QUICK GUIDE TO

EFFECTIVE MEETINGS
By:
2015 John Perkins and Cynthia Pruitt

Revision 1.22 6/21/15

Introduction
Michael Doyle and David Straus introduced the "Interaction Method in 1976 in their
book How to Make Meetings Work. It built on an innovation dating from the late 1940s
when Kurt Lewin, a founders of the group dynamics field, used butcher paper to
record the comments of participants at a conference.
The Interaction Method presupposes that a successful meeting is everyones
responsibility. It consciously clarifies the different roles played by the facilitator,
recorder, team members, and a leader or manager. It minimizes repetition, keeps
discussion focused, and enlivens participation among team members. In short, helps
develop efficient meetings which support effective teams.
The Interaction Method separates the process of a meeting from its content. It
charges two people with serving the teams process: the facilitator and recorder
(notetaker is another name for this role). They help the team by creating the agenda,
arranging the space, recording peoples comments during discussions and following
up with written notes. The facilitator and recorder do not comment on the content of
the topic under discussion.
The facilitator devotes all of her or his attention on directing the flow the
meeting while the recorder writes the Team Memory on large sheets of paper so
everyone can see them. Team members support the process through exercising self-
control, staying emotionally present and staying aware of the process, people and time.
Facilitating and Recording are team skills as well as individual ones. As with any
skills, continued practice will help everyone become better meeting team members.
And skilled team members improve their own meeting results and experiences.

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 Table of Contents
Introduction 1

Table of Contents 2

Group Dynamics in a Nutshell 3

Group DynamicsThe Flow of Relationships

to Achieve Tasks 4

Team Spirit Spiral Worksheet 5

The Flow of a Regular Meeting 6

Anatomy of An Agenda 7

Effective Meetings Coaching 8

Preparing & Distributing Team Notes 9

The 3 Main Roles & How to Play Them 10

Descriptions & Examples of:

Facilitation Skills 11

Participation Skills 12

Note Taker/Recorder Skills 13

Guidelines for the After Meeting Review (AMR) 14-15

Resources 16

For More Information Contact

John Perkins
Keep the Change
206 524.4496
johnp AT ktchange DOT com

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 GROUP DYNAMICS IN A NUTSHELL
Research spanning over 70 years has confirmed that teams integrate four functions or
layers. Though a team may attend to a specific function at a given time, or even most
of the time, all functions operate simultaneously and continuously for the whole life of
a team. Imagine an individual person wanting to do a task, say, cook a meal. He or she
must then maintain their own personal health and safety while completing the steps
in the taskthe cook must take care not to cut or burn themselves in the process of
cooking.

As the work overwhelms what one person can do, he or she recruits, hires or joins
others and together they create a group or team to do the work. A wise team
consciously attends to its collective task and maintenance needs. Thus, a busy
restaurant insists that workers sharpen all knives at the end of a shift and return them
to their storage places, serving their task function. They may also take time to cook
and socialize over a meal before the crunch of dinershonoring one of their
maintenance functions.

EXAMPLES OF TASK & MAINTENANCE FUNCTIONS

TASK MAINTENANCE
+ Positive/Functional + Positive/Functional
Individual Individual
+ Allowed to practice a new skill + Celebrating indiv. successes
+ Leadership roles + Belonging
Team Team
+ Sticking to Vision & Mission + Agreeing to Team Rules
+ Improving Procedures + Time to Learn & Reflect
Negative/Dysfunctional Negative/Dysfunctional
Individual Individual
Excessively critical Hoarding the credit
Ambiguous roles Withdrawing
Team Team
Poor/Nonexistent Preparation Prolonged ambiguities
Indifference to Time Not reaching agreements

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 GROUP DYNAMICS THE FLOW OF
RELATIONSHIPS TO ACHIEVE TASK
Group Dynamics has been defined as the flow that human relationships tend
to go through in the course of achieving tasks. Groups faced with the need to
accomplish a task find the following actions beneficial to both staying on
course in completing their tasks while nourishing the good relationships
necessary to sustain work flow.

