Transcript
692015
Facilitation Fundamentals MTSS‐RtII Implementersrsquo Forum 2015
Rhonda Beach Tyree The Compact Educational Design Consultants
Session Purpose
Building fundamental facilitation skills to optimize team performance
1
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Define facilitation
Training Objectives
Examine team functionality
Build facilitation skills
Identify application ideas
What can you apply
2
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Training Objective 1 Define facilitation
Define Facilitation
What words concepts
images come to mind
when you hear the word
FACILITATION
3
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Mind Map
Wordle wwwwordlenet
4
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Facilitation hellip
Facilitating is the
act of supporting
team process
progress and
performance
NSTTAC Facilitator Guide
Promoting team hellip
bullProcess
bullProgress
bullPerformance
Facilitation To make easy hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
Facilitation is the art
craft and science of
providing process
leadership to enable
optimal human
interaction learning
and task performance
5
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Training Objective 2 Examine team functionality
Identify a team that you work with that functions less than optimally in their hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
bull Group dynamics
bull Task performance
bull Processlearning
bull Results
6
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Skill Practice Mind‐Mapping Topic ldquoDifficult Team Dynamicsrdquo
What descriptive words depict
ldquoDifficult Team Dynamicsrdquo
that you experience with
groups
Call lsquoem out
Team Development Models Which set of words most closely matches your team descriptors
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
7
1 Forming
3 Norming
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Team Development Models Teams develop toward functionality
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
Stages of Team Development
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
8
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Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
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Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
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Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
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Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
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Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
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See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
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Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
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Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
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Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
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Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
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Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
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Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
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Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
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Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
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Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
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13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
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13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
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13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Define facilitation
Training Objectives
Examine team functionality
Build facilitation skills
Identify application ideas
What can you apply
2
692015
Training Objective 1 Define facilitation
Define Facilitation
What words concepts
images come to mind
when you hear the word
FACILITATION
3
692015
Mind Map
Wordle wwwwordlenet
4
692015
Facilitation hellip
Facilitating is the
act of supporting
team process
progress and
performance
NSTTAC Facilitator Guide
Promoting team hellip
bullProcess
bullProgress
bullPerformance
Facilitation To make easy hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
Facilitation is the art
craft and science of
providing process
leadership to enable
optimal human
interaction learning
and task performance
5
692015
Training Objective 2 Examine team functionality
Identify a team that you work with that functions less than optimally in their hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
bull Group dynamics
bull Task performance
bull Processlearning
bull Results
6
692015
Skill Practice Mind‐Mapping Topic ldquoDifficult Team Dynamicsrdquo
What descriptive words depict
ldquoDifficult Team Dynamicsrdquo
that you experience with
groups
Call lsquoem out
Team Development Models Which set of words most closely matches your team descriptors
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
7
1 Forming
3 Norming
692015
Team Development Models Teams develop toward functionality
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
Stages of Team Development
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
8
692015
Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Training Objective 1 Define facilitation
Define Facilitation
What words concepts
images come to mind
when you hear the word
FACILITATION
3
692015
Mind Map
Wordle wwwwordlenet
4
692015
Facilitation hellip
Facilitating is the
act of supporting
team process
progress and
performance
NSTTAC Facilitator Guide
Promoting team hellip
bullProcess
bullProgress
bullPerformance
Facilitation To make easy hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
Facilitation is the art
craft and science of
providing process
leadership to enable
optimal human
interaction learning
and task performance
5
692015
Training Objective 2 Examine team functionality
Identify a team that you work with that functions less than optimally in their hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
bull Group dynamics
bull Task performance
bull Processlearning
bull Results
6
692015
Skill Practice Mind‐Mapping Topic ldquoDifficult Team Dynamicsrdquo
What descriptive words depict
ldquoDifficult Team Dynamicsrdquo
