Facilitation Skills for Group Effectivenesslfp.learningforward.org/handouts/St....

©2019 Thinking Collaborative LLC

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FacilitationSkillsfor

GroupEffectivenessPC111

Presentedby MichaelDolcemascolo

[email protected]&

[email protected]

www.thinkingcollaborative.com

ThinkingCollaborative:AdaptiveSchoolsSeminars


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MichaelDolcemascoloMichaelDolcemascoloistheformerExecutiveCo-DirectorofThinkingCollaborative,thehomeoftheAdaptiveSchoolsSeminarsandtheCognitiveCoachingSeminars®.Anindependentconsultant,MichaelregularlypresentsworkshopsonCognitiveCoachingSM,AdaptiveSchools,aswellaspresentationandfacilitationskillstonationalandinternationalaudiences.

Michaelisco-authorwithRobertGarmstonoftheStorytellingStudyCompanion(Corwin,2019),StudyGroupFacilitationGuideforThePresenter’sFieldbook(RowmanLittlefield,2018),TheFocusingFour:AConsensusSeekingActivityDVDViewersGuideandDialogueDVDViewersGuide(CenterforAdaptiveSchools,2009).WithCarolynMcKanders,Michaelhasco-authoredtheDevelopingCollaborativeGroupsStudyGuide,andco-editedtheAdaptiveSchoolsFoundationWorkshopLearningGuide(ThinkingCollaborative,2017).AformerEnglishteacher,MichaeltaughtatalllevelsfromKindergartenthroughgrade12,andbecameaprofessionaldevelopmentspecialistfor20years.HeservedasAssistantDirectorofStaffDevelopment,providingprofessionaltrainingandsupporttothe23schooldistrictssurroundingthecityofSyracuseinCentralNewYork.

MichaelholdsBAdegreesinReligiousStudiesandinEnglishfromMontclairStateUniversity,anMAinCulturalSymbolSystemsfromSyracuseUniversity’sDepartmentofReligionandaCASinEducationalAdministrationfromtheStateUniversityofNewYork,Cortland.

JaneEllison

JaneEllisonhasbeenanintegralpartoftheCognitiveCoachingcommunitysince1989.EntrustedwiththeleadershipandperpetuationoftheworkbyArtCostaandBobGarmston,shehasservedastheExecutiveCo-DirectorofThinkingCollaborativewithMichaelDolcemascoloandtheCo-DirectoroftheCenterforCognitiveCoachingwithCaroleeHayes.SheprovidestrainingandconsultationintheareasofCognitiveCoaching℠,AdaptiveSchools,changeandtransition,qualityprofessionalandorganizationaldevelopment,curriculumdevelopment,effectiveinstruction,supervision,andfacilitation.

Janehasexperienceasateacherattheelementaryandgraduateschoollevels,asaprincipalandadirectorofelementaryeducation.SheholdsaB.A.inElementaryEducationandSocialSciencesfromSouthernMethodistUniversity,Dallas,Texas,anM.Ed.inElementarySupervisionfromtheUniversityofNorthTexas,Denton,Texas,andanEd.D.inAdministrationfromVPI&SU,Blacksburg,Virginia.SheislicensedasateacherandsupervisorinTexasandasanadministratorinColoradoandIllinois.

Jane’sexperiencesincludeteachinggraduateclassesinSouthAmerica,attendingthePrincipals’InstitutesatColumbiaTeachers’CollegeandHarvardUniversity,andchairingtheBoardofDirectorsofthePrincipal’sCenterattheUniversityofColorado,Denver.SheisalsoacertifiedteacherandPrincipalPerceiverSpecialist.Sheistheco-authorofCognitiveCoaching:WeavingThreadsofLearningandChangeintotheCultureofanOrganizationandEffectiveSchoolLeadership:DevelopingPrincipalswithCognitiveCoaching.


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Strategies&Notes


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Strategies&Notes


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FOURHATSOFSHAREDLEADERSHIPInanadaptiveorganization,leadershipisshared–alltheplayerswearallthehats.Allparticipantsmusthavetheknowledgeandskillstomanagethemselvesandtomanageandleadothers.Leadershipisasharedfunctioninmeetings,staffdevelopmentactivitiesactionresearchandprojects.Recognizingthehatsandknowingwhenandhowtochangethemissharedknowledgewithintheorganization,becausewhenvalues,rolesandworkrelationshipsareclear,decisionsaboutappropriatebehaviorareeasy.Weofferdefinitionstoillustratethesefunctionsoffourleadershiprolesandthedistinctionamongthoseroles.

Tofacilitatemeans“makeeasier.”Afacilitatorisonewhoconductsameetinginwhichthepurposemaybedialogue,shareddecision-making,planningorproblem-solving.Thefacilitatordirectstheprocedurestobeusedinthemeeting,choreographstheenergywithinthegroup,andmaintainsafocusonmeetingstandards.Thefacilitatorshouldrarelybethepersoninthegroupwiththegreatestroleorknowledgeauthority.

Topresentistoteach.Apresenter’sgoalsaretoextendandenrichknowledge,skillsorattitudesandtohavetheseappliedinpeople’swork.Apresentermayadoptmanystances(e.g.,expert,colleague,novice,friend)andusemanystrategiesofpresentation(e.g.,lecture,cooperativelearning,studygroups).Premierpresentersareguidedbyclarityofinstructionaloutcomesandcontinuousassessmentofgoalachievement.

Tocoachistohelpotherpersonstakeactiontowardtheirgoalswhilesimultaneouslyhelpingthemdevelopexpertiseinplanning,reflecting,problem-solvinganddecision-making.Thecoachtakesanonjudgmentalstanceandusestoolsofopen-endedquestions,pausing,paraphrasing,andprobingforspecificity.Theskillfulcoachfocusesontheperceptions,thinkinganddecision-makingprocessofthegrouptomediateresourcesforself-directedness.

Aconsultantcanbeaninformationspecialistoranadvocateforcontentorprocess.Asaninformationspecialist,theconsultantdeliverstechnicalknowledgetothegroup.Asacontentadvocate,theconsultantencouragesthegrouptouseacertainstrategy,adoptaparticularprogramorpurchaseaspecificbrandofequipmentormaterial.Asaprocessadvocate,theconsultantattemptstoinfluencethegroup’smethodology(e.g.,recommendinganopenmeetingratherthanacloseoneinordertoincreasetrustinthesystem).Toeffectivelyconsult,onemusthavetrust,commonlydefinedgoalsandthegroup’sdesiredoutcomesclearlyinmind.


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CAPABILITIESOFEFFECTIVEFACILITATORSDolcemascolo,M.&Ellison,J.

