1
Chapter 10
Meetings and Facilitation Skills
After reading and studying this chapter, the student
should be able to:
Explain how technology is enhancing meetings.
Explain the four basic purposes of meetings.
Differentiate between the leader-controlled and the
group-centered approach used in meetings.
Identify the advantages and disadvantages of
meetings.
Describe the actions a supervisor can take before,
during, and after a meeting to make it effective.
Explain the process of consensus decision making
in meetings.
Define group facilitation.
Explain the role of group facilitator.
Differentiate between process consultation and
other models of consultation.
Specifically identify what can be done to make
teleconferencing more effective.
Brief Outline
The Changing Technology of
Meetings
Purposes of Meetings
Information Giving
Information Exchange
Fact Finding
Problem Solving
Approaches Used at Meetings
Leader-Controlled Approach
Group-Centered Approach
Which Approach Should You Use?
Advantages and Disadvantages of
Meetings
Advantages of Meetings
Disadvantages of Meetings
Making Meetings Effective
Factors to Consider Before the
Meeting
Factors to Consider During the
Meeting
Work to Achieve Consensus
Decisions
Factors to Consider After the
Meeting
What Is Group Facilitation?
Role of the Facilitator
Process Consultation
Facilitating Teleconferencing
Leadership Strategies
Learning Objectives
SUPERVISORY MANAGEMENT Instructor’s Manual
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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Teressa Ramsay, Extraordinary Leader and Facilitator
The preview of this chapter focuses on Teressa Ramsey, the Executive Director of Family Promise of
Coastal Alabama. Through her outstanding meeting and facilitation skills as a leader, Teressa has helped
Family Promise of Coastal Alabama grow its staff and maintain an 80 to 85 percent success rate, so more
than 80 percent of the families are able to attain and sustain their housing. These productivity levels
would be desirable in any industry, but to achieve these outcomes with a budget of less than $400,000 is
quite impressive.
I. The Changing Technology of Meetings
• Advances in technology are altering the meeting landscape for many organizations and supervisors.
o Computers (including laptops and computer software), smart phones, and videoconferencing
equipment have broadened available communication media.
o Meetings conducted through e-mail or web-based computer software are becoming standard
for many organizations and will increase as these tools become more simple and cost
effective.
• Technology changes also serve as support tools for face-to-face meetings.
o PowerPoint software enables high-quality visual presentation; other packages support
participation through voting, immediate electronic tabulation, and display of results.
o Other technology enables electronic display of a working agenda and can record the
disposition of each agenda item discussed, including action taken, names of people
responsible for action, dates for completion, and so on.
• For many managers and supervisors, the face-to–face meeting remains the setting most utilized.
II. Purposes of Meetings
• Meetings in today’s organizations are a fact of organizational life.
• Estimates of time spent in meetings ranges from several hours to several days weekly, depending
on the organization and position, with supervisors spending more time than non-supervisory
personnel.
• The need to manage and facilitate efficient and effective meetings is critical.
o Some organizations, including Nestlé USA, established a policy of scheduling one day
weekly when no meetings are held to allow personnel time to “get their work done.”
• Some meetings are unproductive because irrelevant information is presented, key people are
missing, meeting leadership is poor, and nothing meaningful is achieved.
• Meetings generally are called to achieve one or more of the following purposes:
o To give information
Preview
Lecture Outline
CHAPTER NOTES Chapter 10
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o Exchange information
o Obtain facts about a particular situation
o Solve a problem
A. Information Giving
• The information-giving meeting is held to make announcements of new programs and policies
or update present ones.
o The meeting is closely controlled by the leader or those who are called on to provide
information to the group, frequently by means of committee reports.
o There tends to be little feedback from group members unless they have questions to ask
or points to clarify about the information presented.
o This is the easiest type of meeting to conduct as its format is highly structured and lends
itself well to large groups.
B. Information Exchange
• The information exchange meeting is held to obtain information from group members and
allow them to provide information to one another.
C. Fact Finding
• Only relevant facts about a problem or situation should be sought in a fact-finding meeting.
o The leader does not focus on finding solutions but rather on understanding the problem or
situation.
o Once the facts have been uncovered, the supervisor has a better understanding of the
situation.
D. Problem Solving
• The problem-solving meeting combines the other purposes of information giving, information
exchange, and fact finding.
o Considered the most challenging of the meeting types, this type of meeting is held to
identify the major elements of a problem, discuss and evaluate alternative solutions, and
ultimately make a decision as to the proper action to take.
