Goals

? To familiarize participants with six essential group skills: (1) encouraging participation, (2) clarifying and summarizing comments, (3) observing and identifying process events, (4) obtaining goal clarity, (5) implementing methods for group problem solving and decision making, and (6) managing conflict.

? To offer participants an opportunity to practice these skills or to observe others as they practice.

Group Size

Ten participants: eight role players and two observers. (As many as four extra participants may be accommodated as observers.)

Time Required

Two hours and five to ten minutes.

Materials

? A copy of the Lincoln Decision Committee Theory Sheet for each participant.

? A copy of the Lincoln Decision Committee Background Sheet for each participant.

? A set of Lincoln Decision Committee Role Sheets for the role players. (Each player receives a different one of the eight sheets.)

? A name tag for each role player. Prior to conducting the activity, the facilitator writes a separate role designation on each of the eight tags, leaving enough space below the designation for the participant to write his or her first name.

? A felt-tipped marker for each role player.

? A copy of the Lincoln Decision Committee Observer Sheet A for one of the observers.

? A copy of the Lincoln Decision Committee Observer Sheet B for the other observer.

? A pencil for each observer.

? A clipboard or other portable writing surface for each observer.

? A newsprint flip chart.

? Masking tape for posting newsprint.

Physical Setting

A room large enough to accommodate a table for the role players as well as two (or more) observers seated around the role players. The table should be large enough to seat eight people. Movable chairs should be provided for all participants.

Process

1. The facilitator delivers a brief lecturette based on the Lincoln Decision Committee Theory Sheet, identifying and describing six essential group skills. The facilitator explains that there are other important skills as well, but that the activity will concentrate on the six identified. After the lecturette the facilitator elicits and answers questions and then distributes copies of the theory sheet, explaining that the participants may need to refer to the content later. (Ten minutes.)

2. The facilitator asks for eight volunteers to participate in a role play that will illustrate the group skills described in the theory sheet. After the eight have been chosen, the facilitator asks them to be seated around the table. The remaining participants are instructed to serve as observers and are asked to be seated close to the table, positioned so that they will be able to see and hear what happens but not intrude on the role play. (Five minutes.)

3. The facilitator distributes copies of the Lincoln Decision Committee Background Sheet and asks the participants to read this handout. (Ten minutes.)

4. Each role player is given a different role sheet, a name tag to match, and a felt-tipped marker. The role players are asked to write their first names on the tags under their role designations and to put on their name tags. The facilitator asks them to read their role sheets and study the theory sheet and background sheet as necessary to prepare for their roles. (Five minutes).

5. While the role players are preparing for their roles, the facilitator meets with the observers in a separate part of the room. One observer is given a copy of the Lincoln Decision Committee Observer Sheet A, and the other observer is given a copy of the Lincoln Decision Committee Observer Sheet B. Both observers are given pencils and clipboards or other portable writing surfaces. The facilitator explains that each observer is responsible for observing only three of the six skills, as indicated on the sheet; for recording observations on the sheet; and for sharing observations and offering recommendations to the role players later. (Five minutes.)

6. Once all materials have been read, the observers are asked to resume their positions close to the table. The role players are provided with newsprint and masking tape, so that they can make and post notes during their meeting. The facilitator reminds the role players to incorporate the six behaviors as much as possible and then asks them to begin the role play. (Thirty minutes.)

7. After thirty minutes the facilitator stops the meeting and asks the observers to give feedback from Part 1 of their observer sheets. The facilitator leads a discussion, highlighting the use (or lack of use) of the group skills, as noted by the observers. The observers then are asked to act as “consultants,” offering recommendations for improving the effectiveness of the group of role players. (Fifteen minutes.)

8. The facilitator instructs the role players to pick up where they left off and continue their meeting, again using the six group skills whenever possible. (Twenty-five minutes.)

9. The facilitator stops the meeting and asks the observers to provide feedback, based on their notes from Part 2 of their observer sheets. (Five to ten minutes.)

