25 minute read
Consulting Skills
CONSULTING SKILLS: QUESTIONS TO ASK
Background Leading to Request:
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What prompted their interest in your services?
Is this a result of a district initiative, principal and/or staff interest?
What is the prior experience of the staff in this issue?
Who has received training in the past? Whole staff or individuals?
How does this topic link to their other staff development efforts? to their school mission/vision/school plans for change?
Logistics and Pragmatic Considerations:
Who will attend? What is the Principal’s role in the program? (Who besides themselves will be there?)
How many people? What are their roles?
Will this program be mandatory or voluntary?
What resistance do you anticipate from any participants?
When? Time of day?
Where? What type of room? Furniture, Equipment and Supplies other logistics: program agenda, schedule; refreshments, handouts? Who will be responsible for what?
Expectation:
What are your specific goals or desired outcomes for the program?
What is your specific philosophy or particular structures you want emphasised?
What is your perception of the issues and concepts to be discussed?
What outcomes do you want from the program?
What is your commitment to follow up? Further programs, teacher support at site
Establishing your Credibility:
Describe some practical application ideas and examples from your own extensive implementation;
State your own philosophy of effective teaching and learning, in linking environment, curriculum, instruction and assessment;
Describe how this fits with your perception of a learning community, to the bigger picture of how this fits into education and how we learn, to the teacher’s role in drawing out student learning, to fostering attitudes about learning and working with others;
Discuss the advantages of having the same person work with staff over time.
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IS THERE SOMETHING WE’VE FORGOTTEN?... A CHECKLIST
The following is a checklist to help you through the various stages of implementing an in-service program, it is divided into those activities/tasks which need to be undertaken at the following stages in your planning/implementation schedule:
- PRIOR TO THE PROGRAM - DURING THE PROGRAM - AFTER THE PROGRAM
Whilst it is acknowledged, as the checklist highlights, that there are numerous administrative tasks involved in planning an in-service program it needs to be emphasised that the following areas require substantial discussion amongst the planning group with close reference back to the school community.
A. What needs are we meeting? B. How will our program best meet those needs? C. How do we identify the goals of the program? D. What are the desired outcomes of the program?
PRIOR TO THE PROGRAM Needs assessment 1. determine needs of school community — who? how? 2. ensure program is designed to meet these needs 3. plan collaboratively with representatives of the target group 4. apply for funding to cover all costs
Goals and outcomes 1. identify goals of program 2. identify desired outcomes of the activity
Design of program 1. choice of content (relevance). 2. choice of strategies sequenced to promote learning, in a non-threatening way and appropriate to developmental learning stages. 3. timing (evening, weekend) and format (residential, series) to provide access and cater for content, strategies and reflection time. 4. a degree of flexibility and choice offered within the program. 5. comfortable conditions in which to work. e.g. heating 6. realistic time schedule. 7. catering arrangements to keep participants at the venue and relating to each other.
Evaluation 1. select appropriate evaluation strategies to check goals have been met.
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Speakers and facilitators 1. check availability and suitability of lecturer/facilitator 2. ensure funding covers lecturers costs 3. check with lecturers on possible handouts 4. ensure which tasks will be completed by organiser and lecturer 5. provide lecturer with map and, if necessary, accommodation 6. ensure speaker is fully aware of total program 7. send confirmation letter 8. refreshments
Resources 1. prereading notes 2. program/agenda prior to program. 3. book audio-visual equipment/ hire appropriate films - check working condition availability of power points, extension leads, batteries, spare globes. 4. textas/pens/paper/butchers paper/cellotape/blutak/overhead transparencies 5. name tags/folders
Venue
1. book appropriate venue/request quote 2. visit venue 3. confirm venue 4. give detailed list of requirements to venue manager/ess 5. list services offered by venue on participation information list eg. Car parking 6. organise catering, A/V arrangements, additional discussion rooms/areas.
Advertising (as appropriate) 1. notify parents club. 2. notify school council. 3. notify teacher association. 4. education publications. 5. school notice boards. 6. regional publications.
Notices
1. time, date 2. venue (map if necessary) 3. translations (if appropriate) 4. clear statement of aim 5. person to be contacted for further information 6. include cost of registration 7. reply slip/phone no. 8. closing date for applications 9. include any pre-conference reading materials.