III. Approaches Used at Meetings
• The interactions that take place at meetings vary greatly; much depends on the purpose of the
meeting and the meeting leader’s personal style.
• One of the following two approaches is generally used in conducting meetings:
o A leader-controlled approach
o A group-centered approach
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A. Leader-Controlled Approach
• The leader-controlled approach is used at meetings of large groups in which the leader clearly
runs the show and the open flow of information is impeded.
o This approach is often used at information-giving meetings or with large groups.
• Advantages of the leader-controlled approach are as follows:
o This approach is easier on the leader, because the fairly rigid structure means that there
are few surprises.
o Allows a large amount of material to be covered quickly.
o It lends itself to larger groups.
• Disadvantages of the leader-controlled approach are as follows:
o This approach discourages a free flow of information.
o All comments from the group must go through the leader which means spontaneous,
direct remarks may go unmade.
o Creative “piggy–backing” of ideas is stifled.
o Members have no real opportunity to get sensitive and emotional issues out in the open
and blow off steam.
B. Group-Centered Approach
• The group-centered approach is used at meetings in which group members interact freely and
address and question to one another.
• The leader uses facilitation skills to keep the meeting moving by directing/redirecting focus,
asking for clarification, making sure everyone speaks, summarizing the group’s position, and so
on.
• The advantages of the group-centered approach stem from the greater interaction that occurs at
the meeting. Some of the advantages are as follows:
o It results in a better understanding of the members’ viewpoints.
o If the purpose of the meeting is to solve a problem, the free flow of information may
contribute to a better decision.
o When people can express their emotions or disagreements, they feel better.
• Disadvantages of the group-centered approach are as follows:
o The meeting takes up more time than leader-controlled approach.
o Increased interaction among members means the leader’s skills are tested more severely.
o Because of its interpersonal nature, this approach is not suited to large groups.
C. Which Approach Should You Use?
• The approach a supervisor should use depends upon a number of factors, such as:
o The size of the group
o The ability of the group members
o The amount of time allowed for the meeting
o The leader’s skills
o The subjects to be discussed
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IV. Advantages and Disadvantages of Meetings
• Some supervisors prefer to communicate on a one-on-one basis.
A. Advantages of Meetings
• Meetings save time, ensure the supervisor’s communications are consistent, and permit a formal
exchange of important information and ideas.
1. Save Time
• By having a meeting, supervisors can save a great deal of their personal time that would
otherwise be spent tracking down each of their employees.
o When minutes of the meeting are distributed to members, they serve as a permanent
record of what occurred or agreed on.
2. Ensure Consistency of Information
• Meetings provide an opportunity for all members present to hear the same message.
• Questions or comments from team members may help clarify the communication or add a
slightly different flavor to it.
3. Permit Formal Exchange of Information
• Individual members may have information that must be shared with all the other group
members.
• A comment made by one member may trigger an important thought in another member.
• Presenting important information to the work group conveys the seriousness of the situation
and dramatizes the impact of the message.
B. Disadvantages of Meetings
• Meetings may result in watered-down decisions, may not be cost effective, and may be too
impersonal.
1. Many are Unnecessary
• Meetings interrupt members’ work day, may take them away from higher priority tasks and
compete with other activities such as deadline-driven tasks, and can add significantly to job
stress.
2. May not be Cost Effective
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• The cost of meetings includes salaries for that hour, and also the costs for vacations,
holidays, sick leave, medical insurance, and so on.
o The meeting must therefore provide information important enough to justify the cost
associated with it.
o Costs associated with time spent planning for the meeting or traveling are not
included.
3. May Water Down Decisions
• The decisions made at the meeting may simply reflect the average input of members, rather
than the ideas of the best members if it is not properly conducted and its members are not
committed to effectiveness.
• Knowledgeable members may suppress their own disagreements simply for the sake of
harmony.
4. May become too Impersonal
• Meetings may not allow the personal interaction required for many sensitive issues.
• Because a meeting involves a more formal setting with many people present, some
employees will be reluctant to speak up.
V. Making Meetings Effective
A. Factors to Consider Before the Meeting
• Two important pre-meeting steps ensures an effective meeting:
o Have a clear purpose
o Preplan the meeting
1. Have a Clear Purpose
• If a meeting is necessary, one should have a clear purpose for it, otherwise it will only waste
everyone’s time, including one’s own.
• As mentioned earlier, meetings can serve any of the following purposes:
o To give information
o Exchange information
o Obtain facts
o Solve a problem
• Having a clear purpose responds to the question participants ask themselves: “Why are we
here?”