ThewordcapablecomesfromtheLatin,“capere”meaningtotakein,holdorcontain.Tounderstandsomethingatthelevelofacapabilityistobe“able”toholdontotheinformation.Metaphoricallyacapabilitycanbeviewedasacontainerforholdingdiscretepiecesofknowledgeandbehaviorsinwaystheycanberememberedandapplied.Capabilitiesaredifferentfromknowledgeandbehavior.Capabilitiesaremetacognitivemaps,plansandstrategiestoguidebehavioralchoices;abehaviorissimplytakingaction.Withcapabilities,wehaveconditionalknowledge--anunderstandingofhow,when,whereandwhytoapplybehavioralactions.Garmston(2005)asserts,“Toelegantlyperformanactivityorbehaviorrequireslearningatthelevelofcapability.Itisatthislevel,Ibelievethatwecanteachfortransfer”(p.15).Itismorepowerfultofocusoncapabilitiesthanbehaviorsbecausethecapabilityisrepresentedinternally.Acapabilityservestoheightenone’sawarenessinthemoment–onehasknowledgeorawarenessofthepresent,whichincludeswhat’sgoingonaroundandinsideoneself.Fromthoseinternalrepresentations,behaviorscanbeappliedinmorethanonesetting.Forexample,apersonwhoknowshowtomaneuverinahometownairport,maygainthecapabilityofcomfortablynavigatingvariousairports.Tounderstandthemanyconcepts,toolsandstrategiesnecessarytowearallFourHats,itisusefultoexaminethecapabilitiescommontoallfourandthoseparticulartocertainhats.Withthefollowingcapabilities(Figure2below),self-directedleaderswillhaveawarenessoftheirintention,whichwillfocustheirattention,whichinturnwillallowthemtochooseaction(e.g.,howtolisten,howtospeak)whenwearingeachoftheleadershiphats.

1.KnowOne’sIntentionsandChooseCongruentBehaviors Clarityofintentiondirectsourattention,whichinturndirectsaction--thewhat,whyandhowofaleader’schoices.Intentionisthefoundationofflexibleandeffectivebehaviorasitprovidescontextfortheothercapabilities.AsstatedbyDolcemascoloandMcKanders(2016),“Itisthesourceofimpulsecontrol,patience,strategiclisteningandstrategicspeaking”(p.39).Knowingone’sintentionandchoosingcongruentbehaviorssupportsachievementofclearoutcomeswhencoaching,facilitating,presentingandconsulting.Afacilitator’sintentiontosupportagroupinreachingitsowndecisionsleadsthefacilitatortotakeaneutralstanceoncontent,whilestructuringsupportiveprocesses.

2.SetAsideUnproductivePatternsofListening,RespondingandInquiring

Foreveryleader,therearetwo“audiences.”Oneaudienceisexternal,madeupofthepersonorpersonswithwhomoneiscommunicating;andtheotherisinternal,madeupofpersonalfeelings,imagesandself-talk.Leadersarechallengedtocontinuallydecidewhichaudiencetoserve,managingthetensionbetweenselfandothers.


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Therearecertainpatternsoflistening,whichineverydaylifearenaturaltohumanbeings.Forexample,sometimeswelistenandshareasimilarexperiencewiththeintentionofestablishingourcredibility.However,whenlisteningwiththeintentiontosupportothers’thinking,wesetasidethatwayoflisteninginordertoavoidhijackingtheconversationandshiftingthefocusawayfromthespeaker.Facilitatingandcoachingset-asides.Commonpatternsoflisteningandrespondingthatmustbeset-asidetomaintainanon-judgmentalstancewhilefacilitatingare:

• Autobiography• Inquisitive/Curiosity• Solution

Autobiographicallisteninghappenswhentheegointrudes,andaphraselike“me,too!”hijacksthenarrative.Thestoryshouldbelongtothegroup/individualbeingcoachedorfacilitated,nottothelistener.Theegoagainintrudeswithpersonalcuriositylistening,whichonecolleaguedescribedas“soapopera”listening.Itcansoundlike“Tellmemore!”Theessentialinternal/metacognitivequestionwhilelistening,andbeforeofferingaresponseshouldbe“Whoisthisfor?”Ifthequestionorcommentistomediatethethinkingofthegroup/individual,offerit;ifitisforthecoachorfacilitator’spersonalinterest,setitaside.Thethirdset-asidewhencoachingorfacilitatingissolutionlistening,inwhichthelistenerisbusyrehearsingtheanswers/hewillgivetosolvethegroup’s/individual’sproblemforthem.Settingasidethisexpertor“fix-it”mindset,thegoalinsteadistomediatethinkinganddeveloptheself-directedproblem-solvingabilitiesofthegroup/individualyouaresupporting.

3.TheThirdCapabilityofaFacilitatoristoMonitortheGroupandDirectAppropriateProcesses.

Facilitatorspayattentiontotask,processesandgroupdevelopment.Beforeameetingthefacilitatorplansprocessesformaximumeffectivenessandefficiencyinreachingoutcomes.Duringthemeeting,thefacilitatorcontinuallymonitorsthegroupandindividualsinthegroup,aswellasthetasksandoutcomes,inordertoadjustprocesses.Afterthemeetingthefacilitator,incollaborationwithgroupleaders,mayalsosupportreflectingandplanning.Someofthewaysinwhichfacilitatorsattendtothegroupduringmeetingsare:managingattention,energy,informationandlogistics;operationalizingthemeetingstandardsbyfocusingthegroupononetopicandoneprocessatatime;directingandamplifyingthegroup’sinternalresourcesofconsciousness,efficacy,flexibility,craftsmanshipandinterdependence;offeringgroupprocessesandstrategiestousedataproductively;navigatingtensionsthatmayarise;andmanagingtheroomarrangementandmaterialstosupportthegroup’spurposes,processes,topics,anddevelopment(see


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Garmston&Wellman,“Chapter8:TheConfidentandSkilledFacilitator,”inTheAdaptiveSchool,2016).

4.TheFourthCapabilityofaFacilitatoristoSelectfromaRepertoireofMaps,Moves,andStrategiestoMaketheGroup’sWorkEasier.

Facilitatorshavemaps,whicharementalmodels/frameworks/containersthatguidethem.What-Why-How,TwoWaysofTalking,andEnergySourcesareexamplesthatserveasmetacognitivetemplatesforbothdesignanddeliveryofthefacilitation.Facilitatorsalsohaveatoolboxofverbalandnonverbalmovesthatdonotliveonanagenda,butareinsidethefacilitatorforimprovisationalusewheneverneeded.ChooseVoice,SignalRoleChange,andDecontaminateProblemSpaceareamongtoolsormovesafacilitatormaycallupon.Strategiesaremethodsthefacilitatorusestoinvitetheaudiencetoconstructmeaningbyconnectingtopicstotheircircumstances,practicingskills,deepeningunderstanding,solvingproblemsandmakingdecisions.Strategieshavefourfunctions:focus,efficiency,psychologysafetyandmodelingofsocialskills.CriteriaMatrix,FocusingFour,andAssumptionsWallarepartofanever-expandingrepertoireofinteractivestrategiesthefacilitatormightoffer(Garmston&Wellman,2016,“AppendixA:FacilitationStrategiesandMoves”).

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THREEFOCUSAREAS

Productivegroupworkisorganizedbythreefocusareas:

• FacilitatingGroups• DevelopingGroups• BecomingaMoreSkillfulGroupMemberThesethreearenasareessentialfocusareasforallsuccessfulgroups.

FacilitatingGroups

Facilitationisanactofplannedimprovisation. Skilledandconfidentfacilitatorspay

attentiontoseveraldimensionssimultaneously:taskfocus,processskillsdevelopmentandrelationshipswithinthegroup.Withappropriatemapsandtools,knowledgeablefacilitatorsareableto:anticipatewhatmighthappenduringasession;monitorbothin-the-momentactivitiesandactionsandmonitorwheresuchactionsfitwithinthebiggerpictureforthegroupandfortheorganization;andrecoverwhenthegroup,groupmembersortheythemselveslosefocusanddirection.

