Library Module 3 - Group Skills
About group skills
In this module:
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About Groups
Advantages of groups
- Socially attractive
- Efficient use of advisory staff
- Draws together community
- Information distribution
- Group discussions
- Effective feedback
- Encourage ownership of problems
- Peer pressure
Problems associated with groups
- Inappropriate leadership
- Community differences
- Resentment from other groups
- Alienation from group size
- Negative community response
- Limited time availability of members
- Expectations of members
Group dynamics
Properly organised and conducted meetings allow people to:
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air their views
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be involved in debate
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participate in decision making.
Characteristics of effective groups
- Select achievable tasks
- Do not have unnecessary meetings
- Use sub-committees
- Ensure results from meetings
- Work to objectives and finish meetings on time
Why meetings fail
- Unclear objectives
- Personal goals conflicting with group goals
- Limited resources to run meetings
- Pressure towards conformity
- Poor problem-solving skills
- Pessimistic attitudes
- Poor communication skills
Related readings
Cooper, Tracy. 'Designing successful meetings'.
Facilitating Groups
Group effectiveness
An effective group:
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Has a clear understanding of its purposes and goals.
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Is flexible in selecting its procedures as it works towards its goals.
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Has achieved a high degree of communication and understanding amongst its members.
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Communication of personal feelings and attitudes, as well as ideas, occur in a direct and open fashion because they are considered important to the work of the group.
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Is able to initiate and carry on effective decision making, carefully considering minority viewpoints and securing the commitment of all members to important decisions.
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Achieves an appropriate balance between group productivity and the satisfaction of individual needs.
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Provides for sharing of leadership responsibilities by group members. As a result, all members are concerned about contributing ideas, elaborating and clarifying the ideas of others, giving opinions, testing the feasibility of potential decisions and in other ways helping the group to work on its task and maintain itself as an effective working unit.
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Has a high degree of cohesiveness but not to the point of stifling individual freedom.
Makes intelligent use of the differing abilities of its members. -
Is not dominated by its leader or by any of its members.
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Can be objective about reviewing its own processes. It can face its problems and adjust to needed modifications in its operations.
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Maintains a balance between emotional and rational behaviour, channelling emotions into productive group effort.
Tips on being an effective group facilitator
- Be polite and considerate and never put anyone down.
- Be well organised and prepared for the group session. This includes getting to the room before the rest of the group.
- Establish a set of ground rules with the group and have people adhere to these.
- Encourage one person to speak at a time and make sure everyone gets a turn (air time).
- Allow people to 'pass' if they want to, but next time around don't 'forget' those who passed.
- Try to involve everyone by encouraging the shy person, but don't 'push' people to participate.
- Encourage gradual participation, eg 'What do you think, Janet?', 'How do you feel about that, Peter?'.
- Remember that each person in the group is unique - different from you and the others in their ideas, feelings and thoughts. Respect everyone's right to have his/her own personal ideas, thoughts and feelings.
- Try to be an unobtrusive facilitator, serving the needs of the group and not your own needs as a leader.
- Concentrate on the process, not the content.
- Encourage and accept feedback even if this is negative or critical of yourself or the group's operation. It is a good idea to ask for written comments at the end of each session.
- Use and practise communication skills such as 'reflective listening' eg 'So Angelo, you're saying we should.?'.
- If you have to be forceful and confront group, use an 'I statement' eg 'Excuse me Barbara, when you fool around in the group, I get frustrated because I fear we won't reach a decision before Friday'.
Be aware of your non-verbal behaviour as well as what you say and make sure these complement each other. - Don't misuse or abuse your 'power' as a facilitator. Use personal power and not merely positional power, that is, power derived from your position as facilitator. Remember that you only have control of the group whilst group members as a whole allow you to have control over them.
Gaining confidence and feeling comfortable in a group situation for both participants and facilitator takes time and comes with practice. - No two groups of people are exactly alike. From this, derives the need for facilitation skills and the never-ending challenge of working with each new group.
Motivating people
- Communicate your enthusiasm
Set personal goals and encourage others by using:
- Logos
- Scrap books, visitor's book etc
- Displays, posters etc
- Certificates, awards etc
- Field trips
- Special events
- Publicity
Related readings
Gillard, Elizabeth. 2000. 'Facilitating Groups'. Building Rural Leaders Program, Department of Primary Industries, Queensland Government.