that you experience with
groups
Call lsquoem out
Team Development Models Which set of words most closely matches your team descriptors
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
7
1 Forming
3 Norming
692015
Team Development Models Teams develop toward functionality
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
Stages of Team Development
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
8
692015
Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Mind Map
Wordle wwwwordlenet
4
692015
Facilitation hellip
Facilitating is the
act of supporting
team process
progress and
performance
NSTTAC Facilitator Guide
Promoting team hellip
bullProcess
bullProgress
bullPerformance
Facilitation To make easy hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
Facilitation is the art
craft and science of
providing process
leadership to enable
optimal human
interaction learning
and task performance
5
692015
Training Objective 2 Examine team functionality
Identify a team that you work with that functions less than optimally in their hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
bull Group dynamics
bull Task performance
bull Processlearning
bull Results
6
692015
Skill Practice Mind‐Mapping Topic ldquoDifficult Team Dynamicsrdquo
What descriptive words depict
ldquoDifficult Team Dynamicsrdquo
that you experience with
groups
Call lsquoem out
Team Development Models Which set of words most closely matches your team descriptors
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
7
1 Forming
3 Norming
692015
Team Development Models Teams develop toward functionality
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
Stages of Team Development
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
8
692015
Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Facilitation hellip
Facilitating is the
act of supporting
team process
progress and
performance
NSTTAC Facilitator Guide
Promoting team hellip
bullProcess
bullProgress
bullPerformance
Facilitation To make easy hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
Facilitation is the art
craft and science of
providing process
leadership to enable
optimal human
interaction learning
and task performance
5
692015
Training Objective 2 Examine team functionality
Identify a team that you work with that functions less than optimally in their hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
bull Group dynamics
bull Task performance
bull Processlearning
bull Results
6
692015
Skill Practice Mind‐Mapping Topic ldquoDifficult Team Dynamicsrdquo
What descriptive words depict
ldquoDifficult Team Dynamicsrdquo
that you experience with
groups
Call lsquoem out
Team Development Models Which set of words most closely matches your team descriptors
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
7
1 Forming
3 Norming
692015
Team Development Models Teams develop toward functionality
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
Stages of Team Development
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
8
692015
Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Training Objective 2 Examine team functionality
Identify a team that you work with that functions less than optimally in their hellip
Hum
an I
nter
actio
n
Task Performance
high
low high
Results
Peo
ple
Dyn
amic
s
Content Task
bull Group dynamics
bull Task performance
bull Processlearning
bull Results
6
692015
Skill Practice Mind‐Mapping Topic ldquoDifficult Team Dynamicsrdquo
What descriptive words depict
ldquoDifficult Team Dynamicsrdquo
that you experience with
groups
Call lsquoem out
Team Development Models Which set of words most closely matches your team descriptors
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
7
1 Forming
3 Norming
692015
Team Development Models Teams develop toward functionality
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
Stages of Team Development
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
8
692015
Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Skill Practice Mind‐Mapping Topic ldquoDifficult Team Dynamicsrdquo
What descriptive words depict
ldquoDifficult Team Dynamicsrdquo
that you experience with
groups
Call lsquoem out
Team Development Models Which set of words most closely matches your team descriptors
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
7
1 Forming
3 Norming
692015
Team Development Models Teams develop toward functionality
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
Stages of Team Development
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
8
692015
Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
1 Forming
3 Norming
692015
Team Development Models Teams develop toward functionality
Source Group Development Models ndash A Comparison by Bob Archer Horizons (38) Summer 2007
Stages of Team Development
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
8
692015
Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Training Objective 4 Identify application ideas
Turn and talk
Is your team progressing through stages or stuck
What if anything can you do to facilitate more balanced progress towards performing
Search for Strategies (p 7)
Forming
Norming
Performing Storming
9
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Training Objective 3 Build facilitation skills
The key to trust is SHARED PURPOSE hellip linked to acknowledged individual purposes
Shared purpose
must be accepted at
a collective and
individual level for
motivation and trust
to be the driving
force
10
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Dysfunctional Teams Functional Teams
High Attention to Results Strong Outcomes amp ImpactsCause
High Accountability to Each Other Effective Action PlanningTaking
High Commitment Effective Decision Making
Effective Communication Comfort with Conflict
High Trust Shared CausePurpose
Inattention to Results Limited Outcomes
Lack of Accountability Ineffective Action PlanningTaking
Lack of Commitment Ineffective Decision Making
Ineffective Communication Fear of Conflict
Absence of Trust Competing InterestsPurposes
Adapted from Characteristics of Dysfunctional Teams Monash Guide to Managing amp Optimizing Team Performance
Why What Who How When
Remember hellip Agree on ldquowhy before what before who before how before whenrdquo
11
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Be transparent about shared purposes Pre-situ (before event) In-situ (during event) Post-situ (after event)
Stay ldquosituationally awarerdquo of individual purposes Honor individual intentions look for shared intentions (In‐situ)
12
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Keep individual and shared purposes Use visuals to re‐create shared work space and shared intentions (In‐situ)
