meeting and the organization

___Keep the group and the agenda moving forward

___Involve everyone in the meeting

___Make sure decisions are made democratically

In planning a good process, have you considered:

___Climate and environment

___Logistics and room arrangements

You have an understanding of the three basic parts of facilitation:

___Process

___Skills and tips for guiding the process

___Dealing with disrupters: preventions and interventions

___You understand the advantages of recording the meeting

___You understand the different options available for recording a meeting

___You understand when recording is less necessary

___You understand when written notes are best

___You understand when conditions favor tape­recording

___You understand when visible recording is best

___You understand the qualities necessary for a recorder

___You understand the importance of having the proper tools (Markers, butcher paper, tape, an easel)

___You know how to work effectively with the group

___You know what is necessary to record

___You know how to record most effectively

What is an effective group discussion?

___An effective group discussion is one in which the group is able to accomplish its purpose or to establish a basis either for ongoing discussion or for further contact and collaboration among its members.

You understand the elements of an effective group discussion:

___All members of the group have a chance to speak, expressing their own ideas and feelings freely, and to pursue and finish out their thoughts

___All members of the group can hear others’ ideas and feelings stated openly

___Group members can safely test out ideas that are not yet fully formed

___Group members can receive and respond to respectful but honest and constructive feedback

___A variety of points of view are put forward and discussed

___The discussion is not dominated by any one person

___Arguments, while they may be spirited, are based on the content of ideas and opinions, not on personalities

___Even in disagreement, there’s an understanding that the group is working together to resolve a dispute, solve a problem, create a plan, make a decision, find a precept or set of precepts all can agree on, or come to a conclusion

You understand the possible uses for a group discussion:

___Create a new situation – form a coalition, start an initiative, etc.

___Explore cooperative or collaborative arrangements among groups or organizations

___Discuss and/or analyze an issue

___Create a strategic plan – for an initiative, an advocacy campaign, an intervention, etc.

___Discuss policy and policy change

___Air concerns and differences among individuals or groups

___Hold public hearings on proposed laws or regulations, development, etc.

___Decide on an action

___Provide mutual support

___Solve a problem

___Resolve a conflict

___Plan the work or an event

Why would you lead a group discussion?

___A group discussion gives everyone involved a voice

___A group discussion allows for a variety of ideas to be expressed and discussed

___Group discussion is generally a democratic, egalitarian process

___A group discussion leads to group ownership of whatever conclusions, plans, or action the group decides upon

___An effective group discussion encourages those who might normally be reluctant to speak their minds

___Group discussions can often open communication channels among people who might not communicate in any other way

___In some cases, a group discussion is simply the obvious, or even the only, way to proceed

You might lead a group discussion because:

___It’s part of your job

___You’ve been asked to

___A discussion is necessary, and you have the skills to lead it

___It was your idea in the first place

Some people who might find themselves leading a group discussion:

___Directors of organizations

___Public officials

___Coalition coordinators

___Professionals with group­leading skills

___Teachers

___Health professionals and health educators

___Respected community members

___Community activists

When might you lead a group discussion?

___At the start of something new

___When an issue can no longer be ignored

___When groups need to be brought together

___When an existing group is considering its next step or seeking to address an issue of importance to it

How do you lead a group discussion?

___Choose the space

___Provide food and drink

___Bring materials to help the discussion along

___Become familiar with the purpose and content of the discussion

___Make sure everyone gets any necessary information, readings, or other material in plenty of time to study it well beforehand

General guidelines:

___Think about leadership style

___Put people at ease

___Help the group develop ground rules

___Generate an agenda or goals for the discussion

___Lead the discussion

Set the topic Foster the open process Involve all participants Ask questions or provide information to move the discussion Summarize and/or clarify important points and conclusions Wrap up the session

___Follow up if necessary.

Do’s for discussion leaders:

___Model the behavior and attitudes you want group members to employ

___Use encouraging body language and tone of voice, as well as words

___Give positive feedback for joining the discussion

___Be aware of people’s reactions and feelings, and try to respond appropriately

___Ask open­ended questions

___Control your own biases

___Encourage disagreement, and help the group use it creatively

___Be a recorder if necessary

___Keep your mouth shut as much as possible

Don’ts for discussion leaders:

___Don’t let one or a small group of individuals dominate the discussion

___Don’t let one point of view override others

___Don’t assume that anyone holds particular opinions or positions because of his culture, background, race, personal style, etc.

___By the same token, don’t assume that someone from a particular culture, race, or background speaks for everyone else from that situation

___Don’t be the font of all wisdom

Contributor Phil RabinowitzPrint resources

Forsyth, Donelson R., Group Dynamics. (4th edition). Belmont, CA: Thomson Wadsworth, 2006.

Johnson, David W. and Frank P. Johnson. Joining Together: Group theory and group skills. (8th edition). Boston: Allyn & Bacon, 2002.

Online Resources

“Suggestions for Leading Small­Group Discussions,” prepared by Lee Haugen, Center for Teaching Excellence, Iowa State University, 1998. Tips on university teaching, but much of the information is useful in other circumstances as well.

Project on Civic Reflection provides information about leading study circles on civic reflection.

“Tips for Leading Discussions,” by Felisa Tibbits, Human Rights Education Associates.

Everyday­Democracy. Study Circles Resource Center. Information and publications related to study circles, participatory discussion groups meant to address community issues.