STATE OF MAINE

Chapter 6
Group
Chapter 6 - Table of Contents
Chapter 6 - Table of Contents..................................................................................1
Groups & Continuous Improvement Activity..............................................................2
Introduction.............................................................................................................2
rocess Tools.........................................................................................................!
Groups and "easurement.....................................................................................#
$ey %ocus Areas....................................................................................................#
&hich Tools and %ormat to 'se.............................................................................(
)evels of Interventions *ith Challen+in+ ,ehaviors..............................................(
T-.I "odel of Group /evelopment......................................................................0
/ia+nosis 1 Intervention "odel..............................................................................2
Group /ynamics......................................................................................................13
lannin+ and %acilitatin+ 4ffective "eetin+s...........................................................11
The T*elve /eadly 5ins 6$en 5mith7.............................................................12
"eetin+ %acilitator .ole.......................................................................................1!
Ten /imensions &hich All "eetin+s 8ave in Common.......................................1#
8andlin+ /ifficult ,ehaviors At "eetin+s.............................................................1(
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STATE OF MAINE
Groups & Continuous Improvement Activity
Introduction
The use of +roups and teams is common *ith continuous improvement events
and is rooted in the belief that if you as9 a +roup of 9no*led+eable people: you *ill
+et several points of vie* and a consensus decision point *ill emer+e. A ma;or
secondary benefit to the +roup *or9 is buildin+ process and or+ani<ational
communication and ali+nment. =ote that continuous improvement +roups may also
have >outsiders? to help maintain a customer and public value point-of-vie*.
Group activity in continuous improvement tends to:
Help the participants define the product as valued by the customer(s). %or
e@ample: if your process is determinin+ eli+ibility for a benefit pro+ram: the +roup
*or9 *ill ma9e sure participants understand that the primary customer 6end user7
is the person *ho as9s for the service and his or her concern is a Auic9: accurate
decision: *hile the public value is in bein+ sure that the applicant Aualifies for the
benefit. This lends to +reater understandin+ of the tensions in the process system
and an appreciation of the *or9 involved in meetin+ multiple needs.
Build healthy group ownership of the numbers and of the data and:
therefore: of the process itself. The continuous improvement events are desi+ned
to +et a+reement on process structure and on a host of numbers and
measurement possibilities. )ively discussion and facilitated resolution results in
better +roup ali+nment around structure: outcome: and resource measures.
Highlight opportunities for the use of best practices. The continuous
improvement events hi+hli+ht differences amon+ people performin+ the same
steps. This e@poses the +roup to different and possibly better *ays of doin+ the
*or9 they do. )eadin+ the +roup to standardi<e the *or9 around best practices
6as defined by the value-added: public value: and resource use7 creates improved
service and +enerates efficiencies -- and the documentation and consistency that
results as *ell becomes a tool for quality assurance, training, and succession
planning.
Builds group ownership. A process is not one personBs *or9: but the
or+ani<ationCs. -ne bad process reflects on the or+ani<ation: and therefore: it is
in the or+ani<ationBs interest that all processes are of consistently +ood Auality.
As participants become involved across several +roups: they *ill see otherBs level
of reco+nition of this becomin+ a norm for the or+ani<ation. This builds personal
responsibility and supports individuals to intervene and lead *hen somethin+ in
the or+ani<ation is amiss.
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Derive consensus on changes to make to the process. .ather than impose
chan+es from mana+ement or from outside the process: those involved in the
process drive the chan+e and: as a result: o*n it and its outcome.
Build buy-in to the change process and build process ownership. As the
+roups incorporate more and more of the chan+e to the process: they can ta9e
pride in its success and in their o*nership.
Build intellectual capacity/capability. The participants *ill +et more efficient
and thorou+h at documentin+: chan+in+: and creatin+ processes as they +ain
e@perience.
Process Tools
The process tools are structured *ays to facilitate +roups to analy<e problems
and derive improvements or arrive at the ans*ers to problems.
Value stream apping (V!" ta9es a process: and details each step in the
process collectin+ data to derive standard measures for the time the process
ta9es: the resources used: and even the costs. It also loo9s at *hat the process
could be and the steps it *ill ta9e to +et there and the costs and savin+s that *ill
result. It does so based on measurements and estimates. The standard for a
D5" event is 2-! full days in a ro*.
