Agenda (437) A list of topics that will be discussed in a meeting and for how long.
Brainstorming (436) The process of generating ideas randomly and uncritically, without attention to logic, connections, or relevance.
Groupthink (436) The act of a group conforming to a single frame of mind and choosing a solution without fully and objectively examining other potential solutions.
Meeting (437) A formal gathering of a group to discuss an issue or solve a problem.
Oral Report(434) Speech given by an individual that presents a group's findings, conclusions, or proposals to other members of a group or to a larger audience.
Panel discussion (434) Structured discussion, facilitated by a moderator, among group members that takes place in front of an audience.
Problem-solving session(435) Discussion among group members that uses the reflective thinking method to identify solutions to a problem.
Reflective thinking method (435) A five-step method for structuring a problem solving discussion: identify the problem, analyze the problem, suggest possible solutions, consider the implications of the solutions, and reach a decision about the best solution.
Small group(431) Three to fifteen people who must work together to achieve a common goal, and who have the ability to influence one another through verbal and nonverbal communication.
Small group speaking (431) Speaking to give a presentation to a small collection of individuals or speaking as part of a small group of people.
Symposium (434) Public discussion in which several people each give speeches on a different aspect of the same topic.
Team presentation(435) Presentation made by several members of the group, with each person presenting a different speech on a single topic.
Activity 19.1 – Gender and Leadership
Purpose: To review industry tips for making group presentations.
Instructions: In InfoTrac locate and read “Tag-Team Pitches: Group Presentations Are a Different Ball Game. Here’s How to Play,” in Sales & Marketing Management, March 2002 v154 I 3 p 57(1). (Hint: Use “group” and “presentations” as your search terms.) Respond to the following questions:
How helpful are the comments offered in the article?
Activity 19.2 – Leading Problem-Solving Discussions
Purpose: To provide you with practical suggestions for leading a problem-solving group discussion.
Instructions: Locate using InfoTrac and read “How to Run a Problem-Solving Meeting,” by Mark J. Friedman. (Hint: Use “problem-solving” and “meeting” as your search terms.) 1. Friedman argues that a facilitator is needed to ensure the most positive outcomes for problem-solving groups. Why do you think that this person is referred to as a facilitator and not as a leader?
2. According to this article, the facilitator need not be a technical expert. What other qualifications are more important, as Friedman sees it, and do you agree?
3. According to Friedman, it is difficult for managers to perform the role of facilitators. Why is this, and do you agree with Friedman’s assessment of this difficulty?
4. What does Friedman suggest for the optimal group size, and how does this compare to the size of the group that you feel most comfortable working in?
5. What specifics does Friedman recommend for the initial introduction phase of the meeting, and why are these introductions important to the group’s functioning?
6. Friedman suggests that before starting work, the group, working as a team, should establish ground rules. Give an example of what these rules should include and discuss why they are important.
Activity 19.3 – Asking Effective Questions
Purpose: To help you to become a more effective questioner and a more effective participant in group problem solving.
Instructions: Locate using InfoTrac and read “The Power of Asking the Right Questions” by Sam Deep and Lyle Sussman. (Hint: Use the authors’ names or the title of the article as your search term.)
1. The article offers several metaphors to illustrate the power of questions. List one of these metaphors, then provide an original metaphor of your own which illustrates why questioning is a valuable skill to attain.
2. The article suggests that asking questions can help to develop consensus and rapport. What style of leadership is best suited to questioning, and what style of leadership does not readily ask questions?
3. Provide a specific illustration and a description of a way in which a task-oriented leader can effectively use questions.
Activity 19.4 – Gender and Leadership
Purpose: To provide you with real-world evaluations of the differences that gender can sometimes make in leadership styles.
Instructions: Using InfoTrac locate and read “Leadership finds balance: Women take charge of tribes: Five American Indian tribes in Oklahoma have women as leaders.” by S.E. Ruckman located in Tulsa World (Tulsa, OK), July 17, 2007 pNA . (Hint: Use “women” and “leadership” as your search terms.) 1. According to this article, what are significant differences between the ways in which men and women approach leadership roles?
2. From your experience and knowledge, how would you assess the accuracy of these claimed differences? (Support your response with specifics and examples.)
3. Briefly describe at least one characteristic of leadership that this article claims is more “female” but which you feel is not gender specific.
Activity 19.5 – Robert’s Rules of Order Revised
Purpose: To create a modified version of Robert’s Rules of Order for use in a small group.
Instructions: Read Robert’s Rules of Order at the website http://www.constitution.org/rror/rror--00.htm. Think of a group you lead or to which you belong. Answer the following questions:
1. Recall the meetings you have had recently and describe any organizational or procedural problems the group encountered.
2. Consider how a version of Robert’s Rules of Order could work for your group. As a team, draft a set of modified rules for your group, or any group, to follow as a way to improve effectiveness.
Which type of group presentation involves a well coordinated, formal presentation on the same topic by group members?
Which type of group presentation involves a formal presentation by group members that may disagree with one another?
Which type of group presentation involves a report of findings, conclusions, or proposals to an audience?
Which type of group presentation often involves comments from the audience?
T F 10. A small group consists of three to fifteen people who must work together to achieve a common purpose, and have the ability to influence one another.
T F 11. People speak in groups for the same reasons they speak publicly.
T F 12. Meetings should follow a logical plan.
T F 13. Effective delivery skills are less important in a group presentation than when delivering by oneself.
Explain the steps of the reflective thinking method.
Compare and contrast the four types of group presentations.
Preparation for a Problem-Solving Group Discussion
What is the size and scope of the problem?
Consider the number of people or things involved.
Consider relevant ratios and other numbers that compare this problem to other situations.
Consider current actions being taken to address the problem.
II. What are the causes of the problem?
How do those involved perceive the problem?
How do relevant groups and informal organizations perceive the problem?
How do relevant institutions perceive the problem?
How are societal norms and expectations related to the problem?
III. What criteria should be used to test solutions?
A. Who are the individuals involved who must favor this solution and what are their needs?
Who are relevant groups involved who must favor this solution and what area their needs?
How much time will this solution need before it produces positive effects?
How much money will this solution require?
Is this solution practically feasible?
F. Does this solution comply with existing rules, laws, and regulations?