Child care 1. advertise availability 2. get idea of approximate numbers 3. appropriate activities for different age groups 4. person to assume this position 5. be aware of legal responsibilities
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DURING PROGRAM 1. on arrival the organiser checks seating arrangements, materials for distribution, catering arrangements and ensure accessibility/availability of tea, coffee, presence of A/V and other resources 2. as participants arrive - individual welcome, introductions, collection of name tags, handouts 3. welcome to group. Introduction and clarification of program. 4. warm up activity 5. collaborative identification of expectations, priorities and goals. Encouragement of sensitivity towards the resources within the group in terms of expertise and experience 6. modifications to design in light of this 7. Interactions. In formal and non-formal settings, in one-to-one and group situations, to encourage respect, valuing, trust, freedom within the constraints of collaboratively defined goals, format, etc. and to more sensitivity identify and meet continuing or emerging needs.
Interaction outcomes may be 8. Modifications to design and resources. 9. Provision of option 10. Continuing Review. Ensure that personal space and time for reflection are not diminished. 11. Time. Finalise program as near as possible to the agreed time schedule. 12. Ensure a range of evaluation strategies are used to suit your requirements. 13. Facilitators and participants to sign appropriate forms for reimbursement if required.
AFTER PROGRAM 1. contact - continued and appropriate contact e.g. network (human) program resume report, tangible product. 2. support systems - set up as appropriate, and may include letters, circulars re information on further meetings or follow-up activities, resource lists, references. 3. revision of materials for future activities 4. send thank-you letter to speakers, facilitators etc. 5. feed back summary of evaluations to all involved.
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Self Assessment Inventory
Knowledge, Skills, Attitudes Relevance Level
Engaging in Open, Supportive Communication Behaving supportively Listening actively
Clarifying Expectations Eliciting what colleagues expect Defining your role Outlining school responsibilities
Building Shared Influence Giving weight to colleague input Responding fully to group needs
Dealing with Resistance Acknowledging resistance Creating problem solving strategies
Establishing Credibility and Legitimising the Facilitators Role Performing useful functions Demonstrating expertise Asking clarifying questions
Building a Support Group Identifying positive people Encouraging, facilitating group.
Understanding Schools as Organisations Organisational models of schools Knowing teacher, admin., student needs
Conceptual Framework Understanding philosophy of innovation Articulates and models values, feelings Gathers useful information and resources
Diagnosis of Needs Determines needs of grp/org. Develops ownership of needs Works to develop action plan
Collaboration Models collaborative behaviour
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Knowledge, Skills, Attitudes Relevance Level
Confrontation Gives appropriate, clear feedback Identifies, labels problems
Conflict Management Anticipates conflict Mediates conflict Teachers conflict mgmt. skills
Problem-Solving, Decision Making Uses problem-solving practices Teaches problem-solving methods
Resource Brokering Sees self as resource Uses talents of others Finds equipment, materials, etc. Networks resources Uses information systems Maximises school-base support Provides followup Promotes district and other programs
Taking Initiative Builds a shared vision Manages time well Uncovers problems Uses processes for checking implementation, progress
Facilitating Change Creates clarity about the change, the change process, and expectations for change Delegates and monitors change Helps others build facilitation skills, see their strengths Supports risk-taking Provides ongoing support
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CHECKLIST OF TRAINER SKILLS
RATING SCALE: “1” - Very low skill, problem area “2” - Low skill area, needs some improvement “3” - Moderate skill area “4” - Fairly high skill area “5” - Very strong skill area
A. Introduction of Session 1. Explains rationale and purpose of session 1 2 3 4 5 2. Sets goals 3. Establishes time frame 4. Solicits group members’ expectations
B. Emotional Climate and Environment 5. Makes physically comfortable environment 6. Sets ground rules 7. Includes all group members 8. Establishes support systems within group 9. Gives feedback to group members 10. Portrays “try this on” attitude
C. Presentation of Content 11. Knows content 12. Adjusts content to fit group’s abilities 13. Clarifies content 14. Summarises
D. Methods and Interpersonal Skills 15. Uses physical space effectively 16. Models effective interpersonal skills 17. Uses effective group process skills 18. Gives evidence of planning and design 19. Displays sense of own responsibilities and role 20. Displays involvement and motivation
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FEEDBACK FORM
Presenter’s Name: Date:
Topic:
Your reactions on the specific areas the presenter wanted feedback on:
Your comments on the presenter’s:
Introduction to the Session:
Setting the Climate and Environment:
Presentation of Content:
Decision making---
Conflict Resolution---
Questioning---Asking and Responding
Processing/Closing of Session:
Additional Comments:
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General Categories and Descriptors for Checklist of Facilitators Skills
A. Introduction of Session
A1. Explains rationale purpose and outcomes of the session
A2. Sets goals
A3. Establishes time frame and breaks
A4. Seeks group members’ expectations and renegotiates programs if necessary
B. Emotional Climate and Environment
B5. Provides physically comfortable environment as possible
B6. Establishes code of conduct
B7. Establishes emotional climate and environment
B8. Establishes support systems and feedback mechanisms within group
B9. Models dealing with questions and disagreement.