DevelopingGroups

Ourbasicpremiseisthatgroupsdevelopfromnovicetomoreexpertlevelsofperformance. Expertisedoesnotalwaysresultfromtimetogetherorfrombasiclevelsoftaskcompletion. Expertgroupsconsciouslydeveloptheircapacitiesandtoolkitsforengaginginmorecomplexworkandmoreemotionallychallengingtasks.Onehallmarkofemergingexpertiseisagroup’swillingnesstotakethetimetoreflectonitprocesses,productsanddevelopmentasagroup.Groupdevelopmentisasharedresponsibilitybetweengroupleaders,groupfacilitatorsandgroupmembers.

BecomingamoreskillfulgroupmemberAtafundamentallevelthereisnosuchthingasgroupbehavior,thereareonlythechoicesthatindividualsmakeaboutwhattosayordoandwhattheychoosenottosayordo.Expertgroupmembersemployawell-craftedsetofverbalandnonverbaltoolstoproductivelyinfluencethethinking,decisionsandchoicesofothersinthegroup.Theyalsomonitortheeffectsoftheirchoicesonthemselvesandtheimpactsoftheiractionsasothergroupmembersrespondorchoosenottorespondtotheseactions. Skillfulgroupmembershelpthegroupandthefacilitatormaintainfocus,momentumandoutcomeachievement.


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PRINCIPLESOFPARAPHRASING

• Attendfully.

• Listenwiththeintentiontounderstand.

• Capturetheessenceofthemessage.

• Reflecttheessenceofvoice,tone,andgesture

• Maketheparaphraseshorterthantheoriginalstatement.

• Paraphrasebeforeaskingaquestion.

• Usethepronoun“you”insteadof“I”.


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THEFOURCURRENTSOFFACILITATIONMANAGEMENT


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FACILITATORNONVERBALS

ChooseVoice

AttentionFirst

FreezeGesture

GoVisual

3rdPoint

Visual

Paragraph

DecontaminateProblemSpace


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THESEVENNORMSOFCOLLABORATIVEWORK

Garmston&Wellman,TheAdaptiveSchoolPausingPausingbeforerespondingoraskingaquestionallowstimeforthinkingandenhancesdialogue,discussionanddecision-making.ParaphrasingUsingaparaphrasestarterthatiscomfortableforyou“So...”or“You’refeeling...”or“You’rethinking...,”andfollowingthestarterwithaparaphraseassistsmembersofthegrouptohearandunderstandoneanother.PosingquestionsTwointentionsofposingquestionsaretoexploreandspecifythinking.Questionsmaybeposed toexploreperceptions,assumptionsandinterpretationsandinviteotherstoinquireintotheirownthinking.Forexample,“Whatmightbesomeoutcomesweareenvisioning?”Usefocusing questionssuchas,“Whichstudents,specifically?”or“Whatmightbeanexampleofthat?”to increasetheclarityandprecisionofgroupmembers’thinking.Inquireintotheideasofothersbeforeadvocatingforone’sownideas.PuttingideasonthetableIdeasaretheheartofameaningfuldialogue.Labeltheintentionofyourcomments.Forexample,youmightsay,“Hereisoneidea...”or“OnethoughtIhaveis...”or“Hereisapossibleapproach...”

ProvidingdataProvidingdata,bothqualitativeandquantitative,inavarietyofformssupportsgroupmembersinconstructingsharedunderstandingfromtheirwork.Datahavenomeaningbeyondthatwhichwemakeofthem;sharedmeaningdevelopsfromcollaborativelyexploring,analyzingandinterpretingdata.

PayingattentiontoselfandothersMeaningfuldialogueisfacilitatedwheneachgroupmemberisconsciousofselfandofothers,andisawareofnotonlywhatheorsheissaying,butalsohowitissaidandhowothersareresponding.Thisincludespayingattentiontolearningstylewhenplanningfor,facilitatingandparticipatingingroupmeetings.Respondingtoothersintheirownlanguageformsisonemanifestationofthisnorm.

PresumingpositiveintentionsAssumingthatothers’intentionsarepositivepromotesandfacilitatesmeaningfuldialogueandeliminatesunintentionalputdowns.Usingpositiveintentionsinyourspeechisonemanifestationofthisnorm.


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NORMSOFCOLLABORATIONINVENTORY1. Pausingtoallowtimeforthought

A.Ipauseafterposingquestions.low/________/________/________/________/high1 2345B.Ipauseafterothersspeaktoreflectbeforeresponding.low/________/________/________/________/high1 2345C.Ipausebeforeaskingquestionstoallowtimeforartfulconstruction.low/________/________/________/________/high1 2 345Paraphrasingwithinapatternofpause,paraphrase,pause,posequestiontoensuredeeplistening

A.Ilistenandparaphrasetoacknowledge.low/________/________/________/________/high1 2 345B.Ilistenandparaphrasetoorganize.low/________/________/________/________/high1 2345C.Ilistenandparaphrasetoshiftlevelsofabstraction.low/________/________/________/________/high

1 2 345

2. Posingquestionstorevealandextendthinking

A.Iposequestionstoexploreperceptions,assumptionsandinterpretations.low/________/________/________/________/high1 2345B.IinquirebeforeputtingideasonthetableandbeforeIadvocate.low/________/________/________/________/high1 2345C.Iseekspecificityofdata,assumptions,generalizations,andthemeaningofwords.


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low/________/________/________/________/high1 2 345

3. Puttingideasonthetableandtakingthemoff

A.Istatetheintentionsofmycommunications.low/________/________/________/________/high1 2 345B.Iproviderelevantfacts,ideas,opinionsandinferences.low/________/________/________/________/high1 2 345C.Iremoveorannouncemodificationofideas,opinionsandpointsofview.low/________/________/________/________/high1 2 345

5.Providingdatatostructureconversations

A.Ipresentspecific,measurable,observableinformation.low/________/________/________/________/high1 2 345B.Ipresentdatawithoutjudgments,opinionsorinferenceslow/________/________/________/________/high1 2 345C.Ioffermultipletypesofdatatobroadenunderstanding.low/________/________/________/________/high1 2 345

6. Payingattentiontoselfandotherstomonitorourwaysofworking

A.Ibalanceparticipationandopenopportunitiesforotherstocontributeandrespond.low/________/________/________/________/high1 2 345B.Irestrainmyimpulsestoreact,respondorrebutatinappropriatetimesorinineffectiveways.low/________/________/________/________/high1 2 345C.Imaintainawarenessofthegroup’stask,processesanddevelopment.low/________/________/________/________/high1 2 345


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7. Presumingpositiveintentionstosupportanonjudgmentalatmosphere

A.IcommunicaterespectfullywhetherIagreeordisagree.low/________/________/________/________/high1 2 345B.Iembedpositivepresuppositionsinmyparaphrases,summariesandcomments.low/________/________/________/________/high1 2 345C.IembedpositivepresuppositionswhenIposequestions.low/________/________/________/________/high1 2 345


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THEFOCUSINGFOUR:BRAINSTORM,CLARIFY,ADVOCATE,CANVASS

(Directionsforstrategiesatwww.thinkingcollaborative.com)

SetUp

• Explaineachofthefourstepsbeforestartingtheactivity.• Checkforparticipants’understanding.• Explainthatthehandcountorvoteatthecanvassstagewillnotdeterminethe

decisionaboutwhichoptionstorecommend.Thegroupwilldecideandbeguided,notbound,bythedata.