TASK; Achieving collective purpose MAINTENANCE; Ongoing collective

Formal agenda, identity, purpose, governing engagement
values;
Planning to do, carrying out the doing, how
task is done;
Standard operating process.
Initiating: Proposing tasks or goals; defining Encouraging: Being friendly, warm &
a group problem; suggesting a procedure or responsive to others; accepting others & their
ideas for solving a problem.
Information or opinion seeking: Requesting
facts; seeking relevant information about a
group concern, asking for suggestions and
ideas.
Clarifying or elaborating: Interpreting or
reflecting ideas or suggestions; clearing up
confusions; indicating alternatives & issues
before the group; giving examples.
Summarizing: Pulling together related ideas;
restating suggestions after group has
discussed them; offering a decision or
conclusion for the group to accept or reject.
Consensus testing: Sending up trial
balloons to see if group is nearing a
conclusion; checking with group to see how
much agreement has been reached.
Leadership, influence, sustaining group
atmosphere, ensuring participation;
How members relate to each other, including
managing conflict, and balancing
competition/cooperation/collaboration,
as well as awareness of recurrent
interpersonal relationships/roles;
Encouraging and sustaining membership in
the community.
contribution; regarding others by giving
them an opportunity for recognition.
Expressing group feelings: Sensing mood &
feelings, relationships within the group;
sharing ones own feelings with other
members.
Give & Take Allowing oneself to be
influencedwhen ones own idea or status is
involved in a conflict; admitting error;
disciplining oneself to maintain group
cohesion.
Gate-keeping: Attempting to keep
communication channels open; facilitating
the participation of others; suggesting
procedures for sharing opportunity to
discuss group problems.
Setting standards: Expressing standards for
group to achieve; applying standards in
evaluating a group functioning &
production.

SOURCES: Walker, Margaret & Woodruff, Bob. 10/15/99. Organizational Systems Renewal Institute.
Schein, E.H. 1970. Groups and intergroup relations. In Natemeyer, W.E. & Gilberg, J.S. (Eds.),
Classics of Organizational Behavior.

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 TEAM SPIRIT SPIRAL WORKSHEET
How to use this worksheet: Superior Team Spirit is symbolized as a spiral circling
and growing from initiating through letting go. Service is the core. In the
Personal Rank column, rank the phases from 1 to 6 in the order you feel most skilled
or capable of performing them. For example, if envisioning the teams possibilities is
your strongest capability, put a 1 in the column in the Visioning row. Your next
strongest asset you would rank 2, and so on. Fill in the Team Rank column by
repeating this process but with the whole team in mindrank the teams strongest
capability 1, the next strongest 2, and so on.
Pers. Team
Consonances (+) Dissonances (-) Rank Rank
1 ServiceThis is the core of the spiral. Delighting customers and
contributing to others are the essential ways of high-performance teams.
+ contribution depletion
+ aligned execution uncoordinated action
+ mutual support lack of support
2. InitiatingFirst rite of passage a group experience when it comes together;
tentativeness; the purpose is to work through the tentativeness, creating trust
and a relationship.
+ orientation disorientation
+ belonging alienation
+ trust mistrust
3. VisioningWhat is the essence of our work together? Clarify purpose,
values and beliefs. How can we best serve?
+ shared vision/values ambiguous vision/values
+ compassion callousness
+ presence misaligned
4. ClaimingTeam takes ownership for the goals and roles. Who is going to
do what by when?
+ goal/role alignment nonalignment
+ organizational support no organizational support
+ competence deficiency
5. CelebratingWhen the service the team has provided is honored there is a
sense of unbounded possibility and wonder; energizing.
+ appreciation non appreciation
+ energy burnout
+ wonder disenchantment
6. Mending RiftsAllowing ourselves to be honest and clear in our
relationships; constructive feedback is safe and welcomed; stretching outside
the walls.
+ disclosure withheld communications
+ constructive feedback criticism
+ completion incompletion

John Perkins. PhD., certified Team Spirit Facilitator.

Team Spirit @ 1994 Barry Heermann. Expanded Learning Institute. Used with permission.
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 ANATOMY OF AN AGENDA
Sample agenda for a regular meeting that begins at 9 AM and runs for 90 minutes.

