Facilitating group discussions
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Facilitating group discussions
Introduction
Welcome to this free course on facilitating group discussions.
You’ll start by looking at what is meant by ‘facilitation’ and at different styles of facilitating.
You will have the chance to assess your preferred facilitation style, and also to identify skills that you need to develop to become more effective in this role.
Then you’ll be asked to watch a series of video clips showing facilitation in action.
You’ll meet Alan as he tries to facilitate a meeting of an established group – a chaotic meeting.
Next you will listen to a dialogue between Alan and a more experienced facilitator, Lisa, to see how she handled similar situations in the past.
Lastly, you will see Alan facilitating another meeting of the group – more successfully this time!
To get the most from this course, please enrol. This way the answers you give on-screen will be kept when you come back later. Alternatively, you should note your answers in a notebook.
This OpenLearn course is an adapted extract from the Open University course Q91 Business Management.
Learning outcomes
After studying this course, you should be able to:
understand the key skills and behaviours required to facilitate a group discussion
prepare effectively before facilitating a meeting
consider some of the difficult behaviours that can occur in meetings
think of some possible strategies for dealing with these.
1 What is facilitation?
Before considering the skills of facilitating group processes, it is important that you have a good understanding of what facilitation means. So let’s start by defining what is meant by ‘facilitation’.
Activity 1
Part One
Write down your understanding of what facilitation means. Then read the discussion.
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Part Two
Discussion
Collins English Dictionary states the meaning of facilitation as:
- ‘To assist the progress of…’
- ‘To make easier…’
A facilitator is someone who assists the progress of individuals or groups, making processes easier. A facilitator helps individuals and groups to achieve their goals – that is, the goals set by the individuals or groups, not by the facilitator.
The facilitator can help:
- in the process of team formation
- groups to clarify their goals
- by assisting the progress of groups as they work together
- groups to resolve conflict and dissent
- in the group’s review of its performance.
What you want to gain from this course
Before you start, you may find it helpful to think about what you wish to gain from studying this course and how you can use facilitation within your role.
Activity 2
Write your thoughts in this box.
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So now you have a definition and a general overview of facilitation. But what does a facilitator actually do? What is their role and responsibility?
2 The facilitator’s role
The facilitator’s role is to assist the group’s efforts towards its objectives.
The facilitator:
- is a neutral servant of the group – ‘neutral’ means that the facilitator is an impartial observer; ‘servant of the group’ means that the facilitator is working to the group’s agenda, not their own.
- does not contribute or evaluate ideas – the facilitator’s contribution concerns group processes and only very rarely the content of the meeting.
- focuses the energy of the group on its task – the facilitator’s role is to ensure that the group is working well together to achieve its objectives.
- suggests alternative methods of working – the facilitator helps the group by offering alternative ways of solving the problem or of looking at the situation.
- protects individuals and their ideas from attack – the facilitator acts as a referee in times of conflict, disagreement or tension in the group.
- encourages everyone to participate – the facilitator ensures that all group members feel able and willing to make a contribution.
- helps the group to find ‘win-win’ solutions – the facilitator ensures that outcomes are beneficial to all parties.
- coordinates pre- and post-meeting logistics – the facilitator may be involved in the logistics of the meeting arrangements and in the follow-up.
Activity 3
Thinking about the list above, write down what the facilitator does not do. Then compare your list with ours.
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Discussion
Your list could have said that the facilitator does not:
- contribute to the content of the meeting
- decide that one person’s ideas are better than another’s
- let sub-grouping affect the performance of the team
- let the group go off track
- allow individuals to come under attack
- let certain individuals dominate the discussion at the expense of others in the group
- allow the group to find a solution that is only agreeable to the minority.
3 Facilitation styles
Facilitating has a number of different styles. Let’s explore what they are and how, why and when to use different styles in different contexts.
Part of a facilitator’s role is to adapt to the needs of the group. Sometimes the facilitator will be expected to direct the group’s discussions or activities; sometimes they will cooperate with the group, and at other times the facilitator may have to make suggestions to the group.
Groups vary in their ‘maturity’ – i.e. in the way they behave, not just the length of time they have been working together.
The styles of facilitation required in each of the three situations can be simplified as shown in Table 1.
| Facilitator style | Group’s maturity |
|---|---|
DIRECT Facilitator directs methods used within the group | IMMATURE Newly formed or one-off group |
COOPERATE Facilitator works with the group to decide choice of methods and when to provide assistance | SEMI-MATURE Group formed for some time but still not performing to full potential |
SUGGEST Facilitator respects autonomy of group and gives them freedom to find their own way | MATURE GROUP Self directing and generally working effectively together |
To test your understanding of the different facilitation styles, complete the following activity
Activity 4
Part One
Look at the stage of group maturity and decide which style of facilitation would be most appropriate. Type your responses in the boxes before looking at the answers.
1. You have been asked by another department to facilitate a focus group. The participants will be customers of the department, many of whom have not met previously. The discussions are to last for one hour.
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Answer
Direct
Part Two
2. You work as a facilitator for a group of customer services staff. Much of the team’s work is self-directed and the team work well together.
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Answer
Suggest
Part Three
3. You have been asked to attend a management meeting as a facilitator. The group of managers know each other well and have been working together for some time. However, their director feels there is conflict in the group and has asked you to facilitate this meeting.
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Answer
Cooperate
3.1 Understanding your current style
Part of a facilitator’s skill is to adapt their natural style to meet the needs of the group. Recognising your own natural style will help you become more aware of where you need to adapt and how.
Those who have a directing style will tend to want to tell the group what to do. This style can be closely associated with training, as a trainer will tend to structure the group and what it does.
Cooperation involves a partnership between the facilitator and the group, where decisions on how the group operates are made on an equal basis.
A suggesting style leaves the group to decide how they work together. The facilitator makes inputs to the group only at the group’s suggestion.
Activity 5
Complete the questionnaire below as a quick guide to your preferred style of facilitating. For each statement, choose one reply that typifies your behaviour. Keep a note of your choices as you will score them when you finish.
Part One
- Someone comes to you with a problem they have with the behaviour of another member of the group.
Are you most likely to:
- a.Listen to their problem and then suggest to them what they should do?
- b.Spend time with the person to discover the reason for the problem, and then work with them to help them work out a solution?
- c.Ask the person what help they need from you?
Part Two
- You are facilitating a group, the meeting has been running for some time and you notice that people are looking tired.
Are you most likely to say:
- a.‘Everyone’s looking tired. Let’s stop here for a ten minute break.’
- b.‘How are people feeling right now?’
- c.‘I get the impression that everyone’s feeling tired right now. What do the group want to do about it?’
Part Three
- A group you are facilitating is trying to reach agreement on an important issue. Two of the six members have a different point of view from the rest.
Are you most likely to say:
- a.‘The group seems unable to agree unanimously on a solution – what do you think we should do?’
- b.‘We have a majority agreement on this issue, let’s go with that.’
- c.‘The group seems totally undecided. What would you like me to do to help you reach a decision?’
Part Four
- You have been asked to facilitate a group while their usual facilitator is on holiday.
Are you most likely to:
- a.Ask the group what they expect of you before the meeting begins?
- b.At the beginning of the meeting, explain how you prefer to facilitate and the role of the facilitator?
- c.Let the group get on with their meeting and only input when requested?
Discussion
How to score
Look at Table 2 and for each question note whether your choice was allocated a C, a D or an S. Then count up the number of Cs, Ds and Ss you have scored.
| Question 1 | Question 2 | Question 3 | Question 4 |
|---|---|---|---|
|
|
|
|
- If you scored 2 or more Ds
You have a tendency to ‘Direct’. This style can be appropriate for less mature groups. However, it may cause you problems when dealing with semi-mature and mature groups as it does not encourage ownership.
- If you scored 2 or more Ss
Your tendency is to ‘Suggest’. This style encourages groups to come up with their own solutions to problems and is best used with mature groups.
- If you scored 2 or more Cs
You tendency is to ‘Cooperate’. You have the ability to be flexible according to the needs of the group. You will work particularly well with semi-mature groups.
Whatever your natural tendency, remember: to be a successful facilitator you need to adapt your style to the needs of the group.
The next section offers some tips on how to do this.
3.2 Adapting your style to the needs of the group
As mentioned, the facilitator’s style should be related to the stage of maturity of the group. The more mature the group, the less direction it will need from the facilitator.
