CHAPTER 8
Effective Meetings
Resource Guide
The opening page of each chapter in Communicating at Work lists desired learning outcomes. The
Resource Guide will assist you in locating activities and resources from the text and Instructor Manual
that are relevant to each objective.
Chapter Objectives
Resources
Describe various types and purposes of meetings.
Key terms: teleconference; video conference
In the text:
Activities: 1
Culture at Work: Collaboration in Cyberspace
Instructor’s Manual online:
Discussion Launchers: 1,2
Classroom Activities: 1,2
Identify reasons to hold (or not hold) a meeting.
In the text:
Activities: 2
Ethical Challenge:
Dealing with Opposing Viewpoints
Instructor’s Manual online:
Discussion Launchers: 3-6
Classroom Activities: 3
Construct a complete meeting agenda.
Key terms: action items; agenda; meeting minutes
In the text:
Activities: 3
Career Tip:
Members Can Be Leaders, Too
Instructor’s Manual online:
Discussion Launchers: 7
Classroom Activities: 4, 5
Identify methods to balance participation of
members, keep discussion on track and create a
positive atmosphere.
Key terms: direct question; motion; nominal group
technique (NGT); overhead questions;
parliamentary procedure; relay questions; relevancy
challenge; reverse questions
In the text:
Activities: 4,5
Career Tips:
Opting Out of Meetings
Reframing Complaints in Meetings
Case Study: Device-Free Meetings
Self-Assessment: Meeting Effectiveness Checklist
Instructor’s Manual online:
Personal Reflection for Journaling
Discussion Launchers: 8-14
Classroom Activities: 6,7
Effectively bring a meeting to a close and follow
up appropriately.
Instructor’s Manual online:
Discussion Launchers: 15-18
Describe the stages and characteristics of each
stage of group problem solving.
Instructor’s Manual online:
Discussion Launchers: 19,20
Key terms: brainstorming; conflict phase;
emergence phase; forming stage; functional roles;
norming stage; orientation phase; performing stage;
reflective-thinking sequence; reinforcement phase;
relational roles; storming stage; task roles
Classroom Activities: 8,9
Video Activity: 2
Apply various methods for groups to enhance
creativity, solve problems, and make decisions; be
able to identify the most appropriate method for
specific circumstances.
Key terms: authority rule; consensus; expert
opinion; majority vote; minority decision
In the text:
Activities: 6, 7
Instructor’s Manual online:
Discussion Launchers: 21
Classroom Activities: 10, 11
About Chapter 9
The ability to conduct and participate in meetings is essential for members of today’s workforce.
Effective meetings can build morale and boost creativity, yet ineffective meetings waste precious time in
business. This chapter promotes an appreciation for the importance of conducting meetings effectively in
today’s organizations.
After explaining different types of meetings (information-sharing, decision-making, ritual, and
virtual) this chapter presents guidelines for determining whether calling a meeting is appropriate. The
focus then shifts to the steps required to construct an agenda and plan a meeting. The skills for opening,
conducting, closing, and following up after a meeting are explained. Skills for conducting a meeting focus
on achieving objectives and encouraging and sharing participation. With these skills, students will be
better equipped to conduct meetings while they are in school and when they enter their chosen
professions.
Key aspects of problem-solving communication are discussed. Stages of the group process are
identified. Strategies for enhancing creativity are presented. The reflective-thinking sequence is
illustrated as an effective protocol for systematic problem solving. Finally, various methods for making
group decisions are evaluated.
Opportunities can be found throughout this chapter to apply previously taught skills in the context of
meetings. For instance, the section on ritual activities relates to Chapter 1 material about informal
networks and physical contexts. This chapter’s discussion of encouraging participation can be linked to
listening styles and gender and minority interaction in Chapters 3 and 4. Writing quality meeting goals
that are “result-oriented, specific, and realistic” provides an opportunity to review concrete language and
low-level abstractions covered in Chapter 4. Strategies for keeping a positive tone relate to the Chapter 5
topics of praise and critique. The segment on interdependent tasks relates back to functional roles,
discussed in Chapter 7.