C. Knows Content
C10. Presents content in language understood by group, and an appropriate pace, is able to refer to sources, is able to include simple and complex details, (depending on group), models content.
C11. Adjusts content to fit group members
C12. Clarifies issues and responds to questions
C13. Summarises concepts and ideas and moves to next topic
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D. Methods and Interpersonal Skills
D14. Uses physical space effectively, moves around room, allows group members time to move.
D15. Models effective listening skills. Attends to speakers within the group, paraphrases, uses “I” messages and owns own feelings, refrains from interrupting, monitors group members’ listening skills, gently supports use of effective listening skills.
D16. Uses effective group process skills Encourages participation, participates when appropriate, keeps group “on track,” deals with acting out behaviour on selective basis, uses silences for reflection and drawing-out, confronts when necessary.
D17. Gives evidence of planning and design Progresses from big picture to simple to complex, presents content in orderly manner.
D 18. Displays sense of own responsibilities and role Demonstrates desired skills and behaviours, arrives on time, concludes by preset time, provides leadership, demonstrates genuine warmth and caring.
D19. Involvement and motivation Demonstrates interest, curiosity, sincerity, excitement; displays genuineness, self-discloses appropriately.
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FACILITATOR DEVELOPMENT SELF-ASSESSMENT
Use this as the basis for where you see your strengths and weaknesses S W
Can list five possible discussion directions to take on one given topic. (For example, topic of leadership - what are five different aspects of that topic that could be discussed?
Can list several ways a group leader can assist a participant.
Can list several ways or things you might say to open a small group discussion. Can state a circumstance when it would be appropriate to deal with one member of a group as opposed to the whole group.
Can describe a circumstance where a particular participants behaviour is dysfunctional and another circumstance where the same behaviour is functional to the flow of the group.
Can describe several behaviours that could be dysfunctional to a group.
Can describe several ways for dealing with someone who is monopolising a group discussion.
Can recall two ways for dealing with a group member who jokes or makes light of another member’s comments.
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Can describe behaviours that may be functional to the “flow” of the group
Can describe ways of supporting another group member who is enhancing the functioning of the group
Can demonstrate an ability to project voice level and tone so that it is appropriate to the size and type of group.
Can demonstrate poise and confidence while leading a group.
Can give directions so they are heard and understood by the group.
Can formulate statements a leader could use to seek feedback from group members on their understanding of the content.
Can refer during a program, to points made in a previous session, relevant current activities or research.
Can develop a code of conduct with a group.
Can accept directions and ideas from other group members.
Can demonstrate an acceptance for divergent opinions as they are expressed in a small group discussion
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Can share in a small group setting, one’s own ideas and feelings in such a way as to encourage another group member’s sharing.
Can ask questions, during the training sessions, relevant to the content and process of their own group.
Can assist other group member to discuss their feelings about a topic when previously that group member was not stating her/his feelings on the subject
Can summarise the general feelings and thoughts about one issue that is presented in a small group discussion before moving onto another issue or task
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Can list two examples when the group may have different expectations and needs than the trainer.
Can respond to the group member who does not wish to share further ideas or feelings at that time with the rest of the group.
Can respond, during a small group practicum, in a supporting way to one group member who is helping the group to function more smoothly.
Can successfully bring a group or presentation to closure within five minutes either side of a time limit.
Can, after a practicum experience, explain how you might change content or the program organizationally.
Can describe how you dealt with a dysfunctional group member.
Can seek constructive feedback about your group leadership from others.
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Self Evaluation Tools
This tools are designed to stimulate your thinking about your relationships with others and your skills in group situations. It is intended to facilitate your setting your own goals for development.
The steps in using it:
1. Read through the list of activities and decide which ones are doing the right amount of, which ones you should do more of, and which ones you should do less of. Make a check for each item in the appropriate place. 2. Some goals that are not listed may be more important to you than those listed. Write some goals on the blank lines. 3. Go back over the whole list and circle the numbers of the three or four activities at which you would like to improve most at this time.