In every group there are three dimensions that the facilitator needs to be aware of:
- Content – the content of the meeting or task in hand. This includes the content of what is said; opinions and views as well as what the group is working on.
- Method – how the group is organising itself to achieve the task: the techniques used to give structure to events, e.g. group discussion, work in pairs, brainstorming and so on.
- Process – what’s happening while the group is working together: the unspoken and often unnoticed aspects of group behaviour such as overall climate and atmosphere, hidden agendas, inclusion and exclusion, often indicated by non-verbal behaviour.
Imagine that content, method and process are a boat:
- Content is the crew taking control of the task in hand.
- Methods are the sails that allow the ship to move towards its destination.
- Process is the hold of the ship: most of it is beneath the waterline but unless the loading is even, the ship will founder.
Understanding group processes is probably one of the hardest and most skilled tasks of the facilitator.
4 Facilitative behaviours
What skills do you need for effective facilitation? The next activity will help you to analyse your own skills as a facilitator.
Activity 6
Part One
In order to increase your competency in the skills of facilitation, you may find it useful to undertake a brief analysis of those skill areas in which you feel confident, and the skills which you feel you need to improve. You may also wish to share this questionnaire with someone you work with in a group, and then compare your own scores with those of the other person.
Below is a list of statements: read each statement and, thinking about your typical behaviour in a group, make a note of the number which best agrees with your assessment of your skills, where:
1 = disagree strongly
2 = disagree slightly
3 = neither agree nor disagree
4 = agree slightly
5 = agree strongly
| 1 | I find it easy to get on with most people. | 1 | 2 | 3 | 4 | 5 |
| 2 | When I meet new people I have no problem in developing a relationship. | 1 | 2 | 3 | 4 | 5 |
| 3 | Even when I have strong opinions, I am able to hold my tongue. | 1 | 2 | 3 | 4 | 5 |
| 4 | I do not show my feelings even when I hear something I dislike. | 1 | 2 | 3 | 4 | 5 |
| 5 | I find it easy to let people have their say. | 1 | 2 | 3 | 4 | 5 |
| 6 | I am a listener rather than a talker. | 1 | 2 | 3 | 4 | 5 |
| 7 | I make good use of questions to establish facts. | 1 | 2 | 3 | 4 | 5 |
| 8 | I am not afraid to probe for underlying feelings and concerns when I feel it is appropriate. | 1 | 2 | 3 | 4 | 5 |
| 9 | I find it easy to observe detail. | 1 | 2 | 3 | 4 | 5 |
| 10 | I can interpret body language effectively. | 1 | 2 | 3 | 4 | 5 |
| 11 | I can quickly summarise the content of a conversation. | 1 | 2 | 3 | 4 | 5 |
| 12 | I find it easy to get to the heart of an issue. | 1 | 2 | 3 | 4 | 5 |
| 13 | I am not afraid of conflict. | 1 | 2 | 3 | 4 | 5 |
| 14 | I have confidence to deal with difficult situations. | 1 | 2 | 3 | 4 | 5 |
You may prefer to print out this activity and circle the numbers.
Discussion
Scoring
Now look at your scores. Add the following two questions together and note your scores.
Questions 1 and 2, which relate to empathy, score out of 10.
Questions 3 and 4, which relate to neutrality, score out of 10.
Questions 5 and 6, which relate to listening, score out of 10.
Questions 7 and 8, which relate to questioning, score out of 10.
Questions 9 and 10, which relate to observation, score out of 10.
Questions 11 and 12, which relate to summarising, score out of 10.
Questions 13 and 14, which relate to intervention, score out of 10.
How to interpret your scores
The average score for this questionnaire is 7 for each section. A score lower than this indicates that you need to increase your competence in this area. Above this score and you should already have the skills to help you become an effective facilitator – but practice always makes perfect!
Part Two
Finally, look at your score for each section and summarise your development needs in the box below.
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5 Facilitation in practice
Let’s now take a look at facilitation in action and follow Alan as he attempts to facilitate a meeting of an established group.
Meet the participants
Before you watch the meeting, let’s see who is attending.
There is the facilitator (Alan), the chair (Marcus) and the rest of the group (Grace, Mark, Louise and Michelle).
5.1 A chaotic meeting
The following activity allows you to consider how Alan could have approached this meeting.
Activity 7
Meeting facilitation
Watch this video clip in which Alan attempts to facilitate a meeting of an established group.
Download this video clip.Video player: A chaotic meeting
Transcript: A chaotic meeting
LOUISE
[A shy person… a bit quiet]
…I don’t know…I suppose I’m just worried that this whole idea hasn’t been thought through properly, that’s all… Oh, hi Alan… shall we just sit anywhere?
[Alan looks up from his list and smiles weakly, gesturing to the two chairs to the side of him.]
MARK
[bright, a bit agitated]
I mean, I know exactly what you mean… You saw the floor plan at the last meeting. How are we going to fit everybody in? I tell you, complete chaos from start to finish.
LOUISE
That’s why I wanted to be on the steering group from the start… I hoped I might be able to have some input into the way it was all going to work but now I’m not so sure …
[Michelle comes into the room with a sheaf of papers and sits down at the end of the table … smiles briefly at the others and starts to organise herself.]
LOUISE
[to Mark]
People have stopped me in corridors and asked me what’s happening and I feel bad because I really can’t tell them anything useful…
MARK
All I know is that it’s going to take me 15 minutes longer to get in to work every morning … Parking over that side of the building is just dreadful … [keeps talking with Louise]
[Marcus comes in looking at his watch…]
MACUS
Hi everyone… so sorry…am I late? It was 10 we were due to start wasn’t it? Right, I suppose we’d better get started, we’ve got a lot to get through. Does anyone know where Grace has got to?
MARK
No.
MACUS
Oh well… OK, everyone… We’ll make a start then…
[The chat around the table dies away.]
MACUS
Thank you for coming this morning. I know you’re all very busy, but it is an important meeting as we have to agree the schedule and the layout for the office move to Chevely buildings in six months’ time. I have put a sort of agenda together for the meeting [looks at his papers] and I do hope that you can stay until lunchtime.
[Distributes agenda.]
Right… well, as you know, the date for the move has been set, so all we have to do is to sort out a plan of how we’re going to organise it all… finalise seating arrangements, special needs, IT requirements, things like that.
MARK
Well, if it’s anything like the consultation period’s been so far, it’s going to be a nightmare…
MACUS
[ignoring Mark]
I’ve asked Alan along today to facilitate our meeting, to prevent it descending into the usual chaos! He’ll help us make these very important decisions… eh Alan?
ALAN
Hi everyone… my role here today is to support you in…
MACUS
[ignoring Alan]
… and if, Louise, you could take the minutes for us as usual?
LOUISE
Ok… let me just find some paper… [looks in her bag]
MARK
[interrupting]
Has everyone had a chance to look through the plans for the proposed office layout? Not that you can tell an awful lot from a floor plan, but as I’ve said all along, in my opinion there is just not enough space in this building for all of us. Quite apart from it being ‘open plan’, which isn’t the way most people like to work, by the way, everybody’s just going to be squashed together in there like sardines...
MICHELLE
Well, it’s all been designed using the up-to-date health and safety guidelines. So, I mean, there’s plenty of room, it’s just that we’ll all use it a bit differently that’s all. I mean, I’ve been trying to say, more people now have been working from home and on flexi, so I actually think that hot-desking is the perfect solution to our office space problems. I mean, what’s the point in having acres of office space and people not using it day in, day out?
MARCUS
It does throw up some interesting issues though. There doesn’t seem to be anywhere to speak privately to staff unless you book a meeting room. I can’t say I’m 100% happy about everyone hearing what I have to say to people.
MARK
That’s it. You see, you just can’t work crammed in like that… I’ve said this before, we need our space. We need to have our books around us, a place to think… we can’t just plug in anywhere.
MICHELLE
Mark, you won’t be expected to. You don’t work part time, you don’t work flexi, so you’ll have your own section. I really can’t see what all the problem’s about.
MARK
How can I get this through to you? I mean, can’t everybody see just how unworkable this thing is going to be? Louise, what do you think?
LOUISE
Err… well, it’s not ideal, I know…
ALAN
Can I just interrupt here for a second…
[Grace comes in on the phone.]