2. Preplan the Meeting
CHAPTER NOTES Chapter 10
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• Many meetings are doomed from the start because of poor initial planning.
• Proper planning requires the leader to do some work before the meeting begins; such work
might include the following:
o Make sure the people who are to attend the meeting have adequate advance notice
(unless it’s an emergency meeting).
o Make sure key people will be able to attend.
o Develop and distribute copies of the meeting agenda in advance.
o Let people know in advance if they are expected to provide information or make a
report.
o Check to see the meeting room is arranged as desired and the visual aids intended to
use function properly.
o Form a general idea of how long the meeting should last.
B. Factors to Consider During the Meeting
• Following are steps to help ensure the meeting’s success:
o Starting the meeting on time
o Designating someone to take minutes
o Clarifying your objectives and expectations
o Keeping the meeting on the desired topic
o Encouraging participation
o Making sure there is closure
1. Start on Time
• To avoid unnecessary delays, the supervisor should begin the meeting as scheduled.
o If a supervisor consistently waits for late arrivals, attendees may get the message that
it is okay to be late, and successive meetings will start later and later.
2. Designate Someone to Take Minutes
• Especially for information exchange, fact-finding, and problem-solving meetings, it is
helpful to have someone record the important points discussed and agreed on at the meeting.
o These points are then outlined in a document called the minutes of the meeting and
copies are distributed after the meeting.
3. Clarify Your Expectations
• As the leader of the meeting, one should introduce each item—to give information, exchange
information, obtain facts or solve a problem and make a decision—on the agenda by stating
your purpose for including it.
• The supervisor should carefully outline the role of the group in the decision-making process.
8
4. Provide Leadership
• Ineffective leadership ruins many well-prepared meetings.
• The supervisor must be prepared to demonstrate leadership in the following ways:
o They should keep the meeting moving.
o They should see to it most or all members contribute to the discussion.
o They should summarize the apparent position of the group from time to time.
o They should address various problems related to participant behavior.
5. Encourage Two-Way Communication
• In most meetings, the leader’s job is to facilitate openness and interaction among group
members, especially when the leader uses the group-centered approach.
• The leader must be an alert listener and skilled in helping individuals in the group to express
themselves.
o A key skill is the ability to use questions to involve individual members or the entire
group in the communication process.
C. Work to Achieve Consensus Decisions
• Consensus is frequently misunderstood.
o It does not mean members agree with the decision; it means they agree to accept it, even
though they may not personally favor it.
• Consensus is more difficult when members have personal stakes in decision outcomes and when
there is much member diversity.
o Consensus is not always achievable; some members openly state their intent not to
support the group’s decision.
• Consensus is more likely when a group’s members does the following:
o Openly state their true feelings, ideas, and disagreements.
o Examine their different views fully.
o Try to understand underlying reasons behind their differences on an issue.
o Actively listen to and seek to understand other members’ positions.
o Focus on issues rather than on personalities.
o Avoid actions that polarize members or lock them into positions.
1. Get Closure on Items Discussed
• Achieving closure means reaching a conclusion with respect to a given agenda item that has
been discussed.
D. Factors to Consider After the Meeting
• When the meeting is over, it should be followed up by making sure the minutes (if any) are
distributed and any important decisions or responsibilities assigned to specific individuals are
CHAPTER NOTES Chapter 10
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carried out.
1. Distribute Copies of the Minutes
• Distributing copies of the minutes of the meeting is important for the following reasons:
o The minutes serve as a permanent record of what has been agreed on and committed to
at the meeting.
o The minutes identify topics on the agenda that have not been dealt with completely or
have been suggested for a future meeting.
o The minutes permit a smooth transition, allowing one to take up where he or she left
off at the next meeting.
2. Follow Up on Decisions Made
• It is crucial the supervisor follow up on any actions agreed on and any decisions made during
the meeting.
o The follow-up may consist of personal observations or visits.
o It may also involve reports that keep the supervisor informed of progress regarding the
agreed-on commitments.
VI. What is Group Facilitation?
• Group facilitation is a process of intervening to help a group improve goal setting, action
planning, problem solving, conflict management, and decision making in order to increase the
group’s effectiveness.
o An outside facilitator can be helpful, or the supervisor can carry out the process.
• As organizations cope with increasingly rapid change, the need for facilitation to improve their
effectiveness increases.