Group Dynamics - Stages of Group Development
Stage 1 - Forming/dependence
This stage is characterised by general feelings of discomfort. People are cautious, polite and often try to avoid conflict. Usually, they are trying to work out why they are there and why everyone else is! There is also uncertainty about what the aims of the group are and how it will operate.
Getting through this stage can be assisted by:
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understanding that this is just a stage
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structuring 'getting to know you' exercises
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coming to agreements about looking after group building needs, while not losing sight of the task at hand.
Actions to facilitate group development
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Co-ordinate and direct the group
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Involve the group in getting agreement about the goals of the group
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Let people talk about their concerns
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Let people give negative feedback
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Establish the rules for the group and get group agreement on these
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Support everyone's contributions.
Stage 2 - Storming/rebellion
The initial period of caution is followed by a period that is less stilted, as people start to feel increasingly comfortable about saying what they think and feel. Some conflict may start to arise as people react to the demands of the task. There is a questioning of authority. People's early impressions of others may start to change and changes in alliances may occur. Poser plays may emerge. People and the tasks may be challenged.
It is important for people to feel safe during this stage. Defining the behaviours which are acceptable in the group will assist in resolving any conflicts which may emerge during this stage.
Actions to facilitate group development
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Encourage people to express their feelings
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Accept criticism and negative feedback about the process and progress of the group
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Use reflective listening to make sure all views are understood
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Involve the group in resolving issues rather than giving your view or advice
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Help to resolve conflict by bringing opinions and views together and looking for consensus views
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Sometimes remind the group about the rules and agreed goals.
Stage 3 - Norming/cohesion
Having defined what behaviours are acceptable within the group, people are more willing to co-operate so tasks are achieved.
A group feeling becomes evident. This stage reflects general feelings of trust and co-operation. It is important that trust continues.
Actions to facilitate group development
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Allow other group members to do some of the tasks you do as group leader - encourage sharing of tasks
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Pass the leadership role to other group members from time to time
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Allow people to suggest different ways of doing things
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Support new ideas and constructive argument within the group.
Stage 4 - Performing/achieving
Having settled issues regarding leadership, structure and conflict, people are more able to focus on the task. People are generally more openly supportive and caring of each other. If the task of the group is concrete output, then is when the major tangible output of the group is produced. This stage is facilitated by continuing to communicate about opinions and feelings, thus dealing with issues as they arise.
Actions
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Don't interfere
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Affirm the quality of individual and group effort
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Celebrate success
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Delegate
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Take on new challenges.
Stage 5 - Mourning/adjourning
As the task nears completion, people feel the imminent ending of the group and consequent changing of the relationships between the members. This may be a sad time for group members. It may assist people to proceed through this stage if there is acknowledgment of the losses and gains.
Actions
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Let the group talk about the situation
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Celebrate
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Organise future social get togethers.
Summary
It is important that the group goes through each of these stages. If one stage is missed or not given sufficient attention, the group may not move forward as effectively or quickly as possible. The group will revert back to the stage that was missed.
Group Dynamics - Dealing with Difficult People or Situations
However difficult the situation, keep your cool! It is not uncommon to be faced with difficult people or situations in your work. Here are some ideas on how to deal with these situations.
Difficult situation - 'Know Alls'
Action
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Acknowledge, seek opinions of others and then go back to the person if there is something you wanted to use.
Difficult situation - 'Sent' to course or need accreditation ('press ganged')
Action
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Question the person, ie their needs
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Acknowledge 'Ah...you've been sent, how do you feel? What did you do wrong?'
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Don't accept/reject/ignore
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Address people specifically
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You are here - what would be a good use of your time?
Difficult situation - Talkative
Action
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Just a minute, I want to hear from...I'll come back to you
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Body language
Difficult situation - Cynics
Action
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Why did you say that?...Give us more detail
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Say 'Such cynicism in one so young!'
Difficult situation - Non-listeners
Action
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Ask whether 'A' heard what 'B' said...If no, get B to repeat.
Difficult situation - External issues
Action
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Listen/acknowledge and steer away from workshop; perhaps set a time to come back and discuss.
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Can we have an agreement that external issues stay out of the workshop?
Difficult situation - Aggressive
Action
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Specific questions: Why do you say that, John?
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What would you like me to do? (ie encourage a solution)
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From 10 years experience, this works - but what does the rest of the group think?
Difficult situation - Quiet people
Action
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Offer opportunities/don't pursue - allow the freedom.
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Perhaps talk at morning tea - How is it going?
