Schuman S. - The IAF Handbook of Group Facilitation (2005)(en)

Exhibit 19.1

Sample Team Start-Up Agenda

pages because the team will be working from a number of them at a time. (See Chapter Five for more information about arranging meeting space.)

The following materials are needed:

•Flip chart easels (at least four) and at least one pad of flip chart paper for each

•Enough water-based markers in a variety of colors (water-based markers do not bleed through paper) to allow all team members to be writing on flip chart pages at the same time

•Masking tape or push pins for posting flip chart pages to the wall

•Name tags or tent cards (optional)

•Copies of the team’s charter or other documentation that explains the team’s task or provides background information

The facilitator hangs flip chart pages on the walls of the room for the data gathering exercise and writes one of the selected questions on each sheet. In order to preserve the spontaneity of the individual’s answers, he or she does not write the purpose on these pages because that could lead some participants to give answers that they think are expected. The facilitator then folds and tapes the paper to cover the question until it is time to conduct the data gathering exercise. Additional blank sheets should be handy for questions that may require longer or many answers. In addition, one page that is hung should be titled “Parking Lot” (or whatever title is appropriate to the group, such as “Issues”) for potential solutions, future action items, and other concerns.

If the agenda requires the group to break into small groups, breakout rooms or areas should also be prepared with flip charts, markers, and tape.

CONDUCTING THE TEAM START-UP MEETING

At the beginning of the Start-Up, all in attendance introduce themselves. The team members learn what is expected of them from the sponsor or team leader. Support personnel explain their relationship to the team, and general housekeeping is done.

Opening, Housekeeping, and Introduction of Facilitator

The Start-Up begins with a self-introduction and welcome from the team sponsor or the team leader, and preferably both. The team leader should provide a quick review of necessary logistic information—for example:

•Handouts everyone should have, such as a copy of the team’s charter

•Name or tent cards to be completed and displayed

•Rosters or forms that group members need to complete

•Start time, stop time, and break times

•Location of the cafeteria and rest rooms

•Location of telephones for participants’ use

•Transportation and hotel information, if appropriate

The team leader introduces the facilitator to the group. The facilitator should explain her role (as agreed in the initial meeting with the team sponsor and team

leader) and the purpose of the Start-Up—for example, “At today’s start-up session, we will get to know each other a little better, clarify our group’s purpose, and make decisions about how we’ll work together.”

The facilitator explains that during team discussions, issues may arise that are important but inappropriate for the discussion at hand. These items will be posted on the Parking Lot and reviewed periodically for appropriate action. Other Parking Lot items include questions and concerns that need to be brought to the attention of people outside the team and ideas for potential solutions and recommendations that arise during team meetings.

When the Start-Up is being referred to as team training, the facilitator explains to the group that training will be “just-in-time” and team members will learn team skills by working together through their tasks.

Introducing Team Members

The facilitator should ask everyone present to introduce themselves briefly (a structured icebreaker can be useful here). The purpose of the introductions is not only to learn names but to bring out common interests that help promote teamness. For example, each team member can be asked to state his or her name, organization, and some personal comments—for example:

“Tell us about a hobby or special interest you pursue outside the workplace.”

“If you could be doing anything in the world at this moment, having unlimited resources, what would it be?”

“Tell us something surprising about yourself, something people in this room might not guess about you.”

The goal of these introductions is to introduce common ground and have members begin to know each other on a personal level before they reveal their own, or their organization’s, positions.

Launching the Project

A member, or members, of the chartering body should attend the Start-Up to launch the project and inspire the team. This person should explain the history of how the team became chartered, show support, provide encouragement at the start of this work, and provide any documentation or other resources the team may need. He or she can answer any questions team members have, especially regarding the

charter and, if possible, remain on call during the team’s early meetings to help clarify issues or concerns that may arise. If a member of the chartering body is unavailable, the team leader should perform this function.

Gathering Data

The facilitator explains to the team that the purpose of this exercise is to bring out information, ideas, and opinions that the team will use to develop their processes: a clear and common understanding of the charter, mission statement, ground rules, member roles, vision statement, interests, and draft work plan. This exercise models and reinforces participation by all team members.

The facilitator then reveals the questions on the preposted flip chart pages and reads each of the questions aloud. He or she asks the team member and team leader to take a marker, go to the flip charts, silently complete each statement, then silently read all answers, and return to their seats when they are finished. If their idea has already been recorded by another team member, they simply place a check mark next to it. The statements and questions used for this exercise are a product of the initial planning for the Start-Up meeting. We have found the following statements to be the most useful (the items in parentheses after each statement indicate the purpose addressed by the question):

I believe our team has been tasked to . . . (mission)

I volunteered for this team because . . . (interests and commitment)

It’s important to me that this team succeed because . . . (interests)

The concerns I have about this group and our tasks are . . . (interests, issues to be addressed)

We’ll know this team has succeeded when we see or hear . . . (vision and criteria for success)

During meetings I hate it when . . . (ground rules and operating procedures)

I expect our team to complete our charter in _________ months. (operating procedures, mission)

I can spend _________ hours per week doing our team’s work . . . (mission— how much the team can take on)

The skills, knowledge, and experience I bring to this team are . . . (tasks, data collection)

Tasks I prefer to perform as a team member include . . . (tasks, data collection)

The best thing about this project is . . . (used to break open negative paradigms and set a positive tone at the outset)

In today’s meeting, I hope this team . . . (agenda)

Some people may be reluctant to leave their seats. The facilitator’s preparation and encouragement for their participation will help. In order to get the team members up and writing during the Start-Up, the facilitator can arrange for the team leader and some others in attendance to enthusiastically get up and begin writing when the facilitator asks the team to do so.