#ai$en: *hich means continuous improvement 6to make better7: can be an
improvement event *ith a narro*ly focused purpose: also called a .apid
Improvement 4vent. It can be the result of a problem identified in a D5" or
separate from a D5". There are many types of $ai<en: a (-5: for instance *ith a
set type of outcome for or+ani<in+ a *or9 area. )i9e the D5": it see9s to ma9e
measured and documented improvement. The standard for a $ai<en is 2 full
days in a ro*: althou+h this can vary *idely dependin+ on the nature of *hat is
bein+ addressed 69ai<en blit<es: point 9ai<ens: etc.7.
%ther organi$ed group events (&'ust do it( events". These are often the result
of a lac9 of time to do the other events. At these events: the participants typically
brainstorm fast chan+es and ad;ustments amon+ the +roup members to clear
time for lar+er events. There is no standard time frame for these events: but
a+ain the idea is to document the chan+es and their effect and any savin+s in
time or other resources.
o !ome things to think about when facilitating &)ust do it( events*
Generally the more time that is invested: the better the returns in
terms of savin+s and buildin+ lean capacity in the or+ani<ation.
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STATE OF MAINE
It is better to plan to do fe*er meetin+s in lar+er bloc9s of time than
more meetin+s in small bloc9s of time.
$eepin+ people on-site 6i.e. includin+ meals7 may be important
to*ards maintainin+ full participation.
Gaps bet*een sessions create more chan+eover 6settin+ up and
ta9in+ do*n: travel7 and more re*or9 6the need to revie*: revisit:
redo7.
Goin+ slo* can ma9e the process faster. Ta9in+ the time to
determine the root of an issue and dealin+ *ith it effectively pays off
later in the process: versus i+norin+ the issue and havin+ it lin+er
and fester.
Groups and Measurement
%or most people: measurin+ and estimatin+ time is a ne* concept. They typically
do not operate *ith a >process mindset? and: therefore: can sometimes +et frustrated
*hen as9ed to measure and estimate time: errors: etc. 8o*ever: the practitioner
must support: influence: and lead improvement +roups to Auantitative and Aualitative
analysis of value streams and to the resolution of problems. "easurement is critical
and is a reAuirement of all process improvement *or9.
Key Focus reas
,usiness +oals and ob;ectivesE
o "atchin+ and e@ceedin+ e@pectations of *hat a limited-resourced
+overnment can: should: and must deliver.
o "eetin+ and e@ceedin+ the e@pectation of a Fhi+h-e@pectantB *or9force.
o /eli+htin+ customers
%or e@ample: in 122( the ,ureau of )abor 5tandards set up the
Customer 5ervice 'nit to ensure a consistent: Auality service over
the phone for callers to the /epartment of )abor. It succeeded in
e@ceedin+ e@pectations and deli+htin+ customers: +ainin+ an a*ard
from the Gustice Action Group in 2332. 68o*ever: it fell short of
e@ceedin+ the hi+h e@pectations of the *or9force itself.7
Customer focus
o An important feature of the rapid improvement +roups can be the inclusion
of customers or >outside? sta9eholders to the process. This ensures
someone is imposin+ a reality chec9 on the internal process +roup. It is
important that the practitioner for these +roups ma9es sure these
participants are heard and that their input is valued.
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STATE OF MAINE
!hich Tools and Format to "se
In plannin+ continuous improvement events it is important to plan the desi+n of
the event. Typically: analy<in+ a process results in D5" bein+ the most useful
process tool *hile analysis of a specific step or problem in a process or *or9 area
calls for a $ai<en event. There are some situations *here: as a practitioner: you may
start *ith one process and decide another is better.
All improvement teams must create an implementation andHor sustainment plan.
This needs to be completed in a timely manner to optimi<e the impact of the process
improvement and build the credibility of the chan+e process.
CI-ractitioners influence and lead the improvement teams to +enerate a set of
standard metrics. 5tandard metrics ma9e the savin+s and service improvements
able to be a++re+ated and compared across improvements: +roups: and initiatives.
It also ma9es implementation of the continuous improvement process easier and
models standardi<ation to the or+ani<ation.
.eportin+Hdocumentin+ the results of the *or9 ma9es the process open and
sho*cases the *or9 of the +roups. Ima+ine *or9in+ in an environment *here your
co-*or9ers 9eep disappearin+: but there is no less *or9. The thin9in+ *ould be >IBm
doin+ more *ith less? *hen in fact you are doin+ more *ith less effort I and the
Auality is better to boot. )i9e the tree in a forest that falls: the improvement needs to
ma9e a noise to be heard.
#e$els of Inter$entions %ith Challen&in& 'eha$iors
As a chan+e a+ent: the practitioner *ill encounter many behaviors in +roups that
reflect a desire to maintain the status Auo: and resist the structure: discipline: process
mindset: and level of measurement reAuired in order to fundamentally transform ho*
*or9 +ets done. The challen+e of chan+e can manifest itself in a variety of individual
behaviors that you *ill be confronted *ith in +roups.