• Begintheprocess.

1.Brainstorm• Recordbrainstormedideasonchartpaper.• Elicitideasonly.• Discouragecriticismsorquestions.• Pushfor8-18ideas.

2.Clarify• Askifanyitemsshouldbeclarified.• Theauthoroftheideaprovidesclarification.• Thefacilitatorobservesthequestionerduringtheclarificationandstopstheclarificationwhenthequestionerindicatesnonverballyorverballythatheorsheunderstands.

3.Advocate• Participantsmayadvocateforasmanyitemsastheywishandasmanytimesastheywish.• Statementsofadvocacymustbephrasedinthepositive.• Statementsofadvocacymustbebrief.

4.Canvass• Askindividualsinthegrouptoidentifywhichfewideastheyfeelaremostimportant.• Todeterminewhatafewis,usetheformulaofone-thirdplusone.If12itemsareonthelist,askthegrouptoidentify5thataremostimportanttothem;ifthereare15itemsonthelist,askthegrouptoidentify6.Theydonothavetobeplacedinrankorder.• Takeahandcounttodeterminewhichitemsareofgreatestinteresttothegroup.


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FOCUSINGFOUROBSERVATIONGUIDE

FacilitatorVerbals:Nonverbals:Other:

RecorderVerbals:Nonverbals:Other:


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RESOURCES&READING:

1. PlanningForFacilitation—ThinkingAndConversationGuide,byCarolynMcKanders

2. GivingClearDirectionsIsNotAsSimpleAsItLooks,by RobertGarmstonandCarolynMcKanders

3. WaysofTalking,byRobertGarmstonandBruceWellman

4. SeminarResources:WorksCited


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PLANNINGFORFACILITATION—

THINKINGANDCONVERSATIONGUIDEByCarolynMcKanders

1. PreparingtoFacilitate

Consultingconversationbeforefacilitatingagroup:Clarify• Task,Purpose,andOutcomes• Whatmakesthistopicimportant?• Whatareexpectedproducts?Assessfeasibility.• Lengthofmeeting• Whoarethegroupmembersandtheirrelationshiptoeachotherandthe

topic?• Contextualopportunitiesandconstraints• Groupdynamicsandinteractionpatterns• Groupdevelopmentgoals• Preferredorsuggestedprocesses• Whatworkingagreementslivewithinthegroup?• Roomarrangements;materialsneeded

2. FacilitatingtheGroup

Opening• AudienceConnect—relationship/rapportandcredibility

Greetingandintroduceselfandyourconnectiontothegroupandtopic

• RoleClarificationandFramingtheWork(includessharingandexplainingthe visualpurposeandotherpertinentinformationtosupportclarityand groupefficacy)

• ExampleofanOpeningWelcome.Thankyouforcoming.Iam...andI’llbefacilitatingyourmeeting.Today’spurpose/taskisto...(...determine,generate,explore,resolve,approve,identify,create,etc.).Myjobistosupportyourthinking,helpyoustayontheagenda,andseethatallvoicesareheard.Iwillfocusontheprocessandstayoutofthecontent.

• Howwewillworktogether- Shareattentionsignal,workingagreements,etc.- Ifappropriate,negotiatetherangeoffacilitationgroupwould

appreciate,tight-to-looseInclusionStrategyShareChartedOutcomes


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ShareChartedPublicAgenda AnnounceFirstAgendaItem

• UseWhat?Why?• UseHow?Strategies,Processes,andStructures• UseHow?Visuallyavailableifmultiple-stepdirections• Giveanoverviewoflengthyorcomplexdirections• Usevisualparagraphifappropriate

RepeataboveforallagendaitemsThroughoutmeetingattendto...

• Relationships,GroupDynamics,Engagement• FocusingtheGroup’sAttention• GivingClearDirections• InformationGenerated

- Invitegroupawareness—liftpertinentinformation,data,andlearningrelevanttotheoutcomesverballyand/orinwriting(asthirdpointreference)

• Informationtobedisplayedpubliclyandinwhatform• EnergyoftheGroup• UseofNormsofCollaboration• ModelApproachabilityandCredibilitycongruentwithintentions,verbally

andnonverbally• AskingInvitationalquestions• Recoveringifnecessary• Appropriateuseofpronouns

ClosingtheMeeting

• ReflectingandProcessing- Products,Information,Processes,GroupWorkingAgreements,

Norms,etc.- Ifappropriate,supportthegroupinGoalSetting

• NextSteps- Clarifywhodoeswhatbywhen- Testcommitments- Arrangeforcommunications- Assessthemeeting- Arrangefornextmeeting(dateandfacilitator)


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GIVINGCLEARDIRECTIONSISNOTASSIMPLEASITLOOKS

By RobertGarmstonandCarolynMcKanders

We’vetrainedhundredsofbright,competentpeopletomakepresentationsonarangeoftopicsanddiscoveredthatgivingdirectionsismorecomplexthanwefirstthought.Herearesomethingswe’velearnedbywhisperingintheearofanovicejustbeforetheygaveadirectionandfrominterviewingthem,andexpertsinthefieldabouttheirthoughtprocesses. Ourfirstrealizationwasthattherearefourdomainsforgivingdirections.Firstisthesimpleformthatisusedrepeatedlywithminorvariations.“Turntoyourneighborandnamethekeypointsforyouonthistopic.”Thispatterncanbememorizedafterafewuses.Nextiswhatapresentersayswhenintroducingdirectionsfromapre-preparedpowerpointslide.Thirdisgivingmulti-stepdirectionswithoutachartorpowerpoint.Fourth,andthemostcomplex,isworkingfromscratchdesigningdirectionsforanactivitywhennoneexists. Someaspectsarecommoninthedeliveryofeachofthetypes.GettingAttention BothGrinder(1993)andZoller(2010)stronglyadvocatethatattentionshouldalwaysbethefirstorderofbusiness.Togainthegroup’sattention,theleadercombinesthesefeaturesasfollows:

• Shestandsuprightwithheadandbodystillinapostureofcalmandcenterednesswithherfeetalignedundertheshoulders.GrinderandZollercallthisacrediblestance.

• Shemayalsouseagesture,frozeninspace–whichuniversallycommunicates“besilent–moreiscoming.”Thismightbeafingerintheair,apalmdirectedatherself,orsomeothernaturalsigncongruentwiththemessage.

• Sheusesacrediblevoicetogetattention,usingabriefphraselike“Pleaselookthisway”.Thisvoiceformisoneinwhichthetonalpatternisflatandtendstocurldownattheendofsentences.Thisvoicepatternuniversallyisreceivedas“Thisisimportantinformation,pleaseattend.”

• Sheremainsstill,asinfreezingthepostureandholdsthepositionuntilalmostallmembersaresilentandfocused.

• Whenthegroupisattentiveandstill,shebreakseyecontact,breathes,andstepsintoanotherspace.Again,withacrediblevoice,shegivesthenextdirection.

