write a discussion (Tu)

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"Leadership is about proaiding focus, direction and inspiration in a group. Lead.ers enable a group t0 imagrne and create a future which will fulfll the group purpose... An efectiue lead.er giaes power to (empower) olher group members."

- Hmter, et aI.

The Zen of Gtoups (1995)

M u l t i p i e C h a l l e n g e s f c r G r c u p L e a d e r s

The success of dialogue groups depends to a large extent on the effectiveness

of the leaders. "Indeed, the leader's ability to estabiish solid relationships with

otlers in the goup is probably the most important tool he or she has in facilitating

group process. As a group leader, you bring your personal qualities, values, and

Iife experiences to every group." (Corey & Corey,.l997, p. 61) Many experts in tle

gloup process have emphasized the important role a group leader plays in the

group process. It is very important that dialogue group leaders are chosen based

oq desirable personal qualities and characteristics suitable for this work' In

addition to personal qualities, diaiogue group leaders must also possess certain

knowledge and skills in facilitating and managing the group process. "Knowledge

and skills are critically important to being epable. The group worker needs to know

about people and groups and must be able to employ a range of group work skills in

helping to promote goal accomplishment and help-giving. " (Conyne er a1., 1997,

p. 8) Hence, the group leaders must be provided with group facilitation skill devel-

opment training. We begin this discussion by considering some of the challenges

taced by group ieaders.

Huang Nissen, S. (1999). Being an effective group leader' In Dialogue groups: A

'*;"";;;;i;nidi tofacilitate diversitv conversation (pp' 37

- 48)' Blue Hill'

Vtuio", Medicine Bear Publishing'

D , t . A L O G U E G R o U F . S . : . : . r

Our experience has shown that dialogue about clifferent perspectives often

touches upon individual beliefs, vaiues, and life experiences. In the seH-exploration

process, participants often evoke intense emotions. To summarize a list of challenges

faced by the group worker, Conyne et al. enumerates what they call "Baker's Dozen"

below (note: a bakpr's dozen is normally thought of as 13 ):

1.

2. q

4.

o .

7. 8.

How to know your limits.

How to prepare for a group

What is our pu.rpose

Coping with data overioad and tast-paced action

How to view a group

How to manage a group

How to manage conflict

How to }crow ald be yourself

9. IIow to utrderstand tle uniqueness of members

10. How to connect members

n. How to influence change within Lhe group

12. How to fit pmctice with science '

13. How to resolve dilemmas and value choices

"To practiee group work is to confront ambiguity antl coinplexity.. . The bcker s

dozm is to anticlote to the humaa condition, of course. Nor would we want that,

for access to our humanity is at the core of effective group work' (Conyae, et al.,

1997, pp.5G57) The challenges for ttre.group worker and ttre strategies to meet

them described by Conyne, Wilson, and Ward refer mainly to counseling and

psycho-therapy groups. Howwer, some of these challenges occasionally have been

orperienced by dialogu.e group ieaders in the four pilot programs as well. For tlose

group leaders wishing to deepen their licrowiedge and skills, we recommeqd that

tley conduct an indepth study of the work by Conyne et ai.

The following three secions focus on tle responsibilities of goup leaders and

the skills and personal qualities they need for effective leadership.

Group leader(s) responsibilities

T ^ r , ^ ^ ^ ^ ^ ^ ^ r ^ ( - ^ { ^ " r u ^ E r r p l . J E \ J p r t r J o r E

To keep organization safe To keep people focused on learning about diversity issues To explore own assumptions and beliefs regarding differences

? To confront and challenge seif and others

I To keep playing field equal

f To manage the process (not the people)

f To participate in dialogue

f . To handle logistics of holding meetings

t To assign homework

G r o u p L e a d e r F e s p o n s i b i l i t i e s

In Leading Core Groups (1986), Barbara Walker described several responsi-

bilities for core group leaders. The following secti6l highlights two major ones from

her book plus the additional responsibilities we have developed for the dialogue group leaders in all four pilot DG programs:

1, Keeping people safe: " Keeping people safe " was a term used during tle eariy

stage of the core group work at Dlgital. Walker believed tlat to make the dialogue

group worh its members must feel safe. To feel safe is to lcrow tlat oue can stpress

oneself with honesty and integrity without judgnent and recrimination by others.

