Personal Development for Communication Technology Pratik Man Singh Pradhan | Module Code: CT1039NI | Week 7 - Tutorial

Conducting Meetings Effectively For effective planning

Presenter Vs. Facilitator  In your group:  Pick a recorder.  Brainstorm differences between “presenter” and “facilitator.”  Introduce yourselves.  Complete the assignment in 6 minutes.  Present work.

Facilitator Vs. Presenter  Focus is on the audience/participants.  Shares control with participants.  Credibility is from the environment, not expertise alone.  Individuals expertise is respected and welcomed  Accountability for results is shared.  Everyone is engaged on multiple levels.

Learning Objectives  Review various types of meetings  Explain the use of guided discussions  Facilitate a guided discussion  Develop strategies to facilitate meetings  Develop strategies to adjust on the fly when necessary  Prepare development plan strategies for facilitation skills development

Types of Meetings  Informative  Strategic Planning  Collaboration  Brainstorming  Formal  Informal  General  Online  Special  Emergency

Types of Meetings  Informative  Focus is on the presenter or facilitator  Participants are relatively passive  Collaborative  Ask participants questions every few minutes.  Invite their questions.  Guided discussion

All Meetings: Ground Rules  Start/stop on time  Hold no private conversations  Stay on topic  Participate and share insights  Respect others’ opinions and their time to talk  You may pass when asked to respond  The more experienced participants coach and provide insight  Protect confidentiality  Turn off cell phones and pagers  Have fun

Interactive Lecture  Informative:  Focus is on the facilitator.  Participants are relatively passive.  Action  Ask participants questions every few minutes.  Invite their questions.  Use the experts.

Guided Discussion  Definition: A discussion/dialogue between facilitator and participants or participant to participant that is guided by a series of planned facilitator questions or activities  For each important point to be brought out  Craft a question.  Note most likely participant responses.  Plan follow-up comments.  Use participants expertise and engage it.  Use participants responses to debrief.

Structured Bridge Activity  Participants work together.  Uses content at a deeper level.  Participants are more active and involved.  Facilitator’s role: organizer, monitor, and guide.  Use each participants expertise  Provides a “bridge” between content and application.

Activity Here  In your group:  Read the case study,  Work together to answer the case questions.  Use Handouts 6–12, 6–13, and 6–14 as reference.  You have 30 minutes.  Present recommendations for learning activities, rationales, and brief activity descriptions.

Facilitating Groups 1. Setting up instructions and monitoring groups 2. Grouping participants 3. Sequencing group interaction 4. Using media 5. Physical presentation

Instructions  Design and deliver a guided discussion that will teach the rest of the group about your assigned subject.  Maximum length: 6 minutes  After lunch  Resources:  Partial handout (you add the rest!)  Your observations and experiences in this course so far  Your own experiences and intuition

Scenario You will be facilitating a training course in a hotel. The room is a large rectangular room with a door at one end. Given a group size of 20–24, you will need only about half the room. The design of the course calls for (a) some individual work, (b) some work in pairs, and (c) some small group work. The grouping of the participants will be changed with each group activity. There are no breakout rooms.

Disruptive Participants  Part 1:  Choose a scribe.  Identify and describe examples of disruptive participant behavior, and identify and discuss causal factors.  Present.  Part 2:  Develop strategies to address disruptive behavior, using Handout 6–31.  Present.

Facilitator Tactics  Not getting caught in one-on-one power struggles  Using good-natured humor  Connecting with the participant on a personal level  Broadening the participation of the rest of the group  Protecting participants as needed  Using a separate Issues Chart or Parking Lot to postpone issues  Recognizing the participants point and then taking the discussion offline  Changing the composition of small groups  Modifying groups or strategies

Adjusting On the Fly  Which items are critical and which are nice to know? If you had to, would you omit any of the activities when adjusting on the fly? If so, which ones?  How would you adjust each activity? Why?  Take 20 minutes to make these decisions.  Be prepared to discuss.

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