Personal Reflection for Individual Journaling
Picture yourself in your mind’s eye at the last meeting you attended. If you were an outsider
observing your nonverbal and verbal interaction, what would you notice? Your descriptions
should be specific and measurable. What intended and unintended messages were you sending?
Would this outsider think you were helping or hindering the group process? Why?
Discussion Launchers
1. Explain the differences between a group and a meeting. Can a group exist if it doesn’t meet? Can
a true meeting occur if the attendees are not all part of a group?
2. Talk to someone who works in a job that you are interested in. Ask her or him to describe the
purposes, types, and importance of meetings in which she or he participates.
3. When have you felt most satisfied with a meeting you attended? Why?
4. When have you felt most dissatisfied with a meeting you attended? Why?
5. How would you complete the following: I [usually, almost always, often, almost never, never]
enjoy meetings that I attend. Provide reasons for your answer.
6. Under what circumstances should a meeting be avoided and the problem solved by some other
form of communication? Can you give some examples?
7. How many meetings that you attend have printed agendas? Do you always or ever have printed
agendas one or more days in advance of the meeting? What are the effects of having or not
having an agenda?
8. In your experience, what should a leader do to start a meeting off on the right foot? Can you
recall some exemplary beginnings? What made them so?
9. Can you think of meetings that started off poorly? Why? What could/should have been done
differently?
10. Have you ever attended a meeting that was run according to parliamentary procedure? What type
of meeting was it? Were you able to understand the procedures? Did the procedures seem to help
or hinder the flow and effectiveness of the meeting? Explain.
11. How can people be encouraged to participate in a meeting, especially when they do not want to?
What works for others to encourage you to participate?
12. What do people do to discourage others from participating in meetings? What things really
discourage you from participating?
13. What are the most important things a leader can do to keep a discussion on target? In your
opinion, what should a leader never do?
14. If, starting tomorrow, all guidelines in the text for calling and conducting meetings were
followed, what immediate changes would occur in your life? In the organizations you belong to?
15. How important is it that meetings end on time? Why? What do you think the leader can/should do
when the group’s work isn’t done, but the scheduled time for the meeting is up?
16. What do you think you, as a participant, can/should do when the group’s work isn’t done, but the
scheduled time for the meeting is up?
17. What do you appreciate most in terms of follow-up after a meeting? What do you think is the
responsibility of the leader? Of each participant?
18. Have you ever attended a meeting that had an unsatisfactory ending? Explain why you thought it
was unsatisfactory, integrating concepts from this chapter.
19. From your own experiences, give examples of each of the seven steps of problem solving
described in the text.
20. Analyze a decision-making group that you’ve been a member of. Did it work through all four
stages of decision emergence as described in the text? If so, describe what occurred in each stage.
If not, explain how your group varied from the explanations in the text.
21. Provide an example of each type of decision-making method described in the text. For each
example, explain why the group used that method. Use the guidelines from your text to explain
why the method was or wasn’t effective in that situation.
Classroom Activities
1. Types of Meetings:
Objective: Students will become more familiar with the frequency and types of meetings held in
organizations in today’s workplace.
Procedure: Write the titles of the following meeting types on the board: information-sharing; problem-
solving/decision-making; ritual activity; other. Ask students to walk to the board and write, in the
appropriate column, the topic of one recent meeting they attended. If students have jobs, they should use a
workplace meeting. If not, they can choose meetings of other organizations to which they belong. If
meetings involve more than one type of activity, such as information sharing plus decision making, ask
students to choose the column heading that best depicts the central purpose of the meeting.
Class Discussion: After all students are seated, ask questions about each type of meeting, such as
• What similarities do you see among the topics of the meetings in this category?
• What differences do you see among the topics of the meetings in this category?
• Based on this sample, which meetings seem to occur most? Is this a representative sample? How
do you know?
• By a show of hands, how many of you noted meetings that actually accomplished all or most of
what they were intended to accomplish?
• Do any of these types seem to lend themselves more readily toward accomplishing their stated
goals? Why or why not?