GRACE
… it all turned out ok in the end though…. Yeah… yeah… I know, I know. Sorry, can I just squeeze in here? [to phone] Look, I’ve just got to my meeting and… yeah, ok… lunch… see you later, bye. What have I missed? Sorry… urgent call… you know how it is…
ALAN
We were just discussing the implications of open plan on the staff …
GRACE
Oh, that old thing again. Haven’t missed anything at all then! Carry on.
MARCUS
Actually, I think we need to get back to our agenda. It’s pointless discussing things that have already been decided.
MICHELLE
[looking at the agenda]
I agree. Now, look, I see here that we’re to discuss the potential impact of our move on our overall work rate. Now, I’ve been thinking about this for quite some time. And I think if the actual physical move takes place over the weekend, then the impact on the department will be reduced considerably. I suppose there’s always a problem with people taking holidays, of course, and I do think I’ve actually got someone on maternity leave then as well.
MARCUS
I think Estates have already got most of this all in hand. What they’ve asked us to look at primarily is special requirements for staff in individual teams… you know, specialist IT equipment, chairs, ergonomic keyboards, things like that. The purchase order needs to go in by the end of this month and it needs to be passed by them first.
ALAN
[interrupting weakly]
Perhaps we could go around the room and see if anyone has anything they’d like to discuss or bring to the table?
GRACE
[looking up from the phone for a second]
Not from my team. When is the move date again?
MICHELLE
It’s been pencilled in for the first week in August. Now, IT have confirmed that most of our requirements are already logged and been taken down, but you know what they’re like… we order it, they say no, then we have to rethink everything. So I think we just need a little bit of extra input with the draft plan to make sure that we’re as prepared as we can be. So here we go, I’ve already started working on it already. All I need you guys to do is have a look at the details and then ok it and we’re good to go.
LOUISE
[quietly]
Excuse me… I’m so sorry, but I thought that’s what this meeting was all about. To discuss how it’s all going to work. I mean, if everything’s been planned already, is there any point to us all sitting round here talking about it?
MICHELLE
Sorry Louise, I did say draft plan. Of course I did expect that we’d talk about it a little bit.
MARK
[prickly]
Even so, it certainly does seem to imply that decisions have been taken without consulting the rest of us.
MICHELLE
[defensively]
Sorry. All I’ve done is put together a few basic ideas. You know, if at the end of the day, if this isn’t done on time, we’ll get the blame for it and I certainly don’t intend for that to happen.
MARK
Look, it’s just staff are feeling a little helpless at the moment and it certainly doesn’t help matters if ideas are bulldozed through which we have had no part in discussing.
MICHELLE
[offended]
Bulldozed!
ALAN
I don’t think Mark meant that by saying…
MICHELLE
[crossly]
Sorry, if you think that being prepared and putting together a few ideas in advance is bulldozing, then I’m really sorry…
[Louise looks worried.]
MARK
Alright, I didn’t mean bulldozed.
MICHELLE
So what did you mean then?
MARCUS
[interrupting]
There is a general feeling that people’s views are not being taken into consideration. There are issues about parking and the hot-desking situation, which doesn’t suit everyone it has to be said…
MARK
No, no, you’re actually quite right. The hot-desking… how can you work effectively when you’re being moved pillar to post every working day?
MARCUS
We did all agree to be part of this steering group because we wanted a say in how things are handled… so to hear that there is a draft plan already drawn up with IT is a little disconcerting Michelle.
GRACE
[under her breath, still texting on her phone]
Don’t know why you expect anything else…
ALAN
Perhaps if we could just get back to the point…
MARCUS
There needs to be a plan, of course… but to hear that it’s already been decided…
MICHELLE
[raising voice]
Hello. Sorry. Can I just say once and for all, all I’ve done is put together a draft plan. Nothing’s been decided. For goodness sake, all I’ve done is pencil in a few dates and put together an IT plan. We can’t just sit around waiting for committee to make the decisions. Things need to be organised, things need to be decided and booked.
ALAN
[struggling to regain control]
OK. Well, why don’t we just stick to that and let’s get back to the agenda? Michelle, your draft plan…
MICHELLE
Yes.
ALAN
Could we possibly see the proposals for that?
MICHELLE
Yes. Of course. It’s all here. The important section is on page 3.
GRACE
[as an aside to Mark while papers are being handed out]
Oh, while we’re here Mark, can I pick your brains for a minute about the latest brochure print? I’ve just had an email from Alice and we really need to get out copies to the team.
MARK
I thought Becca had spoken to you. We’ve decided to hold off until after the date of the move has been finalised. It’s just there’s no point sending stuff out with the wrong details on, all it will mean is that we’ll just have to put stickers on everything.
GRACE
We’ll just have to make do for now I suppose. When do you think we’ll get it now then?
[Grace’s phone starts to ring. She answers it.]
MARK
Whenever the final date is decided on I suppose.
GRACE
Sorry… urgent call… Hello? Yeah, look, I’m in a meeting at the moment, can I call you back? What, now? Yeah ok. Yeah, alright, I’ll be right with you. [getting up] Sorry everyone, urgent call. Must dash. Let me know what happens and I’ll catch up with you all later.
[Grace goes out.]
ALAN
Right. Well, shall we carry on then?
MICHELLE
[obviously annoyed]
There doesn’t seem to be much point, does it? We’re not all here. We can’t do anything without Grace’s input.
MARCUS
Maybe we’d best reconvene at a later date… perhaps next Tuesday?
LOUISE
[timidly]
I’m off on leave next week I’m afraid. Would it be alright with everyone if we made it the week after?
MICHELLE
Oh for goodness sake. Look, I haven’t got time to sit here comparing diaries. When you’ve all got time to make decisions, please, let me know.
[Michelle gathers up her papers and walks out.]
ALAN
Erm… Looks like we’ve got something to sort out then… shall I just wait for an email?
A chaotic meeting
Interactive feature not available in single page view (see it in standard view).
As you watch the video make a note of:
- what you saw going wrong
- what you think Alan could have done differently.
You will come back to your thoughts on this later.
You will gain much more by actively engaging with the content, rather than by simply observing it.
Interactive feature not available in single page view (see it in standard view).
What went wrong?
Figure 4
So what did you notice about how the meeting went?
Look back at your notes and pick out the key difficulties Alan encountered that you think he will mention when he gets together with Lisa (a more experienced facilitator) to review the meeting.
Interactive feature not available in single page view (see it in standard view).
5.2 Alan’s learning journey
Let’s find out how Alan views things and follow him as he explores with Lisa how to overcome such difficulties.
Figure 5
There are five pairs of video clips.
- The first of each pair shows a discussion between Alan and Lisa.
- In the second, you will see how Lisa handled a similar problem with this group in the past.
How the meeting went
You will now watch and consider two videos: ‘So how did the meeting go?’ and ‘So how is this going to work?
Activity 8
Video 1: ‘So how did the meeting go?’
Watch Alan and Lisa discuss how the first meeting went.
Download this video clip.Video player: So how did the meeting go?
Transcript: So how did the meeting go?
LISA
So how did the meeting go? Did Marcus let you get a word in edgeways?
ALAN
Oh, it was awful… a disaster from start to finish. I completely felt out of my depth with this one. Marcus just took control at the start. I know he’s chair, but I sort of expected to get in there a few times! Louise didn’t say anything and Mark just kept going on and on about this open plan office move again… Michelle just got annoyed and after Grace received an urgent phone call, they all just packed up and left, so nothing was really discussed. You know, I didn’t feel I added anything by being there.
LISA
Don’t worry, it gets easier the more you do it. You’ll get the hang of it after a while.
ALAN
But we don’t have time for me to ‘get the hang of it’! Decisions about this office move need to be made now. How on earth am I going to get things back on track? You know, nothing I’ve ever done before has prepared me for working with a group like this…
LISA
I do know how you feel. I have facilitated meetings with the members of this steering group before and I do know the problems. But they really need you. As their facilitator, you’re an advocate for the process… neutral… you help them focus. You’re there to listen to the issues, offer insights, make suggestions, help them explore and change and, ultimately, to steer them into making decisions that need to be made on behalf of the whole department.
ALAN
I do know the theory, and I have had some experience with facilitating other groups before but, well, there seems to be something more going on with this group. It’s more like refereeing…
LISA
OK. Let’s take it back to basics for a minute. The role of the facilitator is to stimulate the group into sharing ideas and information in ways that everyone understands, enabling the group to discuss the issues constructively as they arise. We need to make sure that everyone has a voice so that all the different viewpoints are heard, and to clarify issues to help them formulate a plan that takes all concerns into consideration whilst ensuring that they take ownership for the solutions that they come up with…
ALAN
Right… well, like I said, the theory of facilitation is fine… it’s dealing with these different behaviours that I’m struggling with.