# CLOCK LENGTH DESCRIPTION, WHO PURPOSE

1 8:45 AM :15 Room Setup, facilitator & notetaker Prepare Space

2 9:00 :15 Welcome, facilitator Greeting

Agenda Review, facilitator Orientation
3 Check-In, All Connection
4 Team Rules, facilitator Norms
5 9:15 :60 Agenda Items 1, Team member A Work
Agenda Item 2, All
etc.
6 10:15 :05 Next Steps, All Accountability
7 10:20 :10 After Meeting Review, All Team Learning
8 10:30 :10 Cleanup, Team Citizenship

Explanation of the Columns

# Optional. A column that numbers the rows can direct peoples attention quickly to
a specific part of the agenda.
Clock Optional. The when of the agenda. Another technique like the numbered
rows that helps team members keep track of what to attend to during the meeting.
Length Recommended. The how long of the agenda. Keeps teams attention on
track and provides a means of deciding if a topic has been discussed enough at
given meeting. Complex topics are better discussed in shorter discussion over
several meetings. If, though, a team finds itself close to agreeing on something
thats been well discussed, relax the schedule a bit and let the team settle the
issue.
Description, Who Recommended. The what and who of the agenda.
Purpose Recommended. The why of the agenda. Reminds team members of the
purpose for each agenda line.

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 EFFECTIVE MEETINGS COACHING
The Interaction Method uses two people to facilitate a meeting: a facilitator to direct
the conversational flow and a notetaker (or recorder) who records the Team
Memory. We will meet twice with the two members of the team who will practice the
Interaction Methodonce for a pre-brief before the planned meeting to prepare an
agenda and discuss the two rolesand once after the meeting to debrief. We will
also attend the meeting to observe it.

FORMAT OF COACHING SESSION

Team: Date & Time:

FACILITATOR NOTETAKER
Name: Name:

First Facilitator Skills Practice: First Notetaker practice skills

Agenda Review
Check-in
Plus one each from
[ ] Directing the Process &
[ ] Supporting the team
skill descriptions (see page 11).
Halfway through the meeting, Switch Roles
Second Facilitator skills:
One each from
[ ] Directing the Process &
[ ] Supporting the team skill
descriptions.
After Meeting Review
Check-Out
Protect one hour to jointly prepare notes to send to team.
Prepare to Record
Plus one each from:
[ ] Showing member they have
been heard
[ ] Actively organizing ideas
[ ] Enliven the Record with
Creative Touches
skill descriptions (see page 12).
Second Notetaker Skills:
one each from:
[ ] Showing member they have
been heard
[ ] Actively organizing ideas
[ ] Enliven the Record with
Creative Touches skill
descriptions.
Collect and secure Team Memory
at the end of the meeting.

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 PREPARING & DISTRIBUTING TEAM NOTES
When you serve in the role of facilitator or notetaker protect an hour of your time
soon after the meeting to prepare the notes and get them out to the team. This serves
several functions: (a) you get to the notes when your memory of the meeting is still
fresh, (b) the tangible notes will remind team members of any Next Steps they have
responsibility for, and (c) the notes themselves become an archive of the teams
decisions and Next Steps.

Place a large DRAFT at the beginning of the notes. Team members can offer
suggestions and changes before the notes are considered final or approved. As
most notes are for internal team use, assume that team members are abreast enough
of developments that the notes do not have to provide overly detailed descriptions.

FORMAT OF NOTES
Heading. It may help to have a standard heading to capture basic information. For
example:

Team Name: Meeting Date: __/__/__ From: __:__ - __:__

Present: [list team members in attendance]
Absent: [list absent members]
Guests: [list guests]
Facilitator: Notetaker:
[It may shave some time off the typing of the notes to attach the agenda.]
Body of the Notes. Many of the front of the meeting routine items (agenda review,
check-in and team rules) can be briefly mentioned in the meeting notes. Its
important for the team to document for itself that it is remembering to do a check-in
or review the team rules, but not what people shared. If something out of the
ordinary occurred, by all means, make a note of it. For example, if the team rule
about starting on time drew comments it helps to mention that in the notes.

For each agenda work items include:

Topic
General discussion points
Decisions reached (key reasons supporting and against)
Next Steps (what, by whom, by when)

Use tact when describing the After Meeting Review. As a general rule, gloss over
individually volunteered areas for improvement but mention comments that suggest
places for the team to improve.