Jour +oal *hen faced *ith challen+in+ behaviors is to 9eep the meetin+ positive:
productive: safe: and on tas9. Therefore: the intervention 6*hat you say or do7 needs
to alter an unproductive situation in a *ay that the +roup is maintained and: to the
e@tent possible: that the individuals have their di+nity intact and remain active
members of the +roup.
1

1
>Great "eetin+sK 8o* to %acilitate )i9e a ro?. /ee $elsey & am lumb.
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STATE OF MAINE
8ere are four levels of interventions the practitioner could ma9e.
#e$el (ne
A. I+nore the difficult behavior and accept the personBs idea. If the idea or concern is
off the sub;ect: put it in the par9in+ lot for future discussion. -ften: if an individual
feels heard in the meetin+ they *ill let +o of the disruptive behavior.
,. Approach the behavior obliAuely by statin+ the problem in terms of your o*n
need. %or e@ample: >IBm havin+ trouble hearin+ the person spea9in+L it *ould
really help me if only one person tal9s at a time.?
C. If a +round rule e@ists that addresses the behavior then refer to the +round rule by
sayin+ that >*e are violatin+ +round rule 6identify7?. This is directed to the +roup
not the individual.
/. =amin+ the behavior in +eneral rather than pinnin+ it on one person: can also be
effective. %or e@ample: >There are a lot sidebar conversations +oin+ on ri+ht
no*?.
#e$el T%o
If the behavior continues: name it directly. %or e@ample: >Goe: that is the second
time you have raised that concern.? Chec9 that you understand the concern: >As I
*rote on the flip chart: you are afraid you *ill have to *or9 overtime. /oes that
e@press your concern accuratelyM Is there anythin+ you *ant to addM?
#e$el Three
If the behavior continues: spea9 to the person privately durin+ a brea9 or bet*een
sessions. In a friendly tone indicate *hat the behavior is and *hat effect it is havin+
on the +roup. As9 for the personBs cooperation in chan+in+ the behavior.
#e$el Four
As a last resort: if the behavior is e@tremely disruptive and continues: confront the
person publicly. If necessary: as9 the person to leave if he doesnBt stop the behavior.
This level is very rarely used because it is counterproductive both for your
relationship *ith the person and for the cohesiveness of the +roup.
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STATE OF MAINE
T()I
*
Model of Group +e$elopment
T-.I is an acronym for Trust: (penness: )eali<ation: and Interdependence. The
model starts *ith the AuestionE &ho am IM Then it moves to &ho are youM &hat
shall *e do to+ether: and ho* shall *e +o about doin+ itM At each sta+e: if the
essential Auestion is not ans*ered sufficiently: or adeAuately resolved: the +roupBs
development is bloc9ed.
-ne symptom of unresolved developmental Auestions is the level of challen+in+
behaviors from +roup members.
2
Adapted from Gac9 .. Gibb: T-.I Theory and ractice
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STATE OF MAINE
T()I Model 6=otes7: Theory applies to all formal and informal social systems.
5ome assumptions:
Gro*th occurs as a movement from fear to*ards increasin+ trust. The primary
correlates to this central process areE
o "ovement from depersonali<ation and role to*ards +reater personali<ation
o %rom a closed system to*ards a more open system
o %rom impositional motivation to*ards +reater self-determination
o %rom dependency to*ards +reater interdependence
T-.I is a convenient acronym for these four factors in the or+anic +ro*th of livin+
systemsE Trust: -penness: .eali<ation: and Interdependence
An efficient and po*erful *ay of optimi<in+ +ro*th and trust factors in +ro*th is to
focus on environmental forces that impin+e on participants in the system
%unctional behaviors are intrinsically re*ardin+ and self perpetuatin+ I% the
immediate environment is a hi+h trust and lo*-defense 1 >trust the process?