A. Role of the Facilitator
• A good foundation for being an effective facilitator requires experience and knowledge, not
only of dynamics of the group but also of decision making, problem solving, communications,
motivation, and leadership.
• Following are the core skills essential for an effective facilitator :
o Communication skills—listening and asking the right questions.
o Leadership skills—participative management and developmental leadership.
o Problem-solving skills.
o Group dynamics skills.
o Conceptual and analytical skills.
o Conflict management skills—principled negotiation.
o Process consultation skills—intervention and diagnostic insights.
B. Process Consultation
SUPERVISORY MANAGEMENT Instructor’s Manual
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• Process consultation skills are identified as being among the core skills of an effective
facilitator.
o This role involves sitting in on team or task force meetings, observing the group’s
process, and intervening, if needed, to help the group function more effectively.
• An effective facilitator is primarily a helper and wants the group to achieve long-term
development and continuous process improvement.
• The following three consultation models are drawn extensively from author/consultant, Edgar
Schein in comparing them:
o Purchase-of-Expertise Model
o Doctor-Patient Model
o Process Consultation Model
1. Purchase-of-Expertise Model
• Purchase-of-expert-information is the most widely used form of consultation.
o It occurs when the organization decides to call on an expert to help solve a problem or
add a service.
o Schein points out this model frequently produces a low rate of implementation of the
consultant’s recommendations.
• This model is based on many assumptions that must be met for it to succeed, and therein lies
its weakness. The assumptions are as follows:
o The manager correctly diagnosed the organization’s needs.
o The manager correctly communicated those needs to the consultant.
o The manager accurately assessed the capabilities of the consultant to provide the
information or service.
o The manager considered the consequences of having the consultant gather the
information and is willing to implement the changes recommended by the consultant.
• Another weakness is based on a “tell and sell” method by the expert and there is no
“ownership” by the client.
2. Doctor-Patient Model
• A relationship between a consultant and an organization can be likened to that of a doctor
and a patient.
o As Schein points out, this model places a great deal of power in the hands of the
consultant in that he or she makes a diagnosis and also prescribes a treatment.
o The success of the model then depends on whether:
▪ The initial client accurately identified which person, group, or department is
“sick.”
▪ The “patient” revealed accurate information.
▪ The “patient” accepts the prescription, that is, does what the doctor
recommends.
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3. Process Consultation Model
• Process consultation is a consultative model that involves others in making a joint diagnosis
and eventually providing others with the skills and tools to make their own diagnoses.
o The consultant refrains from solving the problem for the client.
o The emphasis is on facilitating the process so the client learns problem-solving skills.
• Although the facilitator may make suggestions or raise questions, the client makes the
ultimate decision and develops the action plan or remedy.
• The underlying assumptions of the process consultation model follow.
o Clients/managers often do not know what is wrong and need special help in
diagnosing what their problems actually are.
o Clients/managers often do not know what types of help consultants can give to them;
they need to be informed of the kind of help to seek.
o Most clients/managers have a constructive intent to improve things, but need help to
identify what to improve and how to improve it.
o Most organizations can be more effective if they learn to diagnose and manage their
own strengths and weaknesses.
o Unless remedies are worked out jointly with members of the organization, who know
what will and will not work in their culture, such remedies are likely either to be
wrong or resisted because they come from an outsider.
o The process consultant can provide alternatives, but decision making about such
alternatives must remain in the hands of the client.
o The essential function of process consultation, or PC, is to teach the skills of how to
diagnose and fix organizational problems. In this way, the client is able to continue on
his or her own to improve the organization.
C. Facilitating Teleconferencing
• Sometimes because of the expense of bringing people from distant locations for a meeting, a
facilitator may set up or make arrangements for a teleconference.
• Tips for facilitating teleconference are given in Exhibit 10-12 in the chapter.
VI. Leadership Strategies
• Effective facilitation requires the supervisor to learn how to balance three key dimensions: process,
relationships, and outcomes.
o The process must be open, achieve desirable results, ensure participants feel safe, and
guide—not lead—the group.
o With regard to maintaining effective relationships, participants must feel as if tension is
managed appropriately, everyone has the opportunity to participate and contribute, and
individuals listen respectfully.
o Ultimately, the facilitator’s goal is for the group to accomplish its task or achieve its desired
outcome.
• Effective internal facilitators are critical for an organization’s success.
12
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• The International Association of Facilitators (IAF), a nonprofit organization, provides opportunities
for members (facilitators) to meet and exchange ideas to improve competencies in helping groups
and organizations.
