Facilitation Skills for Group Effectivenesslfp.learningforward.org/handouts/St....
Transcript of Facilitation Skills for Group Effectivenesslfp.learningforward.org/handouts/St....
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FacilitationSkillsfor
GroupEffectivenessPC111
Presentedby MichaelDolcemascolo
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