BUS 51 - Mosley7e ch10

Part 4

Skill Development

Chapter 10

Meetings and
Facilitation Skills

Mosley • Pietri
PowerPoint Presentation by Charlie Cook
The University of West Alabama

© 2008 Thomson/South-Western
All rights reserved.

Learning Objectives
Learning Objectives
After reading and studying this chapter, you should
be able to:
1. Explain how technology is enhancing meetings.
2. Explain the four basic purposes of meetings.
3. Differentiate between the leader-controlled approach
and the group-centered approach used in meetings.
4. Identify the advantages and disadvantages of
meetings.
5. Describe the actions that a supervisor can take before,
during, and after a meeting to make it effective.
© 2008 Thomson/SouthWestern. All rights reserved.

10–2

Learning Objectives (cont’d)
Learning Objectives (cont’d)
After reading and studying this chapter, you should
be able to:
6. Explain the process of consensus decision making in
meetings.
7. Define group facilitation.
8. Explain the role of group facilitator.
9. Differentiate between process consultation and other
models of consultation.
10. Specifically identify what can be done to make
teleconferencing more effective.

10–3

The Changing Technology of Meetings
• Technology that
Enhances Meetings:
 Cell phones
 Videoconferences
 Computers and software

meeting-support programs
 Onscreen display of

discussion points, voting by
members, actions taken,
and meeting minutes

10–4

EXHIBIT 10.1

Purposes of Meetings


10–5

Purposes of Meetings
• Information-Giving Meeting
 Held to announce new programs and policies or to

update present ones.

• Information Exchange Meeting
 Held to obtain information from group members.

• Fact-Finding Meeting
 Held to seek out relevant facts about a problem or

situation.

• Problem-Solving Meeting
 Held to identify the problem, to discuss alternative

solutions, and to decide on the proper action to take.
10–6

Approaches Used at Meetings
• Leader-Controlled Approach
 Used at meetings of large groups in which the leader

clearly runs the show and the open flow of information
is impeded.

• Group-Centered Approach
 Used at meetings in which group members interact

freely and address and question one another.


10–7

EXHIBIT 10.2

Interaction in the Leader-Controlled Approach


10–8

EXHIBIT 10.3

Interaction in the Group Centered Approach


10–9

Advantages and Disadvantages of
Meetings
Advantages of Meetings:
1. Save time.
2. Ensure consistency of
information.
3. Permit formal exchange
of information.


Disadvantages of Meetings:
1. May be unnecessary.
2. May not be cost effective.
3. May result in watered down
decisions.
4. May become impersonal.

10–10

EXHIBIT 10.4

Meetings Cost!

Many managers overlook the cost of meetings. The following table approximates hourly
costs for employees at four salary levels. The hourly rates include only salary and
normal benefits. They do not include costs of meeting planning and preparation time,
travel time/costs, follow-up costs, and the like.

Salary/Benefit Hourly Meeting Costs
Number of Participants
Salary

25

10

8

6

4

$100,000

$1,825

$730

$584

$438

$292

80,000

1,460

584

467

350

234

60,000

1,095

438

350

263

175

40,000

730

292

234

175

117


10–11

Making Meetings Effective
• Factors to Consider Before the Meeting:
 Determine whether or not the meeting is necessary.
 Have a clear purpose for the meeting.

• Preplan the Meeting:
 Give adequate advance notice.
 Make sure that key people will be able to attend.
 Distribute copies of the meeting agenda in advance.
 Let people know in advance if they need to provide

information.
 Check that the meeting room is arranged and that
visual aids are functioning properly.
 Form an idea of how long the meeting should last.
10–12

Making Meetings Effective (cont’d)
• Factors to Consider During the Meeting:
 Start the meeting on time.
 Designate someone to take minutes.
 Clarify your expectations; introduce each item on the

agenda by stating your purpose for including it.
 Provide leadership.


Keep the meeting moving and focused on the agenda.



Encourage contributions by all present.



Summarize positions of the group periodically.



Address problems of participant behavior.

 Encourage two-way communication.


10–13

EXHIBIT 10.6

Agenda Planning

1. If possible, distribute an agenda several
days before a meeting.
2. Allow an opportunity for members to add
topics to the agenda.
3. Indicate the time allotted for agenda
topics. This will help time management
during the meeting.
4. Where the list of agenda topics is long,
begin with routine items.
5. In longer meetings, controversial topics
should be addressed sufficiently early in
the agenda while group energy is
sufficiently high. Placing controversial
items at the end of an agenda when
discussion time is limited may give the
impression that you are manipulating the
group.
6. Build a break into meetings that last
longer than 90 minutes. This will allow
members to network, address other workrelated items, and use the restroom as
needed.