See Community Toolbox Kansas University
Know how to bring it back to ldquowhyrdquo The ldquoBut whyrdquo technique can help you get down to ldquowhyrdquo (In‐situ)
13
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
See resources and tools by (CADRE) Center for Appropriate Dispute Resolution in Special Education
How would [child] benefit by [position]
What would be accomplished by [position]
What could we do to [satisfy interest A] AND [satisfy interest B]
Know how to bring it back to ldquowhyrdquo Shift from positions to motivating interests and positive intentions (In‐situ)
Training Objective 4 Identify application ideas
14
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Turn and talk Think back to the group that you identifiedhellip
How clear and constant is shared purpose in their work
In what ways if any are there competing individual interests
Share team formation practices Think about practices for helping the teamhellip
bullGet to know each other bullOrient to the work bullUnderstand the charge bullUnderstand what is expected bullClarify context and background bullBuild capacity to do the work bullEtc
Training Objective 3 Build facilitation skills
15
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Establish Norms Ways of working amp learning together
Norms Not rigid rules but suggested ways of working together and learning
from each other that we hope will become habitual
Ways Norms are Established Facilitator Role
Formal ndash Established in By‐Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndashTeam participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndashGroup starts with blank page Generate Check for agreement Coach
Implicit ndash Norms are not documented Educate and coach behavior over time
16
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Pay attention to key design considerations Clarify Event Purpose Openness of Design Decision Rule
Event Purpose
Update Awareness Building AnalysisClarification Persuasive Educational Inspirational Decision Making Design within Parameters Open Design Exploratory Completely Open Etc
Event Decision Rule
No input Questions only Solicited feedback Deferred decision Informed decision Prioritized decision Majority vote Supermajority vote By general consent Consensus Conceptualization Etc
Mor
e O
pen
Less
Ope
n
Rhonda Beach Tyree The Compact Leadership Styles ndash Kurt Lewin Gaert Hofstede
How open the task is and what the decision rule should be depends a lot on the leadership context
17
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
1 Forming
3 Norming
692015
Leadership Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
FAST
Closed Design Little Involvement Often Resistance
SLOW
Open Design Wide Involvement
Minimizes resistance
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
Focus on Performance Intentionally work on norming and effective collaboration as you produce
2 Storming
4 Performing
low
high
high
(Team Development Model adapted from Tuckman amp Jones 1983)
Task Performance
Hum
an I
nter
actio
n
18
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Focus on Performance Predictable structure is norming
Templates
Agenda
Process Plan
Materials List
Notes Template
Session Evaluation
Power Point
Put your OARRS in the water
bull Outcomes
bull Agenda
bull Roles
bull Rules
Grove Consultants
Focus on Performance Structured protocols for dialogue increase constructive collaboration
19
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Focus on Performance Predictable protocols for using data are norming and provide structure for collaborative inquiry
Predict
Go Visual
Observe
Infer amp Question
Focus on Performance Predictable structures for shared accountability are norming
20
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Training Objective 4 Identify application ideas
Solution Sharing Difficult Team Dynamics
Solution Search Protocol
1 Go back to your Mind Map of Difficult Team Dynamics
2 Pick one difficult dynamic and write on chart
3 Brainstorm solutions and practices to address the difficult dynamic
4 Think about ideas shared today or ideas from your own practice
21
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Training Objective 3 Build facilitation skills
Lack of Accountability
Ineffective Action PlanningTaking
Facilitation Resources
PaTTAN Protocols httpwwwpattannet
International Association of Facilitators httpwwwiaf‐worldorgindexaspx
Institute of Cultural Affairs httpwwwica‐usaorg
National School Reform Faculty httpwwwnsrfharmonyorgprotocola_zhtml
Kansas University Community Toolbox httpctbkueduentable‐of‐contents
Facilitation Resources ndashUniversity of Minnesota Extension httpwwwextensionumnedu
22
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
692015
Thank you Rhonda Beach Tyree The Compact Educational Design Consultants
67 Woodhaul Court Delaware Ohio 43015 614-619-3692 rltyreeyahoocom
23
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
Characteristics of Dysfunctional Teams Source Monash University (2010) Leadership and Development Guide to Managing and Optimizing Team Performance
Dysfunction Description
Absence of trust
Stems from a team members unwillingness to be vulnerable within the group Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust
Fear of conflict
This failure to build trust is damaging because it sets the tone for the second dysfunction fear of conflict Teams that lack trust are incapable of engaging in unfiltered and passionate debate of ideas Instead they resort to veiled discussions and guarded comments
Lack of commitment
A lack of healthy conflict is a problem because it ensures the third dysfunction of a team lack of commitment Without having aired their opinions in the course of passionate and open debate team members rarely if ever buy in and commit to decisions though they may feign agreement during meetings
Avoidance of accountability
Because of this lack of real commitment and buy-in team members develop an avoidance of accountability the fourth dysfunction Without committing to a clear plan of action even the most focused and driven people often hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team
Inattention to results Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive Inattention to results occurs when team members put their individual needs (such as ego career development or recognition) the needs of the collective goals of the team
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
Strategies to Address Team Dysfunction
Problem Characteristic behaviors Strategy Absence of trust