OK Need to Need to Do More Do Less
Communication Skills 1. Talking in the group ______ _______ _______ 2. Being brief and concise ______ _______ _______ 3. Being forceful ______ _______ _______ 4. Drawing other out ______ _______ _______ 5. Listening alertly ______ _______ _______ 6. Thinking before I talk ______ _______ _______ 7. Keeping my remarks on the topic ______ _______ _______ 8. _____________________________ ______ _______ _______
Observation Skills 9. Noting tension in the group ______ _______ _______ 10. Noting who talks to whom ______ _______ _______ 11. Noting interest level of the group ______ _______ _______ 12. Sensing feelings of individuals ______ _______ _______ 13. Noting who is being “left out” ______ _______ _______ 14. Noting reaction to my comments ______ _______ _______ 15. Noting when the group avoids a topic ______ _______ _______ 16. ___________________________ ______ _______ _______
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Problem-Solving Skills 17. Stating problems or goals ______ _______ _______ 18. Asking for ideas, opinions ______ _______ _______ 19. Giving ideas ______ _______ _______ 20. Evaluating ideas critically ______ _______ _______ 21. Summarising the discussion ______ _______ _______ 22. Clarifying issues ______ _______ _______ 23. _________________________ ______ _______ _______
Morale-Building Skills 24. Showing interest ______ _______ _______ 25. Working to keep people from being ignored ______ _______ _______ 26. Harmonising, helping people reach agreement ______ _______ _______ 27. Reducing tension ______ _______ _______ 28. Upholding rights of individuals in the face of group pressure ______ _______ _______ 29. Expressing praise or appreciation ______ _______ _______ 30. ____________________________ ______ _______ _______
Emotional Expressiveness 31. Telling other what I feel ______ _______ _______ 32. Hiding my emotions ______ _______ _______ 33. Disagreeing openly ______ _______ _______ 34. Expressing warm feelings ______ _______ _______ 35. Expressing gratitude ______ _______ _______ 36. Being sarcastic ______ _______ ______ 37. _____________________________ ______ _______ _______
Facing and Accepting Emotional Situations 38. Facing conflict and anger ______ _______ _______ 39. Facing closeness and affection ______ _______ _______ 40. Withstanding silence ______ _______ _______ 41. Facing disappointment ______ _______ _______ 42. Withstanding tension ______ _______ _______ 43. ______________________________ ______ _______ _______
Social Relationships 44. Competing to outdo others ______ _______ _______ 45. Acting dominant ______ _______ _______ 46. Trusting others ______ _______ _______ 47. Being helpful ______ _______ _______ 48. Being protective ______ _______ _______ 49. Calling attention to myself ______ _______ _______ 50. Standing up for myself ______ _______ _______ 51. ______________________________ ______ _______ _______
General
52. Understanding why I do what I (insight)______ _______ _______
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53. Encouraging comments on my own behaviour (soliciting feedback) ______ _______ _______ 54. Accepting help willingly ______ _______ _______ 55. Making up my mind firmly ______ _______ _______ 56. Criticising myself ______ _______ _______ 57. Waiting patiently ______ _______ _______ 58. Going off by myself to read and think ______ _______ _______ 59. _____________________________ ______ _______ _______ 60. _____________________________ ______ _______ _______
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A. RESPONSIBLE PARTICIPATION was lacking. We served our own needs. We watched from outside the group. We were “grinding our own axes.”
B. LEADERSHIP was dominated by one or more persons.
C. COMMUNICATION OF IDEAS was poor. We did not listen and did not understand. We did not understand. Ideas were ignored.
D. COMMUNICATION OF FEELINGS was poor. We did not listen and did not understand feelings. No one cared about feelings.
E. AUTHENTICITY was missing. We were wearing masks. We were being phony and acting parts. We were hiding our real selves.
F. ACCEPTANCE OF PERSONS was missing. Persons were rejected, ignored, or criticised.
G. FREEDOM OF PERSONS was stifled. Conformity was explicitly or implicitly fostered. Persons were not free to express their individuality. They were manipulated. 1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7 A. RESPONSIBLE PARTICIPATION was present. We were sensitive to the needs of our group. Everyone was “on the inside’ participating.
B. LEADERSHIP was shared among the members according to their abilities and insights.
C. COMMUNICATION OF IDEAS was good. We listened and understood one another’s ideas. Ideas were vigorously presented and acknowledged.
D. COMMUNICATION OF FEELINGS was good. We listened and understood and recognised feelings. Feelings were share and accepted.
E. AUTHENTICITY was present. We were revealing our honest selves. We were engaged in authentic self-revelation.
F. ACCEPTANCE OF PERSONS was an active part of our give and take. We received one anther recognising and respecting the uniqueness of each person.