Source: Sample Agenda adapted from Deborah J. Barrett, Leadership Communication: (New York: McGraw-Hill/Irwin,
2006, p. 216. Other information from http://www.3com/meetingnetwork/reaingroom/meetingguide_anatomy.html)

10–14

EXHIBIT 10.8

Questioning Techniques for Leaders of Meetings

• Clarifying or elaborating on a point made by someone.
Example: “Are you saying that . . . ?” or “Alice, would you mind
giving us a little more detail about the situation? When did it
happen?”
• Calling on someone who is reluctant to talk.
Example: “Pete, you’ve been through more maintenance
shutdowns than most of us. What do you think about all of this?”
• Getting specific facts.
Example: “Exactly what were our production figures last month?
Can someone give us those figures?”
• Examining possible alternatives.
Example: “What are the pros and cons of converting to the new
system?” or “Would we be able to keep up our quality under the
new system?” or “What
2008 Thomson/South- would happen if . . . ?”

©
Western. All rights reserved.

10–15

EXHIBIT 10.8

Questioning Techniques for Leaders of Meetings (cont’d)

• Initiating group discussion.
Example: “What is your reaction to this new vacation policy?” or
“Does this new policy affect anyone here?”
• Obtaining more participation from the group.
Example: “We’ve heard two alternatives. Are there any more?”
• Guiding the meeting tactfully in certain directions.
Example: “We seem to have already discussed this issue pretty
thoroughly and agreed on a course of action. Is everyone ready
to move on?”
• “Testing the water” as to the group’s feeling.
Example: “What would be your reaction if we went to the system
we’ve been discussing? Would you support it?”


10–16

Work to Achieve Consensus Decisions
• Consensus is likely when a group’s members:
 Openly state their true feelings, ideas, and disagreements.
 Examine their different views fully.
 Try to understand underlying reasons behind their differences on

an issue.
 Actively listen to and seek to understand other members’

positions.
 Focus on issues rather than on personalities.
 Avoid actions that polarize members or lock them into positions.

• Closure
 Successfully accomplishing the objective for a given item on the

agenda.


10–17

EXHIBIT 10.9

Eleven Team Member’s Point Allocations Using 10-4 Prioritizing Format

Item for 10-4 Scoring: “Possible Actions to Increase Teamwork in Our Department”
a) Change incentive system so that it reflects part individual, part department results
3, 1, 2, 1 = 7
b) Include teamwork as an item on performance evaluation system
2, 3, 1, 3, 4, 4, 3, 4, 3, 4 = 31
c) Develop system for recognizing when someone has been a good team player
4, 4, 4, 4, 3, 4, 4, 4, 2, 4, 3 = 40
d) Include teamwork related behaviors as part of everyone’s job description
2, 2, 2, 3, 1, 1, 2, 2 = 15
e) Cross train members so that they better understand all jobs in the department
4, 1, 2, 3, 2, 2, 1, 1 = 16
f) Rotate positions occasionally so that members perform each other’s jobs
2=2
Key: letter = alternative numbers = each member’s allocation of 10 points; maximum of
four points can be awarded by a team member to an alternative.


10–18

Making Meetings Effective (cont’d)
• Factors to Consider After the Meeting:
 Distribute Copies of the Minutes


The minutes serve as a permanent record of what has been
agreed on and committed to at the meeting.



The minutes identify topics on the agenda that have not been
dealt with completely or that have been suggested for a
future meeting.



The minutes permit a smooth transition, allowing you to take
up where you left off at the next meeting.

 Follow Up on Decisions Made


Personal observations, visits, and reports to supervisors on
commitments made.


10–19

What is Group Facilitation?
• Group Facilitation
 The process of intervening to help a group improve in

goal setting, action planning, problem solving, conflict
management, and decision making in order to
increase the group’s effectiveness.

• Roles of the Facilitator
 Purchase-of-expertise model
 Doctor-patient model
 Process consultation model


10–20

EXHIBIT 10.10

Core Skills for the Effective Facilitator

• Communication skills
listening and asking the right questions.
• Leadership skills
participative management and
developmental leadership.
• Problem-solving skills.
• Group dynamics skills.
• Conceptual and analytical skills.
• Conflict management skills
principled negotiation.
• Process consultation skills
intervention and diagnostic insights.
10–21

EXHIBIT 10.11

Basic and Developmental Facilitation

Characteristic

Basic Facilitation

Developmental Facilitation

Group objective

Solve a substantive
problem or problems.

Achieve group goals along with
solving substantive problems
while learning to improve
processes.

Facilitator role

Help group temporarily
improve its processes.
Take primary responsibility
for managing the group’s
processes.

