How to run an effective meeting.. the main three steps

1. How to Run Effective Meetings
Management Skills
Asma Sharabati

2. Some common complaints about meetings include:
❑ Starting late
❑ Not having a purpose
❑ No clear objective for the meeting
❑ Disorganized
❑ Some attendees don’t participate
❑ Some attendees do all the talking
❑ Longer than they need to be
❑ No common understanding of the results

4. three steps for effective meeting :
1. Planning the meeting
2. Conducting the meeting
3. Evaluating the meeting

5. Planning the Meeting

6. Planning the Meeting

11. Conducting the Meeting

12. Conducting an Effective Meeting
❑ Start the meeting with some general information about the purpose.
This gives everyone the same foundation from which to begin the
communication.
❑ Establish ‘‘meeting-keeping’’ roles such as timekeeper, agenda
cop, scribe. This will help en sure that the meeting runs smoothly and that
meeting notes will be available for everyone.
❑ Introduce the use of a ‘‘parking lot.’’
When a participant introduces a topic that is not on the agenda, have her
put the thought on a Post-it Note and place the Post-it on the parking lot
(a piece of paper taped on the wall with the words parking lot at the top
of it). In this way, the thought is acknowledged and not forgotten.

13. ❑ Follow the agenda.
❑ Generate discussion among all attendees. Ways to do this include:
—Asking for feedback
—Asking another attendee to paraphrase what was just said
—Encouraging participation by asking quiet attendees what they think
—Reflecting on what you think is being said or thought
—Supporting participant ideas
❑ Recap the outcomes or results of the meetings. Make sure that
each attendee knows the action expected of him/her based
on the meeting.

14. ❑ Meet your time commitments. If the meeting is running late, ask
participants if they are able to extend the time, or reschedule the
meeting continuation for another time.
❑ Review ‘‘parking lot’’ items. If possible within the originally
scheduled time, address these concerns. If time will not permit, ask
if another meeting needs to be scheduled with these items on the
agenda.
❑ Set a time for a next meeting.
❑ Ask for a meeting evaluation. This ensures that participants
have an opportunity to let you know what worked well in
the meeting and what they would like to see done differently.

15. What if…??

16. Evaluating the Meeting

17. Evaluating the Meeting

18. Evaluating the Meeting

20. To Ensure
a Successful Meeting
Ensure That the Right People
Attend, at the Right Time and
Place, and That They Reach the
Right Decisions

21. Role of the manager when Chairing a
Meeting
• Keep discussion focused on the topic
• Intervene if discussion fragments into
multiple conversations
• Tactfully prevent anyone from dominating

22. Role of the manager when Chairing a
Meeting
• Bring discussions to a close
• Ensure all participants are aware of all
decisions that have been reached
• Notify group when time for an item has
expired

23. IN SUMMARY . . .

24. IN SUMMARY . . .
Without proper preparation, meetings can be a waste
of time.
Agendas are critical to keeping a meeting on track and
keeping all participants informed.
Agendas must list one or more objectives, which state
the purpose of the meeting.
Invite only the necessary people to meetings to keep
the group focused and active.

25. When leading a meeting, speak with
energy, tone variability, and hand
gestures.
Maintain eye contact with your
listeners.
Listen carefully and completely
before preparing to disagree with
someone.
At the end of the meeting,
summarize all the actions or
decisions that were made to be
sure everyone is in agreement.

26. References
• Ellis, Carol W., Management skills for new
Managers, American Management
Association, 2004.
• Communication Skills, Ferguson Career Skills
Library, 2004.

27. Best Wishes
Asma Sharabati
asma_hatem@hotmail.com
Management Skills part 4
Hebron University
2011

29. Managerial skills
Asma Sharabati
Hebron University

30. DEFINITIONS:
Greenberg and Baron defines a team as
‘a group whose members have complementary skills
and are committed to a common purpose or a set
of performance goals for which they hold
themselves mutually accountable’
Stephen Robbins describes a work team as
‘a group whose individual efforts results in a
performance that is greater than the sum of
those individual inputs’

31. • A team is a group of people formed to achieve
a goal. Teams can be temporary, or indefinite.
With individuals sharing responsibility, the
group as a whole can take advantage of all of
the collective talent, knowledge, and
experience of each team member.
• Team building is an organized
effort to improve team effectiveness.