2. Virtual Meetings and Face-to-Face Meetings
Objective: Students will experience first-hand the advantages and disadvantages of meeting face-to-face
versus virtually. This is an important lesson in today’s high-tech world, where old–fashioned face-to–face
meetings are sometimes shunned in favor of texting, even though face-to-face communication is a richer
medium and is far more appropriate for tackling complex issues.
Procedure: Divide the class into six groups. Give each group the same task, such as creating five quiz
questions (with correct answers indicated) covering the material in the current chapter of this text.
Whatever task you assign should require some level of interdependence. Groups will have 10 minutes to
complete the task. Three of the groups will work face-to-face. The fourth group will use a chat room; the
fifth group, e-mail; and the sixth group, text messaging. After 10 minutes call time, and begin a class
discussion of the results.
Class Discussion: First ask groups to share what they have accomplished. Typically, the face-to-face
groups will have accomplished more. Lead a discussion about why this happens. Elicit from students the
challenges and frustrations they experienced, as well as what they learned from the experience.
3. A Meeting: To Have or Not to Have?
Objective: The purpose of this activity is to identify circumstances and apply criteria to determine the
advisability and necessity of holding a meeting.
Procedure: In small groups, ask students to generate a collective list of four or five meetings they have
participated in during the past few months. Ask them to list the meetings on paper, and then have each
student explain what was accomplished during the meeting he attended. Using the criteria in the text, ask
the group to decide by consensus whether each meeting was necessary. There might be some lively
debate if the student feels the meeting he or she participated in was necessary and the class does not.
Class Discussion: When all groups have finished, let each group report the following statistics to the
class: the number of meetings the group discussed, the number and percentage the group decided were
necessary and the criteria met (job was beyond one person’s capacity, tasks were interdependent), and the
number and percentage that were unnecessary and reasons why (the necessary people couldn’t attend,
issue could have been decided by one person, etc.).
4. Agendas: Proposed and Actual
Objective: The purposes of this activity are to provide an opportunity for students to compare agendas
with actual meeting discussions and to help students establish more-realistic agendas through a critical
analysis of the actual meeting process.
Procedure: Provide each student with a copy of the agenda for the next meeting of the student
government. Ask students to attend the meeting and take notes to compare the agenda with the actual
discussion of the group. After the minutes of the meeting are published, copy and distribute them to the
class.
Class Discussion: The following questions could be used to lead class discussion.
• How closely did the agenda adhere to the guidelines in the text?
• Would you suggest any modifications to the agenda?
• What were the differences among the agenda, the students’ observations, and the minutes of
the meetings?
• If there were major differences, why did they occur?
• If the group got off track, what communication skills could have prevented them from
straying from the agenda? Who (chair, members, committee heads) could have kept the
meeting on track?
• If the group stayed with the agenda, what communication skills helped them do so? Who was
largely responsible for doing so?
5. Preparing an Agenda
Objectives: This activity should assist students in the development of skills for writing agendas and
provide them an opportunity to examine a variety of agenda types.
Procedure: Choose an issue about which students could create an agenda. For example, you could assign
students to prepare an agenda for a class meeting to decide the speaking order for upcoming speeches and
when group presentations should be given. Or, they could prepare an agenda for a hypothetical student
committee to decide how to spend a $5000 surplus collected from this year’s student fees.
Student Instructions: Prepare an agenda for your meeting in which you will discuss (insert topic you’ve
chosen). You may work singly or in pairs. When you return to class, we will compare the agendas you’ve
created. It will be easier to discuss your agendas if you put them on transparencies, large sheets of paper,
or a floppy disk (if you have a laptop and projector you can use in the classroom).
Class Discussion: After the assignment is completed, you should post or project the agendas and allow
students to compare and contrast them. Critique the student examples using the guidelines from the text.
• Which agendas are most effective? Why?
• Which would be easiest to follow?
• Which would be hardest to follow? Why?
6. Participation Bean Bag
Objective: Students will gain practice in participating in a discussion that stays on track and encourages
everybody to contribute. This exercise is also a good bet when students are gripped by some national,
local, or campus event that is distracting them from class topics.
