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Module6Presentation.pdf
Group Facilitation and Consultation Adult & Organizational Development (AOD) 5534
Summer II 2023 Professor ShaVon Y. Savage, Esq.
Wednesday, July 12, 2023 Sit with your Group for your Project!
Learning Objectives for the Day
● Continue to deepen your knowledge of norms, why they are important and how to develop them
● Practice various group decision making processes ● Understand the methods to diagnose and intervene in groups ● Finish the design and development portion of your group projects ● Commit to your final presentation or project modality
Agenda for Today’s Session
Timing Topic Type of Activity
8:30 am - 8:45 am Reflecting on Previous Learning Lecture/Discussion
8:45 am - 9:45 am Establishing Norms: A Practice Activity
Lecture/Activity
9:45 am - 10:15 am Group Decision Making Processes
Lecture/Discussion
10:15 am-10:30 am Break
10:30 am-11:45 am Diagnosing and Intervening in Groups
Lecture/Activity
11:45 am - 12:00 pm Reflecting and Wrapping Up Journal/Discussion
Assignments
● Discussion Posts ○ Introductions (beginning of class) ○ Reflections (end of class)
● Facilitation Self-Assessment ● Written Narratives
○ Reflections on Facilitation Mindsets and Behaviors (due Thursday, 7/13)
● Group Project ○ Work time
● Final Presentation or Project ○ Designate your choice today in the
Exit Slip
Reflecting on Previous
Journal Activity
● Pull Up Module 6 in Canvas ● Open the Module 5 Assignment ● Take 3 minutes to jot some notes that will inform your Written
Narrative based upon the activities so far today. ○ Which mindset do you find to be operating subconsciously for you? Do you think
you exhibit all of the values and assumptions related to this mindset? If not, which ones do you tend to lean into?
○ Are you satisfied with this? If not, how would you like to pivot this mindset?
● Use these notes to complete your Written Narrative (due tomorrow, Thursday, 7/13 at 11:59 PM)
Norming
Using the Mutual Learning Behaviors as Norms
● State views and ask genuine questions
● Share all relevant information ● Use specific examples and agree
on what important words mean ● Explain your reasoning and intent ● Focus on interests, not positions ● Test assumptions and inferences ● Jointly design next steps ● Discuss undiscussable issues
Reflecting on Your Group
● No need to journal, but think for a minute: ○ Yesterday, we focused on these three norms:
■ State views and ask genuine questions ■ Share all relevant information ■ Use specific examples and agree on what important words mean
○ Which of the 3 norms we focused on yesterday did you Group master? ○ Which of the norms could you use more practice with?
● Which roles, in addition to Facilitator, would benefit your Group as you work through you project?
Schwarz’s Norms
● Today, we will focus on and practice these Norms from Schwarz: ○ Explain reasoning and intent
■ Be transparent ■ Using sentence stems (p. 99)
○ Focus on interests, not positions ■ Identify the interest ■ Agree on which interests to consider ■ Craft solutions that meet the interest ■ Select and implement the solution
○ Test assumptions and inferences ■ Assumptions: belief without proof ■ vs. Inferences: drawing a conclusion about something you don’t know based on
something you do know ■ vs. Attribution: inferring someone’s motives ■ Everyone does all three, but the problem arises with lack of awareness
Reasoning and Intent
● Goal: Transparency in your reasoning and intent ○ Intent gets at the purpose (what) ○ Reasoning - underlying logic, values and assumptions (why/how)
● Example(s): ○ I’m not following your reasoning, can you walk me through how you came to that
conclusion? ○ When you said X, it didn’t make sense to me because… ○ I see a potential problem with the process. Let me describe it and get your
reaction.
● Remember: ○ Individuals are hard wired to make meaning ○ In the absence of clarity people will create meaning
Interests vs. Positions
● Goal: Address collective interest of group ○ Interests: Reflect people’s needs and desires in a given situation ○ Position: Reflect options to meet needs and desires
● Steps: ○ Identify Interest ○ Agree on most important/relevant Interests ○ Craft multiple solutions incorporating interests ○ Discus, debate and decide on the solution with most interests
● Examples: ○ “Putting aside, for now, what the solution should be, what needs have to be met
for the solution to be effective?” ○ “I heard you describe your solution, but I didn’t hear what about it is important to
you. Can you share that?” ○ “What needs of yours does the solution meet? “What needs do you have that the
solution doesn’t address?”