Diaiogue group leaders must do everything tiey can to make it safe for the partici-

pants because open and face to face dialogue about differences often threaten our

beliefs and values. " Each. . . group member perceives the emotional risks tlat come

with honest seif-disclosure. Changing the status quo, and most certainly our own,

can be emotionalllr threatening." ( p. tS ) "\{hen the tmth is told, we are face to ibce

with pain- either theirs, ours or both. At moments like these most.of us feel unsafe,

and vr:lnerable to one another." (p. i4) The Group Leader's ability to role-model

+ ? +

the qualities of stretching, growing and even changing can be an iinportant factor

in establishing a climate for frank and open sharing.

2. Keeping people targeted on the issues: It is easy for members of a dialogue '

gloup to go into abstract discussions or tum to "shop talk." The group leader's task

is to keep the discussions targeted on issues o{ diversity, particularly as ttrose issues

personally impact us and our working relationships.

g. Keeping the orgi.rization safe: We mean here the organization (company,

agency, etc.) that employs the members of the ilialogue group. One way to keep the

organizarion safe is to insure ihat the dialogue group meetings are not a forum to

address personal issues (not group therapy, for example). Nor should dialogue '

group meetilgs be opportunities to "bash" people in the organization, or to criticize

management practice and policies. These issues need to be addressed ttrrough the

appropdate channels of the organization.

4. Teaching and modeling tJre dialogue principles: It is recommended that '

dialogue group leaders make tle effort to study the dialogue principles first then

embody these principies. There may be times when tle group leaders need to do

some teaching to their group members about dialogue principles and process.

Having a solid grounding in dialogue principles would enable the dia-Iogue

group leaders to model tlem appropriately. A fuller description of principles of

dialogue.is given in Chapter 2.

5. Assip.ing homework: The purpose of giving homework assignments is to

help people get in touch with themselves and each other. Group leaders can

assign related reading material to gloup participants td review and com.ment oD at

the group sessions, or ask participants to maintain personal journais to record

thoughts, feelings, and insights. They can also ask participants to share videotapes

and report back to the group.

One of the methods to stimulate reflection is to give homework questions for

the group members to ponder between meetings. Below is a list of pertinent

questions for the parricipants to reflect on and share with the group often used in

dialogue groups in four pilot programs:

B . E I N G A . N E F F E C T I V E

. How did your parents behave toward those who were 'differed

from them?

. When was the first time you met someone "different" from you?

What was that experience like? Positive or legative?

. When was the first time you were treated as someone "different" ?

What was tle impact on you? How do you view " difference " now?

. Who was powerful in your family when you were growing up?

. What messages did you receive about power?

. How do you view'power" now?

6. Ot'her responsibilities: Other miscellaneous responsibilities of group leaders

are both participalory and administrative in nature. The list below is a sample of

what they may include:

. work witl goup to develop a process for dialogue

. Help tle group adhere to the process

. Participate in dialogue

. Manage the logistics for group meetings

. Work with individuals outside the group meeting on qncific issues

T,vpicai Grcup Lead€rs Concerns

Since dialogue groups are designed for participants to meet on a regular basis

to learn about differences, both the group leaders and the participants joiu groups

on a voluntary basis. After the introduction to dialogue group workshop, partici-

pants are invited to sign up either to become group ieaders or group participants.

Frequently, people hesitate to offer themselves to be group leatlers clue to a lack

of confidence in their ability to facilitate the dialogue process' Table 5-1 shows

typical first-time group leader concerns'

these concerns are quite legitimate and normal, for effective group leaders are

not bom but they can be developed. The experiences of the dialogue groups in four

organizations show that many successful and effective group leaders never had any

prior training on group tacilitation skills. We found that they did possess a common

ingredient - the heart at the nght place-that motivated them to learn, to develop

useful skills, and to be constantly self-aware. In other words, tlese group leaders

i ,

Typical First-time Group Leader Goncerns

AIU I A SKILLED GROUP FACILITATOR|

. How can I energize the grouo? e+ d

. Can I manage group interaction? $

r Can I get them to observe group norms?

.. Can I keep the dominant/talkative participant quiet?

. Can I get the quiet ones to speak up?

r Can I manage competition or conflicts among participants?

AM I AN EFFECTWE GROUP LE,ADER?

. Can I get lull cooperation from my co'leader? Group members?

r Am I a good listener? Am I observant enough?

. Can I always be objective?

. How can I deal with my own emotions?

o Can I be undefensive if a participant openly challenges me?

. Can I model the behavior I want the group to emulate?