10. The facilitator leads a concluding discussion, asking questions such as the following:

? What other instances of the six group skills did you notice?

? What were the differences between the first part of the meeting and the second part? What can you conclude from those differences?

? What have you learned about the six group skills?

? How can you apply these skills when you are working with your own group, a project team, or a task force?

(Fifteen minutes.)

Variations

? Other group skills may be highlighted (for example, giving information, modeling effective behavior, giving and receiving feedback, and confronting members about their behavior). Two good sources of information on group skills are Professional Standards for Training of Group Workers, 1990, Alexandria, Virginia: Association for Specialists in Group Work; and R. Conyne and L. Rapin, January 1994, Task Group Workshop, presented at the ASGW National Group Work Conference, St. Petersburg, Florida.

? To shorten the activity, the facilitator may omit the second part of the role play.

? Additional role-play groups may be formed, depending on the number of participants, available facilitators, and space.

? Role sheets may be created for an organization rather than a school committee.

LINCOLN DECISION COMMITTEE
THEORY SHEET

A task group must accomplish two objectives: (1) complete pieces of work (tasks) that meet the specific goals of the organization and (2) maintain effective dynamics and interactions within the group. There are a number of skills associated with these two objectives, but this theory sheet describes six that are especially important:

? Encouraging participation;

? Clarifying and summarizing comments;

? Observing and identifying process events;

? Obtaining goal clarity;

? Implementing group methods for problem solving and decision making; and

? Managing conflict.

Six Important Group Skills

1. Encouraging Participation

The leader can aid discussion and set a collaborative tone for a meeting by providing an agenda and background materials before the group meets, by reviewing the purpose of the meeting once the members have arrived, and by arranging for the members to sit in a circle so that visual contact is maximized. Here are some other ways in which the leader and other members can encourage participation:

? State that all members’ opinions are valued and desired.

? Ask for opinions, ideas, and elaboration on statements.

? Elicit different perspectives.

? Brainstorm for ideas without evaluating them.

? Link people who express similar ideas: “Ted and Sue, you both seem to be saying that the budget cuts have had a negative effect on morale.”

? Ask for further comments from members who share a viewpoint different from that of the majority: “Sarah and Bill, your perspective seems different. We’d like to hear more about it from each of you so that we can understand your viewpoint.”

? Thank individual members and the group as a whole for contributions.

2. Clarifying and Summarizing Comments

Clarification and summary increase the depth of a discussion, enhance understanding, and reduce defensiveness. To clarify, someone either restates his or her understanding of what has been said, or asks the member who spoke to rephrase the comment. To summarize, someone recaps the content and/or feelings that have been presented.

3. Observing and Identifying Process Events

A group’s effectiveness can be increased when its members monitor and discuss the ways in which they approach their tasks. For example, the members should note high and low participators, levels of influence, group norms, and so on.
Monitoring the group’s process allows the members to identify problems and take corrective action. For example, if responsibility for a discussion is not being equally shared, the leader or another member can say something like “We haven’t heard from Chris or Lee. How do you see the issue?”

4. Obtaining Goal Clarity

The leader should always discuss the group’s goal at the beginning of a meeting, making sure that the members agree on that goal before proceeding. The leader also can write important points on a flip chart or a whiteboard to direct the group discussion. In addition, the group should identify each member’s responsibility in relation to the goal.

5. Implementing Group Methods for Problem Solving and Decision Making

Task groups generally are engaged in problem solving and decision making, which consist of the following steps:

? Defining the problem;

? Determining objectives and criteria for success;

? Generating alternative strategies for accomplishing the objectives;

? Selecting the strategy with the greatest potential for accomplishing the objectives and meeting the criteria; and

? Creating plans for implementing and evaluating the strategy.

The group members also need to establish ground rules for making decisions: “Will we use majority vote, consensus, or some other method?” In addition, they should monitor their progress against the plan: “How close are we to having a description of the problem?”