The Ladder: Testing Assumptions and Inferences
● Goal: Bring awareness to assumptions ○ Everyone makes assumptions, inferences
and attributions but not everyone has awareness
● Steps: ○ Observe and Select – What do I
see/hear? ○ Make Meaning – What do I think caused
it? ○ Choose a Response – Is it worth saying? ○ Test Inference – Decide whether to test
your inference publicly. ● Examples:
○ It sounds to me as…. ○ It looks to me….
Schwarz’s Norms
Norm Looks Like Sounds Like Feels Like
Explain reasoning and intent
Focus on interests, not positions
Test assumptions and inferences
In your Group, select a new Facilitator and the role the Facilitator will assume (p. 15). The Facilitator will help your Group clarify the second three of Schwarz’s norms by completing the following grid. You will utilize this in your Group this week and hold each other accountable to it. You have 10 minutes.
Group Decision Making
Reflecting on Your Own Style
What is your personal decision-making style?
“Scott and Bruce (1995) proposed four different types of decision-making models:
(a) rational decision-making style, which is characterized by a thorough research for and logical evaluation of alternatives;
(b) intuitive decision-making style, which is characterized by a reliance on hunches;
(c) dependent decision-making style, which is characterized by a search for advice and direction from others; and
(d) avoidant decision-making style, which is characterized by attempts to avoid making decisions altogether (Scott and Bruce 1995).”
-https://link.springer.com/referenceworkentry/10.1007/978-3-319-31816-5_2474-1#:~:text=Scott%20and%20Bruce%20(,and%20Bruce%201995)
Group Decision Making Models
“A decision-making model describes the method a team will use to make decisions. The most important factor in successful decision-making is that every team member is clear about how a particular decision will be made. Who will be making the decision? How will team members be involved? By when? Knowing these things allows team members to be fully informed participants in discussions - ‘Will we be giving input to the team leader so he can make the decision?’ or ‘Will we need to discuss this topic and come to agreement during this meeting?’”
- Stein, J. (2015, July 7). “Decision-Making Models.” Human Resources, Massachusetts Institute of Technology, https://hr.mit.edu/learning-topics/teams/articles/models. Accessed 11 Jul. 2023. (emphasis added)
Group Decision Making Models
5
Delegatio n to
th e Team or
Members of t
he Team
4
Conse nsu
s w ith
Leader a s
Fallb ack
3 Conse
nsu s
Leader d ecid
es w ith
Team In put
21
Team Leader d ecid
es a nd th
en
inform s T
eam
Least Participatory Most Participatory
Group Decision Making: Specific Techniques
Majority Rule ● Usually occurs
through some form of voting ○ Show of
hands ○ Secret ballots ○ Electronic
voting
Minority Rule ● Usually an
authority or expert has say and may or may not consider others’ input
Consensus ● All members
must agree on the same decision; this implies they also agree on the problem and freely exchange ideas
Least Participatory Most Participatory
Group Decision Making Processes
A process is different from a model. A process requires steps to be executed in a particular way or order.
As an example, here is a common group problem-solving process: 1. Define the problem 2. Analyze the problem 3. Generate possible solutions 4. Evaluate the solutions 5. Choose the solution(s) to implement 6. Implement and assess the solution(s)
Group Decision Making Processes
● Throughout the group problem-solving process, there are a number of decision points. Each decision point requires a model and methods/tools/strategies/techniques to implement the model.
● There are a number of methods/tools/strategies/techniques to effectuate a group decision making model.
Group Decision Making: Generating Ideas
● Brainstorming
● Nominal Group Technique: a four-step process that includes idea generation and evaluation, and seeks to elicit equal contributions from all group members ○ Silently and individually list ideas. ○ Create a master list of ideas. ○ Clarify ideas as needed. ○ Take a secret vote to rank group members’ acceptance of ideas.
● Delphi Technique: uses written responses to a series of questionnaires to make a decision
Group Decision Making: Analysis
● Incremental Theory: “The incremental theory of decisionmaking posits that decisionmakers use previous activities, programs, and policies as the basis for their decisions and focus their efforts on incrementally increasing, decreasing, or modifying past activities, programs, and policies (Dye 2013).”
-https://link.springer.com/referenceworkentry/10.1007/978-3-319-31816-5_2996-1
● Mixed-scanning Model: Examining from a wide view to determine where to zoom in. Incremental decisions are made in a hierarchical manner, essentially from the bottom up.
-https://link.springer.com/referenceworkentry/10.1007/978-3-319-31816-5_26-1#Sec1
Group Decision Making: Other Strategies
● Decision Trees ● Dialectical Inquiry ● Consensus Mapping ● Devil’s Advocate ● Six Hats
A Deeper Dive
● We will again use your scenarios ○ We will finish your design and development plan ○ We will begin to focus on diagnosis and intervention.