4A E7

{ . ,

Table 5-1

displayed the kind of personal characteristics that inspired others in the dialogue

groups to respect and follow ttreir model.

The following sections describe a list of desirable skills and personal qualities

that can help group leaders become effective and successfirl- Like principles of

dialogue and optimal conditions and skills f61 nsaningitl dialogue that are devel-

oped over time by the diaiogue participants, the skills anil qualities for dialogue

groups can also be developed.

S k i i i s N e e d e d b y G r c u P I a a c e r s

Effective group leader skills are among the most important determinants of

group outcomes. In their book entitled, Groups: Process and Practice, Corey &

Corey (5th edition, 1997) describe the following basic skills necessary to become

competent group leaders: (Included also is a part on confronting extracted from

Leading Core Groups by Barbara Walker' 1986.)

t . F a c i l i t a t i n g : T h i s i s p e r h a p s t h e m o s t i m p o r t a n t s k i l l f o r g r o u p l e a d e r s t o possess, for it is essential if dialogue groups are to function in a productive way'

Group leaders facilitate the dialogue process by (r) involving as many members as

possible in the group interaction, (2) assisting members to openly express their fears

and expectations, (3) providing encouragement and support as members erpiore

highly personal maierial, (4) encouragilg open expression of conflict and controvesy'

and (5) helping members overcome barriers to direct communication'

2. Active listening: This rneans more than merely listening to t}re words' ""' it

involves absorbing the content, noting gestures and subtle changes in voice or

expression, and sensing underlying messages." (Corey and Corey' 1992, p' 20) The

skilled group leader will note the congruence (or lack ofit) between what members

are saying in words and what they are communicating through body postures,

gestures, mannerisms, and voice inflections.

3. Clarifying, and reflecting: Clarifying involves focusing on key underiying

issues and- sorting out confusing and conflicting feelhgs or opinions' To reflect a

comment is to restate it. 'Reflecting is the ability to convey the essence of what a

person has communicated so the person can see it." (Ibid', p' 21) Group leaders can

also choose to question statements made by some group members if the question-

ing would lead to increased learning and understanding by the participants. However,

the style of questioning must iot resemble interrogation, which seldom leads to

productive outcomes. Questioning ean also help individuals reduce the intensity

of feelings.

'1. Empathizing and supporting: .{n empathetic group leader can sense the

subjective world of the group participants by identifuing with the experiences of

others. However. it is important tbr the group leaders not to over identify with

( " :

speeific group participants, which can easily create a dangerous us-versus-them

situation, " The core of the skill of empathy lies in being able to openly grasp another's

experiencing and at the same time maintain one's separateness." (Ibid., p. 23)

Appropriate support can be given when participants feel uncertain about changing

old patterns of tlinking and behaving.

5. Confrontlng, blocking, and questioning: At times it is necessary for group

leaders to conftont group members whose behavior (1) disrupts the group func-

tioning or (2) indicates discrepancies betvveen verbal messages and nonverbal

messages. In such cases, the group leaders must confront specific behavior. Group

leaders may also need to block certain counterproductive behavior by members

such as gossiping, invading another person's privary, and breaking confidences.

Group leaders must be prepared to ask hard questions, to confront and cha.llenge

themselves as well as the participants to get at assumptions and stereotypes' The

gtoup leader may have to ask the same question over and over again in different

ways to help another person gain self-insight. CWalker, 1986)

f . $rrrnn61i2iag: This skill is particularly usefr:l at the end of a session, when the

group leader may ask each participant to ma1<e a statemetrt about his or her er<pe-

rience in the group. Where necessary, tle group leader can rxe this skill to help

members who have difficulty in summarizing their experience. This aciivity can

potentially clarify any unfinished business-such as unresolved feelings and

conflicts-to prevent individuals from storing up negative feeiings and thoughts

about the group experience.

Personal characteristics of an effective grouP leader

+? ? + ? P ,f

+

Self-awareness Courage Willingness to model Goodwill a!.*c3lin Nondefensiveness Openness Presence

Beliei in grouP Process Willingness to seek

experiences

S93,s;i.9{.!u-qror lnventiveness Fersonal..power

Source: GtouPs: by M, S, Corey & G, Corey,

K e y P e r s o n a l Q u a l i t i e s J i G i ' : u D i - e a c e r s

In addition to possessing the necessary skills in managhg groups' it is highly

desirable for group ieaders to embody certain personal qualities ancl characteristics

to bring about successful learning experiences for the group participants'

(Chapter 3, "Power of the Group," describes the stages of group development, and

other reiated subjects.) Flere are some examples of desirable personal qualities for

group leaders.