6. Managing Conflict

In order to manage their emotional responses, the group members must accept the fact that conflict is natural. However, when group members feel understood, they are less likely to attack.
The members should acknowledge conflict when it arises and make it part of the group’s shared work. For example, the leader or a member might say, “Sam and Theresa, you seem to have very different points of view. Perhaps we need to hear from each of you in more detail.”
If the group reaches an impasse, the members should try forming subgroup clusters and spending fifteen minutes brainstorming ideas about how to get beyond the impasse. Then the ideas are shared in the total group.

LINCOLN DECISION COMMITTEE
BACKGROUND SHEET

The Committee

Objectives

The principal of Lincoln Elementary School has formed a group to make decisions concerning the school’s (1) vision and mission, (2) goals, (3) budget, and (4) principal, should that position become vacant. This group is known as the “Lincoln Decision Committee.”
The committee may act as a whole or through ad hoc subcommittees. However, any issues requiring decisions or recommendations must be brought before the entire committee.

Composition

The committee includes the following eight people:

? Two teachers;

? Two staff members (one of whom is the assistant principal, appointed by the principal);

? Two parents; and

? Two community members.

The school’s teacher, staff, and parent groups elect their own representatives to the committee. The representatives, in turn, select the community members. The committee members report the committee’s activities to their constituents and elicit feedback and assistance.

Chairperson

The committee chairperson must be a parent or a community member and is elected by the committee members. The chairperson at this time is a community member.

Terms

Each member (except the principal) serves a three-year term. Any member may be elected or selected to serve additional terms, provided that he or she continues to represent the same constituency.

Meetings

Nine meetings per school year are recommended. One annual meeting is required, to review the school’s goals and budget and the committee’s purpose. Additional meetings may be called by the chairperson or scheduled by the committee.
A quorum (two-thirds of committee membership) is necessary for all decision making. The committee may seek assistance from the school’s administration if it is unable to make decisions or experiences unresolvable conflict.

Context

Lincoln Elementary is an urban school with students in kindergarten through the eighth grade. Approximately 60 percent of the students are from minority groups. The school has a good reputation in the community and has experienced a steady increase in volunteer participation during the last four years.
The decision committee has conducted three meetings this year. The members agree that they are overwhelmed with the number of important issues to be addressed. They are committed to resolving these issues, but they are all very busy. The two teachers and the two staff members (the assistant principal and the staff counselor) work an early schedule (7:45 a.m. to 3:15 p.m.), while some of the other committee members work through the dinner hour. Early-evening meetings are a problem for most members. Meetings are scheduled for one and one-half hours but generally run for two or two and one-half hours, because of the large number of issues to be discussed.
The assistant principal, who was assigned to the committee by the principal, is new to the school and is in a steep learning curve.

Agenda for Today’s Meeting

The committee has been concentrating on identifying the school’s goals for the current year. In previous meetings, the committee has addressed the goals of increasing academic achievement, improving communication at all levels, and revising the discipline plan.
The agenda for the meeting today is the goal of improving interracial and intercultural understanding at the school. The members will discuss the goal, identify major issues, and develop a plan for achieving the goal.

LINCOLN DECISION COMMITTEE ROLE SHEET 1 Teacher You are a “traditionalist” and proud of it. You believe that the role of a school is to educate students in the basics: reading, writing, and arithmetic. The purpose of the school is to pass on knowledge and Western culture from generation to generation. You are wary of anything “new”: innovation, experimentation, pilot programs, multiculturalism, and community involvement. Stability, tradition, conservatism, “tried-and-true” values, and classroom control are the cornerstones of your approach. You plan to be guarded in your participation at the committee meeting.

LINCOLN DECISION COMMITTEE ROLE SHEET 2 Teacher You are a “change agent” and proud of it. You believe that the role of a school is to liberate and empower students so that they can think for themselves and work well with others. The purpose of the school is to help students realize their potential and use their developing competence to improve society. You are wary of anything “old”: tradition, conservatism, “tried-and-true” values, and teacher-controlled classrooms. Innovation, experimentation, pilot programs, multiculturalism, and community involvement are the cornerstones of your approach.