LISA
It all has to be planned out… If you let Marcus take control, he will! You have to be clear on the focus of the session right from the start and let everyone know why you are there. You already have a good idea as to what some of the emotional reactions are going to be around the issues, so you can find ways beforehand to make this work for the group instead of derailing the meeting.
ALAN
Right… So finding ways to stop their behaviours from taking over.
LISA
Yes, while at the same time allowing them to have their say… getting their opinions and feelings out on the table for discussion. Right from the start, you have to let them know that you’re there to help them – and what you’re not there to do.
ALAN
Not there to do?
LISA
Well, you’re not there to make the decisions for them. They have to know that they are in charge of the process. They have to trust in you to help them knit together all the diverse viewpoints, and to empathise with their position and help them find a way through, whilst at the same time keeping a close eye on the goals of the meeting.
ALAN
Which, in this case, is a definite plan and timescale for the office move in six months’ time.
LISA
Right. If you look at the discussion in three separate parts, the first part is about encouraging them to explore the topics in front of them. Setting the focus for them being there, and finding ways to get them talking openly and honestly about the issues and how they will affect the decisions they have to make.
ALAN
Like a brainstorming session. I have used icebreaker games, post it notes and flipcharts before to bring people’s thoughts together. I don’t think it’s going to work with this lot though…
LISA
It’s about where the group is with their goals, the agenda, and getting the issues out on the table. The second part of the discussion is about going deeper into these issues, letting people know how they relate to others. They need to recognise and attend to the emotional responses that will come with any sort of change like this. It’s also good at this point to share personal experiences, both good and bad.
ALAN
You see, this is where I get really nervous… dealing with these emotional responses to issues. Like with Mark – I mean, he’s so upset about the new office layout being open plan that he just won’t accept the fact that the decision’s already been made…
LISA
I know. You’re going to have to find ways to channel his energy into more positive areas. I had similar conversations with him during some of the earlier planning meetings.
FADE OUT
So how did the meeting go?
Interactive feature not available in single page view (see it in standard view).
Reflections on Lisa and Alan’s review of the meeting
- How many of Alan’s difficulties did you pick out?
- How well do the principles of good facilitation match the kind of facilitation you are likely to be involved with?
Note your thoughts in the box below.
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Video 2: ‘So how is this going to work?’
Now see how Lisa handled things with Mark in an earlier meeting.
Download this video clip.Video player: So how is this going to work?
Transcript: So how is this going to work?
GRACE
So how is this going to work then? This layout isn’t quite what we discussed before…
MICHELLE
Yes, it is a bit different than we’re used to. There aren’t any individual offices on this floor, for example, just one meeting room there, at the end of the room by the kitchen area.
MARK
[exasperated]
So, where are we all supposed to go? I mean, I’ve said this before, it is no good expecting our department to put up with an open plan working space. I mean, what is that? [pointing at the plan]
MICHELLE
That is a six-person work station. That is a four-person work station. There are several ways it can be configured.
MARK
[interrupting]
Hang on, hang on. The only desk space is going to be in these carousel-type tables? Yes? Where are our bookshelves going to be? And our filing cabinets?
GRACE
[pointing]
There are the bookshelves and there are the filing areas, although most people back their work up online now so there shouldn’t be much paper filing.
MARK
For goodness sake, I have said so many times how unworkable this all is, and now it’s here right in black and white! Can no one else see the problems that we’re going to have?
MICHELLE
We have talked this through at the last three meetings, and we all know how unhappy you are Mark at the arrangements, but so many people work flexi hours now, it’s just not cost effective to have small offices.
MARK
Oh, it’s always about costs, isn’t it? What about the work? I mean, are we happy to let the work suffer for the sake of a few ‘costs’?
LISA
Mark, can I just say it seems that old ground is being covered here.
MARK
Look, yes, I know that I’ve raised this many times before but there is a very good reason for that.
LISA
I’m just concerned that we’re moving away from the agenda and we’ve only got a short amount of time for the meeting today.
MARK
Look, I’m sorry Lisa but this is important.
LISA
Short of the entire group agreeing with you, Mark, what would help you move past this?
MARK
I just want it noted that I don’t agree. That’s all.
LISA
OK, well, then perhaps we can all agree that your objections to the plans are noted and move on? Do you have any strong feelings about the timing of the move? Because Louise has said that she thinks that mid-July is better and suits her team’s requirements more than August. How does that work for you?
MARK
Erm, well, I mean, August has always been tricky for us. I’ll need to look at the team diary but mid-July looks, on the face of it, to be the far better option.
LISA
OK.
FADEOUT
So how is this going to work?
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Reflections on Lisa with Mark
- What skills did you notice Lisa using?
- Would you have done anything differently, and if so, what?
Note your thoughts in the box below.
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In the next section you will watch Lisa and Alan in their next discussion.
Moving on
Watch and consider the next two videos, ‘And we moved right on’ and ‘That’s a really good point’.
Activity 9
Video 1: ‘And we moved right on’
Watch Alan and Lisa review the interaction with Mark and discuss the difficulties of getting Louise to engage.
Download this video clip.Video player: And we moved right on
Transcript: And we moved right on
LISA
… and we moved right on to talk about potential move dates. It helped the group enormously getting Mark to think about another aspect of the move instead of going back over the same argument as before. It sounds as though he still has some issues though, so it may be worth thinking about taking a different tack at your next meeting.
ALAN
Yeah, I’ll have to think about that. It’s almost easier though when people do contribute to a discussion, even if it’s just to disagree with what everyone else is saying! I mean, how much did Louise get involved in the meeting when you worked with the group? I know from other conversations with her team that there are a lot of issues that need sorting out, but as soon as everybody starts arguing, she just closes down.
LISA
She does let the rest of the group affect her. I don’t know her very well but I get the impression that she doesn’t work well if there’s any form of conflict. You’re going to have to work especially hard to engage her, particularly as the rest of the group are loud and are not afraid to make their feelings known! It can sometimes help with shy or insecure people to include them physically in the discussion, using eye contact and direct questions. It’ll make Louise think her opinion is wanted and valued, and make her want to contribute more.
FADE OUT
And we moved right on
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Video 2: ‘That’s a really good point’
Now watch Lisa in an earlier meeting with Louise.
Download this video clip.Video player: That’s a really good point
Transcript: That’s a really good point
LISA
That’s a really good point, Marcus, we do need to think carefully about the recycling facilities. Louise, you’ve got an intent look on your face. Would you like to share what you’re thinking?
LOUISE
[looks up quickly and coughs slightly]
Well, it’s an important issue to my team.
LISA
OK. How would you improve them? For the way your team works.
LOUISE
Erm… there could be more recycling stations around the office.
LISA
That sounds like an interesting idea. How would that work?
LOUISE
Well, at the moment there’s just one recycling station at the end of the corridor, which means we all have to carry stuff around, but if the office is going to be open plan in this way, then there could be one at both ends of the room for paper and shredding, as well as one in the kitchen area.
MARCUS
That’s a lot of space taken up with recycling stations. Surely there are better ways?
LISA
Marcus, I welcome your opinions but I just want to hear Louise out first.
LOUISE
(warming to the theme)
Well, we handle a lot of admin in our team and get through a lot of paper waste, which at the moment piles up around our desk until we move it at the end of the day. That’s ok in our room at the moment, but we can’t have piles of paper all over the floor if people are going to be walking around all the time, can we?
LISA
Thank you for that Louise. What does the rest of the group think?
GRACE
Makes sense. [looks at the plan] If we look at the plan, if we position them here and here, then it will make it easier for everyone to get to, and it shouldn’t take up that much space.
LOUISE
Um there was one other thing. The positioning of the printers… I know on the plan at the moment it says that the printers are going to be there by the window, but if our department’s going to be there [points] which does make sense… do you all agree? Well, if we’re going to be there, then the printer station needs to be in that area instead because we use the printers more than most and if we’re now going to be sharing them with other departments, then it may become an issue… sorry…
LISA
So shall we look at this in more detail then? Where are the best positions for the printers and the modems and the screens? If we split up into two groups and talk about this in more depth, and then come back and share our initial ideas. Shall we say 10 minutes?
FADE OUT
That’s a really good point
Interactive feature not available in single page view (see it in standard view).