32. Teamwork Considerations
• Trust
• Effective communication, especially listening
• Attitude positive "can do"
• Motivation to perform and improve
• We mentality
• Ownership of process with pride in
accomplishment
• Respect and consideration of others
• Keeping focus

34. What Makes a Good Team?
• A true team is a living, constantly
changing, dynamic force in which a
number of people come together to work
• Team members discuss their objectives,
assess ideas, make decisions, and work
towards their targets
together

35. Why Team?
Benefits of Teams:
Better decisions and motivation
Everyone can participate
Nurtures improved working relationships
Encourages rewards in the work itself
Freer contribution of information
Increases communication
Thrusts an organization towards common goal
Supports an organization-wide perspective

36. Benefits Of Teamwork
Integration of the Talents
The Collective Utilization and Competencies
Of Individuals’ Efforts they Possess

37. What Benefits Could Teams Provide
Your Organization?

38. IMPORTANT
CHARACHTERISTICS OF A
TEAM:
1. SMALL NUMBER: A team consists of few people as the interaction and
influence processes needed for the team to function can occur only when
the number is small.
2. MIX OF SKILLS: A team includes people with a mix of skills appropriate
to the task to be done.
3. COMMON PURPOSE OR GOAL: A team comes together to take action
to pursue a goal. The purpose becomes the focus of the team, which
makes all decisions in pursuit of the goal.
4. MUTUALLY ACCOUNTABLE: Mutually accountable is a kind of
promise that members make to each other to do everything possible to
achieve their goals, and it requires commitement and trust of all members.

39. Finding the Right Balance Of Skills
Technical In disciplines
expertise
Problem-solving Team-working
skills skills Ability to cope
Ability to make
clear decisions with others

40. Responsibilities
Team Leader
• Moves the team to accomplish its task
• Provides a conducive environment for getting
the work done (location, resources)
• Communicates with the team

41. Team Facilitator
• Makes things happen with ease
• Helps the group with the process
• Enables the group to produce the "how"
decisions
• Note: Facilitators may be members or non-
members of the team.

42. Team Recorder
• Writes down the team's key points, ideas and
decisions
• Documents the team's process, discussions,
and decisions

43. Team members
• Displays enthusiasm and commitment to the team's
purpose
• Behaves honestly; maintain confidential information
behind closed doors
• Shares responsibility to rotate through other team roles
• Shares knowledge and expertise and not withhold
information
• Asks questions
• Respects the opinions and positions of others on the
team, even if the person has an opposing view or
different opinion

44. What makes teams work?

45. Points to Remember
• A team member is still an individual, and
should always be treated as such
• Cross-functional teams offer the chance to
learn about roles and work of others

47. Understanding Team Dynamics
An Overview of Tuckman and Jensen’s Four-Phase Model
Educational psychologist Bruce Wayne Tuckman, Ph.D. was charged by
his boss at the Naval Medical Research Institute, Bethesda MD with a
review of 50 articles about team behavior. From this body of work, Dr.
Tuckman conceived his theory of group developmental processes in
1965.

48. Stage 1 - Forming
During the first stage, the team is becoming acquainted with each
other and teamwork. Members are building rapport, honesty, trust,
and open communication. They are trying to determine what it
takes to fit in. The team members usually have great enthusiasm
for the project. However, they do not know how to work as a team
to accomplish it. During this stage the team is deciding what they
need to accomplish and who needs to accomplish it.
The Forming stage. Groups initially concern themselves with
orientation accomplished primarily through testing. Such testing serves to
identify the boundaries of both interpersonal and task behaviors.
Coincident with testing in the interpersonal realm is the establishment of
dependency relationships with leaders, other group members, or pre-
existing standards. It may be said that orientation, testing and dependence
constitute the group process of forming.

49. Stage 2 - Storming
Stage 2 is characterized by being overwhelmed by the information
and task. Sometimes power struggles, emotions, and egos become
evident. This stage is the most difficult to overcome. Some teams
never progress past this stage. If this happens, they should be
disbanded. To move forward to the next stage, the team must find
some small success as a group. Once the team understands they
can perform as a team, the team usually progresses to the next
stage.
The Storming stage. The second point in the sequence is
characterized by conflict and polarization around interpersonal issues,
with concomitant emotional responding in the task sphere. These
behaviors serve as resistance to group influence and task requirements
and may be labeled as storming.

50. Stage 3 – Norming
During Stage 3 the team moves toward the mission. In this stage
customer contact and measurements can help the team members
start to assist each other and focus on the mission. This is the first
stage where the team is actually working as a team. Here the team
knows how to operate as a team.
The Norming stage. Resistance is overcome in the third stage in which in-
group feeling and cohesiveness develop, new standards evolve, and new
roles are adopted. In the task realm, intimate, personal opinions are
expressed. Thus, we have the stage of norming.

51. Stage 4 - Performing
Finally in stage 4 the team becomes effective. The team members
work together to achieve the mission.
The Performing stage. Finally, the group attains the fourth and final stage in which
interpersonal structure becomes the tool of task activities. Roles become flexible
and functional, and group energy is channeled into the task. Structural issues have
been resolved, and structure can now become supportive of task performance. This
stage can be labeled as performing.