L Belief in the group process - To lead effectiyely, leaders must believe in the

value of what they are doing and trust the forces in a group' Corey and Corey state

in tlreir book, Groups: Process and Practice (1987) that ""' a deep belief in the

v a i u e o f g r o u p p r o c e s s i s p o s i t i v e l y r e l a t e d t o c o n s t r u c t i v e o u t c o m e s ' , ' D i a l o g u e group leaders cannot be effective if they have doubts about the value of dialogue

Sroups.

2, Role models - Group leaders must be authentic role models to demonstrate

ttre kind of learning attitude and honest self-examination so necessary in dialogue

groups.'Ihey must be emotionally and intellectually present. They must b€ serious

learners. They must model the desirable behaviors of openness, risk-taking, and

vulnerability. When group participaats see the degtee of risk-taking their leaders

demonstrate, they are more likely to be encouraged to follow the example. Roie

modeling is also included in an earlier section on group leader responsibilities'

3. Self-awareness and self-acceptance - The group leader's own comfort in

the dialogue group sihration is an important factor. The leader who is clearly aware

of his or her own identity, motivations, and values is thereby a more effective leader.

Since our values are a fundamental part of the kind of person we are, group leaders

inevitably bring their values into t}re group process through subtle or direct ways

to influence the people in the groups (Corey & Corey, 1987 ). When group leaders

can accept tleir own strengths and limitations, they are more able to empor'Yer

themselves and accept others without judgrnent and evaluation, to be non defensive

in deating with disagreements, and to be less likely to pass blarne to others.

Barbara Wa]ker (1986) also emphasizes 'authenticity a.nd self-acceptance" as

an important quality for core group leadem at Digita-l. She states:

"Core gloup leaders must be authentic,. that is, able to share their

owD stories honestly and truthfirily. The key to one's willingness to be

honest is self-acceptance - an ability to accept, not only the parts of our-

selves we see as 'good,' but our own impulses towards stereotlping otlers

as well." (p. 10)

4. Goodwill and caring- Group leaders must demonstrate a siDcere interest in

the welfare of otlers by not abusing their role, not using the group mainly for their

own pur1roses, atrd not oploiting members to enhance tleir own ego. CariEg meatrs

respecting and valuing people. This quality is especially rglwant in diversity diaiogue

groups where every participant is treated as a valued member of the group.

5. Non defensiveness - Being open to share one's world view entails being open

to accept different perspectives and opinions as well. It is necessary {or group leaders

to model a non defensive behavior in dealing with criticism or differences of

- .,,, .-":,;i{{ard!i:

opinions. They must possess sufEcient inner security and personal power so as not to be threatened by negative feedback nor overly depeudent on group approval.

6. Sense ofhumor and ability to defuse conflict - A sense ofhunor and ttre

abiiity to defuse interpersonal tension can help group leaders greatly in effective

management of dialogue groups. As the participants move beyond the superficial

level of sharing and leaming, the group dialogue can likely invoke deep emotions

such as hurt and. anger. Members can potentially project their feelings on the

leaders or other pariicipa-nts. The ability to laugh at oneself and to see ttre humor in

human frai.lties can be e:rtremeb useful in defusing interpersonal tensions in group

dialogues. The other desirabie qualities, such as "openness," presence, personal

power and wiilingness to see new experiences, are self-explanatory.

H e i p i n g D i a l c g u e G r c u p s Move through Deveioprnentai Stages

In the previous chapter, Chapter 4, we discussed the predictable four stages in

the tife of a group -forming, storming, norming and perfonning. As the goups

move from one stage to alottrer, what can the group leaders do to faciiitate the growth

and development of their groups? Manning, Curtis & McMillen (1996) tn Building

Communitg : The Human Side of Wotk (pp . 3oo-3o2 ) suggests the foilowing :

1. Forming Stage: Group leaders can help reduce anxiety by " l).explaining ttre

purpose and goals, 2) providing time for questions, 3) allowing time for members

to get to kaow each otber, and 4) modeling expected behaviors."