Reflections on Lisa with Louise
- What did Lisa do to draw Louise in and get her viewpoint heard?
- What other ways could she have approached this?
Note your thoughts in the box below.
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Finding options
You will now watch and consider two videos, ‘So in the end the group found options’ and ‘So the idea is’.
Activity 10
Video 1: ‘So in the end the group found options’
Watch Alan and Lisa discuss Louise, and how to engage Grace.
Download this video clip.Video player: So in the end the group found options
Transcript: So in the end the group found options
LISA
So, in the end the group found options that suited most of the teams’ requirements. I think Louise managed to get out all of her issues in the end, although it did take a while.
ALAN
Yeah, she’s got some great ideas and I really want to get her involved in the next meeting. At least she’s interested in getting involved. The person I’ve got the real difficulty with is Grace.
LISA
The phone thing…
ALAN
Yes! I mean, does she ever put that phone down or turn it off? She just sits there, throws in the odd bombshell and then either walks away or starts talking about an issue that’s not even connected to whatever we’re discussing. It’s really hard to keep things moving when you’ve got someone in the room like that.
LISA
I agree… very difficult… I always like to mention something about switching phones off when I’m starting a meeting with a group like this. There’s nothing worse than somebody disengaging from a discussion to go and check on their emails.
ALAN
Yeah. But how do I keep her attention throughout the meeting?
LISA
It’s a bit like with Louise… you have to involve her personally in the conversation. Get her committed to the group and its outcomes.
FADE OUT
So in the end the group found options
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Video 2: ‘So the idea is’
Observe how Lisa gets Grace to contribute to the discussion.
Download this video clip.Video player: So the idea is
Transcript: So the idea is
MARCUS
So the idea is that the meeting room will be bookable and used by any of us if we want a private meeting or some time to work alone. The booking will be handled by Jenny in Admin, I think. Of course, we need to guard against anyone taking advantage of the system by booking it for long periods of time or for no good reason. Should we perhaps decide what constitutes a good reason now or is that best left to people’s own consciences?
[During this speech, Grace leans across to Mark and they have a whispered conversation across Marcus and Lisa]
LISA
What do you think about this Grace?
GRACE
About what?
LISA
Well, Marcus was just asking whether we should discuss the potential usage of the meeting rooms now or rely on the booking arrangements not being abused?
GRACE
Sorry… I didn’t hear what he was saying. I was talking to Mark about a piece of software that we could really do with getting before the end of the financial year.
LISA
That sounds interesting, but can you help me relate that to the meeting room discussion?
GRACE
Well, it doesn’t relate.
LISA
OK. Perhaps it’s an idea to add that onto the agenda for a discussion?
GRACE
Well, it’s a good piece of kit that we could all benefit from but I don’t think it’s really related to the move issue.
LISA
OK. Well, let’s stay with the discussion about the meeting room until we’re a bit clearer on the implications. What do you think about the idea of booking the meeting room in advance?
GRACE
Well, personally I think it’s the only way. Otherwise there’ll be no way of telling if it’s available when you really need it, like for appraisals or one-to-ones.
MICHELLE
I think we’d have to be a bit careful. There’d always be people wanting to abuse the system… booking it up for set times every week.
GRACE
Well there are certain meetings that happen every week. Our team get together on a Friday morning to get up to speed with what’s happened that week. Would you see that as inappropriate?
LISA
Let’s open it out to the group. What would constitute taking advantage?
FADE OUT
So the idea is
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Reflections on Lisa with Grace
- What did you notice about what Lisa did?
- In what other ways could she have got Grace to engage in the discussion?
Note your thoughts in the box below.
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Keeping the group focused
You will now watch and consider two videos, ‘That seems a bit harsh’ and ‘That just about sums up’.
Activity 11
Video 1: ‘That seems a bit harsh’
Watch Alan talking with Lisa about Grace and then how to handle Marcus.
Download this video clip.Video player: That seems a bit harsh
Transcript: That seems a bit harsh
ALAN
Well, that seems a bit harsh, pulling someone up in front of everyone else.
LISA
You don’t have to be rude about it. You just have to remind people why they are there. That’s one of your roles, as facilitator, to keep the group focused on the goals for the discussion. By restating a recent point and getting someone’s opinion on it, you can get them right back into the meeting. Get them talking about the issues up for discussion.
ALAN
Right. Well, I’ll have to try harder with that. There are some people, though, that you would like to stop talking, even if it’s just for a short while. I mean, Marcus just goes on and on and it’s really hard to get a word in. And because he’s Head of the department and took Chair, nobody wants to interrupt.
LISA
It doesn’t help that he’s so busy. For him, finding time in his schedule to prepare for the meeting is a real challenge.
ALAN
Yeah, and he’s always late and tries to squeeze so much into the agenda in the limited time that we have, that we never get to the end in the time allocated.
LISA
But that is even more of a reason to keep him focused and to stop him taking over. I don’t think he realises how much time he takes. You need to give him a reminder every now and then. You need to be firm and not worry about taking control.
FADE OUT
That seems a bit harsh
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Video 2: ‘That just about sums up’
Observe how Lisa works with Marcus.
Download this video clip.Video player: That just about sums up
Transcript: That just about sums up
MARCUS
So, that just about sums up the minutes from the last meeting. Thank you, Louise. We ought to get started on today’s agenda. Perhaps we should start with item 1 – a draft plan from Estates Management, a proposed desk and IT plan for the proposed move. Well, there’s the plan if you’d all like to have a look.
LISA
Can I suggest that we just take a moment to look through the agenda? It might give us an idea of what the outcomes of today’s session need to be so that we don’t run out of time.
MARCUS
Well, yes, of course. Well, as you can see, we have the plan to examine and deal with the issues arising from that. Then there is the small issue of the date itself that we need to tie down. Oh, and then someone from IT is joining us at 10.30 to help us understand the technology side of it all.
LISA
OK, so it’s quite a heavy agenda then. I wonder, before we get started, if we could just go around the table and check that everybody knows what they want to get out from today’s meeting. So, Michelle?
MICHELLE
Well, I’m keen to get a definite plan in place. My team have a heavy workload and they’re all going to find it hard, you know, so the sooner we can get something in the diary the better.
MARCUS
Absolutely Michelle, I know where you’re coming from on that one. It’s going to be hard sticking to deadlines with all the upheaval, so if we can get the dates firmly nailed down, we can at least plan for the downtime.
LISA
Thank you, Marcus. Mark? Have you got any personal objectives for the meeting today?
MARK
Well, the plan is key for our department. I needed to see the floor plan. I mean, how much flexibility do we have with this, by the way? I know that Estates have been working on it for quite some time, but if it is unworkable then it’ll have to go back to them.
MARCUS
I’m sure there is a little flexibility in the plan Mark. What’s the point of these meetings if there isn’t, eh? I have to say that I haven’t seen it properly yet, so it’ll be interesting to see what they’ve come up with. I think that…
[Lisa draws Marcus’s attention to her watch and Marcus notices and stops]
LISA
As we’ve only got an hour for the meeting, I think we should move on. Louise, have you got anything in particular that you would discuss at the meeting?
LOUISE
Err… mostly logistics stuff…
FADE OUT
That just about sums up
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Reflections on Lisa with Marcus
- What approach did Lisa take with Marcus?
- What other ways could she have handled the situation?
Note your thoughts in the box below.
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Keeping on track
You will now watch and consider two videos, ‘It did take a few reminders’ and ‘Well, I can’t agree to this’.
Activity 12
Video 1: ‘It did take a few reminders’
Lisa and Alan review the interaction with Marcus and discuss Michelle.
Download this video clip.Video player: It did take a few reminders
Transcript: It did take a few reminders
LISA
It did take a few reminders about time limitation before he picked up on it, but keeping the group to time is one of the key facilitator tasks.
ALAN
And how did he take it?
LISA
He understood that we were time challenged. It’s harder getting him not to talk about things that are not on the agenda.
ALAN
I’ve always found a good way is to recap about the issue in hand, and then get them to clarify how those comments are added to that topic of conversation. Or… to reflect those comments back to the group, and then open it out for a debate.
LISA
I can see that would work well.
ALAN
The hardest person to deal with by far, though, is Michelle. And not by what she says but how she affects the rest of the group, especially Mark and Louise.
LISA
Michelle is definitely challenging, and perhaps with good reason. She needs answers and the way this group works, she has to wait a long time for them.