52. Stages of Team-development
The team first comes together;
discovering "Why? What? Who? When?".
Conflicts have not begin to emerge yet

53. manager’s Role
Forming
Use socializing and team discussion to initiate
group work

54. Stages of Team-development
Forming Storming
Disagreements arise about what needs to be done and who will do it.
People are annoyed by
The restrictions imposed by the team

55. manager’s Role
Forming Storming
Assert your authority to defuse conflict in
the team

56. Stages of Team-development
Forming Storming Norming
The goals, roles, and boundaries have been
clarified and accepted by team members.
They have taken ownership and accountability
for getting the work done

57. manager’s Role
Forming Storming Norming
Encourage team members to establish a creative
work pattern

58. Stages of Team-development
Forming Storming Norming Performing
The team becomes a true team, working in harmony, supporting one another. The
team, not the leader, manages the project. Team members make adjustments to
keep the deliverables on track

59. manager’s Role
Forming Storming Norming Performing
Build-up team faith in their collective ability
and skills

60. ������ Identify what stage of team development your team is in.
My team is in the ______________________ stage.

62. What Will It Take To Make Your Team
a Success?

63. manager’s Role in
Team-building Process
• Identifying purpose of forming team
• Selecting team members
• Identifying strengths and weaknesses
• Setting objectives and clarifying issues
• Allocating roles and responsibilities
• Supporting team members

64. manager’s Role in
Resolving Team Conflicts
• Clarifying impact of conflict on performance
• Identifying causes of conflict
• Inviting parties to explain their points of view
suggesting solutions
• Selecting appropriate methods for solution
• Agreement on roles to resolve the conflict
• Developing a plan of implementation

65. Action Steps to Success
Step 1
Ensure That All Partners Have a Part in Developing
the Shared Vision and Common Goals.
A jointly developed shared vision that
incorporates all partners’ expectations for the
project and that accommodates individual and
organizational agendas is a good foundation for
building a functional team that
will collaborate
to reach a common goal.

66. Step 2
Define Member Roles and Responsibilities.
Defining and articulating roles and responsibilities
demonstrates that the collaboration has carefully
planned how partners can contribute to the
success of the problem-solving initiative or other
community policing project.
Collaborations should define the roles and
responsibilities of the lead agency, partners,
committee chair, meeting facilitator, and
members.
For each of these roles,
the collaboration should define:

67. • What does it mean to assume one of these roles?
• What am I responsible for if I take on this role?
• How long will I have to serve in that role?
Developing a glossary of collaboration roles and responsibilities
answers questions, defines relationships, and promotes individual
and group accountability. Clear expectations allow members of the
partnership to have the information they need to make informed
decisions regarding participation. Moreover, clearly defined roles
and responsibilities increase the likelihood that
members will accept tasks that are reasonable and ensure that the
action plan will be successfully
implemented.

68. Step 3
Involve All Partners in Project Activities, Meetings, and
Discussions.
Whenever possible, try to schedule meetings so that all partners
can attend. Develop mechanisms to inform partners of
meeting minutes and decisions, especially those partners who
were absent from a particular meeting. Maintain open
communication and share decision making through
consensus. At times, core partners may be tempted to make
unilateral decisions or undertake tasks without team input or
assistance, especially if these partners feel that not enough
progress has been made. Developing
a pattern of operating single-handedly,
however,is a sure way of alienating
partners and losing resources.

69. Step 4
Seek Commitment from Partners.
Team leaders should seek commitment from partners to
participate actively as a team in the collaboration. This
commitment can be gained and sustained if core
partners lead the team with consistency and integrity,
respect the membership’s diversity without attempting
to change individuals, and if core partners strive to
generate equal participation and meaningful
contribution by all collaboration members. Core
partners who use their influence to compel other
partners to participate or concede
to “team” decisions may achieve
compliance, but they will not
generate teamwork.

70. Step 5
Acknowledge and Reward Team Members.
Ensure that all team members know how their
individual efforts contribute to the team’s
effort and to the common goal. Acknowledge,
credit, and support individual efforts as vital
to the success of the collaborative initiative.
Encourage all partners to
continually share their
individual contributions
with the entire team.

71. Team Cohesion Has A Great
Effect on Productivity
Cohesion
Productivity

72. Time spent
together
Challenges Proximity of
Facing team Team members
Previous
Size of team
achievements

75. References
• Teamwork and Team Building Student
Manual CorporateTrainingMaterials.com
• Teamwork Strategies Collaboration Toolkit
• Section 6: Teamwork Strategies