Difficult situation - Get the trainer
Action
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Going straight up the middle - be specific. What's the problem?
Difficult situation - Group silent
Action
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Ask why?
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Perhaps it's old stuff, participants don't understand the work, poor presentation method.
Difficult situation - Personality problems within the group
Action
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Address promptly, ask others for their input into the issues
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Speak to those concerned at the earliest opportunity
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Keep them apart
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Asking both of them to leave is an option.
Difficult situation - Personality problems (presenter or participant)
Action
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Address quickly and directly
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Talk privately with the participant, explain your professional role
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Avoid confrontation
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Don't let the problem spill over the group.
Difficult situation - Side conversations
Action
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Ask them to speak up and share the discussion with the whole group
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Go and stand behind them or near them. The facilitator's presence will draw attention to them
Strategies for managing conflict
There are a number of choices that you can consider when some form of conflict emerges. You will have to choose the best approach given the situation. Often, there isn't just one answer - there will be positives and negatives for each choice. You need to think these through and then choose.
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Don't do anything about it. Let the conflict happen. What are the positives and negatives of this choice?
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Stop the conflict, but don't deal with the issue - stick to the task. What are the positives and negatives of this choice?
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Deal with the issues as you deal with the task. What are the positives and negatives of this choice?
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Stop the task. Deal with the issue and then resume the task. What are the positives and negatives of this choice?
General points about facilitating through conflict
Conflict usually emerges from an anxiety or fear. This will result in behaviour that is either confrontational or withdrawing. Watch non-verbals (body language). This will usually alert you before any verbal behaviour occur.
Try to deal with the real issue causing the conflict or withdrawal. Remember, often the first issue raised is not the real one. Be sensitive rather than investigative in trying to find this out.
Deal with the underlying causes (if you can). These will emerge from unmet expectations, unchosen consequences, upset values, beliefs or attitudes, past history etc.
Choose a strategy - if you choose to deal with it, slow down the process, treat feelings as facts, the first expression of the reason for the conflict could be a realisation, so try to work through the real issue.
Deal with and/or acknowledge what can be dealt with at the meeting. Suggest what else could be done outside the meeting. Involve others at the meeting in helping with the resolution if possible. You don't have to solve every problem yourself.
Techniques and Processes
Warm up activities
Warm-ups
Purpose: to energise participants so that they can more effectively participate in the planned activity. Warm-ups may also help focus the group on the forthcoming event.
Novel introductions
Purpose: to assist people to meet one another and to remember each others' names.
Trust activities
Purpose: these activities increase the trust between members and allow deeper sharing of the real issues later on.
Hint: Stress that these are very safe activities and no physical harm should come from them. Ask people to share at the end of each activity what it felt like for them, and what they learnt from the activity.
Brainstorming
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State the question to be addressed
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If the group is large, divide into smaller groups (eg. 8 - 10)
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Appoint a chairperson and recorder
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Ensure all questions of clarification are answered before starting
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Remind participants of brainstorming rules and practise on a dummy topic
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Brainstorm (see rules below)
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Close the session when ideas have run out
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Critically analyse the ideas some time after the session.
Rules for brainstorming
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No criticism, evaluation, judgement or defence of ideas during the brainstorming session
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No limit on 'wild' ideas, no matter how outrageous or impractical they seem. Every idea is to be expressed
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Quantity is more desirable than quality
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'Piggybacking' - building on ideas - is encouraged (sometimes outrageous ideas can prompt someone to think of something very pertinent)
Workshop to develop vision statement and goals
Step 1 - Develop a common vision
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In your groups, employ a brainstorming technique to elicit 'key concepts' you feel should be included in the vision statement. Each idea can be written on 'post-it' notes or cards.
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Group and prioritise responses by sticking the cards/post-its on the wall
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Invite participants to frame broad statements or headings incorporating key concepts
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Discuss, amend and refine statements
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Reach consensus on the preferred vision statement
Step 2 - Developing goal statements
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Break into groups of four to 12 people
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Attach large sheets of paper to the wall and write up a statement
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Each participant writes ideas clearly and precisely on three post-its (one idea per post-it)
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Place post-its randomly on butcher's paper
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Read all ideas and seek clarification. Do not evaluate at this stage
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As a group, cluster similar ideas into columns and write category headings
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Reach full agreement on clusters and headings
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Prioritise by voting
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Write a goal statement for the top priority heading
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Report back to the large group
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