Asgroupstire,groupmembersoftenrespondlesstoverbaldirections.Duringaworkingsessionweoftenuseahandsignaltoredirectattentionfromsmallgroupconversationtofullgroupwork.Onceagainassumeacrediblestance,standstillandnowholdonehandintheairasaprearrangedsignalforsilence.Asgroupmembersnoticethe


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gesturetheycopyitsignalingtothosewhomaynothavenoticedthatyouneedtheirattention.Thevisualnatureofthisstrategygetsattentionfromthosewhoprocessvisually,andtheirsilencealertsauditoryprocesserstopayattention(Garmston&Wellman,2002).UsingaPreparedSlide Giveanoraloverviewbeforeshowingslideswithseveralstepssopeopleknowwherethisisgoing.Mostoften,directionsaredigestedbestwhenonelineoftheslideisrevealedatatime,givingthepresentertimetoelaborate.Occasionallythefirstitemwillcallformemberstolocatematerials,orarrangeforanewpartner.Whenthisisthecase,havemembersexecutethefirstdirectionbeforeshowingthenextsteps.Whenthedirectionistofindanewpartner,includeasimpleinitialengagementtominimizewaitingorwastedtime.Forexample:Findanewpartnerandintroduceyourself.Thelaststepindirectiongivingshouldbeacheckforunderstanding.“Whatquestionsmightyouhaveabouthowtodothiswell?”iswellphrased.“Doyouhaveanyquestions?”isnot.Leavetheslideonthescreenwhilethegroupbeginsitswork.Removetheslidewhennolongerneededforguidance.ManagingMulti-StepDirections Iftherearesubsetstothedirections,thepresenterwilluseavisualparagraphformaximumcongruence.Inthispatternshegivesthefirstdirection,pauses,breakseyecontactbydroppingherhead,movestoanewspot,looksupandgivesthenextdirection.Thispatterncanbeusedforupto4stagesindirectiongiving.Imaginethefollowingstatements(withexpandedinformationforeach)deliveredwiththevisualparagraphaftereachofthefirstthreedirections.Figure1showswhatmightbesaidgivingmulti-stepdirectionsinameetingoraclassroom.

DirectionsinaMeeting

DirectionsinaClassroom

• Firstyouwillbrainstorm• Nextyouwillclarify• Thirdyouwilladvocate• Andfinallyyouwillrankwhatis

mostimportanttoyou.

• Takeoutyoursocialstudiesbook• Turntopage67• PutanXnexttotheoddnumbered

questions• Writeyouranswerstothesequestionsin

completesentencesFigure1.SupportingMulti-StepDirectionsVisually

AmiddleschoolteacherinPortland,Oregonstressesthecombinationofverbalandwritteninstructions.Hewrites,“Thegeneralpatternformeistowritetheinstructionsoutontheboard/overhead,insteadofpre-writing(Theprocessfeelsmoreorganicandincorporateswaittimeintotheoverallprocess.).Ithenreadthewritteninstructionsaloudandaskforquestions.Subsequentquestionsthatdealwithinstructionsthathavealreadybeengiven(theinevitable,"whatpage?","whatarewesupposedtowrite?","whatnumberarewedoing?"litany)aredealtwithnon-verbally.Iusuallyjustpointtotheboard,maybeholdingupfingerstoreferenceastepnumber.Ifindthesecondpartiscrucialtohelpinglearnerslearntobegoodinstructionfollowers,


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givingthemtheopportunitytopractice"guidedself-reliance"ifthereissuchaphrase”(Ferguson2013). Weweresurprisedtolearnthatthethinkingprocessesthatsupportdirectiongivingareincrediblycomplex.Atthesimplestlevel,theyincludeguidelinessuchasusingdeclarativestatementsandaminimumnumberofwords.AnotherlevelregardsadirectiongivingmapwelearnedwheninterviewingBruceWellman,anotedprofessionaldeveloperwhoseemstoeffortlesslygiveprofoundlydirectandeffectivedirections.ThisisdescribedinGarmstonandZimmerman(2014). Whenintroducingprocessesinwhichthegroupistoengage,thefacilitatoremploysthewhat–why–howpattern.Whileeachisimportantforthegrouptodoitsbestwork,thewhy–therationalefortheprocessismostimportant.Whenmembersunderstandthereasonsforaprocess–howitwillservethem--potentialresistanceisreducedandparticipationismorepurposeful.

• What–“Thenextstepistobrainstorm.”• Why–“Asyouknow,thepurposeofbrainstormingistogetasmanyideasonthe

tableaspossible.Questionsorcommentsderailtheprocessleadingtoamorelimitedandlessusefullist.”

• How–“Iwillrecordtheideasonthischartpaper.Whenyouraiseyourhand,Iwillgiveyouanumbertoplaceyouinaqueuesoyouknowyouwillhaveaturnandnotworryaboutbeingabletoaddyouridea.Ifyouhaveaquestionorcomment,hangontoit.Wewillcomebacktoitatthenextstep.’”

Thefourth,andmostdifficulttaskindirectiongivingregardscomposingdirectionswherenoneexist.AModelforDesigningDirectionsfromScratch Somereadersmightliketothinkabouthowtheywouldgoaboutcomposingadirectiontoparticipantstoexplaintheirreasoningabouttheimportanceofconsultingandcoachinginsupportingnewteachers.Whenyouthinkabouthowyoudothisyouprobablynoticethatyou’vegoneallocentric–attemptingtoheartheinstructionsasyourparticipantsmighthearthem.Let’sassumethatthegroupisfamiliarwiththedefinitionsasWikipediaoffersthem:

·Consultation-toassistanindividualorgroupofindividualstoclarifyandaddressimmediateconcernsbyfollowingasystematicproblem-solvingprocess.·Coaching-toenhanceaperson’scompetenciesinaspecificskillareabyprovidingaprocessofobservation,reflection,andaction.

Whatwenoticedwhenweexaminedourthinkingwasthatwehadtodefinereasoning.Ifwewantedparticipantstodialogue,engageandlearnfromoneanotherwemightusethewordexploreinthedirections.Pairs:Explorethebenefitsofconsultingandcoachingfornewteachers.Wemightwonderwhatdifferencetheword“for”or“to”newteachersmightmake.Ifontheotherhand,wedesiredaconversationthatactivatedpriorknowledgewithgreaterspecificity,wemightdevelopascaffoldthatbeginswithwhatwemeantbyreasoning.Suchascaffoldmightlooklikethefollowing.Wewouldrewordthe


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directionstocompareandcontrasttheimportanceofconsultingandcoaching.Pairs:1. Compareandcontrastthebenefitsofconsultingandcoachingfornewteachers2. Listthebenefitsofconsulting3. Listthebenefitsofcoaching4. Listthelimitationsofeach5. Compareandcontrastyourfindings6. Giventheabove,summarizeyourthinkingabouttherelativeimportanceofeach.

Now,withthisfirstdraft,wewouldseektoreducethenumberofwordswhilemaintainingclarity.Pairs:Compareandcontrastconsultingandcoachingbenefitsfornewteachers

1.Maketwolists.Recordthebenefitsofeach2.Recordthelimitationsofeach3.Identifywhatissameanddifferent4.Writeamatchbookstatementsummarizingyourconclusions.