Team members unwilling to be vulnerable within the group Team members are not genuinely open with one another about their mistakes and weaknesses
Identify and discuss individual strengths and weaknesses Spend considerable time in face-to-face meetings and working sessions
Unclear goals Individual members promote outcome that is in conflict with the team goals Team members capitulate too quickly in discussions Team is spending an inordinate amount of time discussing actions that are not aligned with team goals
Remind members of team goals during each meeting Ask how each action being discussed will contribute to the teams goals Be suspicious of premature agreement Ask members to play lsquodevilrsquos advocatersquo about issues around which everyone quickly agrees
Team isnt communicating well
Members interrupt or talk over others Some members are excessively quiet Problems are hinted at but never formally addressed Members assume meanings without asking for clarification Nonverbal signals are at odds with what is said
Review or create group norms for discussion Actively solicit all members views Routinely ask members to be specific and give examples Address nonverbal signals that are at odds with verbal content Consider using an outside facilitator
Low participation
Assignments are not completed Poor attendance Low energy at meetings
Confirm that leadersrsquo expectations for participation are shared by other members Solicit membersrsquo views on reasons for low involvement Develop a plan to address reasons for low participation Assess fit of members to team tasks
Fear of conflict Teams do not engage in unfiltered and passionate debate of ideas Discussions characterized by veiled discussions and guarded comments
Acknowledge that conflict is required for productive meetings Establish common ground rules for engaging in conflict Understand individual members natural conflict styles
Unhealthy conflict
Personal attacks Sarcasm Some members shut down in face of heated discussion Dialogue argumentative Absence of expressions of support for others views Aggressive gesturing Talking about others rather than to them
Interrupt personal attacks or sarcasm Ask members to describe behavior rather than attack character Encourage all members to express views Review or create norms about discussing contentious topics Encourage members to confront others with concerns Discourage gossiping and listening to gossip
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
Trouble Holding onto positions regardless of others input Solicit input on members key interests and needs reaching Same argument continues to be repeated with Discuss consequences of not reaching consensus consensus no new information Ask what needs to happen in order to complete
No one formally closes the discussion discussion Lack of commitment
Teams do not engage in debate and discussion and therefore do not air their opinions regarding a course of action
Engage team members in discussion regarding a course of action and ask for their opinion Review commitments at the end of each meeting to ensure all team members are aligned Adopt a disagree and commit mentality - make sure all team members are committed regardless of initial disagreements
Avoidance of accountability
Team members do not commit to a clear plan of action and therefore do not feel responsible for the outcome
Explicitly communicate goals and standards of behavior Regularly discuss performance versus goals and standards
Lack of progress
Meetings seem like a waste of time Action items are not completed on time
Closed issues continue to be revisited
Restate direction and assess what is left to accomplish Ask members to identify causes of late work and brainstorm solutions Discourage revisiting closed issues by reminding team of previous decisions Focus on next steps
Inept leadership
Leader does not solicit enough team involvement Leader does all the work Team falls behind Conflicts become unhealthy Lack of vision Leadership perspective is myopic it represents one area rather than full constituency
Be brave meet with leader to express concerns about perceived leadership deficiency Consider how you might help the leader to be more effective eg Volunteer for additional tasks If leadership problems persist express concerns to sponsor
Lack of management support
Work of team is rejected by management Senior managers express discomfort about the teamrsquos work Necessary resources are not provided
One of several preventable problems has occurred Team does not have an adequate sponsor Sponsor has not lsquosigned offrsquo on goals and resources Team sponsor andor other stakeholders have not been adequately informed of team progress Work with sponsors to clarify team charter and resources
Lack of resources
Team work assignments are not coupled with a trade-off from regular job responsibilities No budget for necessary materials or outside participation
Negotiate for budget Negotiate trade-offs with sponsor and members supervisors If sponsors and stakeholders will not contract for needed time or resources team success is unlikely consider disbanding the team
Inattention to results
Team members put their individual needs (such as ego career development or recognition) or even the needs of the collective goals of the team
Keep the team focused on tangible group goals Reward individuals based on team goals and collective success
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 613 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
Group Development Models - A Comparison
13 13 13 13 13 13
For13 those13 involved13 in13 working13 with13 groups13 and13 facilitating13 group13 development13 an13 understanding13
13 13 13 13 13 13 13 13 13
13 13
13 13 13 13 13 13 13
of13 the13 group13 development13 process13 is13 an13 absolute13 must13
13 13 13 13 13 13 13
The13 objective13 of13 this13 article13 is13 to
Compare five popular group development models13
those13 of13 Tuckman13 Tubbs13 Cog13 Fisher13 and13 Jones
13 13 13 13 13 13 13 13 13
Identify the behavioural indicators associated with13
each13 phase
Give13 some13 hints13 and13 tips13 as13 to13 how13 to13 move13 groups13
from13 one13 phase13 to13 the13 next
I13 will13 use13 as13 the13 basis13 for13 the13 comparison13 the13 Tuckman13
ldquoForming13 Storming13 Norming13 Performingrdquo13 model13 as13 it13
is13 both13 the13 earliest13 and13 probably13 the13 most13 widely13 used13
All five models are ldquolinearrdquo in their approach with a13
general13 consensus13 of13 essentially13 four13 phases
113 13 An13 initial13 phase13 of13 getting13 to13 know13 one13 another13
and13 understanding13 what13 the13 group13 is13 about