ALAN
Yeah, you just don’t know where you are with Michelle. I mean, she says she agrees with something, but then everything in her manner, tone and attitude says the complete opposite.
LISA
I think she’s just frustrated with the lack of progress the group has made. She doesn’t suffer fools gladly. She dislikes the flippant comments and the lack of commitment from some of the others.
ALAN
Yeah. I mean, it is easier to understand, but how do I manage her behaviour so that she doesn’t upset the rest of the group?
LISA
You have to be subtle but firm. When we had our meeting earlier in the year, a situation developed because Mark wouldn’t sign off on the desk plans without discussing it with his department first and Michelle had gone to an awful lot of trouble to make sure it was fair for everyone involved…
FADE OUT
It did take a few reminders
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Video 2: Well, I can’t agree to this
See how Lisa copes with Michelle’s frustrations.
Download this video clip.Video player: Well, I can’t agree to this
Transcript: Well, I can’t agree to this
MARK
Well, I can’t agree to this without talking it over with my colleagues. There are just far too many compromises to be made.
MICHELLE
We’re all making compromises, Mark, but you’ll see the benefits for everyone once we get in there.
MARK
I can’t just agree to it. It has to be thought through properly.
MICHELLE
It’s all been very carefully considered. We’ve been through ever possible permutation of desk arrangement there is and this is the best that we can come up with.
LOUISE
I think Mark’s just saying he doesn’t feel comfortable. We’ll just have to agree to disagree.
MICHELLE
Well, that won’t get us very far, will it? We’ve talked about this over and over again and it gets us nowhere.
GRACE
Where have you put Maria’s team? Oh yeah, over there, at the back. Well, that means that Keith will have to walk the entire length of the office every single time he wants a cigarette.
MICHELLE
If you can think of a better way, then go ahead and try it. As I said, we’re all going to have to compromise. It’s not going to be the same as we’ve got now.
LISA
Michelle, would it be fair to say that you are happy with the layout as it stands and that you’re urging everyone to accept it as the best option?
MICHELLE
You could say that.
LISA
And what is the feeling around the table? Can I check if anyone else is happy to agree to this layout, or do you want some more time to look at it in more detail?
MARK
Well, you know where I stand on this.
MARCUS
More time would be useful in this case.
LOUISE
I’m really sorry, Michelle, but I am going to need to look at this properly.
MICHELLE
Well, if that’s how everyone feels, who am I to disagree?
LISA
Michelle, I think everyone does understand where you’re coming from but the consensus here is that now that there is an actual plan to look at, they’d like to take the opportunity to look at it in more detail before they agree to the final layout.
MICHELLE
Well, if that’s what everyone wants…
LISA
OK. Well, let’s move on to the question of dates. What do people feel about the options we have here?
FADE OUT
Well, I can’t agree to this
Interactive feature not available in single page view (see it in standard view).
Reflections on Lisa with Michelle
- What was Lisa’s approach to dealing with Michelle?
- What else could she have done?
Note your thoughts in the box below.
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Not an easy outcome
Watch and consider the video, ‘So it wasn’t an easy outcome’.
Activity 13
Video 1:
Lisa and Alan review Michelle’s response and Alan prepares for the next meeting of the group.
Download this video clip.Video player: So it wasn’t an easy outcome
Transcript: So it wasn’t an easy outcome
ALAN
So it wasn’t an easy outcome then?
LISA
No. We did agree a date to discuss it all further but Michelle wasn’t particularly happy.
ALAN
I have to say, I do see her point of view.
LISA
So do I. But staying neutral is key to successfully facilitating a group like this. But going back to our three-part discussion, our final role is to help the group end the session and move on to the next stage.
ALAN
This is the bit I find the hardest, getting them to commit to doing something so that their goals become a reality.
LISA
It can be especially difficult if there’s been a disagreement during the meeting. What we have to do is to encourage them to stop and take stock of where they are now and where they wanted to be before the beginning of the meeting. Once they see that gap, they can work out how they want to address it and whether they want to work as a group or individually to achieve their goals.
ALAN
But how do we help them with that?
LISA
Mainly by summarising what’s happened during the session and not being over-prescriptive about the outcomes. It can be easy sometimes for us to stand outside of a dilemma and see a way through, but they have to find it for themselves. They mustn’t feel like they’ve been forced to make a decision, rather encouraged to think about the implications of what they decide to do – or not do – for themselves.
ALAN
What they don’t do?
LISA
They may decide that the best action is to actually do nothing. The important thing is that they take responsibility for whatever they decide and work together to make the things happen that need to.
ALAN
But what if they find their position is miles away from where they set their goals? How do we get them back on track?
LISA
By asking them again what they want and what they need, and by getting them to think about other possibilities other than the issues they are getting stuck on. Getting them to think about different futures and finding incentives to move them forward.
ALAN
Yeah, but there’s never enough time though.
LISA
I know. Time is always short. It’s good to remind them when there’s five or ten minutes before the end of a meeting, to make sure that everybody has had said their say and asked the questions that they want answers to. At this stage, it’s also really good to be positive and acknowledge what they have achieved.
ALAN
Yeah. I suppose the hardest thing though is the feeling of failure if you don’t get them to some sort of conclusion. What if they don’t achieve anything?
LISA
Well, maybe their goals are just too stretching and they need to reconsider what it is they want to achieve from the discussion and find more appropriate and realistic goals.
ALAN
Yeah. You’re right. Look, thanks Lisa, I feel better about giving it another go now.
FADE OUT
So it wasn’t an easy outcome
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Reflections on the video examples
Before you watch Alan have another go at facilitating a meeting of this group, write down the preparations you would make before attending such a meeting.
- How would you start?
- What outcomes would you be looking for?
- What would you be watching out for, and what strategies would you use if problems occurred?
Note your thoughts in the box below.
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5.3 A better meeting
In this final video, ‘A better meeting’, you will see how Alan facilitates his next meeting with the group.
Activity 14
Video 1:
Watch how Alan begins his next facilitation with the group.
Download this video clip.Video player: A better meeting
Transcript: A better meeting
ALAN
Hello everybody. Does anyone know where Marcus is this morning?
LOUISE
I don’t think he’ll be long. He was just taking a call when I walked past his office.
ALAN
Alright, thank you.
MARCUS
Sorry. Sorry. Just had to take that call. Right, now. Thank you everybody for finding space in your diaries to come in today to discuss these important issues. I put an agenda together for this session and, as suggested by Alan here, emailed it to you yesterday. So have you all got a copy? Good. Good. Alan has again kindly agreed to sit in on our meeting to facilitate and help us with these long overdue decisions.
ALAN
Thank you, Marcus. Before we get started, I’d like to explain to everyone a little about my role as a facilitator here. I’m here to help you explore the different areas under discussion so that we might come to some sort of resolution about the issues that are affecting you and your teams. Now, I know time is really precious here, so can I get everybody to agree to set aside two hours for the meeting?
[Murmurs from the group]
Yeah, great. OK, can I also get everybody to turn off their mobile phones please? It’ll just sort of help us focus our attention and lower any sort of disruptions if we’re talking about something important.
[All reach for phones and switch them off]
MARCUS
Good idea Alan.
ALAN
Thank you.
MARCUS
Right, everyone, phones off. Well, let’s get started then. Louise, would you do the honours with the minutes?
ALAN
Actually, Marcus, could I get Mark to take the minutes for this meeting? Louise has been taking them in previous meetings and I think it would be a good idea if you get involved in the discussion a little bit more, rather than just note taking
ALAN
Yeah, of course, I don’t mind. I’m sure I won’t do them as well, but I’m happy to try.
MARCUS
I’m sure you’ll be just fine Mark. Now, the agenda.
ALAN
Right. Thank you, Marcus, for sending this over to me in advance. It was very helpful and I’m sure everybody’s found this helpful and useful too. I just wanted to check before we begin that everyone’s happy to allow me to be the facilitator for this meeting? Yeah? Great. OK then. Right.
So, this group has been working on details for the office move to Chevely Building in five and a half months’ time now. Now, according to these minutes, you’ve met seven times and you’ve stated your goals are ‘To achieve a successful office move with the minimum disruption to staff …
FADE OUT
FADE IN
ALAN
Right, so the last item on the agenda, which should take us up to midday. So, if we could just look at item 1 – office layout. Now I know there is a strong feeling about this.
MARK
Well, it’s the most important item on the agenda as far as I’m concerned.