ThePotentiallyPerniciousPronoun Whatseparatesthegoodpresenterorfacilitatorfromtheexpert,istheuseofpronouns.Forsome,itisdifficulttoreplacethehabitofsaying,“Iwantyoutolookthisdirection”,withphraseslike“Pleaseturnandlookatmefornextsteps.”Thedifference?Inthefirsttheleaderisaskingmemberstorespondoutofrelationshipservingthepresenter;appropriateinthelexiconforaprimaryteacher,butnotapersonworkingwithadults.Sincewepresumeanoverarchinggoalofprofessionaldevelopmentisfosteringasenseofequalityinatrainingormeetingroom,andsupportingnormsofautonomy,self-directednessandself-monitoring,weadvisecarefulscriptingofpronounsingivingdirections. Whoyouareinrelationshiptothegroupshouldinformyouruseofpronouns.Ifyouareamemberofagroupwhohassteppeduptofacilitatetheworkmaywellbe“ours’.Ifyouareexternaltothegroup,referringtotheworkas“ours”maycarryinferencesinterferingwiththeclarityofthegroup’sworkanditsdevelopment.Comparethesetwostatements.“HereiswhatIwantyoutodonext.”–or-“ListencarefullyasIdescribethisprocess.”Again,theformertendstoinfantilizethegroup,thelatteracknowledgesthemasresponsibleadults.Beginalistofphrasesyouwanttoincorporatewhenyougivedirections.Youcanstartwiththese:“Yournextstepsare.”;“Thisprocesshasthreephases.”;“Takeamomenttocompleteyourthoughtsandpreparetoshareyourideaswiththegroup.”TheFinalStep Finally,attendtothepresentationofthedirectionitself.We'velearnedtomentallyrehearsejustbeforewegivethedirection.Sometimeswehavescriptedwhatwewillsay.Othertimeswesimplystandinthespaceinwhichweareabouttospeakandputthewordsinourhead,beforewetalk.Ifduringthedirectionswenoticewehaveslippedandusedanunintendedpronoun,westop,correctourselves,andtellthegroupwhy.This


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transparencyisvaluednotonlybecauseitequalizestherelationship–wearealllearnershere–butalsobecauseitteachesprinciplesofleadership.Conclusion Givingcleardirectionsisafundamentaltaskforteachers,presenters,meetingfacilitatorsandanyonewhoworkswithgroups.Complexitiesstillexist,evenwhenworkingwithpre-developeddirectionsonpowerpoints.Theleadermuststillgetthegroup’sattention,andorientparticipantsregardingthetaskahead.What-Why-Howisafundamentalpartofthis.Somuchofthisiscontextual,thatgivingdirections,evenforthemostexperiencedofus,willalwaysbeachallenge.

References

Ferguson,W.(2013)[email protected],R.,&Wellman,B.(2013).Theadaptiveschool:Asourcebookfor developingcollaborativegroups.(Rev.ed.).Baltimore,MD:Rowan&Littlefield:Garmston,R.,&Zimmerman,D.(2013).Lemonstolemonade:Resolving

problemsinmeetings,workshopsandPLC’s.ThousandOaks,CACorwinPress.

Grinder,M(1993).ENVoY:Yourpersonalguidetoclassroomsuccess.BattleGroundWA: MichaelGrinder&Associates.Zoller,K.,&Landry,C.(2010).Thechoreographyofpresenting.ThousandOaks,CA: CorwinPress.


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WAYSOFTALKING

Inordertohaveaconversationwithsomeoneyoumustrevealyourself.

JamesBaldwin Professionalcommunitiesarebornandnurturedinwebsofconversation.Whatwetalkaboutinourschoolsandhowwetalkaboutthosethingssaysmuchaboutwhoweare,whowethinkweareandwhowewishtobe,bothinthemomentandinthecollectivefuturethatwearecreatingforourselvesascolleaguesandforthestudentsweserve. Todevelopsharedunderstandingandbereadytotakecollectiveaction,workinggroupsneedknowledgeandskillintwowaysoftalking.Onewayoftalking,dialogue,leadstocollectivemeaningmakingandthedevelopmentofsharedunderstanding.Theotherwayoftalking,discussion,leadstodecisionsthatstaymade. Dialoguehonorsthesocial/emotionalbrain,buildingasenseofconnection,belongingandsafety.Asashapeforconversations,itconnectsustoourunderlyingmotivationsandmentalmodels.Thiswayoftalkingformsafoundationforcoherentsustainedeffortandcommunitybuilding.Indialoguewehearphaseslike“AnassumptionIhaveis….”and,“I’dbecurioustohearwhatotherpeoplearethinkingaboutthisissue.” Discussioninitsmoreskillfulformrequiresconversationsthatareinfusedwithsustainedcriticalthinking,carefulconsiderationofoptionsandrespectforconflictingpointsofview.Thiswayoftalkingleadstodecisionmakingthatservesthegroup’sandtheschool’svision,valuesandgoals.Inadiscussionwehearphraseslike“Weneedtodefinetheproblemwearesolvingbeforejumpingtosolutions.”and,“I’dliketoseethedatathattheseassumptionsarebasedonbeforewegomuchfurther.”ConversationandDeliberation Whengroupscometogetherthey“converge”and“converse”.Thesewords’respectiveLatinrootsmeanthatgroupmembers“turntogether”and“associatewithoneanother.”Conversationisinformaltalkinginwhichparticipantsshareinformation,anecdotesandopinionstolearnfromoneanotherorsimplytoenjoyoneanother’scompany.Whentheconversationtakesonanorganizedpurposetoeitherdeepenunderstandingormakeadecision,agroupthatunderstandsthattherearetwowaysoftalkingacknowledgesthispointofdeliberationandconsciouslychoosestoengageineitherdialogueordiscussion. DeliberationinitsLatinroot,deliberare,meanstoweigh,asintoevaluate,assessorponder.Groupmembershavethischoicepointavailabletothemonlywhentheyhaveroadmapsforwaysoftalkingandconsciousnessaboutgroupprocessesandgrouppurposes.Asignificantpartofthisawarenessisrecognizingthatculturallyembeddedpatternsshape


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behaviors.Patternsfromthelargersurroundingcultureandpatternsfromorganizationalandgroupculture. ManygroupsdefaultintotheWesternculturalhabitofpolarizeddiscussionanddebate.Ourmedia-saturatedworldbombardsuswithargumentsframedbycommentatorsaspoint-counterpoint,proandcon,leftversusright,andotherpolarities.Thesemodelstransfertoconversationsinworkinggroups;theythenframehowparticipantslistentoothersandhowandwhenparticipantsspeak.Ifgroupmembersarenotcareful,theyenduplisteningnottounderstandbuttoheargapsinthelogicofotherspeakers,ortheyinterrupttomakeapointevenbeforethecurrentspeakerisfinished.Conversationsthenbreakdownintoverbalcombatwithwinnersandlosers. Alltoooften,valuedcolleaguesbecomeconscientiousobjectors,choosingnottoparticipateinthefray.Thegroupthenlosesperspectiveandpotentialalternativeviewpoints.Theloudestandmostpersistentvoicesbecomethepolicymakers,andintheworstcases,theprocesssowstheseedsofpassivenoncomplianceorsabotageinthosewhofeelexcludedordevalued. Whengroupsunderstandthattheyhavemorethanonewayoftalkingavailabletothem,theycanthenchoosetopursuethepathofdialogueortofollowthepathofdiscussion.Mostimportantissuesrequireexplorationsalongbothpathways.Manysensitiveissues,especiallythosewithhighstakesfortheparticipants,callforseparatesessionsinwhichthedialogueanddiscussionareseparatedintimeandsometimesspace.Oneusefulfacilitationtechniqueistoexplicitlylabelagendaitemsaseitherdialogueordiscussionandofferlanguagemodelstofurthermarkthedistinctionsbetweenthetwoformsofdiscourse. Asgroupmembersbecomemoresophisticatedwiththewaysoftalking,thepathwaysbecomemoremalleable.Forexample,duringadialogue,agroupmembersensesanemergingconsensusonanissue.Heorshetheninquiresifthisissoandframesaproposaltomovetheitemtoadecision.Inanothercase,duringadiscussion,emotionsriseandthedetailsbecomemuddled.Someonethenproposesthatthegroupswitchtoadialogueformatforasettimetoexplorethefeelingsandunderlyingissuesthatarepresent.ThePathofDialogue Dialogueisareflectivelearningprocessinwhichgroupmembersseektounderstandoneanother’sviewpointsanddeeplyheldassumptions.TheworddialoguecomesfromtheGreekdialogos.Diameans“through”andlogosmeans“word”.Inthismeaning-makingthroughwords,groupmembersinquireintotheirownandothers’beliefs,values,andmentalmodelstobetterunderstandhowthingsworkintheirworld.Indialogue,listeningisasimportantasspeaking.Forskilledgroupmembers,muchoftheworkisdoneinternally. PhysicistandphilosopherDavidBohmdescribeddialogueasaprocessofsurfacingandalteringthe“tacitinfrastructureofthought.”Asaquantumphysicist,Bohmdrawsananalogybetweendialogueandsuperconductivity.Electronsthatarecooledto