Groups tend to*ard entropy *hen +roup style is predominantly impersonal: in-
role: strate+ic: closed: persuasive: coercive: dependent: controllin+
"ove from fear and hi+h defense to trust and lo* defense 6personal: intimateL
open & transparent behaviorL self-determinin+: assertive and actuali<in+ behaviorL
reciprocally-fulfillin+: interdependent and >*ith? behavior7
rimary levera+e for leader: predisposed to trust impulses: inner self: motivations
of others: health-directed processes of +roup interaction: +eneral non-
malevolence of nature and persons: o*n abilities: capacities of self and others:
assume responsibilities for o*n lives
)eader moves to*ard -
o ,ein+ personal: non-role 6familiar *ith o*n fears and fears of others7
o .espondin+ to current feelin+s
o %ocus on relations bet*een persons
o .espondin+ to ho* I see and feel about my relationships no* 6bein+
spontaneous7
o "inimal screenin+L sharin+ aspects of self
o .espondin+ to other as a uniAue person
o Concern for +ro*th and development of each of us
o %ocus upon intuition: *hat to do after an impulse
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STATE OF MAINE
o %ocus upon more available: direct e@perience and visible behavior
o %ocus on descriptive statements about feelin+s and perceptions
o %ocus on and concern for no% 1 ho* each of us feels and sees thin+s at
this moment
o %ocus on and concern for here 6feelin+s & perceptions visible and
available to all7
o %ocus on stren+ths and +ro*in+ ed+e.
+ia&nosis , Inter$ention Model
-
!
5ourceE .o+er 5ch*ar<: The 59illed %acilitator: 5an %ranciscoE Gossey ,ass: 2332.
/-" 1: Chapter 6 - Group 2 of 2! pa+es
Inter$ention .teps +ia&nosis .teps
1 1 -bserve
behavior
2 1 Infer
meanin+
! 1 /ecide
*hether: ho* and
*hy to intervene
# 1 /escribe behavior
Test for different views
( 1 5hare inference
Test for different views
6 1 8elp +roup decide
*hether and ho* to
chan+e behavior
Test for different views
STATE OF MAINE
Group Dynamics
Any time a +roup of people comes to+ether to *or9 there are dynamics at play.
4@ternal forces 6norms: or+ani<ational culture etc.7: the history of the +roup: sub
+roupin+s and individual members: membership *ithin the +roup: +roup norms: the
si<e of the +roup: and informal and formal leadership *ithin the +roup are ;ust some
of those dynamics.
If you are the practitionerHfacilitator: you should 9no* enou+h about the +roup to
facilitate effectively. If you are a member of the +roup: you may already 9no* a +reat
deal about the +roupBs history and norms. It is: ho*ever: still important to ta9e time to
consider the impact of the +roupBs dynamics 6includin+ your part in those dynamics7
on its ability to *or9 effectively to+ether.
Factors in Group Dynamics
4
Possible Implications or
Interventions
External Forces such as norms,
expectations, culture and anticipated
outcomes or process
Acknowledge and discuss impact on
group.
May affect ground rules selected.
History of group or task Acknowledge it.
If history needs to be overcome,
structure activities that will help.
Membership:
Old/new members
illingness to be members
!ub"groupings
Integrate new members into group.
Acknowledge contributions of old
members.
#etermine what resistant members
need to participate.
Acknowledge them.
$ncourage discussion between
groups.
%se exercises that mix groups.
Formal and informal leadership Acknowledge and clarify role of
formal leader.
Actively involve informal leaders,
however, don&t let them take the
meeting in an inappropriate
direction.
Voluntary versus mandated
participation
Acknowledge' ask what members
need to participate fully.
#
Adapted fromE >Great Meetings! Great Results! practical guide for facilitating successful, productive
meetings.! "ee #elsey and $am $lumb.
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STATE OF MAINE
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STATE OF MAINE
Planning and Facilitating Effective Meetings

Types of meetin+s
lannin+ effective meetin+s
5ettin+ ob;ectives: purpose
5electin+ participants
lannin+ the a+enda
Collectin+ and distributin+ information
Time: location: space set-up
%acilitatin+ effective meetin+s
5tartin+ the meetin+
%osterin+ a participatory climate
$eep the discussion focused on the issues
Controllin+ the discussion
/ecision-ma9in+
4ndin+ the meetin+
re-desi+n lannin+
articipant information 68o* many: e@pectations: interests: differences: etc.7
GoalsHoutcomes for the meetin+ 6information: action: plans: decisions: etc.7
Ideas for a+enda items 6topics: resources: e@ercises: activities: materials: etc.7
The "eetin+ /esi+n
Goals for the meetin+
4stimate the timin+ and flo* of the meetin+: responsibility for leadership:
+roupin+s: materials: space arran+ements
Activities and methods
"eetin+ Administration Chec9list
(
/r. 5usan ". Gallant. )apis Consultin+. 13H36H3(
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STATE OF MAINE
The Twelve Deadly Sins /$en 5mith0
1. Appearin+ unprepared.
2. Improper handlin+ of Auestions.
!. Apolo+i<in+ for yourself or the or+ani<ation.
#. ,ein+ unfamiliar *ith 9no*able information.