Help group permanently
improve its processes.
Help group assume primary
responsibility for achieving
goals and managing processes.

Outcome for group

Emphasize dependence on
facilitator for solving future
problems.

Reduce dependence on
facilitator for solving future
problems.


Source: Roger M. Schwartz, The Skilled Facilitator: Practical Wisdom for Developing Effective Groups, Table 1.1, p. 7,
adapted as submitted. Copyright © 1994 Jossey-Bass Inc., Publishers. Reprinted by permission of John Wiley and Sons, Inc.

10–22

Roles of the Facilitator
• Purchase-of-Expertise Model
 Assumptions:
1.

The manager has correctly diagnosed the organization’s
needs.

2.

The manager has correctly communicated those needs to
the consultant.

3.

The manager has accurately assessed the capabilities of
the consultant to provide the information or the service.

4.

The manager has considered the consequences of having
the consultant gather such information

5.

The manager is willing to implement changes that may be
recommended by the consultant.


10–23

Roles of the Facilitator (cont’d)
• Doctor–Patient Model
 Assumptions:
1.

The initial client has accurately identified which person,
group, or department is “sick.”

2.

The “patient” has revealed accurate information.

3.

The “patient” accepts the prescription that is, does what the
“doctor” recommends.


10–24

• Process Consultation Model
 Involves others in making a joint diagnosis of the

problem and eventually provides others with the skills
and tools to make their own diagnoses.
 Assumptions:
1.
2.
3.
4.

Clients do not know what is wrong and need special help in
diagnosing what their problems are.
Clients do not know what help consultants can give to them;
they must be informed of what help to seek.
Clients have the intent to improve things, but they need help
identifying what to improve and how to improve it.
Most organizations are more effective if they learn to
diagnose and manage their strengths and weaknesses.


10–25

• Process Consultation Model (cont’d)
 Assumptions:
5.

6.

7.

8.

A consultant cannot learn enough about the culture of the
organization to suggest reliable new courses of action that
will resisted because they come from an outsider.
The client must see the problem and think through the
remedy to be willing to implement the solution and learn
how to fix such problems should they recur.
The process consultant can provide alternatives, but
decision making about such alternatives must remain in the
hands of the client.
Process consultation teaches the skills of how to diagnose
and fix organizational problems so that the client is able to
continue to improve the organization.


10–26

EXHIBIT 10.12

Tips for Facilitating Teleconferencing

Preparation
1. Decide who will be in on the call.
2. Establish a clear set of desired outcomes.
3. Create and distribute an agenda.
Facilitation
1. Designate a timekeeper and note taker.
2. Ask members to identify themselves each time they speak.
3. Call on the silent.
4. Poll each member.
5. Watch the clock.
6. Consider alternatives for difficult issues.
7. Review assignments and close positively.
Follow-Up
As soon as the call is complete, prepare the to-do list with the deadlines and
designees and send it out immediately.
It also helps to solicit feedback about how participants viewed the usefulness
of the call.


Source: Copyright © 1999, Gale Group. All rights reserved. Reproduced by permission.

10–27

EXHIBIT 10.13

The Facilitators at Leadership Strategies, Inc.

Characteristics of effective facilitators:
1. Enjoy working with people and have a genuine desire to help people feel good
about themselves and achieve their desired results.
2. Think quickly and logically, and have the ability to analyze comments,
understand how they relate to the topic, and develop appropriate responses.
3. Communicate clearly and expressively by making specific, concise points, and
using appropriate levels of energy to build excitement and enthusiasm.
4. Practice active listening skills by engaging a speaker, listening attentively, and
asking probing questions.
5. Convey warmth to others by using smiles, praise, and gestures in one-on-one
and group interactions.
6. Demonstrate self-confidence and leadership when working with others, and are
the people others look to for direction and counsel.
7. Have a process orientation, with an interest in finding methods to improve the
way things are done, looking beyond the narrow focus of a job to the greater scope
of the organization.


Source: From “About Our Facilitators.” Reprinted by permission of Leadership
Strategies—The Facilitation Company. Visit us on the web at: www.leadstrat.com.

10–28

Important Terms
Important Terms
• closure
• consensus
• fact-finding meeting
• group-centered approach
• group facilitation
• information exchange meeting
• information-giving meeting
• leader-controlled approach
• minutes
• problem-solving meeting
• process consultation
10–29

Qualities Valued in a Leader
(For use with Skill Builder 10-1)
Quality

Rank

a. intelligent

____

b. caring

____

c. dependable

____

d. inspiring

____

e. mature

____

f. forward-looking

____

g. courageous

____

h. honest

____

i. fair-minded

____

j. competent

____

10–30

BUS 51 - Mosley7e ch10

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