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extremelylowtemperaturesdramaticallychangetheirbehavior,operatingmoreasacoherentwholeandlessasseparateparts.Insupercoolenvironments,electronsflowaroundbarriersandoneanotherwithoutresistance,creatingveryhighenergy.Thesameelectronsradicallychangebehaviorinanewenvironment.Athighertemperaturestheyoperateasseparateentitieswithrandommovementandlossofmomentum. Dialoguecreatesanemotionalandcognitivesafetyzoneinwhichideasflowforexaminationwithoutjudgment.Althoughmanyofthecapabilitiesandtoolsofdialogueandskilleddiscussionarethesame,theircoreintentionsarequitedifferentandrequiredifferentpersonalandcollectivemonitoringprocesses.MonitoringDialogue Mindfulgroupmemberspayattentiontothreeessentialelementsduringproductivedialogue.Theymonitorthemselves,theprocessofthedialogueandthenewwholethatisemergingwithinthegroup.Self Dialogueisfirstandforemostalisteningpractice.Whenwe“listentoourlistening”wenoticewhetherweareinternallydebatingwiththespeaker,reviewingourmentalcatalogueofrelatedinformationandpersonalanecdotes,orcomposingaresponse.Noticingthesecommoninternalprocessesallowsustoswitchthemoffsothatwecanhearotherswithoutjudging. Dialoguerequireschoicemaking.Typicalchoicesincludehowandwhentotalk:Doweparaphrasepriorcommentstocheckforunderstandingandorsynthesize?Doweinquireintotheideasandassumptionsofothers?Or,doweputanewideaorperspectiveonthetabletowidentheframe? Suspensionisanessentialinternalskillindialogue.Tosuspendjudgment,groupmemberstemporarilysetasidetheirownperceptions,feelings,andimpulsesandcarefullymonitortheirinternalexperience.Pointsofpersonalconflictcaneasilyemergewhenwebelievethatothersarenothearingusorthattheyaredistortingourpointofview.Pointsofconflictalsosurfacewhenourownvaluesconflictwiththoseofaspeaker.Theseareasofdiscomfortinfluenceourlisteningandourresponses,whichinturninfluencethethoughtsandbehaviorsofothergroupmembers. PeterSenge(1994)notesthatsuspensionalsoinvolvesdevelopinganawarenessofourownassumptionsandpurposely“hangingthemfromtheceiling,”thatissuspendingtheminfrontofthegroupsothatallcanexaminethem.Theseassumptionsarebeliefs,oftenunexamined,aboutwhywethinkthingsworkastheydo.Ourassumptionsdriveourperceptions,simultaneouslyopeningandblindingustopossibilitiesintheworldaroundus.


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Process Dialogueasaprocessrequiresfocusingonthegoalofdevelopingsharedunderstanding.Inouraction-orientedworkenvironments,thisisoftencountercultural.Yet,ineverygroupwithwhichwe’veworked,alltheparticipantscouldreciteexamplesofdecisionsthatwerepoorlyconceived,poorlycommunicated,simplyignoredorintheworstcasesviolatedbymanyorganizationalmemberswithoutconsequence.Attherootofallthesestoriesweregroupprocessesthatwerenotthoughtout,butratheroftenhurriedandinappropriatelyfacilitated.Therushtoactionpusheduncleardecision-makingprocessesandtimelinesontothegroupwithoutsufficientattentiontodevelopingasharedunderstandingofbothproblemsandsolutions. Bygoingslowandhonoringtheflowofdialogue,groupscanoftengofastwhentheygettothechoicepointsindecision-making.Whentheassumptionsandtheimplicationsofthoseassumptionshavebeenexploredduringdialogue,groupmembersdon’tsecond-guessthemotivesofothersduringdiscussions. Meetingsshouldbesafebutnotnecessarilycomfortable.Whenagroupconfusessafetywithcomfort,itsacrificesproductivetensionfortheeaseofconviviality.Humorandbantercanbeavoidancestrategiesasmuchastheycanbesociallubricants.Alackofcomfortwithdiscomfortweakensdialogueandunderminesthelearningpossibilitiesinthatmoment.Whole Thoughtisbothapersonalandacollectiveprocess.Weinfluenceandareinfluencedinturnbyothers.Duringdialogue,thelinebetweenselfandothersblurswhenweopenourselvestothepossibilitieswithinthecommunalthoughtspace.Thiscreatedwholeisinitselfagoalofdialogue.Communitiesmoveforwardtogether.Collectiveunderstandingleadstosharedgoalsandsharedpracticesthattapthepowerofcumulativeeffectforstudentlearningandfortheadultlearningcommunity. Thewholeisalwaysgreaterthanthesumoftheindividualparts.Inmanywaysitisbothprocessandproductsimultaneously.Bylearningtoobservetheprocesses,patternsandresultsthatemergefromourdialogues,wecanmoreconsciouslyparticipateandmoreconsciouslycontributetothewholeofwhichwearetheparts.UnderstandingastheOutcome Well-crafteddialogueleadstounderstanding.Thisisthefoundationforconflictresolution,consensusandprofessionalcommunity.Decisionsthatdon’tstaymadeareoftentheresultofgroupmembersfeelingleftoutandorhavingtheirideasdiscountedbythegroup.Dialoguegivesvoicetoallpartiesandallviewpoints. Misunderstandingliesbeneathmostintragroupandintergroupconflict.Dialogueilluminatesandclarifiesmisunderstandingswhentheunderlyingvaluesandbeliefsarebroughttothesurfaceforexamination.Thereisoftenalignmentatthislevel;itisatthesolutionlevelthatopinionsdiffer.Workingfromafoundationofsharedunderstanding,