213 13 A13 divergence13 phase13 where13 ldquolike-shymindedrdquo13 sub-shy
groups13 or13 cliques13 are13 formed
313 13 A coming together phase with a realisation13
that13 the13 group13 needs13 to13 share13 in13 order13 to13 move13
forward
413 13 A final phase where the group is able to reconcile13
both13 individual13 and13 group13 needs
The13 model13 of13 Jones13 is13 particularly13 interesting13 in13 that13
it13 explicitly13 separates13 Task13 Behaviours13 (getting13 things13
done)13 and13 Process13 Behaviours13 (how13 group13 members13
interact)13 in13 the13 form13 of13 a13 matrix13 I13 find13 this13 useful13 in13
terms13 of13 deciding13 which13 type13 of13 exerciseactivity13 to13
set13 the13 group
Below13 are13 the13 group13 development13 phases13 depending13
on13 the13 model
Tools13 of13
the13 Trade
13 13 13 agmented13
13 13 13 Immature13 13 13 13 y13 Wersquore13
Tuckman
13 13 Forming13 13 13 Storming13 13 13 Norming13 13 13 Performing13 13 (Mourning)
Tubbs
13 13 Orientation13 13 13 Conflict13 13 13 Consensus13 13 Closure
Cog
13 13 Polite13 Stage13 Why13 ersquoreHere13
13 13 Bid13 for13 Power13 13 13 Constructive13 13 Esprit
Fisher
13 13 Orientation13 13 13 Conflict13 13 13 Emergence13 13 Reinforcement
Jones
Immaturegroup13
Fragmentedgroup
13 13 Sharing13 group13 13 Effective13 team13 13 Team13 Synergy
By13 Bob13 Larcher
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
13 13 13 13 13 13 Horizons13 13 (38)13 Summer13 200713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 713 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
13 Hidden13 agendas
13 Confl13 icts
13 Compromise
13 Power13 plays
13 Resentment13 anger
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13
13 13 13 13 13 13 13 13
13
13 13 13 13 13
13 13 13 13
13
13 13
13 13 13
13 13
13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13
13 13 13 13 13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
13 13
13 13 13 13 13
13 13
13 13 13
13 13 13 13 13
13
13 13 13 13 13 13 13
13 13 13 13 13 13 13 13 13
13 13 13 13 13 13
13 13
13 13 13
13 13 13
13 13 13
13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13
13 13 13 13
Typical13 behavioural13 indicators13 for13 this13
phase13 are13 13 13 Questioning13 the13 objectives13 of13 the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
The13 Forming13 phase13 of13 the13 Tuckman13 model13 includes13
the13 Polite13 phase13 and13 the13 Why13 Wersquore13 Here13 phases13 of13
Cog the Orientation phase of both Tubbs and Fisher13
and corresponds more or less to the Immature13
Group13 phase13 of13 the13 Jones13 Model13 Group13 members13
who13 have13 not13 worked13 together13 as13 a13 group13 before13
or13 who13 may13 not13 even13 know13 each13 other13 will13 be13 polite13
at13 first13 hesitant13 about13 speaking13 their13 minds13 and13
mindful of how others perceive them At some stage13
perhaps13 by13 the13 second13 meeting13 or13 even13 after13 five13
minutes13 someone13 will13 draw13 attention13 to13 the13 task13
at13 hand13 and13 the13 grouprsquos13 attention13 will13 be13 drawn13
to13 that13 Members13 are13 then13 thinking13 of13 themselves13
in13 relation13 to13 the13 task13 -shy13 what13 they13 might13 have13 to13
contribute13 etc
In order tomove the group13
forward13 we13 need13 to13 allow13
time for groupmembers to13
get13 to13 know13 one13 another13
build13 a shared13 purpose
mission13 and13 continuously13
clarify group outcomes13
while working on personal13
commitment by linking13
personal goals to group13
roles
Storming or Bid For Power begins when group13
members13 begin13 to13 engage13 with13 the13 group13 and13 the13
task13 Members13 put13 forward13 ideas13 about13 how13 things13
should be and a kind of power struggle takes13
place13 If13 there13 is13 a13 designated13 group13 leader13 that13
person may be challenged Storming may seem13
like an uncomfortable or unwelcome process13
but it is necessary before the group can settle13
into a generally accepted way of doing things13
Without13 it13 members13 would13
be disengaged from the13
group and unclear about13
where they stand in relation13
to13 the13 group13 Work13 or13 tasks13
during13 this13 phase13 are13 often13
executed13 by13 cliques13 or13 sub-shy
groups within the group13
hence the term Fragmented13
Group13 in13 the13 Jones13 Model13
and13 Conflict13 in13 the13 models13
of13 Tubbs13 and13 Fisher
next13 pagekIn13 order13 to13 move13 the13 group13 forward13 it13 is13 important13 to13
pull13 the13 ldquofragmentsrdquo13 of13 the13 group13 together13 in13 order13 to13
move13 towards13 a13 collective13 rather13 than13 individual13 output13
We13 need13 to13 encourage13 group13 members13 to13 express13 their13
differing13 opinions13 ideas13 and13 feelings13 by13 asking13 open-shy
ended questions we need to raise issues confront13
deviations from commitments and make connections13
between divergent perspectives We need to set realistic13
targets13 for13 the13 group13 in13 order13 for13 them13 to13 achieve13 a13 few13
performance13 goals13 and13 tasks
Norming13 is13 the13 phase13 where13 the13 group13 begins13 to13 form13 its13
own lsquoculturersquo or generally accepted understandings about13
how13 things13 will13 be13 done13 Group13 norms13 may13 be13 overt13 and13
written like ground rules or13
unspoken13 unacknowledged13
practices13 that13 arise13 It13 is13 in13
this phase of the grouprsquos13
deve lopment that the13
group starts to feel like a13
ldquowholerdquo Group members13
share information ideas and13
perceptions13 as13 they13 emerge13
and13 a13 consensus13 is13 sought13
as13 to13 how13 to13 become13 truly13
effective
Helpful in the this phase are13
explicit13 queries13 around13 group13 norms13 flexibility13 around13
norms considering the value of particular norms explicit13
statements13 of13 leaderrsquos13 and13 membersrsquo13 values13 discussing13
group13 norms13 rather13 than13 just13 letting13 them13 happen13
Once13 the13 group13 culture13 is13 established13 the13 group13 can13
really start to work Performing in the terms of Tuckman13
Effective13 Team13 for13 Jones13 and13 the13 Constructive13 phase13 for13
Cog
It is helpful in this phase to13
celebrate successes share13
rewards formally give and13
receive feedback and recognise13
both group and individual13
achievements
Esprit or Team Synergy is a13
bonus phase -shy it is what happens13
when a group is working so well13
that the synergy created brings13
about an excellence which goes13
13
Typical13 behavioural13 indicators13 for13 this13
phase13 are Questioning the objectives of the13 group
13 13 Lack13 of13 involvement
13 13 One-shyway13 communication
13 13 Confusion
13 13 Low13 morale
13 13 Hidden13 feelings
13 13 Politeness