VII. Chapter Review
The PowerPoint slides correlated with the Lecture Outline above are available on the Instructors CD-
ROM and on the product support website.
PowerPoint Slide 10-1 Chapter 10 Title
PowerPoint Slide 10-2 Learning Objectives
PowerPoint Slide 10-3 Learning Objectives (cont’d)
PowerPoint Slide 10-4 Changing Technology of Meetings
PowerPoint Slide 10-5 Purposes of Meetings
PowerPoint Slide 10-6 Leader-controlled Approach
PowerPoint Slide 10-7 Interaction in the Leader-Controlled Approach (Text Exhibit 10-2)
PowerPoint Slide 10-8 Group Centered Approach
PowerPoint Slide 10-9 Interaction in the Group Centered Approach (Text Exhibit 10-3)
PowerPoint Slide 10-10 Advantages and Disadvantages of Meetings
PowerPoint Slide 10-11 Factors to Consider Before the Meeting
PowerPoint Slide 10-12 Factors to Consider During the Meeting
PowerPoint Slide 10-13 Suggestions for Handling Disruptive and Inappropriate Behaviors at Meetings
(Text Exhibit 10-7)
PowerPoint Slide 10-14 Suggestions for Handling Disruptive and Inappropriate Behaviors at Meetings
(Text Exhibit 10-7) (cont’d)
PowerPoint Slide 10-15 Factors to Consider During the Meeting
PowerPoint Slide 10-16 Strategies to Achieve Consensus Decisions
PowerPoint Slide 10-17 Eleven Team Members Scoring of Six Alternatives Using the 10-4 System
(Text Exhibit 10-9)
PowerPoint Slide 10-18 Factors to Consider After the Meeting
PowerPoint Slide 10-19 Group Facilitation
PowerPoint Slide 10-20 Core Skills for the Effective Facilitator (Text Exhibit 10-10)
PowerPoint Slide 10-21 Basic and Developmental Facilitation (Text Exhibit 10-11)
PowerPoint Slide 10-22 Purchase-of-Expertise Model
PowerPoint Slide 10-23 Doctor-Patient Model
PowerPoint Slide 10-24 Process Consultation Model
PowerPoint Slide 10-25 Process Consultation Model (cont’d)
Visual Resources
CHAPTER NOTES Chapter 10
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PowerPoint Slide 10-26 Tips for Facilitating Teleconferencing
PowerPoint Slide 10-27 Tips for Facilitating Teleconferencing
PowerPoint Slide 10-28 Important Terms
1. Explain some of the ways technology is impacting meetings.
Students’ answers may vary. Advances in technology are changing the way meetings are conducted.
2. Name the four basic purposes of meetings. Of these, which generally requires the most skill on the
part of the leader?
The four basic purposes of meetings are as follows:
3. Differentiate between the leader-controlled approach and the group-centered approach used in
meetings.
4. What are the advantages and disadvantages of meetings?
5. Describe the actions a supervisor can take before, during, and after a meeting to make it effective.
Solutions to the Questions for Review and Discussion
SUPERVISORY MANAGEMENT Instructor’s Manual
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Before the meeting, supervisors should determine whether a meeting is necessary, have a clear
6. Discuss the purpose of group facilitation and the role of the facilitator.
7. How does process consultation differ from other models of consultation?
Skill Builder 10.1
Achieving Group Consensus (Group Activity)
Works with SCANS competencies: Interpersonal Skill, Information, Resources, Systems
The table in this exercise lists the qualities most valued in a leader. These qualities appear in no special
order and do not represent an all-inclusive listing. Students should be asked to rank these according to
their personal view of what is most important to what is least important.
Next separate the students into groups of seven to nine persons and allow them to pick a leader and two
observers. Then, as a group, have students read the discussion about the consensus process. Once students
understand the process, have them develop group rankings of the qualities listed to understand the
consensus process involved.
The observers’ task is to observe the meeting, taking notes. Ask them to evaluate (a) the effectiveness of
the leader’s behavior in conducting the meeting and (b) the extent to which consensus was actually
achieved by the group. The observer should complete the leader assessment scale presented in this
Solutions to the Skill Builders
CHAPTER NOTES Chapter 10
exercise. Ask them to report their observations to the group. (Keep the report to five minutes.)
Skill Builder 10.2
Effective/Ineffective Meetings Survey (Group Activity)
Works with SCANS competencies: Interpersonal Skill, Information, Systems
For this exercise, students should follow the instructions listed below:
1. Identify a specific meeting in which you have participated that you would consider highly effective.
Make a written list of the reasons why you considered the meeting “highly effective.”