(. 'sin+ flipchart or other support material poorly.
6. 5eemin+ to be off schedule.
0. =ot involvin+ all participantsHinvolvin+ participants too much so that you lose
control: or let a fe* people dominate.
N. =ot establishin+ personal rapport and empathy.
2. Appearin+ disor+ani<edL not previe*in+: presentin+: and revie*in+ each 9ey
section.
13. =ot startin+ off Auic9ly: establishin+ a stron+ and positive ima+e.
11. ,ein+ theoretical: not practical. eople *ant to understand the sub;ect: but
more important: they *ant to 9no* >ho* to? not >*hy? or >*hether?.
12. ,ein+ ne+ative.
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STATE OF MAINE
Meetin& Facilitator )ole
T12 )(#2 (F M22TI3G FCI#ITT(): A facilitatorCs ;ob is to +uide the meetin+ process
and 9eep the +roup movin+ to*ard its +oal. ItCs important to create a climate of
openness and help the +roup mana+e its boundaries. Good facilitation can help
ma9e a meetin+ productive and satisfyin+.
M22TI3G FCI#ITT()4. 5(' +2.C)IPTI(3:
17 8elp everyone in the +roup to +et acAuainted and feel *elcome.
27 "a9e sure the purpose of the meetin+L the process you *ill use: the roles each
person is e@pected to play and the desired outcomes are clear to each
participant.
!7 &or9 *ith the +roup to establish and +et buy-in to behavioral norms.
#7 /ra* out opinions and encoura+e full participation of all present.
(7 Clarify communication bet*een people.
67 5ummari<e content at 9ey points and monitor meetin+ pace.
07 5erve the %hole &roup rather than any one individual.
N7 Attend to both process and content simultaneously.
27 $eep people on trac9 by +ently and firmly directin+ peopleCs attention to the point.
137 ay attention to verbal and non-verbal cues about ho* people are doin+.
117 'se affirmation and appreciation: notin+ helpful su++estions: praisin+ +ood
modelin+ of the +roup norms: etc.
127 rotect +roup members from attac9.
1!7 Identify resistance: name it in a neutral: non-punishin+ *ay: support the
participant in e@pressin+ the resistance directly: and donCt ta9e the e@pression of
resistance personally or as an attac9 on you or your competence.
1#7 "aintain a neutral stance on content: reflectin+ content and process bac9 to the
+roup.
1(7 -ccasionally chec9 in *ith the +roupE 8o* are *e doin+M &here is each of you
in re+ard to the *or9M 4tc.
167 4nsure adeAuate documentation of the content as appropriate.
107 "a9e sure that follo*-up mechanisms are in place as appropriate.
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1N7 ,rin+ the meetin+ to closure
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Ten Dimensions Which All Meetings Have in Common
PEOPLE: Who they are will vary - number, experience, age, race, gender,
degree of motivation, etc. Take a look at the composition of the group.
The diferences among participants will need to be taken into
consideration when planning a meeting.
P!POSE: All meetings have reasons for people coming together. There
will be a variety of desired outcomes, such as: that people will experience
something, learn something new either new information or skills!, make
decisions, do action planning, provide inspiration, change attitudes or
behaviors, and stimulate involvement and commitment. Any of these
purposes, or any combination of them, will afect your meeting planning.
ATMOSPHE!E" CLIMATE: "ometimes this #ust happens, but more often it$s
planned to ensure providing the kind of atmosphere that will facilitate a
productive meeting. The physical surroundings, the arrangements, the
temperature of the room, and the patterns of greeting, seating and
meeting people and the patterns of involvement or non%involvement
during the meeting, afect the atmosphere.
PLACE AND SPACE: As one thinks about a place and space, it$s important to
consider the following characteristics: the access to the space, its si&e,
the kinds of movable furniture available, the acoustics, the cost, whether
or not there are ade'uate parking facilities, how this space relates to the
purpose of the meeting, e'uipment needed, lighting, temperature
controls, restroom facilities, and how people feel about the place and
space.
COSTS: All meetings have some cost attached to them ( it is well to know
what it is.
TIME DIMENSIONS: All meetings have beginnings, middles, and endings
although the length of time will vary. There is also some kind of planned
se'uence of events, or agenda. )t$s important to think through who makes
the time decisions, how long the meeting will be held, as well as travel
time to and from the meeting.
WO!# $EFO!E MEETIN%: )t$s important to think about and plan for the
people who are coming, ways to get them there, ways to make the
meeting interesting, materials that might be needed, and other
preplanning considerations.