13 13 Poor13 listening
Typical behavioural indicators for this13
phase13 are Lack13 of13 cohesion13
13 13 Decisions13 are13 hard13 to13 make
Hidden13 agendas
Conflicts
Compromise
Power13 plays
Resentment13 anger
13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 813 13 13 13 13 13 13 13 13 13 13 Horizons13 (38)13 13 Summer13 200713 13 13
oprevious13 page
13 13 13 13 13 13 13 13
13 13 13 13 13
13 13 13 13 13 13 13 13 13
13
13 13 13 13 13 13
13 13 13 13 13 13
13 13 13 13 13 13 13
13 13
the sum of the individual contributions In the13
Performing13 phase13 group13 leadership13 is13 usually13 shared13
between group members the designated leader13
becomes13 more13 of13 a13 participant13 but13 is13 ready13 to13 stand13
in13 where13 necessary
Mourning13 means13 the13 way13 the13 group13 approaches13 the13
ending of its task finishing off and acknowledging the13
ending13 of13 the13 grouprsquos13 unique13 relationships13 Helpful13 in13
the13 Mourning13 phase13 are13 specific13 acknowledgement13 of13
the ending realistic plans and procedures reminiscing13
accepting recognition praise etc allowing time for13
goodbyes
It13 is13 also13 useful13 here13 for13 individuals13 to13 capture13 ldquobest13
practicerdquo and ldquolessons learnedrdquo in order to help13
accelerate13 the13 team13 development process in13 future13
teams13
beyond
Forming
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13 13
13 13
13 13 13
13
13 13 13
13 13 13
13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13
13 13 13 13
13 13 13
13 13 13
Unclear13 objectives
Uninvolvement
Uncommitted
One-shyway13 communication
Confusion
Low13 morale
Hidden13 feelings
Poor13 listening
Storming
Lack13 of13 cohesion
Subjectivity
Hidden13 agendas
Conflicts
Confrontation
Volatility
Resentment13 anger
Inconsistency
Failure
Norming
Questioning13 performance
Reviewingclarify13 objectives
Changingconfirming13 roles
Opening13 risky13 issues
Assertiveness
Listening
Testing13 new13 ground
Identify13 and13 building13 on13 strengths13 and13 weaknesses
Performing
Creativity
Initiative
Flexibility
Open13 relationships
Pride
Concern13 for13 people
Learning
Confidence
High13 morale
Success
References
Tuckman13 Bruce13 W13 (1965)13 lsquoDevelopmental13 sequence13 in13 small13 groupsrsquo13 Psychological13 Bulletin13 6313 384-shy39913 The13 article13 was13 reprinted13 in13 Group13 Facilitation13 A13 Research13 and13 Applications13 Journal13 -shy13 Number13 313 Spring13 200113 and13 is13 available13 as13 a13 Word13 document13 httpdennislearningcenterosuedureferencesGROUP20DEV20ARTICLEdoc
Tubbs13 Stewart13 (1995)13 A13 systems13 approach13 to13 small13 group13 interaction13 New13 York13 McGraw-shyHill13 1995
Cogrsquos13 Ladder13 of13 group13 development13 is13 based13 on13 the13 work13 ldquoCogrsquos13 Ladder13 A13 Model13 of13 Group13 Growthrdquo13 by13 George13 O13 Charrier13 an13 employee13 of13 Procter13 and13 Gamble13 written13 and13 published13 for13 a13 newsletter13 in13 that13 company13 in13 1972
Fisher13 B13 Aubrey13 (1970)13 Phases13 in13 group13 decision13 making13 Small13 Group13 Decision13 Making13 199313 ISBN13 13 9780070212121
John13 E13 Jones13 197513 Annual13 Handbook13 for13 Group13 Facilitators13 An13 overview13 of13 the13 model13 can13 be13 seen13 at13 httpwwwhrdqcomproductsgdahtm
Authorrsquos13 Notes
I13 am13 a13 British13 independent13 Management13 Development13 Consultant13 living13 and13 working13 in13 Toulouse13 I13 would13 appreciate13 any13 comments13 on13 the13 above13 article13 and13 can13 be13 contacted13 by13 the13 following13 methodsTel13 (home)13 0013 3313 513 6113 1513 7613 08Tel13 (mobile)13 0013 3313 613 8213 3813 4513 44E-shymail13 boblarcheryahoocom13 W13 wwwboblarchercom
Photos13 Karen13 Stuart13
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
13
Five Broad Leadership Change Strategies (Not Mutually Exclusive)
1 Directive strategies This strategy highlights the managers right to manage change and the use of authority to impose change with little or no involvement of other people The advantage of the directive approach is that change can be undertaken quickly However the disadvantage of this approach is that it does not take into consideration the views or feelings of those involved in or affected by the imposed change This approach may lead to valuable information and ideas being missed and there is usually strong resentment from staff when changes are imposed rather than discussed and agreed
2 Expert strategies This approach sees the management of change as a problem solving process that needs to be resolved by an expert This approach is mainly applied to more technical problems such as the introduction of a new learner management system and will normally be led by a specialist project team or senior manager There is likely to be little involvement with those affected by the change The advantages to using this strategy is that experts play a major role in the solution and the solution can be implemented quickly as a small number of experts are involved Again there are some issues in relation to this strategy as those affected may have different views than those of the expert and may not appreciate the solution being imposed or the outcomes of the changes made
3 Negotiating strategies This approach highlights the willingness on the part of senior managers to negotiate and bargain in order to effect change Senior managers must also accept that adjustments and concessions may need to be made in order to implement change This approach acknowledges that those affected by change have the right to have a say in what changes are made how they are implemented and the expected outcomes The disadvantage to this approach is that it takes more time to effect change the outcomes cannot be predicted and the changes made may not fulfill the total expectations of the managers affecting the change The advantage is that individuals will feel involved in the change and be more supportive of the changes made
4 Educative strategies This approach involves changing peoples values and beliefs winning hearts and minds in order for them to fully support the changes being made and move toward the development of a shared set of organizational values that individuals are willing and able to support A mixture of activities will be used persuasion education training and selection led by consultants specialists and in-house experts Again the disadvantage of this approach is that it takes longer to implement The advantage is that individuals within the organization will have positive commitment to the changes being made