ALAN
OK. Perhaps you’d like to bring your thoughts to the table Mark?
MARK
Well, I think that everybody here knows what my opinion is. I just don’t know how we’re supposed to concentrate on our work with, well, being surrounded by everybody chattering on phones, walking backwards and forwards to the kitchen or gathering around the photocopiers for a chat.
ALAN
Well, bearing in mind that the decision has already been taken to move to the other building, along with the limitations that go with it, how do you think we can mitigate these issues for you and your colleagues?
MARK
Well, you can’t. It’s a nonsense.
ALAN
Alright. Well, just imagine, for one minute, there was a way to reduce the disruption for you and your team. How do you think that would look?
MARK
Well, I don’t think there is a way to solve it entirely… [thinks] but, I suppose, that if we were positioned in the far corner, away from admin and the printer stations, it might help a bit. I mean it would still be noisy, though.
ALAN
Alright, but that’s an option to consider. I mean, what does everybody else think? How do you think this solution could affect the issues with your own teams?
GRACE
Well, I have to say, our concern is completely the opposite. We like to have banter during the day. It gets us thinking creatively and we bounce ideas off each other. The problem is… The problem I see is that we may be the very people upsetting Mark, but like him, we too like to work in a certain way. As long as we’re seated well away from their section – no offence Mark – we should all be happy.
ALAN
OK. Well, there’s an option we haven’t heard before. Are the plans handy? [plans get unfolded on table]
Good. Right. OK. Well, let’s see where everyone would like to sit. If we can go round the room. Louise?
LOUISE
Oh, I don’t mind. Well, having said that, I suppose it could be awkward if we were spread out too much.
MICHELLE
Spread out?
LOUISE
Well, the best bit about open plan working seems to me to be the chance to avoid using email so much. I don’t know about you, but I’m fed up of coming in to 200 plus emails every day, most of which could be avoided by just picking up a phone. [remembers where she is] Sorry, it’s a bit of a thing for me, emails. I just thought if we were all together, we wouldn’t need to email so much, that’s all.
MARCUS
Well, looking at the plan, there seems to be this area here that could suit your team. Michelle and her team could go here, and Grace could go into that bit there, and my little team could squeeze in this bit here by the window. Ah well, that all seems as though it works. If we go on to item 2 then, special requirements.
ALAN
I’m not sure Marcus that we’ve all had the chance to discuss this properly yet. Michelle, is there anything you’d like to add?
MICHELLE
Thank you Alan, yes there is. I’d like to say that I think that these plans have been carefully considered and that individual issues have also been taken into consideration. That said, I do think that we should be flexible, and if we are flexible, everybody should understand that there is some need, still, to compromise.
ALAN
Go on Michelle.
MICHELLE
Well, that window area here, that’s been reserved for the admin team because of the proximity between the recycling bins and the printers. If we were to move it here [pointing at plan], people would be continually walking backwards and forwards through other teams’ sections.
ALAN
Thank you, Michelle. Marcus? Do you have any thoughts?
MARCUS
Well, surely the printers could be moved somewhere else.
MICHELLE
Well, IT say they are already cabled up, so they don’t want to touch it. But I suppose we could always move it to the centre position – here.
ALAN
Right. Well, let’s look at this a different way then. What you’re saying is, is that there are some things you have to live with and other things that you could change. Do you know what these fixed areas are? And what would you change if you could? Perhaps we could look at a different option here or explore the different options.
FADE OUT…. FADE BACK IN…
MICHELLE
So I will talk to IT tomorrow to see if there’s any way they can add some additional cabling to this section here.
ALAN
That’s a brilliant idea Michelle. Now, we’ve only got a few minutes left, so could I get everybody to summarise what they’ve agreed to do? Marcus?
MARCUS
Yes. I’ve agreed to double check with the heads of all departments for final special requirements on chairs, desks and IT equipment. I’ll send over the details to Estates and copy everyone in by Monday.
ALAN
Thank you. Michelle?
MICHELLE
And I’ll liaise with IT over the cabling issues and find out about whether or not we have any scope to move other sections around.
MARK
And I’ll be talking to the Estates about the delivery and collection of the packing cases and then we can let everyone know by what dates we need to pack up and be unpacked by.
GRACE
I’ve agreed to be the contact point for when the final move details are circulated to the wider teams.
LOUISE
And I’ll deal with queries about the seating plan once the IT issue has been resolved and we’ve finally signed off on the plan. It’s much easier if I do it because I work across more departments than most of you.
ALAN
Right. Well, all that’s left for me to do now is to arrange the next meeting, and to thank everybody for their contributions today. Just in the last few moments could I get everybody to reflect on what they’ve achieved today? Do we have any thoughts?
MARK
Well, I hope that I might speak for everyone when I say that I feel that we’ve covered an awful lot of ground today and that the picture looks a lot clearer now than it did when we started.
[Everyone nods in agreement]
MARCUS
Indeed, indeed. Yes, thank you everyone for your input, and to you Alan for all your help with this today. So, next meeting. Does two weeks’ time suit everyone?
A better meeting
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Reflections on the better meeting
- What did Alan do differently this time?
Write down all that you noticed him doing.
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Notes
- How did this differ from how you would have started the meeting?
Note your thoughts in the box below.
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6 Resources to help with difficult situations
In this section you will find strategies to help you prepare for difficult situations.
They cover how to approach:
- someone who isn’t participating in the discussion
- an over-talkative and/or dominating individual
- people having side conversations instead of paying attention to the meeting
- an individual who is unable or unwilling to take responsibility for actions
- someone who constantly complains about the way things are done
- a group that agrees with everything.
6.1 Under-participation
Some participants are very quiet and aren’t participating in the discussion.
The challange
- While some people speak up, others sit in silence.
- When asked if they have anything to say, they decline.
- Sometimes an entire group will sit back and say nothing.
What’s really going on
- Some people are unaccustomed to attending meetings, let alone being asked to participate in discussions.
- Some people feel insecure about the quality of their ideas.
- Others may fear that their ideas aren’t going to be heard or, worse, fear that they’ll actually get rebuked for speaking out.
- Participants may be afraid of saying something inappropriate in front of their peers or managers.
- The presence of a senior person may intimidate participants and cause them to shut down.
- Over-participants may be shutting down the quieter people.
Facilitator pitfalls
- Failing to find out if the presence of certain people might have a negative effect on participation.
- Assuming that quiet people have nothing to add.
- Sticking with a large group format for most discussions.
- Not setting ground rules that create safety and comfort at the meeting.
- Leading a discussion in which only the high participants have a voice.
- Forgetting to invite quiet people into the conversation.
Intervention strategies
- Put people at ease at the start of the session by assuring them that no one will be asked to do anything that puts them on the spot.
- Design your meeting around techniques that create safety and get everyone involved (e.g. get people to talk in pairs before talking in a bigger group; use small group discussions; invite people to write their ideas on Post-it notes or flipcharts distributed around the room).
- Encourage the group to create ground rules that encourage open participation by asking: ‘How can we make sure that everyone participates and no one dominates?’ or ‘What conditions or assurances would encourage people to speak freely?’
- Maintain eye contact with the under-participants so they know they’re not forgotten and are always welcome to add their views.
- Call on quiet people by name, especially if their body language indicates that they may have something to say.
- Find non-threatening roles for quiet people, such as timekeeper, to make them feel valued.
- Encourage under-participants by thanking them for contributing.
6.2 Over-talkers
An individual supplies excessive detail or is over talkative and dominating the session.
The challenge
- Individuals who can’t limit how much they talk.
- People who provide a level of detail that isn’t needed or appropriate to the situation.
- Group members who are oblivious to what others want to hear.
What’s really going on
- Some people have an inflated sense of their own importance.
- Some people simply love to hear themselves talk.
- Dysfunctional talkers are often oblivious to what others need to hear.
- Over-talking may be a ploy to get attention or to gain control.
- Some people are simply insensitive to the needs or behaviours of others.
Facilitator pitfalls
- Not checking with the rest of the group to determine what they need to hear.
- Failing to establish guidelines for presentations.
- Standing by and allowing over-talkers to continue past pre-set time limits.
- Using overly harsh or judgemental language when intervening.
- Coming across as unsure when asking over-talkers to curtail their comments.
Intervention strategies
- Help the group set clear time limits for each presentation.
- Appoint one of the group members to act as timekeeper and periodically call out milestones.