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 The 3 Main Roles & How to Play Them
Note Taker/Recorder
records team memory on a
RECORDS
large pad TEAM
show members that they have MEMORY
been heard LISTENS
actively organizes ideas ORGANIZES
enlivens the record with IDEAS
creative touches OPINIONS
DECISIONS
USES
CREATIVE
TOUCHES

Process Facilitator
focuses the attention of the team
starts the meeting
creates an agenda
keeps the meeting on track
watches the clock

Team Members
abide by the ground rulesexercise self-
control
support the facilitator and recorder
become an asset to the teams work
balance the power of influence
stay emotionally present, honest,
sensitive to other members
serve team needs and goals
stay aware of process, people, and time
stop when a supportable solution is
found

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 DESCRIPTIONS & EXAMPLES OF FACILITATION SKILLS
Directing the Process (navigator role:
sequencing of events)
A. Opening with time for CHECK-
IN starting a meeting with a 5 to 7
minutes activity that allows members
to reconnect. To check-in, lets each
share one thing we do that
B. Watching the time moving the
team smoothly through the agenda or
letting them know when time has
expired. Thats all the time we set
aside for this topic. Now we need to
turn to or We have time for one
more comment.
C. Including everyone soliciting the
participation of all team members.
_____, youve been quiet throughout
this discussion, would you mind
sharing what you think about this?
D. Enforcing the ground rules
protecting the trust within the team by
making sure everyone remembers and
follows the teams rules. ____, our
ground rule is no criticism without a
suggestion. I think I just heard a
criticism, so do you have any
suggestions as well?
E. Inviting shared decision making
permitting team members to decide
how the team can function better.
Facilitators may either ask members
for their preferences, or a member
might spontaneously make a
suggestion. Would it be okay to
reverse the order of presentations, ____
has to leave early?
F. Creating variety interjecting
variety into the meeting to prevent
boredom. (For a team that normally
sits through every meeting.)
Everyone stand up. Those who agree
with ___, step towards my left. Those
who side with ___, please step to my
right. What would help you take a step
toward the other side?
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G. Concluding the session ending a
meeting with a five minute After
Meeting Review. Following with
collecting comments from everyone. In
the time thats left, share in one or two
words how youre feeling about todays
discussion.
Supporting the Team
H. Listening (e.g., clarifying,
paraphrasing, summarizing)
clarifying means making a comment
clearer. Do you mean ______.
Paraphrasing means restating a
comment with different wording. If I
can paraphrase what you just said, you
feel that _______.
Summarizing means concisely restating
the important points. This discussion
has brought out four themes so far, __,
__, __ and __.
I. Normalizing underlying conflict
pinpointing for the team just where
opinions differ while fostering a
discussion where all members will
honestly disclose what they think and
feel. Lets see where we are. It seems
like two members feel XYZ and the rest
feel ABC. Thats fine, since theres no
right or wrong.
J. Praising and acknowledging
reinforcing comments or behaviors that
contribute to the discussion. ______,
how you stated your understanding of
the material was especially helpful. It
cleared up some things for me.
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 DESCRIPTIONS & EXAMPLES OF PARTICIPATION SKILLS
1. Demonstrate trust: share
information, thoughts, ideas,
feelings Group conversations feed
off every persons ideasespecially
when they are not yet fully formed.
Experiment with trusting others. Let
me think out loud a moment
2. Demonstrate an open mind
Use the differing points of view that
emerge during discussion to stretch
your own understanding. ____,
your interpretation is so different
than mine. Could you say more
about what you mean?
3. Understand other positions (e. g.,
ask clarifying questions,
paraphrase, restate) clarifying
means making a comment clearer.
Do you mean ______. Paraphrasing
means restating a comment with
different wording. If I can
paraphrase what you just said, you
feel that _______. Summarizing