Procedure: Place students in groups of seven to nine members. Ask each group to select a topic of
interest they would like to discuss. Provide a bean bag or a similar object for each group. The group’s task
is to hold a discussion in which all members have a chance to participate. Begin the conversation by
stating, “Today, we will talk about XXXXX.” As you toss the bag to one of the students, ask “Tanya,
what are your thoughts on this?” Tanya must use a linking device to show the continuity between your
remark and hers. “Well, Dr. Jones, I think XXXXXXX.” Tanya must then share the floor. She will toss
the bag to a second student, remarking, “Josh, I’m wondering what your thoughts are.” Josh catches the
bag and remarks, “Well, Tanya, unlike you, I think ….” As the conversation continues each student must
link their comment in some meaningful way to the comments of the students preceding and following
them. The conversation ends in five minutes or after all students have had a chance to contribute at least
twice.
Variation 1: You may distribute a list of linking phrases before beginning the conversation. Examples
include, “As you said,” “To the contrary,” “Just like you,” “I agree with you, and I would like to add,”
“There’s one point I have a questions about,” and “I see what you’re saying, but I’d like to return to a
point that was brought up earlier.”
Variation 2: You may appoint one or two observers who will write down the rhetorical devices students
use to link their reasoning to the others speakers’ ideas. After class, collect the lists, compile them, and
distribute to students in the next class session for their future use.
Class Discussion: Debrief this exercise by asking questions such as
• Did this conversation follow a typical path? Why or why not?
• Why did this seem phony? How could you learn these conversation skills without
first practicing them in a way that feels phony?
• Did this format force you to listen to the persons speaking before and after you?
• Although this highly structured format we used today might not be appropriate, how
could you apply these skills in a real-life group to which you belong?
7. Mock Meeting*
Objective: This activity gives students a chance to practice running a meeting.
Procedure: Arrange all chairs in a large circle. Begin by asking what types of meetings students have
participated in and what the strengths and weaknesses of those meetings have been. Typically, a majority
of the students will agree that most meetings have been poorly run and have produced poor results.
Suggest that if students can learn effective skills for running meetings, they might be able to improve
future meetings they participate in. To give them an opportunity to apply the skills in the text, design a
mock organization. Elicit from students what kind of company they would like to represent and what
types of products or services they deal with. Ask for student volunteers to fill the roles of president of the
board, CEO, CFO, HR director, marketing and advertising manager, research and development manager
and an administrative assistant who will take notes. The students will conduct a role- play of a monthly
board meeting.
Before beginning the meeting, have students create an agenda (this can be written on the board). Limit the
number of items on the agenda so the class can cover them during one session. Review the guidelines in
the text for opening a meeting. Then ask the president of the board to open the meeting. After the
president completes the opening, analyze the process in terms of the guidelines from the text. Next,
review guidelines for conducting the meeting. Proceed with the agenda items. Feel free to coach the
students about what should come next and to interrupt the flow of the meeting at any time to offer
guidance. Encourage students to interject questions and comments about the process at any time. Try to
cover all the major points of the chapter during this practice. After most of the items have been covered
and students seem to be comfortable with managing the flow of the meeting, have the president bring the
meeting to a close.
Alternative: If students are unfamiliar with what goes on at a corporate board meeting, they could role-
play a parent discussion group about child-raising or a student group whose task is to improve the
appearance of the campus.
Class Discussion: After completing the meeting, discuss the students’ experiences. You might want to
ask questions such as
• In what ways was this meeting effective and ineffective?
• Which of the guidelines from the text seem easiest to master?
• Which seem hardest to apply effectively?
• Are some guidelines more essential than others?
• How can you gain more practice using these guidelines?
• If you are a low-level employee, what could you do to improve the meetings in your
organization?
*Adapted from Roberta Gilroy, Salt Lake Community College
8. Nominal Group Technique
Objective: To apply the nominal group technique as a method for generating a list of alternatives.