During the exercise, there should be an occasional reminder to everyone to complete all statements and read all answers. It is important that everyone in the room remain silent, including the team sponsor and facilitator (except when reminding the group), because the goal in this exercise is to have the individual members list their ideas and concerns with as little distraction as possible. Be sure to allow enough time for all participants to complete their statements and read all the completed flip chart pages.

When all statements have been completed and all flip charts have been read, the facilitator asks and very briefly discusses, “What can we learn about this group from the data we see here? Are there common themes that appear throughout?” The themes are recorded on a flip chart.

During any of the discussions, the facilitator should be sure to ask the team for their opinions, but refrain from giving his or her own. If a common theme is identified that the group did not discover, the facilitator can ask a question such as, “I noticed XYZ mentioned in several places. How might this affect your team and its work?” Again, the purpose of this brief discussion is to identify common interests and understandings. The discussion should be kept in a positive light, because it will

set the tone for the team’s time together.

The team should be aware of flip chart pages that show potential problems, such as conflicting ideas, because these will probably be areas for future discussion.

There should be a review of the responses to the statement, “Why I volunteered . . .” If it is answered, “I didn’t,” the facilitator can initiate a brief discussion of how this affects the team. There should also be a review of the answers to, “In today’s meeting, I hope this team . . .” to affirm the expectations that will be met and identify items outside the scope of the day’s activities.

Consensus

The purpose behind introducing consensus decision making (see Exhibit 19.2) at this time is threefold. First, some teams need to establish ground rules about what they will do in situations when consensus cannot be reached. Second, the team will use consensus decision making to discuss and accept the ground rules they are developing. Third, by using formal consensus decision making during the team Start-Up, the team gets practice in using the technique on smaller issues so that the use of the decisionmaking technique becomes automatic when dealing with difficult issues.

The facilitator now explains consensus decision making and entertains questions about it. Consensus is used to ensure that everyone has a part in the decision-making process and all issues are addressed before conclusions are drawn. It ensures that all team members can support the team’s decisions and have ownership in them.

The facilitator then demonstrates the practice of formulating questions for consensus by having one person clearly state the question while the recorder writes it on a flip chart. He or she asks another team member (usually the one who appears to understand the least) what she believes the question means and then asks the team if that is correct. If it is not, the facilitator then gets clarification from the team, and again one person clearly states the question while the recorder posts it. When the team reaches consensus, the facilitator acknowledges this by writing “agreed by consensus” and the date next to the item on the flip chart. (See Chapter Twenty-Two for a more extensive treatment of consensus decision making.)

Ground Rules and Operating Procedures

The purpose of establishing ground rules and operating procedures is to establish roles, responsibilities, meeting schedules, and logistics for future meetings. There are a number of ways to accomplish this—for example:

•Using the flip chart page titled, “During meetings I hate it when . . .,” explain that the team can establish ground rules to help prevent these events from occurring. Work down the list, asking the team to combine duplicate items and ask them to propose rules that might prevent each unwanted event. (Some rules may handle more than one event.)

•Ask the group, “In your experience, what kind of rules have worked for you?”

•Ask the team if they understand each rule, and have team members clarify any rules they do not understand.

Exhibit 19.2

Consensus Decision Making

Consensus is group decision making at its purest. It means arriving at a decision each member of the group can accept and support. The decision may not be everyone’s first choice. It may not even be anyone’s first choice, but it’s a decision everyone can live with.

When a team uses consensus:

•All members of the group fully participate in the decision-making process.

•The group arrives at a decision that every member can accept and support.

•The decision may not be the outcome each person favored, but each person, based on logic and feasibility, decides he or she can accept

and support it. When each member of the group has reached this point, the group has reached consensus, sometimes known as 100 percent buy-in.

Good consensus decision making takes conscious effort and practice. Understanding group process and effective communication skills helps enormously.

Steps for Reaching Consensus

1.Clearly define the issue.

2.Discuss the issue. Put all ideas on the table; focus on interests, not positions. Put forward all ideas without criticism, and discuss each of the ideas, considering pros and cons. Use decision-making techniques such as prioritization and multivoting to aid the process.

3.Test for consensus. Can each group member live with the decision?

4.Make the decision.

Reminders When Using Consensus

•Allow sufficient time for active discussion and participation by all team members.

•Maintain an open mind, and demonstrate skills in providing feedback, listening, and conflict resolution.

•Use a visual sign, such as “thumbs up” (or any other culturally acceptable action, for example, head nodding or raising a hand), to clearly demonstrate group members’ preference on the issue.

