Should i put open for discussion

The sound of water from the mill stream rushing by put everyone at ease, and encouraged creative thought. The ultimate comfort, and one that breaks down barriers among people, is that of eating and drinking. If you have the opportunity, learn as much as possible about the topic under discussion. This is not meant to make you the expert, but rather to allow you to ask good questions that will help the group generate ideas.

Make sure everyone gets any necessary information, readings, or other material beforehand. If participants are asked to read something, consider questions, complete a task, or otherwise prepare for the discussion, make sure that the assignment is attended to and used.

The first thing you need to think about is leadership style, which we mentioned briefly earlier in the section. Are you a directive or non-directive leader? The chances are that, like most of us, you fall somewhere in between the extremes of the leader who sets the agenda and dominates the group completely, and the leader who essentially leads not at all. Facilitators are non-directive, and try to keep themselves out of the discussion, except to ask questions or make statements that advance it.

For most group discussions, the facilitator role is probably a good ideal to strive for. The ground rules of a group discussion are the guidelines that help to keep the discussion on track, and prevent it from deteriorating into namecalling or simply argument. Some you might suggest, if the group has trouble coming up with the first one or two:. Ground rules may also be a place to discuss recording the session.

Who will take notes, record important points, questions for further discussion, areas of agreement or disagreement? You might present an agenda for approval, and change it as the group requires, or you and the group can create one together. There may actually be no need for one, in that the goal may simply be to discuss an issue or idea. How active you are might depend on your leadership style, but you definitely have some responsibilities here.

They include setting, or helping the group to set the discussion topic; fostering the open process; involving all participants; asking questions or offering ideas to advance the discussion; summarizing or clarifying important points, arguments, and ideas; and wrapping up the session.

The exceptions are opinions or ideas that are discriminatory or downright false. This is especially true when the group is stuck, either because two opposing ideas or factions are at an impasse, or because no one is able or willing to say anything. The notes might also include a summary of conclusions that were reached, as well as any assignments or follow-up activities that were agreed on. If the session was one-time, or was the last of a series, your job may now be done. Leading an effective group discussion takes preparation if you have the opportunity for it , an understanding of and commitment to an open process, and a willingness to let go of your ego and biases.

If you can do these things, the chances are you can become a discussion leader that can help groups achieve the results they want. A constant question that leaders — and members — of any group have is what to do about racist, sexist, or homophobic remarks, especially in a homogeneous group where most or all of the members except the leader may agree with them. There is no clear-cut answer, although if they pass unchallenged, it may appear you condone the attitude expressed.

How you challenge prejudice is the real question. All too often, conflict — whether conflicting opinions, conflicting world views, or conflicting personalities — is so frightening to people that they do their best to ignore it or gloss it over. That reaction not only leaves the conflict unresolved — and therefore growing, so that it will be much stronger when it surfaces later— but fails to examine the issues that it raises.

If those are brought out in the open and discussed reasonably, the two sides often find that they have as much agreement as disagreement, and can resolve their differences by putting their ideas together. Sometimes individuals or factions that are trying to dominate can disrupt the process of the group. Both Sections 1 and 2 of this chapter contain some guidelines for dealing with this type of situation.

The exception here is when someone has been chosen by her community or group to represent its point of view in a multi-sector discussion. She may have agreed to sponsor particular ideas that are important to her group, but she may still have her own opinions as well, especially in other areas. You have some choices about how you do that, however.

If the question is less clear-cut, you might want to throw it back to the group, and use it as a spur to discussion. Group discussions are common in our society, and have a variety of purposes, from planning an intervention or initiative to mutual support to problem-solving to addressing an issue of local concern. It helps greatly if the leader comes to the task with a democratic or, especially, a collaborative style, and with an understanding of how a group functions.

A good group discussion leader has to pay attention to the process and content of the discussion as well as to the people who make up the group. She has to prepare the space and the setting to the extent possible; help the group establish ground rules that will keep it moving civilly and comfortably; provide whatever materials are necessary; familiarize herself with the topic; and make sure that any pre-discussion readings or assignments get to participants in plenty of time.

Then she has to guide the discussion, being careful to promote an open process; involve everyone and let no one dominate; attend to the personal issues and needs of individual group members when they affect the group; summarize or clarify when appropriate; ask questions to keep the discussion moving, and put aside her own agenda, ego, and biases.