2. Identify a specific meeting in which you participated that you would consider “highly ineffective.”
Make a written list of the reasons why you considered the meeting “highly ineffective.”
3. From teams of three to five persons, compare your lists with those of other members and discuss the
two lists.
4. Select a spokesperson to present to the class a summary of your team’s lists to discuss.
5 As a follow-up assignment, each team should visit http://www.iaf–
world.org/i4a/pages/index.cfm?pageid=3387 and download the Basic Facilitation Primer.
Based on your class lists, develop recommendations using the primer to ensure effective meetings in
the future.
This Skill Builder provides an opportunity for students to apply the chapter concepts to their own
experiences. This should start an interesting class discussion of meeting “horror stories.”
Skill Builder 10.3
Meeting Facilitation Challenges (Group Activity)
Works with SCANS competencies: Interpersonal Skill, Information, Technology, Resources, Systems
Ask students to assume they are the supervisor leading their work team in addressing an important issue.
A list of situations representing incident that crops up during the meeting is presented.
Students should follow the instructions listed below:
1. Indicate how you would handle each situation by writing down the exact words you would say.
2. In groups of four to six students, compare your responses to each situation. Select one for each
situation that your group feels is best and read it to the rest of the class.
Skill Builder 10.4
Developing Skills as a Facilitator/Consultant (Group Activity)
Works with SCANS competencies: Interpersonal Skill
In preparation for this exercise, reread the section on process consultation. Keep in mind the primary role
of the facilitator/consultant is that of helper to an individual, group, or an organization.
Students should follow the instructions below:
1. Each member of the class is to identify a problem or issue that he or she needs help. It may be you
need help improving your study habits and grades. It may be you are having a problem at work with
Commented [M1]: This link mentioned in the PDF is not func-
tional.
Suggest replacing with the following link: http://www.iaf-
world.org/index/ToolsResources/IAFResources.aspx
Commented [SNA2]: Unable to locate this. Suggest replacing
with “ASQ-IAF Facilitation Primer “
SUPERVISORY MANAGEMENT Instructor’s Manual
your boss or with someone who works with you or for you. The guideline is it must be a real
problem or issue and you “own” the problem.
2. The class is to be divided into groups of three. Each member of the trio will take turns being the
client and receiving help from the other two members. The client will start the process by stating the
issue or problem and will have 20 minutes to receive help.
3. The other two members will ask questions to clarify, expand on, and sharpen the diagnosis. In
carrying out the questioning, the facilitators will play an active listening role and ask questions that
not only help them in understanding the problem, but also aid the individual being helped to better
understand. Examples of such questions would be: “When did you first start having this problem?
Can you expand on the history of your relationship with this coworker?”
5. Move into a joint problem-solving framework where all three of you engage in brainstorming ideas
on how to deal with the problem.
6. Put together an action plan using the best ideas on specific actions the client can take to solve the
problem.
This exercise will help students develop skills as facilitators/consultants in problem solving. Keep in mind
that process consultation involves others in making a joint diagnosis and eventually provides others with
the skills and tools to make their own diagnosis. The consultant refrains from solving the problem for the
client, and emphasis is on facilitating the process so the client learns problem-solving skills.
Skill Builder 10.5
Facilitator Training (Group Activity)
Works with SCANS competencies: Interpersonal Skill, Information, Resources, Systems
Students are asked to assume they are in training to become an external facilitator/consultant and are
faced with the following situations:
Team Task:
You will be assigned to a small team of trainees to develop a team answer. Although the team will arrive
at its answer through consensus, remember consensus does not always mean unanimity. It means
CHAPTER NOTES Chapter 10
17
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2. b
3. b
4. c
5. c
6. c
7. Suggest to the chairperson that she/he meet individually with each of the disruptive members. Tell
them how they are disrupting the program and suggest how they can improve their performance. If
they can’t, suggest that they leave the group.
Case 10-1
The Quiet Meeting
1. What might be some reasons for participants not saying much at Debbie’s meetings?
2. Assume you are a facilitation consultant. What advice would you give Debbie for encouraging
participation in future meetings?
Students’ answers may vary. Before advising Debbie on a strategy for overcoming this problem,
• How long has Debbie supervised this group? If the period of time is short, say several months,
Debbie should ask for their feelings on the subject before she tells them that she already has some
Solutions to the Case