Procedure: Use the nominal group technique to generate a list of vital issues and/or new concepts
(buzzwords) in business and industry today. You might begin by asking, “What do you think are the most
important issues and new concepts in the workplace today?” Examples are diversity, hiring competent
people, training employees, working in groups, downsizing, and total quality management. Then have
students sit in groups of five. Give each student four or five post-it notes and these directions:
1. Sit silently and each write down four or five items on your Post-It notes.
2. Now, post all ideas on a large sheet of paper.
3. Discuss all ideas so they are clearly understood by everyone, but not criticized.
4. After all ideas are discussed for clarity, silently and individually rank-order the ideas from
most to least important on a post-it note. (Put a “1” by the most important, “2” by next in
importance, etc.).
5. Then, tally the items, and decide on a rank-order for the group’s list of the five or six most
important items.
Alternative: Choose a matter you are willing to turn over to the class—dates of test or presentations,
method of deciding in what order students will give presentations, type of exam (take-home, essay, small
group, objective). Allow students to use this technique to make a “real” decision in which they have some
stake. This combines readily with Activity #3 above.
Class Discussion: This activity will produce a list of issues the class believes are most important to
American business today. You might use these issues as the basis of research, reading, or group-
presentation assignments.
9. Reflective Thinking Sequence
Objective: Students will learn to use each of the steps of the reflective thinking sequence.
Procedure: Divide students into groups. Provide students with a list of potential problems, such as those
listed on the page titled “Potential Group Problems” located at the end of this section. Instruct each group
to select a problem. As an alternative, you can ask groups to solve a problem that one of their members is
currently experiencing in a small group they belong to, such as a work group, living group, or class group.
Each group should then discover the best solution they can for the problem they have chosen by working
through each step of the reflective thinking sequence. Students will not be able to complete steps 6 and 7
in class, but they should think through how they would accomplish these steps. To check that groups have
completed each step correctly, ask them to submit one set of notes for each group, summarizing their
discussion of each step of the process. If students work through all the steps diligently, this activity will
probably take 30-40 minutes to complete. If you want students to complete the project thoroughly, this
activity will require more than one class session to allow students to research their problem outside class.
Class Discussion: After groups have completed all steps of the process, review their application of the
reflective thinking process.
• Elicit examples of their problem definitions. Analyze the definitions to be sure they’ve been
stated as focused, open-ended questions.
• Discuss groups’ analyses of their problems. Were they able to uncover a variety of
perspectives from the people experiencing the problem? Did they find any positive aspects of
the problem? Did they discover any potential causes? What variations of the problem exist?
• How many criteria did each group establish? Are the criteria reasonable? Did the criteria
specify realistic deadlines and budgets? Did the group attend to relational criteria (e.g.,
ensuring that each person affected by the solution will feel reasonably satisfied and that the
solution does not favor the needs of one constituent over another)?
• Was the group able to brainstorm freely without entering into a discussion of the merits or
drawbacks of any solutions at this stage? Did the group encourage radical thinking? Did the
group discourage anyone’s comments at this stage?
• Did the group take the time to consider each solution in terms of all the proposed criteria?
Did this help them discover an effective solution? Why or why not?
• Is the implementation plan realistic? Is the plan detailed enough to serve as a plan of action?
Did the group take the time to tease out any potential negative consequences and describe
how to manage them if they should occur?
• Did the group specify a time and method they could use in the future to evaluate whether the
solution was working as planned?
• Did this method seem too restrictive? How could you frame these restrictions in a positive
light?
• Did this seem to help you come up with a better solution? Why or why not?
10. Applying Decision Making Methods
Objective: The purpose of this activity is to provide students with an opportunity to apply group
decision-making skills.
Procedure: Don’t prescribe a specific decision-making method for this activity. Divide the class into
groups of five or six students. Give them these directions: “You have 35 minutes to reach a decision
recommending the spending of up to $50,000 for your university or college to improve its recruiting
efforts in local high schools. Your group must come up with a budget detailing how the money is to be
spent. After the 35 minutes are up, one member of each group will record the group’s decision (budget)
on the board. After each group completes this task, you will be asked to describe to the class how the
group arrived at its decision.”