5 Participative strategies This strategy stresses the full involvement of all of those involved and affected by the anticipated changes Although driven by senior managers the process will be less management dominated and driven more by groups or individuals within the organization The views of all will be taken into account before changes are made Outside consultants and experts can be used to facilitate the process but they will not make any decisions as to the outcomes The main disadvantages of this process are the length of time taken before any changes are made it can be more costly due to the number of meetings that take place the payment of consultantsexperts over a longer time period and the outcomes cannot be predicted However the benefits of this approach are that any changes made are more likely to be supported due to the involvement of all those affected the commitment of individuals and groups within the organization will increase as those individuals and groups feel ownership over the changes being implemented The organization and individuals also have the opportunity to learn from this experience and will know more about the organization and how it functions thus increasing their skills knowledge and effectiveness to the organization
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
13
The five change strategies are not mutually exclusive and a range of strategies can be employed to effect change Part of the skill of effective change management is to recognize what strategyies to employ when where and how to use them Other issues such as health and safety accessibility and union representation may also need to be taken into consideration when deciding what strategy to adopt
The change management strategies and their main advantages and disadvantages can be summarized as follows
Strategy Possible Advantages Possible Disadvantages
Directive Strategies
Using authority to direct change with little to no input from stakeholders
Relatively fast The change design can be clearly planned
Often ignores views of stakeholders The change design may miss important ideas May be strong resistance when change is imposed
Expert Strategies
Using expert(s) to identify solutions
Applies to technical problems Uses relevant expertise Relatively fast
Expertise may be challenged May have resistance from those not consulted
Educative Strategies
Winning hearts and minds to garner support and understanding of change
People understand and are committed to change
Relatively slow Likely to require more resources and costs
Negotiating Strategies
Managers and stakeholders negotiating or bargaining to effect change
Stakeholders have some say in design Resistance to change likely to be reduced (or areas of disagreement highlighted)
May be relatively slow Anticipated change may have to be modified Change design may include concessions
Participative Strategies
Involving stakeholders (those involved in and affected by change) in the design and implementation of change
Stresses involvement of all stakeholder views More people committed to change Change design informed by diverse perspectives
Relatively slow to implement May be more complex to manage Often requires more resources and costs Design may include too much compromise
FAST Closed Design
Little Involvement
Often Resistance
SLOW Open Design
Wide Involvement
Minimizes resistance
Sources bull Much of this document was excerpted from JSIC InfoNet (2011) Change Strategies
httpwwwjiscinfonetacukinfokitschange-managementchange-strategy-and-approaches bull Lockitt W (2004) Change Management 3T Productions Ltd bull Thurley K and Wirdenius H (1973) Supervision A Reappraisal London Heinemann
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
FACILITATION FUNDAMENTALS NOTES amp APPLICATION IDEAS
Presenter Rhonda Beach Tyree The Compact
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
Person(s) Who
Application Steps What can we apply What steps can we take
Deadline When
Scratch Pad (Tips practices ideas to remember)
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
Group Norms or Guidelines Facilitation Fundamentals
Team Development
Whether explicit or implicit all groups have ldquonormsrdquo or ways of working together Many researchers (Tuckman and Jones Tubbs Cog Fisher) have observed that teams engage in a dynamic process that includes natural stages of development While the descriptions of these stages of development vary in general they include
1 ldquoAn initial phase of getting to know one another and understanding what the group is about
2 A divergence phase where ldquolike-mindedrdquo sub- groups or cliques are formed 3 A coming together phase with a realisation that the group needs to share in order to move
forward 4 A final phase where the group is able to reconcile both individual and group needsrdquo
(Larch 2007)
The most popular developmental theory Tuckman and Jones (1983) called these four stages ldquoForming Storming Norming Performingrdquo
Norms
To propel team clarity around productive ways of working together facilitators often support the team to establish norms at the onset of their work Norms are not rigid rules but suggested guidelines for working together and learning from each other Ideally norms eventually become assumed habits of the group There are many different ways to establish norms
Ways Norms are Established Facilitator Role
Formal ndash Established in By-Laws (eg Roberts Rules) or documented practice (eg Scouts Honor)
Clarify check for understanding coach into practice
Team Charge ndash Commissioned by funder or directed by leader
Clarify check for understanding coach
Key Performance Indicators ndash Organizational benchmarks for conduct
Clarify coach
Educative ndash Team participates in shared learning opportunities on communication collaboration teaming inquiry etc
Educate coach and facilitate reflective practice
Stated ndash Facilitator shares ldquoway of workingrdquo Educate check for agreement coach
Adoptedadapted ndash Norms adoptedadapted from another project or team a framework in literature andor created by an external stakeholder group
Clarify check for understanding and agreement coach
Proposed ndash Facilitator starts with a proposed list Ask for differentadditional norms Check for agreement Coach
Group generated ndash Group starts with blank page Generate Check for agreement Coach
Rhonda Beach Tyree Facilitation Fundamentals 2014 1
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
Implicit ndash Norms are not documented Educate and coach behavior over time
Example Norms Countywide Prevention
School Improvement Planning Allegan Area Educational Service Agency MI
1 Driven by data
2 Fueled by communication
Partnership Principles Project MAX Parent Partners