means restating the important points
one or two sentences. I hear four
themes so far, __, __, __ and __.
4. Keep discussion on track As a
group member, you can help return
an off-track discussion back to the
topic at hand. Id like to comment
on [the topic]. My feeling is
5. Engage in friendly disagreement
Practice disagreeing without
straining relationships by name
calling or trying to win through
dominating the discussion. Good
point, ___, but I think we have a
friendly disagreement, in my view
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DESCRIPTIONS & EXAMPLES OF
NOTETAKER/RECORDER SKILLS
6. Let others speak Holding the
groups attention feels good. When
you realize youve been
monopolizing the time, end your
comments. Itll take me about thirty
seconds to finish, and then Ill be
quiet.
7. Address remarks to group As
you speak, make eye contact with
several people. Avoid addressing
comments to your shoes or the
ceiling lights.
8. Communicate needs Help your
team know what you need. ____,
would you mind repeating what you
just said. There was a loud noise by
this window and I missed it.
9. Value your experiences &
opinions Even when no one else
on the team agrees with your or
validates what you know to be true
resist changing your beliefs in order
to fit in. Okay, it looks like Im by
myself in believing this in this
group.
10. Offers suggestions to support
team When you notice something
that can improve the teams
performance, offer it. Would it be
okay to reverse the order of
presentations, ____ has to leave
early?
11. Practice SLANT* Sit up,
Listen, Ask questions, Nod, & Track
speaker with your eyes. Team
members will feel seen and heard by
you when you use these specific
behaviors.
* Acronym created by David Levin &
Michael Feinberg.
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 DESCRIPTIONS & EXAMPLES OF
NOTETAKER/RECORDER SKILLS
RECORD TEAM MEMORY
a. Prepare to Record Allow at least
fifteen minutes to prepare to Record if
the room is not already set up. Cut about
ten two inch strips of tape and have
them handy. Discuss with Facilitator
where to stand. As part of the agenda
review, remind team members of your
role. Date the first page, then number all
pages so their order can be reproduced
later.
Have your markers ready. Use darker
colors (black, brown, blue, green and
purple) for text, lighter colors for
creative touches.
Other supplies needed: masking tape,
flip charts, and wall space or easels.
b. Prepare headings Put headings on
separate sheets for expected topics for
discussion. Mark one sheet Bin or
Parking Lot and list here any topics
not on the agenda so the team can
remember to return to them later.
SHOW MEMBERS THEY HAVE BEEN
HEARD
c. Listen for the essence Face
members and they speak. Listen for the
essence of their ideas. Attend to key
words, phrases, nouns, verbs, metaphors
and concepts.
d. Paraphrase with permission When
you are summarizing a lengthy
comment, you are permitted to say to a
member, H_____, can I put up here
GHI? Does that get at what you meant?
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ACTIVELY ORGANIZE IDEAS
e. Link comments As Recorder, you
may notice a connection among comments
by different team members. When you see
these, help your team by drawing arrows,
numbers, stars, etc. linking related
comments.
f. Cluster comments When member
comments fall into distinct categories, use
separate sheets or a single divided sheet to
list similar comments together.
ENLIVEN THE RECORD WITH
CREATIVE TOUCHES
g. Use icon and stick figures Add
quick drawings to the Group Memory to
provide variety organize material.
Examples include: happy faces, sad faces,
stick figures and clock faces.
h. Use lighter hues for highlighting
lighter colored markers add drama and
emphasis when used to underscore
headings or fill-in drawings.
FOLLOW-UP WITH TEAM
i. Send notes to team members With
the facilitator, review the notes, enter
them into a computer file and share with
team. Store the note sheets until no longer
needed.
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 GUIDELINES FOR THE AFTER MEETING REVIEW (AMR)
"The Army's After Action Review (AAR) is arguably one of the most successful
organizational learning methods yet devised. Yet, most every corporate effort to
graft this truly innovative practice into their culture has failed because, again and
again, people reduce the living practice of AAR's to a sterile technique." Peter
Senge