Class Discussion: After the groups reach their decisions, discuss the methods they used to make their
recommendations.
• How did they decide on the method they used?
• How did they decide it was the best method for this situation?
• Did any group members want to change the way they were deciding?
11. Comparing Decision-Making Methods
Objective: Students will compare advantages and disadvantages of various decision-making methods.
Procedure: Divide the class into five groups. Assign each group one of the decision-making methods
identified in the text. Allow students a few minutes to review the description of their method. Then assign
the entire class the same open-ended decision (either hypothetical or real) to be made. For example, you
could ask the class to decide how to format their next exam, how to distribute participation points for the
class, how to express appreciation to the best instructors of the college, or how to motivate class members
who don’t seem motivated. Then explain that each group will have five minutes to make their decision.
The group must use their assigned method of decision making.
Class Discussion: Discuss students’ experiences with each method of decision making.
• Was your assigned method effective for this task? Explain.
• If not, what type of task might have been better suited to this method?
• Was your assigned method enjoyable? Which methods do you think might be most
enjoyable? In which situations?
• Was your assigned method efficient? Would this method always be efficient/inefficient?
• Did your method provide the best possible solution? Why or why not?
• The next time you participate in a decision-making group, how can you help them select the
best possible method for making their decision? Be very specific.
Potential Case Studies for Reflective Thinking Process Activity
A. The Food Drive: Our local food banks are short of important food items this year. You are a group of
college students. With Thanksgiving (Easter) approaching, you would like to help the food bank gather
additional food.
B. The Communication Activity: You are college freshmen in an introductory communication class. This
is your instructor’s first time to teach communication. Your instructor has asked a small group of students
to devise a communication project that will help the class use the theories and skills they have been
reading about in the text. The project you suggest must cover one and only one of the topics you’ve
studied so far in this class.
C. Peer Tutoring: You are a group of college students who function as peer tutors. A nearby high school
has asked you to help motivate its students who are receiving barely passing grades and are considering
dropping out of school.
D. Managing Messy Housemates: You are sharing a house with four other students. When you first
moved in, the five of you agreed to share cleaning responsibilities. For the first month, your roommates
were pretty good about washing their own dishes and cleaning the bathroom and vacuuming the living
room every so often. This month, however, as school gets more demanding, you notice that more and
more dirty dishes are being left in the sink, the bathroom is getting grungy, and the living room is
cluttered with shoes, sweaters, books, and dust. Two of you have dropped some hints, but the other three
have ignored them.
E. Working Hours: You work with a team of 15 coworkers. Each of you works four hours a day, five
days a week, during either the morning, afternoon, or evening shift. Your manager has left it up to the 15
of you to work out who will work which shift. No one really wants the evening shift. Right now, the six
workers who are married are refusing to work the evening shift, arguing that they need time to be home
with their spouses. They claim that their family needs are more important than the wishes of the
unmarried workers, who would like evenings free to study or socialize. Your manager does not want to
get involved in deciding who works which shift, but she wants to approve your final proposal.
F. Textbook Selection: Your instructor of (choose an introductory college class you are familiar with) has
asked your group to recommend a text to use in teaching next year’s class. This text should be demanding
enough to teach necessary concepts but readable enough for students to understand easily.
G. Condominium Owners: A new group of 16 to 20 condos has been built and left with a barely
functional “leadership by committee” condo association. This group has the sudden dilemma that some of
the new owners have dogs and some do not. Some of the non-dog-owners have argued that they do not
want the dogs to harm their children in the commons area, which is in the middle of the four condo
buildings. This area has the children’s playground, but it also is the only area for dogs to run.
A
A
dditional Resources
Print
Kaner, S. (2007). Facilitator’s guide to participatory decision-making. Hoboken, NJ: Jossey-Bass
Business & Management.
Provides concrete suggestions as well as a discussion of helpful mindsets for facilitating
participative meetings. Includes a section about understanding and dealing with difficult
situations.