Shared Purpose bull Maintain focus on the end-in-mind ndash our
shared goal of One Statewide Network to build advocacy and leadership skills to ensure access to quality instruction and high expectations of achievement for all students
Respect for Diversity amp All Voices bull Respect the knowledge and skills that
others bring to our shared work Strive to have all stakeholders feel that they have a voice and will be heard
Effective amp Compassionate Communication
bull Communicate effectively openly and compassionately about progress toward our shared goal Communicate frequently using face-to-face and available distal options (conference calls email GoToMeetings etc)
Clarity amp Transparency bull Clearly define and promote common
understanding of terms concepts and complex instructional needs Share knowledge and information (resources materials products etc) with all partners
Participation amp Communication Groundrules NASDSE Meeting the Needs of Students Who are Deaf
or Hard of Hearing Educational Services Guidelines
1 Engage in the conversation or task at hand
2 Help build safety for openly discussing the real issues and challenges
3 Create an atmosphere for open and honest discussion Avoid side conversations and cross-talking whether speaking or signing during presentations and discussions
4 Share the conversation so that everyone has equal opportunity to express their ideas
5 Face people and keep hands and objects away from your mouth
6 Pick a language ndash either speak or sign ndash during large group contributions Trying to sign and speak for self (sim-com) typically reduces the quality of both your signing and speaking
7 If you are a fluent signer feel free to sign for yourself when speaking to a Deaf person or are around a deaf person even if they are not a part of the conversation Rely on interpreters if you arenrsquot sign-fluent and in either case make sure the interpreter knows if she is needed to avoid confusion
8 Speak directly to the person who is Deaf when using an interpreter look at the deaf person when an interpreter voices what a deaf person signs not the interpreter
9 Allow for lag time for people using an interpreter Interpreters typically finish signing several seconds after the speaker stops talking A good rule of thumb is to wait until the interpreter has stopped signing before speaking allowing all participants equal opportunity to join the discussion
Note Guidelines were first developed by diverse stakeholders for National Deaf Education Reform Leadership Summits
Rhonda Beach Tyree Facilitation Fundamentals 2014 2
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
Training Norms
bull ldquoShow uprdquo (Cell phones on vibrate) bull Actively participate bull Speak without risk bull Balance your needs with the needs of all bull Invite and welcome all voices bull Self-direct your own learning
Example Norms
Team Norms Wenatchee School District
To build collaboration we bull agree to participate bull learn from your questions and comments
To show respect amp courtesy we agree to bull have one person speak at a time bull focus on one process one content at a
time bull express disagreement with ideas not
people bull be on time bull stay on the agenda bull if someone is interfering with your
participation then it is your responsibility to take care of your own learning and either move or ask the other party to step out the meeting
bull use the parking lot to write down questions that are not on the agenda or will not serve the greater good of the meeting
bull cells phones should be turned off or at minimum on vibrate
To promote understanding we agree to bull ask for clarifications bull uncover underlying assumptions bull try to see the whole picture bull be willing to trust what is talked about in
this room stays in this room unless we agree as a group to share out (What happens in Vegas stays in Vegas)
Advisory Committee Norms MI Transition Outcomes Project Advisory Committee
bull Advisory role (not decision-making steering workgroup or advocacy role)
bull Inquiry-based (creativity amp learning use ldquoandrdquo) bull Meaning-making (vs information management) bull Interest-based (clarify intentions not positions) bull Evidence-based (use data amp research)
Group Norms or Relationship Guidelines By Susan M Heathfield Aboutcom
1 Treat each other with dignity and respect
2 Transparency avoid hidden agendas
3 Be genuine with each other about ideas challenges and feelings
4 Trust each other Have confidence that issues discussed will be kept in confidence
5 Managers will open up a space in which people have information and are comfortable asking for what they need
Meeting Norms Digital Learning Commons OPSI
bull Begin on time bull End on time bull Attend all meetings bull Respect questions bull Monitor your own airtime bull Stay on agenda bull Do assignments prior to meetings bull Hold yourself personally accountable bull Do not use hostile language bull Respect the group bull Listen attentively bull Attend to goals and objectives bull Listen respectfully bull Discuss issues not people bull Probe ideas do not criticize people bull Show respect for views of others bull Avoid side conversations bull Assume positive intentions bull Observe basic conversational courtesies bull Avoid use of cell phone and checking email
Rhonda Beach Tyree Facilitation Fundamentals 2014 3
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
References Tuckman Bruce W (1965) Developmental sequence in small groupsrsquo Psychological Bulletin 63 384-399 The article was reprinted in Group Facilitation A Research and Applications Journal - Number 3 Spring 2001 and is available as a Word document httpdennislearningcenter osuedureferences GROUP20DEV20ARTICLEdoc Tubbs Stewart (1995) A systems approach to small group interaction New York McGraw-Hill 1995 Cogrsquos Ladder of group development is based on the work ldquoCogrsquos Ladder A Model of Group Growthrdquo by George O Charrier an employee of Procter and Gamble written and published for a newsletter in that company in 1972 Fisher B Aubrey (1970) Phases in group decision making Small Group Decision Making 1993 ISBN 9780070212121 John E Jones 1975 Annual Handbook for Group Facilitators An overview of the model can be seen at httpwww hrdqcomproductsgdaht
Larch B (2207) Group Development Models ndash A Comparison Horizons (38) Summer 2007
Rhonda Beach Tyree Facilitation Fundamentals 2014 4
- 08a MTSS_Facilitation_15
- 08b CharactDysfunctTeams
- 08c GroupDevelopmentModels
- 08d LeadershipChangeStrategies
- 08e Note_Taking_010315
- 08f Sample_Norms
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