- Help the group establish guidelines for each presentation:
‘Before the presentations begin, let’s talk about the level of detail people need and some of the specific questions you want to have answered.’
- Ask the group to establish a targeted norm/ground rule at the start of any meeting where you suspect over-talking might occur:
‘We’ve got a really tight agenda today. What commitments do we each need to make to honour our time-frames?’
- Help over-talkers correct themselves by offering them specific feedback:
‘You’ve been giving us a lot of implementation details rather than offering an overview of project goals. Please refocus your presentation to be in line with the guidelines we set earlier.’
- If the over-talker shows no sign of self-control, stop him or her and check with the rest of the group:
‘I’m going to stop you and check with the rest of the group to make sure this is the right time to hear more of your report.’
- Firmly point out that the group members are violating their time limits, and clearly state what you want them to do:
‘You’re now five minutes over your allotted time. I'm concerned others won’t get a chance to present. Please wrap up.’
- If none of the above interventions has an impact, take over-talkers aside and give them feedback in a way that encourages them to take responsibility for their actions in future meetings:
‘At today’s meeting, you ran over by 20 minutes, even though I asked you to end your presentation twice. This threw the meeting seriously off schedule. I need a commitment from you to ensure that this doesn’t happen in the future.’
6.3 Side chatters
People chat with those next to them instead of paying attention to the group discussion.
The challenge
- Some of the side chats are short and respectful, but others are long and disruptive.
- When a serious or contentious item is on the table, some people turn to a colleague and tell them what they really think, rather than share their comments with the group.
- At some point, the side conversations become distracting.
What’s really going on
- Some people do this subconsciously.
- Others mistakenly believe that if they’re not actively engaged in the topic under discussion, it’s OK to conduct a side meeting.
- Side chatting can be symptomatic of a low trust environment where people are reluctant to speak openly.
Facilitator pitfalls
- Ignoring side chatting, perhaps because senior people are doing it.
- Failing to identify if side chatting is a sign of confusion, disagreement or other hidden problems.
- Allowing a group to meet without effective ground rules that define behaviours.
- Making judgemental or confrontational comments when trying to end side chatting.
Intervention strategies
- Help the group create a balanced set of ground rules or meeting guidelines that help them control side chatting.
- If a distracting side chat takes place and you feel that you need to intervene, try this approach using open, supportive language:
‘I’m concerned that we’ve lost you to the conversation and are making decisions without you. Your ideas are valuable so we need you back in the conversation.’
- If a topic suddenly causes everyone to turn to the person next to them, try a structured partner chat. Ask each person to find a partner, and set a time frame. Let them have their side chats, and then gather up as much of their discussions as they’re willing to share.
- If certain people are persistent side chatters, take them aside and offer them feedback:
‘I’ve noticed that you engaged in several lengthy side chats in today’s meeting. I found this to be very distracting. Would you please not do this in future meetings?’
6.4 Unwilling to take responsibility
Individuals say they are unwilling or unable to take responsibility for actions.
The challenge
- As soon as the group identifies action plans, people start making excuses about why they can’t take responsibility.
- The reliable workhorses volunteer while others evade responsibility.
- Members start to give tasks to people who aren’t at the meeting.
- Some group members insist that you take on the action points.
What’s really going on
- Some individuals may lack the skills necessary to take on tasks.
- Others may be feeling that they’re already overworked.
- The group may be lacking cohesion; people don’t feel any sense of responsibility for each other.
- People may be wary if actions from previous meetings weren’t supported by the organisation or didn’t yield results.
- Evading responsibility may be a deliberate ploy by people who are harbouring a personal grudge.
Facilitator pitfalls
- Allowing people to assign tasks to absent colleagues.
- Loading more work on the same few people who always volunteer.
- Not surfacing or dealing with resistance to taking responsibility.
- Allowing the group to foist tasks on you.
Intervention strategies
- Tell people from the outset that they will need to take responsibility for actions.
- Help the group create a specific ground rule about taking responsibility for implementing actions (e.g. ‘What commitments are you prepared to make today to ensure that things move forward?’ or ‘How can we ensure that tasks are divided equally and don’t all fall on a few people?’).
- Engage members in a problem-solving conversation about what’s keeping them from taking on actions.
- Create coaching relationships so that experienced people are available to provide support to less experienced team members.
- Seek outside assistance to remove blockages to taking responsibility. Encourage senior managers to act as ‘Change champions’.
- State clearly that it’s not your role to take responsibility for actions (and make sure you agree this up-front with senior management/key stakeholders/the sponsor).
- Put a ‘Bring forward’ item on future agendas to ensure that the group reviews actions from previous meetings and recognises progress.
6.5 Complainers
An individual is continually complaining about the organisation’s policies and the way things are done.
The challenge
- Individuals become ‘stuck’ on policies and procedures that they perceive as blockers to getting any constructive work done.
- People talk over each other, not hearing other’s view points and ideas.
- Some groups have developed an entrenched pattern of thinking having been at an organisation for a long time.
- People may be resistant to change the status quo.
What’s really going on
- Group members have been disillusioned when their actions have been blocked in the past by policies and procedures.
- Individuals disagree strongly with policies and procedures and want to express their opinion.
- There is a misfit between the individual and organisation type.
- Individuals are cynical about the task in hand and/or feel that they do not have the authority to make a difference – so why bother?
- People may have developed an ‘us against them’ attitude.
Facilitator pitfalls
- Ignoring the comments and forging ahead with the meeting.
- Cajoling members into being more cynical.
- Criticising the individual for being cynical.
- Allowing the individual to derail the meeting without making an intervention.
- Allowing the discussion to continue without checking with the rest of the group to see if the discussion is one that they want to pursue.
Intervention strategies
- Do your homework beforehand to see if the group do have the authority to make decisions in the session.
- Explain that policies cannot be changed in the session, and that its purpose is to help everyone to work as best they can within the system. Focus on areas the group can affect.
- If none of the above interventions has an impact, take over-talkers aside and give them feedback in a way that encourages them to take responsibility for their actions in future meetings:
'Focusing on policies that cannot be changed hinders the positive work that can be done. Do you have any ideas that can help work around the policies that we do have influence or control over?'
6.6 Agrees with everything
The group agrees with everything.
The challenge
- People go along with decisions without saying what’s on their mind.
- Decisions are made without thorough analysis and discussion.
What’s really going on
- Everyone is in agreement and a good solution has been identified.
- There is a power differential in the room and no one feels confident enough to openly disagree with a leader or manager.
- People are not interested in the topic and wish to bring the session to a conclusion as quickly as possible.
- The discussion has taken a long time, and individuals want some form of closure even if it means settling for something other than a win/win situation.
- Individuals do not have any real investment in the outcome.
Facilitator pitfalls
- Failing to find out beforehand whether there will be a power differential within the room which will be likely to dominate decisions.
- Assuming that unanimous group agreement means that there are no concerns with regard to the decision.
- Sticking to a large group format.
- Not setting ground rules to create safety and comfort to facilitate open discussions.
Intervention strategies
- Ensure agreement is genuine so that reservations aren’t revealed at a later date, possibly in more destructive ways.
- Ask some ‘devil’s advocate’ questions to test the strength of the agreement.
- Create a safe climate and stress that disagreement can be very valuable for encouraging creativity and identifying the best solution.
- Split the group into pairs or smaller groups to discuss the options – have small groups feedback on flip charts and discuss. This will provide a safer environment to allow disagreement. Other ‘safe’ alternatives that allow individual contributions to remain anonymous can also help (secret ballot, etc.).
7 Learning review and action plan
Activity 15
Part One
Look back at your notes from this short course – your facilitation style, the skills you have or would like to develop, and your reflections on the video situations. Also look back to your thoughts on what you hoped to gain from studying this course.
Reflect on what you have learned and make some notes below.
Part Two
What have you learned?
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Part Three
What specifically will you do to take your learning forward?
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Conclusion
This free course has introduced you to a number of different styles of facilitation. You should now feel you have a better understanding of the key skills and behaviours required to facilitate a group discussion. You should feel more comfortable about preparing before a meeting, be aware of some of the difficult behaviours that can occur in meetings and know of some possible strategies for dealing with these. We really hope you've enjoyed the course.
Acknowledgements
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The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons Licence). Grateful acknowledgement is made to the following sources for permission to reproduce material in this course:
Course image: Envato in Flickr made available under Creative Commons Attribution 2.0 Licence.
Every effort has been made to contact copyright owners. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.
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