PLANS" P!O%!AM" A%ENDA: Things to be thought about here include who
makes this plan, to what degree participants are involved in making the
plan, and what kind of items can be dealt with and how many in the time
that is available.
$E%INNIN%S" MIDDLES" AND ENDIN%S: *ften there is little thought given to
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STATE OF MAINE
how to begin or how to end a meeting. +ost of the focus is on the actual
content, or the middle of the meeting. )t$s important to give thought to
the beginning and ending, or the middle is likely to be unproductive or to
have little follow%through.
FOLLOW-P: )t is rare that meetings end without some need for follow%up
activities, including: thank you notes, implementing action items, paying
bills, catching people up who were not there, phone calls, minutes, etc.
Thought given to follow%up ought to be part of planning any meeting, so
that the meeting is as productive as possible.
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1andlin& +ifficult 'eha$iors t Meetin&s
'eha$ior Possible Moti$ations Possible Inter$entions
r&ues
Is naturally combative
Is havin+ a bad day
%eels his or her needs are
not bein+ addressed
Is annoyed *ith one or
more +roup members or
*ith leader
,e fair. Give all persons a chance to
e@press opinions
.estate vie*s so individuals 9no* that
she or he has been heard clearly.
.epeat tas9 and time limitation.
/esi+nate a later time *hen sub;ect can
be discussed more fully.
%ind points ar+uin+ sides have in
common
Control o*n temper and try to 9eep +roup
members from +ettin+ overly e@cited.
/o force field analysis 6list positive and
ne+ative forces for the su++estions7.
4ncoura+e +roup to respond to
ar+uments.
/iscuss concerns privately *ith individual
at brea9 time: if all else fails.
s6s
Fre7uent or
Irrele$ant
8uestions
Is curious
8as e@perience *ith
similar situation and *ants
to help this +roup 9eep
out of trouble
&ants to be center of
attention
Is not payin+ attention
5ay to the *hole +roup: >please hold your
Auestions until the end of the report? on
the assumption that many of the
Auestions *ill be ans*ered durin+ the
report itself.
Than9 the individual *ho persistently
as9s Auestions and as9 +roup if others
have Auestions.
Give the individual a ;ob 6e.+.: ta9in+
minutes or recordin+ ideas on ne*sprint7
As9 if others have Auestions: even callin+
others by name.
5ay: >IBd li9e to hear from some of you
*ho have not yet spo9en.?
5u++est: >)etBs ta9e a fe* moments to all
thin9 Auietly about this issue before
discussin+ it 6or before as9in+ Auestions
about it7.?
5ay directly to the individual: >&hen you
as9 so many Auestions: I *onder if you
are havin+ a hard time listenin+ to *hat
*e have already said.? -r: >IBve noticed
that you have been as9in+ a lot of
Auestions: *hich is slo*in+ us do*n. I
*onder if there is a *ay for you to +et
your Auestions ans*ered and for the
+roup to 9eep movin+ for*ardM /o you
have any ideasM?
/-" 1: Chapter 6 - Group 1N of 2! pa+es
STATE OF MAINE
'eha$ior Possible Moti$ations Possible Inter$entions
ttac6s
Group or
Indi$iduals
Is an+ry about somethin+
related or unrelated to this
meetin+
/isli9es one or more
+roup members or the
leader
&ants to embarrass: hurt:
or Oput do*nO others
%inds +roup or meetin+
unresponsive to personal
needs
Is naturally a++ressive or
combative
rotect +roup and all its members:
includin+ the one on the attac9
/irect or redirect all comments to the
issues or tas9s and a*ay from
personalities
.estate +oal or immediate a+enda item.
/o not fi+ht bac9
)o*er your voice to achieve +reater
control and reduce the ne+ative emotions
Ac9no*led+e the individualCs ri+ht to
leave the meetin+
Puestion the attac9erCs commitment to
the +oal
5ay that you *ill not tolerate a++ressive
behavior 1 name the specific behavior
you see.
Complains
8as pet peeve
4n;oys Auarrelin+
Is havin+ a bad day
8as a le+itimate complaint
)et her or him 9no* that +ripe has been
heard 6if appropriate: ac9no*led+e
a+reement7L direct +roup for*ard
Ac9no*led+e you appreciate assessment
of problems and ne+ative forcesL direct
+roup to see9 solutions to these
.ecord complaint and assure individual
that it *ill be considered andHor passed
alon+ to the appropriate person.
Indicate that you *ill discuss problem
*ith her or him privately: later
Chec9 *ith other +roup members. If it is
a common problem it may be *ise to deal
*ith it immediately and constructivelyL if
not: move on.