An effective group discussion can lay the groundwork for action and real community change. Study Circles Resource Center. Information and publications related to study circles, participatory discussion groups meant to address community issues. Facilitating Political Discussions from the Institute for Democracy and Higher Education at Tufts University is designed to assist experienced facilitators in training others to facilitate politically charged conversations.

The materials are broken down into "modules" and facilitation trainers can use some or all of them to suit their needs. Project on Civic Reflection provides information about leading study circles on civic reflection.

Tips on university teaching, but much of the information is useful in other circumstances as well. Johnson, D. Joining Together: Group theory and group skills. Skip to main content. Toggle navigation Navigation. Group Facilitation and Problem-Solving » Section 4.

Chapter Chapter 16 Sections Section 1. Conducting Effective Meetings Section 2. Developing Facilitation Skills Section 3.

Techniques for Leading Group Discussions. The Tool Box needs your help to remain available. Toggle navigation Chapter Sections. Section 1. Learn how to effectively conduct a critical conversation about a particular topic, or topics, that allows participation by all members of your organization.

What is an effective group discussion? Why would you lead a group discussion? When might you lead a group discussion? They are also available to come to classes to discuss conflict resolution. The Office of Institutional Equity provides training, consultation, and other programming for faculty, staff, students, and management. The of Multi-Ethnic Student Affairs MESA provides programs and resources that support students from underrepresented groups, individually and through student organizations.

Ann Arbor, MI Resource Title:. Spontaneous Discussions: Dealing with the Unexpected It is wise to be prepared to respond to the possibility that a student will raise a controversial issue in class unexpectedly. Immediate response is called for, if only to decide what to do next: Acknowledge the student who raised the issue while noting that students may vary in their responses. Decide whether you are ready and willing to engage with the topic right away. Quickly assess whether the class would like to spend time sharing views about the topic.

Examples of general objectives include: Connecting the topic with course material, including fundamental concepts and strategies for analysis and thoughtful reflection Increasing awareness about the topic by providing information that is not generally addressed in informal discussions Promoting critical thinking by helping students to understand the complexity of the issues Enhancing skills for dialogue that students can take into other venues Relating classroom discussion to the roles that students have as citizens within the university community and larger society More specific objectives for discussion about social conflicts, especially those involving language of hate or bias, may focus on policies, social conventions, or civic responsibilities, including the following: Examining and developing positions on issues of social policy, university policy, or social convention.

Identifying a core problem underlying social conflicts and exploring possible answers to the problem. Analyzing the root causes or reasons for a social conflict i. Exploring possible consequences or implications of a conflict i.

Some suggestions include the following: Listen respectfully, without interrupting. Listen actively and with an ear to understanding others' views. Criticize ideas, not individuals. Commit to learning, not debating.

Comment in order to share information, not to persuade. Avoid blame, speculation, and inflammatory language. Allow everyone the chance to speak. Avoid assumptions about any member of the class or generalizations about social groups.

Do not ask individuals to speak for their perceived social group. You can also draw upon students' own knowledge to establish a common basis: In class, ask students to identify key points of information, stating their source. You can ask students to do this individually and then pool the information, or you can simply elicit information from the class as a whole. Make a list of these for the whole class. Acknowledge how difficult it may be to make these distinctions at times.

In order to identify and situate threads of discussion that are extraneous to the focus, or are very speculative, ask for and identify information that students would like to know to clarify their understanding on these questions or tangents, even if that information is not available. The following strategies can help you maintain the focus and flow of the discussion: Begin the discussion with clear, open-ended but bounded questions that encourage discussion.

Prepare specific questions to use if the class is silent or hesitant about speaking. With probing questions, an instructor can prompt students to share more specific information, clarify an idea, elaborate on a point, or provide further explanation. Be prepared to re-direct the discussion if students go beyond the intended focus.

You know what you have done in the past; you know your strengths, skills, and expertise. Be sure you are spending ample pre-interview time preparing your success stories and quantifying the results of your past professional efforts. Approach each conversation as an opportunity to learn. Whether in a networking discussion or an actual job interview, be careful not to manipulate the spotlight engaged in a long-winded dialogue.

Then the interview becomes a discussion between two professionals with some shared challenges and experiences. Contact About Us Privacy Policy.

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