Kelsey, D. & Plumb, P. (2004). Great meetings! Great results. Portland, ME: Great Meetings, Inc.
These seasoned facilitators presents a readable toolbox of skills, based on theory, for running
meetings effectively.
Robert, S.C. & Jennings, C.A. (2004). Robert’s rules for dummies. Hoboken, NJ: Wiley Publishing, Inc.
Explains Robert’s Rules in a readable fashion, with examples to illustrate.
Streibel, B. (2007). Plan and conduct effective meetings: 24 steps to generate meaningful results.
McGraw-Hill Professional Education Series. New York: McGraw-Hill.
Strategies and tips to make your meetings run more effectively and efficiently.
DVD
Be Prepared for Meetings. 24 min. Kantola Productions.
Part of the Toastmasters International Communication series, this video teaches techniques for all
parts of meetings.
Foundations of communication: William Jurma on the Importance and Technique of Discussion. (21
min). The Educational Video Group.
Part of an NCA-sanctioned series. A distinguished scholar introduces class material and
generates discussion.
The Invisible Meeting. 18 min. CRM Learning.
Presents “virtual challenges’ and ‘virtual rules”: techniques for making conference calls more
productive.
Meetings. 60 min. 1998. RMI Media
Use the LAWS model of collaborative disagreement to prepare for and run meetings effectively.
Recognize four types of meeting participants: teller, seller, dweller, and compeller.
Meeting Robbers. 20 min. CRM Films.
A look at how meeting time is “stolen” and what you can do to end the theft.
Setting Agendas and Taking Minutes. 2009. 15 min. Insight Media.
Explains the role of clear objectives, time management, action plans, and approval of minutes to
ensure meeting productivity.
The Well-Managed Meeting. 2011. 22 min. Insight Media.
Covers methods of facilitating, engaging, and maintaining focus in meetings.
Web
American Society for Quality: Nominal Group Technique
http://asq.org/learn-about-quality/idea-creation-tools/overview/nominal-group.html
When and how to use NGT.
CBS MoneyWatch
http://www.cbsnews.com/8301-505125_162-51061211/how-to-run-an-effective-meeting/
How to save money for your organization by running effective meetings.
eRoom
http://www.eroom.net/
A tool for conducting your own emeetings. Proivdes a free 21-day trial.
Evaluation Research Team
http://www.cdc.gov/healthyyouth/evaluation/pdf/brief7.pdf
Advantages, disadvantages, and how-to for NGT.
Illinois Online Network
http://www.ion.uillinois.edu/resources/otai/GroupProblemSolving.asp
Guidelines for conducting successful group problem solving activities.
MindTools
http://www.mindtools.com/CommSkll/RunningMeetings.htm
A host of articles on effective meeting management.
Municipal Research and Service Center of Washington
http://www.mrsc.org/subjects/governance/council/parliament.aspx
Summarizes key aspects of Robert’s Rules.
Office of Quality Improvement (Univ of Wisconsin-Madison)
http://quality.wisc.edu/effective-meetings.htm
How to Lead Effective Meetings
Patricia Fripp, Consultant
http://www.fripp.com/for_meeting_planners.html
This site offers a number of free educational articles about planning meetings.
Robert McConell Productions
http://www.parli.com/
Free video lessons (and other resrouces) in Parliamentary Procedure.
Russ Primrose: Eight Steps of Reflective Thinking
http://russprimrose.com/index.php/The_Eight_Steps_of_Reflective_Thinking
Summarizes steps of the reflective process; adds a helpful 8th step of information analysis.
Simple Business Tools
http://www.simplebusinesstools.com/sbt/em.asp
Download a free 30-day trial of meeting software.
University of Nevada Cooperative Extension.
http://www.unce.unr.edu/publications/files/cd/other/fs9729.pdf
Handout on running effective meetings.
Usability First
http://www.usabilityfirst.com/groupware/
An introduction to groupware. Provides a glossary with helpful links.
Web Content Management and Collaboration
http://www.yedit.com/
Information and tools for collaborating online.