Allo* +roup to handle individual.
As9: O&hat possible solutions can you
su++estMO
Indicate time is shortL remainin+ time
must be spent findin+ solutions.
+i&resses
"isunderstands tas9
5eems or is preoccupied
*ith another issue
4n;oys bein+ the center of
attention
Accept blame. Oerhaps I *as unclear.O
Ac9no*led+e that the individualCs topic is
important and can be discussed at
another time. 65pecify time: if possible7
.emind individual that O&e really must
stay on trac9:O
/-" 1: Chapter 6 - Group 12 of 2! pa+es
STATE OF MAINE
'eha$ior Possible Moti$ations Possible Inter$entions
If she or he persists: identify participantCs
contributions as di+ressions.
+iscusses
!ron& Topic
"isunderstands the topic
or assi+nment
/id not hear the a+enda
item
Is not payin+ attention
5eems or is preoccupied
*ith another topic
&rite topic or a+enda on ne*sprint:
board or individual sheets.
Accept blameE O5omethin+ I said must
have led you off the topic. )etCs return
to...O
.emind individual or +roup as a *hole of
the proper topic.
'se humor that ac9no*led+es topic is
incorrect *ithout Oputtin+ do*nO the
individual.
Interrupt and re-clarify the topic.
+ominates
Is ea+er
)i9es sho*in+ off
4n;oys bein+ center of
attention
Is e@ceptionally *ell
informed and an@ious to
share information
Is naturally +arrulous
/isplays enthusiasm by
tal9in+
Arran+e for everyone to contributeL
proper structurin+ can curtail the lon+-
*inded
5ay to +roup at the be+innin+ of the
session that *e should all 9eep our
comments brief.
)imit the time each individual may spea9
)et individual 9no* she or he has been
heard.
As9 the +roup to respond to the dominant
one.
Interrupt:: emphasi<in+ tas9 and time.
5ay: OThatCs a +ood point. )etCs see
*hat the +roup thin9s about it.O
'se the individual for summari<in+.
Give individual a ;ob 6e.+.: ta9in+
minutes: recordin+ ideas on ne*sprint7
,e direct *ithout puttin+ do*n. 5ay:
OGohn: I appreciate the thou+htful ideas
youCve been contributin+. After youCve
shared yours: ICd li9e to hear othersB
perspective.O
29presses
3e&ati$e
ttitudes
Is displeased *ith the
current situation
Is +enerally ne+ative
8as a le+itimate complaint
&ants to be center of
attention
Ac9no*led+e that you have heard *hat
the individual has said.
$eep the tone of the meetin+ positive.
Chec9 *ith other +roup members to see
if others support attitude.
"ove +roup to solvin+ the problem or
/-" 1: Chapter 6 - Group 23 of 2! pa+es
STATE OF MAINE
'eha$ior Possible Moti$ations Possible Inter$entions
/isapproves leadership or
ho* meetin+s are
conducted
%eels frustrated about
previous +roup decisions
discussin+ the appropriate a+enda item.
5ay: OThatCs one perspective. /oes
anyone have a different oneMO
InAuire: O&hat solutions can you
su++estMO
8elp individual to e@press specific
statements or e@amples rather than
va+ue ne+ative +enerali<ations.
1ides
Personal
&enda
&ants to do somethin+
different from the stated
meetin+ intent
&ants to do somethin+ in
addition to the stated
meetin+ intent
5eems or is preoccupied
*ith an issue outside the
meetin+ scope
"isunderstands the
purpose or this meetin+ or
this +roup
&ishes to be in control
8as hi+h opinion of +roup
potential and tries to
stretch members
Clarify meetin+ intent initially: chec9in+
consensus *ith +roup members.
4ncoura+e members to e@press personal
+oals: so that irrelevant issues can be
identified and passed to appropriate
place or person.
&atch for evidence of personal or secret
a+enda itemsL i+nore or confront them:
as appropriate.
.efocus on stated a+enda if meetin+
seems to be movin+ to achievin+ the
purpose of a sin+le individual.
.emind individual that O&e really must
stay on trac9:O if she or he spends
meetin+ time on a hidden a+enda item.
Ac9no*led+e that the individualCs topic: if
revealed: is important and can be
discussed at another time. 65pecify time:
if possible7
1olds .ide
Con$ersatio
n
%inds session
unresponsive to personal
needs
Is uncomfortable tal9in+ to
entire +roup
&ants to catch up on
other information
=eeds to inform someone
about important matter
Comment that +enerally you find it is
more satisfactory if only one person tal9s
at a time.