The facilitator needs to be careful during this exercise. There may be a temptation to lead the team to what seems to be an apparent answer. Keep in mind that the goal is to ensure that the team members have understanding and ownership. They gain this by working through the issues themselves.

The facilitator encourages the team to determine when they meet, for how long, and how often. Then they define appropriate team roles, such as meeting leader, team leader, minute taker, timekeeper, recorder, and liaison to the chartering body. The team needs to develop and understand the responsibilities of each role, who will serve in that role, and the term of office. It is also very helpful to brainstorm on what should be included in the team’s minutes. (For more information on brainstorming, see Chapter Seven.)

The facilitator checks for consensus on all rules and roles, and discusses the issue until consensus is reached. If there is no consensus on ground rules, one strategy is to check for consensus on each rule. This approach reveals areas of common understanding and isolates those that require more discussion. By beginning with small areas of agreement, many times the group will discover that their disagreements on other issues can be resolved. The ground rules exercise sets a tone of collaboration, and the team demonstrates to itself that it can reach agreement. The ground rules should be posted at all team meetings. (For another discussion of ground rules, see Chapter Two.)

Establishing the Team’s Interests

The facilitator establishes what is important to team members by bringing out their interests and getting them away from positions. This process develops common understanding, commitment, and trust and helps focus the team’s work. The output may be used as criteria for testing the team’s solutions.

If defining the team’s interests is done well, this exercise alleviates much of the anxiety people can bring to the group. They may be apprehensive that their concerns and fears will not be addressed. This is an important activity because it promotes listening and understanding of team members’ deepest concerns. The team members learn that they will be heard, which allays any of their fears and helps to create an environment in which team members feel freer to focus on the issues.

This step of the Start-Up will bring out concerns about this team and its work. The facilitator can explain the difference between interests and positions by telling a story such as this one:

Two students were studying across the table from each other in a library. One went over to a window, opened it, and returned to his seat. After a few minutes, the other student got up, closed the window, and sat back down. Looking rather annoyed, the first student rose, reopened the window, and took his seat. The second student once again got up and closed the window.

After several minutes of watching this battle continue, the librarian walked over to the table and confronted the two.

“What is going on here?” she asked the first.

“I want to feel the fresh air,” the student replied.

The second asserted, “But when the window is open, my papers blow around. I want the window closed.”

The librarian went into the next room and opened a window. This allowed the first student to enjoy the fresh air, without causing the second student’s papers to blow around.

What someone wants, having the window open or closed, is a position. Why someone wants it is an interest. Interests define the issue or problem. For every interest, there are several positions that could satisfy that interest. Behind positions lie shared as well as conflicting interests (Fisher, Ury, and Patton, 1992).

By addressing positions, the students in the library were in a win-lose situation (when I win, you lose). But by addressing interests, not positions, the librarian provides a win-win solution. The facilitator should explain to the group that it is important to understand everyone’s interests so that they can work to develop solutions and recommendations that are win-win.

Later, the facilitator can refer to the story of the window when a team member makes hear a position statement. This simple story serves as a reminder to work from interests, not from positions.

Identifying Interests: The Process

Following is a more detailed description of a process that can be used to help group members identify their interests.

1. Review with the team the flip chart pages that reflect interests or positions, for example, “It’s important to me that this team succeed because . . .” or “Concerns about the tasks and/or team . . .”

2.Brainstorm for additional ideas. It is often helpful to ask several different questions to stimulate thinking, such as, “What are your concerns about this project?” “Why is it essential that we solve this problem or make good recommendations?”“Why is this team’s work important to you?”“What are your concerns about this team?”

3.Record the ideas on flip chart paper as they are presented.

4.Ask the team to clarify the brainstormed items, if appropriate.

5.Ask the team to combine similar or duplicate items. Do not waste time searching for a word or phrase that captures all the ideas. Just clump these together.

6.Encourage full discussion on each interest grouping so that each team member has the same understanding of the interest and what it means to the team. Based on the discussion and with the team’s help, list the underlying interests. Since some of these interests may be similar, ask the group if they see common themes and, with the group’s permission, combine them.

7.Have the team multivote (Bens, 1999) to decide which interests are most important to them. As a rule of thumb, divide the total number of items by three. This is the number of votes each person is given. Allow team members to cast more than one of their votes on an item if they feel strongly about that interest. Using different colored markers, chart the results using a visually meaningful representation that separates the group’s significant issues from those of less importance (A good source of charts for this purpose is Brassard and Ritter, 1994.) By multivoting and charting the interests, all can clearly see what is most important to the team.

8.Discuss the interest diagram. Check for consensus by asking the group if they agree that these are the team’s interests. After all the work and discussion, there should be consensus.

9.Post the interest diagram at all future meetings as a reminder and guide. When appropriate, refer to it during future team meetings.

Creating a Vision

“A vision, simply defined, is a picture that captures in vivid, concrete detail what things could be like. As it is currently used in the context of organizations, vision also implies contribution. It’s a possible dream about realizing opportunities and living out values. . . . A vision, by appealing to people’s longings and capturing their