2. Stor:ming Stage: Group leaders can reduce couflict by " 1) listening to all points

of view, 2) acknowiedging conflict as opportunity for improvement, 3) adhering to

core values, such as truth, trust, atrd respect, and 4) maintaining democratic and

hurna ni,qtic ideals. "

3. Norming Stage: Group "leaders can encouraBe norm development by

1) modeiing listening skills, 2) fostering an atmosphere of trust, 3) teaching and

facilitating consensus, and 4) providing team-centered learning""

4. Performing Stage: Group " leaders can help the group succeed by t) being prepared for temporary setbacks, z) focusing on task accomplishments and interpersonal support, 3) providing feedback on the work of the group, and 4) promoting and representing the group."

Co-leadership - Benefits

Y

+ f

Shared responsibilities

Demonstrate the value of diversity

Two role models ior group participants

Two sets of knowledge, skills and perspectives

One leader taking charge when the other leader loses objectivity

Shared perceptions regarding group functioning

Greater number of options and resources for the group

When one leader is absent, lhe olher can hold group meetrng

C o - l e a C e r s h i c

Research shows there are a number of benefits to co-leadership in group practice (Corey & Corey, 1987; Jacobs et a1., 1994). When intense emotions are being expressed by one or more members, one leader can pay attention to ttrese group

members while the other leader can scan the room to obsewe t}e reactions of other members, who can later be invited to share their feelings and thoughts. The group participants can gain from the Mo points of view offered by their leaders, and the co-leaders can learn from each ottter. Another advantage of co-leadership is to prevent Ieader burnout. Co-leadership also insures that scheduled group meetings still take place when and if one of the'leaders is absent due io illness or business travel. Other co-leading advantages involve peer t'eedback (between the leaders) and the possibility of interaction modeiing by the leaders for group participants.

. D / 1 1 1 ! ( r A N L ! t r : ' . . i r r : . . :

The disadvantages and problems of co_leading arise when the two leaders have mqior differences in attitude, style and goals. These problems of co-leadership can become quite acute when two leaders each want to control and play tle dominaut role, wheu they openiy dislike each other, or when they view group_leading in totally different ways.

The co-leadership model was used for most dialogue groups in the four pilot prognuns we instituted. We learqed that having co_leaders representing two or three dimensions of diversity further demonstrated. how slnerry could be created by differences. working through their differences as leaders became another way for everyone else in the group to learn.

Co-leadership - Chailenges

When ditferent attitudes and styles clash when co-leaders work at cross-purposes When co-leaders compete for power and control

+ Pre-session agreement on how to support one another f After-session honest yet non-judgement feedback

A word of caution about co-leadership. The co-leaders cannot be assigned by someone else; individual group leaders must choose their ovin parherc for them_ selves. We recommend that interested individuals arrauge for exploratory meetings and engage in open and frank discussions regarding facilitation styles and preferred ways of giving and receiving feedback. AJso, co-leaders need to discuss how each exp€cts to be supported by the other in the management of djalogue groups, and how they will resolve contlicts if and when conflicts develop during group sesslons.

+ I f

. . 6 2 l J l A L U 9 u ! , u ^ u ! , w

S u m m a r r r

This ehapter has described the challenges and the rewards ofbeing a dialogue group leader. It has also gone into extensive discussion regarding the responsi_ bilities, and the optimal skills and personal qualities needed to become effective group leaders. Like any developmental programs, it is important to polnt out that beginning dialogue group leaders cannot be expected to possess all the skills and qualities enumerated in ihis chapter. Only through extensive expenence can group leaders master the multiple skills to manage all types of groups. Our experience with four pilot dialogue group programs demonstrated that some of &e most effective group leaders were those who possess a high degree of personal maturity and integrity and a sincere desire to learn. Since djalogue groups are intended. as leam_ ing laboratories, group leaders and participants alike can use this forum to leam and grow toget}ler.

The past several chapters describe the rationale and motivation to establish dialogue groups for participants to learn about diversity issues, the principies of dialogue, the power of groups, and tle responsibilities of all the people i.nvolved in this educational process.

In the next secfion, we will discuss the necessary steps (the mechanics) involved to implement a pilot dialogue group program in any organization.

"To be human is to take joy in mmning. It is to realize harmamq,

ffinity and commonality, and to reexpress that reaLization. lt is . to respect the dynamics of relationships, and to ctaify them. It is to delight in the unique nature of each indiaidual person, famity, culture,... and to erpress thdt delight- It is to honor and, reoere the unknown, to ratere lift in its pl.urality of oneness, and. its onmess to plurality."

- Robert Ai&en, Roshi. What Does It Mean To Be Human?