● In your Group, select a Facilitator and Facilitative Role to facilitate your Group process today. ○ Be sure to practice the 3 new norms from today, and to honor those we focused
on yesterday.
● We will focus on: ○ Ensuring the design and development attend to potential issues ○ Aligning our diagnosis tools with the group/team design
A Deeper Dive: Design, Part 3 (15 Minutes) ● Next, determine what process the
participants in the scenario will use.
● For decision making, which model/tool/strategy/technique will be prescribed?
● For boundary management, decide who the participants in the scenario would have to communicate with, what they’d have to communicate and the cadence for communication
Process: How things are done ➔ Effective problem solving ➔ Appropriate decision making ➔ Productive conflict
management ➔ Balanced communication ➔ Clear boundary management
A Deeper Dive: Design, Part 4 (15 Minutes)
● Next, seek to understand the organizational context in which the participants in your scenario are operating.
● Your scenarios have been modified to reference a particular school or district. Glean the information you can from their website or other resources on the web. What can this information tell you about the organizational context?
Context ➔ Clear mission & shared vision ➔ Supportive culture ➔ Rewards consistent with
objectives ➔ Information, including feedback ➔ Resources ➔ Training & consultation ➔ Physical environment
Diagnosing & Intervening
Issues for Consideration
● Observing group behavior is challenging
● We need to know what behaviors to observe
● Not all behavioral observation are the same
Diagnosing and Intervening in Groups
● What approaches and models are we using to aid in diagnosis? ● What processes are we using to diagnose the group? How can we
formalize those processes? ○ Expectations ○ Rubrics, Checklist ○ Gap analysis
● What pitfalls should we anticipate and prepare for? ○ EMOTIONS!
● What processes and tools are we designing to intervening on the group?
● How does the design and development of the group/team attend to possible issues?
Approaches/Models to Aid in Diagnosis
● Unilateral control approach ○ Mindset, behaviors and results of ineffective groups
● Mutual learning approach ○ Mindset, behaviors and results for effective groups
● Team Effectiveness Models ○ Design elements to foster team effectiveness
● Other Models? Norms? Expectations?
The Mutual Learning Cycle (p. 161)
D I A G N O S I S
I N T E R V E N I N G
Diagnosing and Intervening in Groups
Mutual Learning Cycle ➔ Step 1 Observe Behavior
◆ Verbal/Nonverbal ➔ Step 2 Make Meaning
◆ Infer meaning from observation ➔ Step 3 Consider Intervening
◆ If/How/Why to intervene ➔ Step 4 Describe Behavior
◆ Describe/Share/Ask ➔ Step 5 Test Inference
◆ Test/Validate with Others ➔ Step 6 Jointly Design Next Steps
◆ Decide next steps with group
Diagnosing and Intervening in Groups
Mutual Learning Cycle ➔ Step 1 Observe Behavior
◆ What did I see?
➔ Step 2 Make Meaning ◆ What does it mean? What is my reaction?
What is the cause?
➔ Step 3 Consider Intervening ◆ Should I say something? To who? How?
➔ Step 4 Describe Behavior ◆ I think I saw/heard…Did I miss something?
➔ Step 5 Test Inference ◆ I am thinking/saying/asking/doing this
because…..What do you think?
➔ Step 6 Jointly Design Next Steps ◆ I think it would be helpful to ….What do you
think?Decide next steps with group
A Deeper Dive: Diagnosis and Intervention
● Next, we will focus diagnosis and intervention ● In your Group, select a Facilitator and Facilitative Role to facilitate
your Group process. ○ Be sure to practice the 3 new norms from today, and to honor those we focused
on yesterday.
● We will focus on: ○ Ensuring the design and development attend to anticipated issues ○ Aligning our diagnosis tools with your group/team design
A Deeper Dive: Diagnosis and Intervention (15 Minutes) ● Review your design and development plan. ● What issues do you anticipate? ● What should you be prepared with to address those issues?
○ What approach/model will you use to diagnose dysfunction? ○ Does your design and development plan need to be shifted to addressed
anticipated issues? ○ What approach/model will you use to design your intervention strategies? ○ Can you scope or create tools for diagnosis and intervention?
Wrapping Up
● Complete the Exit Slip in Module 6. ● For tomorrow, Read Schwarz Chapter 16. ● Your Written Narrative for Module 5 is due on Thursday at 11:59 pm.
