Creating Tomorrow
Newsletter March 2017
In this edition I discuss how, as a facilitator, you can ensure groups work most effectively when discussing issues and making decisions. The group decision making model
I describe is essentially looking at the 'rational and political' aspects of change. In contrast, I have also included an approach that focuses on the 'emotional' needs of individuals and the importance of language.
If you have been forwarded this by a colleague click the 'Follow Pat Collarbone ' button to your right. As always we welcome your feedback.
Pat Collarbone
Group decision making - the role of the facilitator
Thompson and Tuden proposed a two dimensional model, which I have found very helpful as a facilitator - ‘Where’ we want to get to (goals) and ‘How’ we get there (process).
This is illustrated in the ‘window’ below. The top right hand box is where most people would like to be - clear about goals and how to reach them. In contrast, the box at the bottom left requires inspiration in order to get started. In most cases groups are fairly clear about at least on dimension, therefore the other two boxes are the most relevant. In the bottom right hand box what is missing is knowledge. What is needed is expert advice in order to make judgements about the effects of various strategies. Whereas the situation in the upper left hand quadrant is where it is known how to achieve all the possible goals but unclear which one to go for. Here it is not knowledge but personal preferences that hold sway.
The objective is always to move from confusion to certainty. Which route you take is not easy to decide and that is why groups often try and combine both and this where your as facilitator or chair becomes critical in two ways. Ensuring:
- all members of the group are working on the same dimension - otherwise you are effectively having two workshops or meetings!
- that there is adequate discussion on the current dimension before switching to the other - avoid premature switching by those who wish to divert the group away from a decision that they don’t personally like.
The importance of language - what to avoid
His approach holds that most conflict between individuals arises from miscommunication due to coercive or manipulative language that aims to induce fear, guilt, shame, etc. These negative modes of communication, when used divert the attention of the participants away from clarifying their needs, feelings, and perceptions perpetuate conflict and misunderstanding.
Rosenberg identifies five ways of communicating that tend to alienate people:
- Moralistic judgments implying wrongheadedness on the part of people who have different values. Blame, insults, put-downs, labels, and criticisms are forms of judgment.
- Demands that implicitly or explicitly threaten others with blame or punishment if they fail to comply.
- Denial of responsibility for our actions when we attribute their cause to: vague impersonal forces, personal or psychological history; the actions of others; the dictates of authority etc
- Making comparisons between people.
- A premise of deserving, that certain actions merit reward while others merit punishment.
As a facilitator it is crucial to listen carefully for these ways of communicating within groups and to challenge them when they arise.
Managing Teacher Workload
This is a subject dear to my heart and this book discusses practical ways to address this. The quality of teaching is the critical factor in raising standards of learning and yet teachers' workload has increased significantly in recent years, having a negative impact on morale. Both teachers and school leaders will find this book a useful addition to their bookshelves.