Purpose and Benefits

The After Meeting Review (AMR) is a specific variant of the After Action Review
(AAR). The main difference is that the AMR brings team attention to the specific
details of how it conducts its meetings. The AAR can have a much larger scope and
help a team take a retrospective view of its activities and results. The AMR is the
specific caseAAR the general one.

Not only the Army, but firefighters, forest fire jumpers, commercial airline flight
crews, air traffic controllers and some surgery teams use AAR to learn, share their
personal perceptions of what occurred during their shift, and find ways to adjust
their exceptions and behaviors (learn) to improve performance.

The habit of predictable and consistent use of AMR benefits teams by

Sharing perceptions and feelings immediately after the meeting while its
fresh in team members minds and everyone is still present.
Providing a time for a nonjudgmental, equal status review of the teams
actions. The least senior and most senior team members have equal
participation status during AMRs. The same applies, too, for the highest
status (the leader) and the lowest status team members.
Building confidence across the team that members will take appropriate
actions at the appropriate times.
Aligningby discussing and comparing experiencesseparate member
perceptions into a common team perspective on events.
Providing a formal time for clarifying team communication and reducing
conflict.
Activating, honoring and respecting team rules.

The When and How of AMR

When The AMR should review the actions of the team near the end of a meeting.
What is discussed, of course, depends on what happened. Usually, expect an AMR
to take five minutes or less. Vary the comments as necessary; take longer when
required by circumstances.

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How Creating a set sequence for comments helps the team use this time well.

Sample sequence:

Begin AMR (See notes after the end of these steps for additional explanations.)

1. Facilitator: Two things I did well this meeting were A and B.

2. Notetaker: Two things I did well this meeting were C and D.

3. [Team members} I (we, the team) helped our meeting today by E.

4. Facilitator: One thing I (we) could improve on for next time is F.

5. Notetaker: One thing I (we) could improve on for next time is G.

6. [Team members} One thing I (we) could improve on for next time is H.

7. Other comments for improvement (from anyone).

End Sample Sequence

Notes for Step(s):

1-3. Allowing the facilitator, recorder and members to offer their own positive
self-evaluations begins the AMR on an upbeat. It also avoids one member
volunteering to be the team evaluator or expert. If a team member is
practicing a skill for the first time, this offers them a chance to share some of
their pre-meeting anxieties and satisfaction with how well matters turned
out. Theres a limit of two as a way to help members constrain how much
time they take speaking.
4-6. Similar principle as noted for the first three steps, this time team members
volunteer where they may improve. It works because it is self-chosen,
achievable, and preserves of the speakers self-esteem.
7. Whenever possible, it is best for team members to phrase suggestions in
neutral or positive language. We took 20 minutes on check-in today may
be enough for team members to be reminded that meeting time is short and
to offer briefer check-ins at the next meeting. This is preferred over: Because
of our long-windedness we spent too much time socializing at the beginning
and had to rush through some important items.

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 RESOURCES
Daniels, William R. 1990. Group Power II: A Managers Guide to Conducting Regular
Meetings. San Diego: University Associates.

Doyle, Michael and Straus, David. 1993, 1976. How to Make Meetings Work : The New
Interaction Method. Berkley Pub Group: New York.

Facilitation Start 4 All. 2002. Available 8.11.07 at http://facilitation.start4all.com/

Fisher, Roger, and Ury, William. 1981. Getting to YES: Negotiating Agreement Without
Giving In. New York: Penguin.

Hon, David. 1980. Meetings That Matter: A Self-Teaching Guide. New York: John Wiley
& Sons, Inc.

Human Leadership and Development Division of the American Society for Quality,
The Association for Quality and Participation and The International Association of
Facilitators. 2002. Basic Facilitation Skills. Available on 8/10/07 at http://
www.uiowa.edu/~cqi/2002BasicFacilitationPrimer.pdf

Kerth, Norman. 2001. Project Retrospectives: A Handbook for Team Reviews. New York:
Dorset House.

McDonald, Lark. 2005. After Action Review. Available on 8/10/07 at http://

www.fireleadership.gov/toolbox/after_action_review/aar.pdf

Murk, Peter. 1994.. Effective Group Dynamics: Theories and Practices. International
Adult Education Conference of the American Association for Adult and Continuing
Education, Nashville, TN. Available on 8/12/07 at http://www.eric.ed.gov/
ERICWebPortal/recordDetail?accno=ED377401

Scholtes, Peter. R., et al. 1988. The Team Handbook: How to Use Teams to Improve Quality.
Madison, WI: Joiner Associates.

Spencer, Laura J. 1989. Winning Through Participation: Meeting the Challenge of

Corporate Change with the Technology of ParticipationThe Group Facilitation Methods of
the Institute of Cultural Affairs. Dubuque, IA: Kendall/Hunt.

Straus, David and Doyle, Michael. 2002. Interaction Associates webpage. Available
8/12/07 at http://www.interactionassociates.com/

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