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groupmemberscanmoreeasilyandrationallyresolvedifferences,generateoptions,andmakewisechoiceswhentheymovetothediscussionsideofthejourney.ThePathofDiscussion Discussion,initsLatinrootdiscutere,means“toshakeapart.”Itfocusesonthepartsandtheirrelationshipstooneanother–thecauses,theeffectsandtherippleeffectsofproposedactionsandsolutions.Initsmostineffectiveforms,discussionconsistsofserialsharingandserialadvocacywithoutmuchgroup-memberinquiryintothethinkingandproposalsofothers.Participantsattempttoreachdecisionsthroughavarietyofvotingandconsensustechniques.Whendiscussionisunskilledanddialogueisabsent,decisionsareoftenlowquality,representtheopinionsofthemostvocalmembersorleader,lackgroupcommitment,anddonotstaymade. Threeelementsshapeskilleddiscussions:(a)clarityaboutdecision-makingprocessesandauthority,(b)knowledgeoftheboundariessurroundingthetopicsopentothegroup’sdecision-makingauthority,and(c)standardsfororderlydecision-makingmeetings.Mostmeetingsare,infact,structureddiscussions.MonitoringDiscussion Mindfulgroupmemberspayattentiontothreeessentialelementsduringproductivediscussion.Theymonitorthemselves,theprocessesofskilleddiscussionandthedetailsoftheproblem-solving,planninganddecision-makingprocessesinwhichtheyareengaged.Self Productivediscussionsrequiregroupmemberstohaveemotionalandmentalflexibility.Whenourgoalistoinfluencethethinkingofothersandwegiveupthemodelof“winningandlosing”,wearemoreabletonoticeourthoughtsandactionsandtheeffectsofthosethoughtsandactionsonothers. Mentally,thisrequirestakingabalconyview.Thisperceptualpositionisneitheregocentric(Iamintenselyawareofmythoughts,feelings,andintentionsandknowmyownboundaries)norallocentric(Iamawareofhowsomethinglooks,feels,andsoundsfromthepointofviewofanother).Thebalconyviewisathirdperceptualposition,amacrocentricperspective,inwhichwithcompassionanddetachmentwetrytounderstandthenatureofthesituationthegroupisinatthemoment.Itiswiththisview,lookingdownuponthegroup,thatwegainthemostknowledgeaboutourgroup,thegroup’sinteractions,andourselves. Fromthebalconywecanmakethemoststrategicchoicesabouthowandwhentoparticipate.ShouldIadvocateorshouldIinquire?AtwhatpointsshouldIpress?WhenshouldIprobefordetailorletgo?HowmightIphraseanideaforgreatestinfluence?Thesearethesameinternalskillsthatteachersemploywhentheymonitorandadjustintheirclassrooms.


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Process Skilleddiscussionasaprocessrequiresmindfulnessaboutfocusingononetopicandapplyingoneprocesstoolatatime.Whentopicsandprocessesblurgroupmemberslosefocus.Tomaintainfocusrequiresclearstructure,purposefulfacilitation,impulsecontrolonthepartofindividualgroupmembersandrecoverystrategiesifthegroupstraysoffcourse.Effectivegroupmembersshareresponsibilitywiththefacilitatorformaintainingtheflowofthediscussion,forencouragingothergroupmemberstoshareknowledge,andideas,forhearingandexposingpointsofconfusionormurkiness.Whenworkinggroupsstrayfromskilleddiscussion,theyoftenmovetoanunskilledformofdebate.Thisoccurswhengroupmembersoverlooktheusefuladvocacyofideasandproposalsandstartlisteningforandchallengingthefallaciesintheargumentsofothers. Battuere,theLatinoriginoftheworddebate,meansto“fightorbeatdown.”Whenmeetingsdescendtothelevelofstreetdebate,ratherthanacademicdebate,wefocusonbeatingdowntheideasofothers.Scoringpointsbecomesthegoalandwinningcomesfromintimidationandintonationasmuchasfrom--ormorethan--logicorreason.Details Whereassuccessfuldialoguerequiresattentiontothewhole,successfuldiscussionfocusesonthedetails,bothinisolationandintheirinteractions.Thepathofdiscussionisalsothepathofdecision.Assuch,groupsneedtoidentifyanyconstraintsunderwhichtheymightbeworkingsuchas,timelines,deadlines,budgets,productstandards,thenegotiableitems,thenonnegotiableitems,taskassignmentsand,mostimportantwhotheyareinthedecision-makingprocess. Groupsskilledindiscussionemploymanyintentionalcognitiveskills.Thereisnosetsequencefortheseefforts.Thetaskbeforethegroupdeterminesthenecessaryintellectualtoolkit.Groupsneedtoolsforthefollowing:

• generatingideas,includingarepertoireofbrainstormingandcreativethinkingstrategiesandprotocols;

• organizingideas,includingbothconceptualandgraphictools;• analyzingideas,includingavarietyoftoolsforexposingassumptionsand

clarifyingparticulars;• decidingamongalternatives,includingtheclarificationofdecision-makingroles

andprocesses.DecisionastheOutcome Decision,initsLatinrootdecideremeans“tocutoffordetermine.”Inpracticethismeanstocutoffsomechoices.Thepurposeofdiscussionistoeliminatesomeideasfromafieldofpossibilitiesandallowthestrongerideastoprevail.Groupsmustlearntoseparatepeoplefromideasinorderforthistoworkeffectively.Ifideasare“owned”byindividuals,thentocuttheideaawayisthesameascuttingthepersonaway.Ideasonce


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statedshouldbelongtothegroup,nottoindividuals.Inthiswaytheycanbeshaped,modified,anddiscardedtoservethegroup’sgreaterpurposes.


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SEMINARRESOURCES

Costa,A.&Garmston,R.(2016)CognitiveCoaching:DevelopingSelf-DirectedLeadersandLearners.Lanham,Maryland:Rowman&Littlefield.www.thinkingcollaborative.com

Dilts,R.(1994)EffectivePresentationSkills.Capitola,CA:MetaPublications.www.meta-publications.comDolcemascolo,M.&McKanders,C.(2016)AdaptiveSchoolsFoundationSeminarLearningGuide.HighlandsRanch,CO:AdaptiveSchoolsSeminars.www.thinkingcollaborative.com

Garmston,R.(2005,1997)ThePresenter’sFieldbook.Lanham,Maryland:Rowman&Littlefield.www.thinkingcollaborative.com

Garmston,R.&Dolcemascolo,M.(2009)DialogueDVDViewersGuide.HighlandsRanch,CO:CenterforAdaptiveSchools.www.thinkingcollaborative.com

Garmston,R.&Dolcemascolo,M.(2009)TheFocusingFour:AConsensusActivityDVDViewersGuide.HighlandsRanch,CO:CenterforAdaptiveSchools.www.thinkingcollaborative.com

Garmston,R.&Wellman,B.(2016;2009;1999)TheAdaptiveSchool:ASourcebookforDevelopingCollaborativeGroups.Lanham,Maryland:Rowman&Littlefield.www.thinkingcollaborative.com

Grinder,M.(1997)TheScienceofNonVerbalCommunication.Battleground,WA:MichaelGrinderandAssociates.www.michaelgrinder.com

Lipton,L.&Wellman,B.(2004)Data-DrivenDialogue.Connecticut:MiraViaLLC.www.miravia.com


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LEARNINGPARTNERS

Makeanappointmentwithfourdifferentpeople—oneforeachLeadershipHat.Besurethatyoubothrecordtheappointmentonyourpage.Onlymaketheappointmentifyoubothhaveanopenslotforthathatonyourpage.

Presenting

____________________________

Facilitating

_____________________________

Consulting

Coaching

Facilitation Skills for Group Effectivenesslfp.learningforward.org/handouts/St....

Documents

Transcript of Facilitation Skills for Group Effectivenesslfp.learningforward.org/handouts/St....