LINCOLN DECISION COMMITTEE ROLE SHEET 3 Assistant Principal You are the new assistant principal of Lincoln Elementary School, having joined the staff a few months ago. You are just “learning the ropes,” getting to know the school personnel, parents, policies and procedures, and committees (including this one). You find yourself wanting to please everyone, but the desires of different groups are not always compatible. You are also beginning to be frustrated, because when you take a position on a matter, the principal often does not support you and follow through on it.

LINCOLN DECISION COMMITTEE ROLE SHEET 4 Staff Counselor You are the only counselor in this school of eight hundred children. You were hired the year before last as the first counselor. You are overwhelmed by the demands you face. Children at all grade levels need attention, and you have to use your time efficiently to reach as many children as possible. You have instituted some interventions at every grade level, including group activities and individual attention. You have noticed that there is interracial tension at most grade levels and that it is greater in the higher grades. You are very interested in the goal of today’s meeting.

LINCOLN DECISION COMMITTEE ROLE SHEET 5 Parent of Seventh Grader You work in the Post Office and have been very involved in the school as a volunteer in the PTA. This is your second year on the committee. You have heard that children are often involved in fights on the bus and the playground. You wonder if these incidents are racially motivated.

LINCOLN DECISION COMMITTEE ROLE SHEET 6 Parent of First Grader You are a realtor and you appreciate the diversity of your community. Your first grader does not seem to be as happy at Lincoln as you expected her to be. You have talked with her teacher, who seems to be a very nice person and is as perplexed about your daughter’s lack of enthusiasm as you are. You pursued a position on this committee to learn more about how the school actually works. You try to see the positive in most situations, and you will use that approach during the meeting.

LINCOLN DECISION COMMITTEE ROLE SHEET 7 Community Representative You are a successful and respected artist, specializing in watercolors. You are extremely concerned about discipline in the school. You have heard that black males receive more detentions and suspensions than all other groups combined. You want the school to address this inequity. You plan to be vehement in the expression of your position.

LINCOLN DECISION COMMITTEE ROLE SHEET 8 Committee Chairperson; Community Representative You are a front-line supervisor in a large local corporation. You have your hands full in you role as chairperson of this committee. Every meeting is full of ideas and challenges. The committee has so much business to transact in the short time available that you need the full cooperation of all members to get the work done. You have set today’s agenda to cover only the goal of improving interracial and intercultural understanding at the school. You will try to keep the group on track and obtain some clarity about exactly what the members want to accomplish. You anticipate that there will be some conflict, but you don’t want it to stop the progress of the group.

LINCOLN DECISION COMMITTEE
OBSERVER SHEET A

Committee Meeting, Part 1

Use this sheet to assist you in observing and giving feedback. Answer the following questions in the spaces provided; consider the behavior of all committee members and give specific examples. Also jot down any recommendations for improving the meeting.

1. How was participation encouraged?

2. How were ideas clarified and summarized?

3. What group processes were identified by the members?

Recommendations

Committee Meeting, Part 2

1. How was participation encouraged?

2. How were ideas clarified and summarized?

3. What group processes were identified by the members?

LINCOLN DECISION COMMITTEE
OBSERVER SHEET B

Committee Meeting, Part 1

Use this sheet to assist you in observing and giving feedback. Answer the following questions in the spaces provided; consider the behavior of all committee members and give specific examples. Also jot down any recommendations for improving the meeting.

1. How was the goal clarified?

2. What procedures for group problem solving and decision making were established?

3. How did the group members manage conflicts that arose?

Recommendations

Committee Meeting, Part 2

1. How was the goal clarified?

2. What procedures for group problem solving and decision making were established?

3. How did the group members manage conflicts that arose?

LEARNING ABOUT GROUP SKILLS