As9 if it *ould be helpful to have some
smaller Obu<<O +roups for a fe* minutes:
*hich can then report to the total +roup.
Assume that *hatever is bein+ said is
important. OIt *ould be beneficial if *e
could all hear *hat everyone is sayin+.O
&al9 to*ard and stand near those *ho
are tal9in+.
5top tal9in+. &hen side-tal9ers stop
their conversation: continue spea9in+ to
the +roup.
Give persistent side-tal9er a ;ob 6e.+.:
ta9in+ minutes: recordin+ ideas on
ne*sprint7
/-" 1: Chapter 6 - Group 21 of 2! pa+es
STATE OF MAINE
'eha$ior Possible Moti$ations Possible Inter$entions
5u++est that if it is necessary to
communicate durin+ the meetin+ that
they *rite notes so that conversations *ill
not distract others.
.earran+e seatin+ to move 9no*n side-
tal9ers a*ay from each other.
Call one side-tal9er by name: as9in+ an
easy Auestion.
Avoid embarrassin+ the offenders: unless
all else fails.
Is (bstinate
/oes not *ant to chan+e
a pre;ud+ment
8as little or no identity
*ith +roup +oal
%eels o*nership of an
idea or pro;ect not felt by
the +roup
"isunderstands or did not
hear others
Is havin+ a bad day
Is naturally stubborn
/oes not feel part of
+roup
8as not had opportunity to
e@plain reasons
,e certain individual is heard
5tate or restate +roup +oal
/o not ar+ue
5earch for solutions acceptable to all:
usin+ problem-solvin+ methods and
consensus
Allo* +roup to decide to eliminate
individualCs idea.
Ac9no*led+e that +roup must ma9e
decisions. 5et time limit on discussion.
Then insist the idea discussion is done.
5ay that time is shortL youCll be +lad to
discuss it later.
As9 individual to accept +roup vie*point
for the momentL later there may be time
to e@plore her or his vie*point more fully.
)ambles
Is preoccupied *ith o*n
interests
Is una*are of or
uninterested in +roup +oal
"isunderstands +roup
+oal
Is very e@troverted and
li9es to tal9
5et +roup +oals initiallyL restate them to
9eep everyone: especially the rambler: on
tar+et.
Than9 individual and focus attention by
restatin+ relevant points. "ove on to
another individual
.emind individual and +roup: as a *hole
that time is limited.
5et a standard of limitin+ comments to:
say t*o minutes.
Puestion rambler: directin+ her or him to
the sub;ect and tas9.
4mphasi<e time: tas9: and structure.
Is simply loo9in+ for Clarify initially *hat your role isE chair:
/-" 1: Chapter 6 - Group 22 of 2! pa+es
STATE OF MAINE
'eha$ior Possible Moti$ations Possible Inter$entions
)e7uest4s
#eader4s
(pinion
leaderCs direction or
advice
Attempts to +et leader to
support one side
&ants to put leader on the
spot
.espects leaderCs opinion
and *ants to hear it
president: facilitator: trainer: or other.
.estate this if necessary.
Avoid bein+ solver of +roupCs problemsL
help +roup ma9e its o*n decisions.
/o not ta9e sides
Ac9no*led+e that your personal vie* is
relatively unimportant compared to vie*s
of +roup members in total.
/elay +ivin+ an ans*er. O%irst letCs hear
some other opinions.O -r: OI feel it *ould
be inappropriate to +ive my personal
opinion at this time.O
/efer to +roup: O)etCs hear *hat +roup
members have to say.O
Give a direct ans*erL there are times you
should.
.ays #ittle
(r 3othin&
Is naturally Auiet:
introverted
Is bored
%eels superior
Is timid
%eels uncomfortable or
shy *ith +roup
Is indifferent
Is preoccupied
Is havin+ a bad day
refers to listen
Create a climate that is conducive for all
+roup members to e@press themselves.
Dalue the contributions of all members
and protect them from bein+ Oput do*n.O
As9: OIs there anyone *ho *ishes to
spea9 *ho has not had the opportunityMO
'se caution about sin+lin+ out a timid
individual for an opinionL it may only
embarrass
5ay directly to the individual: O&e *ant to
hear your vie*point: too.O
Allo*: encoura+e: but do not insist the
individual spea9. 4veryone has the ri+ht
to participate silently. ermit her or him
the privile+e to simply listen.
"a9e eye contact *ith the Auiet individual
near the end of the meetin+ to see if she
or he *ants to spea9L perhaps the person
is processin+ the information internally
and may have a contribution that acts as
a summary.
/-" 1: Chapter 6 - Group 2! of 2! pa+es