G. FREEDOM OF PERSONS was enhanced and encouraged. The creativity and individuality of persons was respected.
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H. CLIMATE OF RELATIONSHIP was one of hostility or suspicion or politeness or anxiety or superficiality.
I. GOALS were fuzzy, contradictory, or just plain missing. We weren’t sure of where we were going.
J. PRODUCTIVITY was low. We were proud, and happy, just coaching along. Our meeting was irrelevant; there was no apparent agreement. 1 2 3 4 5 6 7
1 2 3 4 5 6 H. CLIMATE OF RELATIONSHIP was one of mutual trust. Evidence of respect for one another was apparent. The atmosphere was friendly and relaxed.
I. GOALS were clear to all. We had a definite sense of direction.
J. PRODUCTIVITY was high. We were digging hard and were earnestly at work on a task. We created and achieve
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GROUP CONCERNS
Primary Concern
Acceptance
Data-flow
Goal Formation
Control Derivative Concern
Membership
Decision
Productivity
Organisation Symptoms of Unresolved Concern
Fear Distrust
Polite facade Caution Strategy
Apathy Competition
Acceptance Trust
Spontaneity Process Feedback
Creative Work or Play
Interdependence Role Distribution
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Team Development Scale
by William G. Dyer
1. To what extent do I feel a real part of the team?
2. How safe is it in this team to be at ease, relaxed, and myself?
3. To what extent do I feel “under wraps,” that is, have private thoughts, unspoken reservations, or unexpressed feelings an opinions that I have not felt comfortable bringing out into the open?
4. How effective are we, in out team, in getting out and using the ideas, opinions, and information of all team members in making decisions?
5. To what extent are the goals the team is working toward understood and to what extent do they have meaning to you?
6. How well does the team work at its tasks?
7. Our planning and the way we operate as a team is largely influenced by:
8. What level of responsibility for work in our team?
9. How are differences or conflicts handled in our team?
10. How do people relate to the team leader, chairman, or “boss”?
11. What suggestions do you have for improving our team functioning?
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PROGRAM IMPLEMENTATION
1) Begin on time.
2) End on time.
3) Share the program goals and agenda in writing. Have a copy posted on the wall visible to the participants at all times or a printed agenda.
4) Announce the break times, lunch and wrap-up times early in the program, set ground rules.
Create a smoking area in the program for those participants that must smoke.
6) Set the climate right away. As a leader be supportive, understanding, flexible, committed and sensitive to the group.
7) Always be on the alert to make sure that you are modelling behaviours that you are advocating in your presentations.
8) Before initiating a new activity, clarify the purposes and process. Material should be used flexibly and adapted to the group. You may wish to move activities around, add some or take some away.
9) Remember all participants have possible contributions. Encourage participation as this facilitates learning from one another and develops a support system.
10) Allow for some closure after each activity. Stress what may have been learned. It is important participants have an understanding of the concepts and outcomes.
11) Remain flexible! There are individual differences in each program and you must adjust your style and the program structure as appropriate. Model flexibility.
12) Allow your self enough time to complete an evaluation and to discuss follow-up activities.
Remember, one shot events, no matter how well planned, usually will not lead to very much school change.
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RESPONDING TO QUESTIONS
(Facilitator Role)
When responding to questions, the group facilitator wants to:
1. keep the focus on the speaker (if the facilitator answers the questions, it shifts the focus)
2. keep the responsibility for thinking and problem-solving with the speaker or group
3. help the speaker get at the true intent behind question.
TYPE
OVERHEAD (direction to group)
DIRECT (address to specific person)
RELAY (referred to another person or group)
REVERSE (referred back to person who asked question) PURPOSE
1. To open discussion 2. To introduce new phase 3. To give everyone a chance to comment
1. To call on person for special information 2. To involve someone who has not been active
1. To help facilitator avoid giving own opinion 2. To get others involved in discussion 3. To call on someone who knows answer
1. To help facilitator avoid giving own opinion 2. To encourage questioner to think for him/herself. EXAMPLE
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Asking Questions
How to Ask Questions:
* Open-ended Questions
-Avoids putting helper on the spot by demanding lists...answers...reasons. -Allows for more viewpoints -Avoids shifting focus to you (sometimes the helper ends up like a computer - “Then why didn’t you give the money back?” (data in) “O.K., here’s what you do.” (answer out)). -Less judgmental
* Start with:
* Surround questions with reflective statements: Things to consider:
WHY do you want to ask questions?
-keep conversation going? -silences uncomfortable? -hidden agenda or solutions? -cornered? bored? confused? -clarification for you? -clarification for caller?
WATCH OUT for hidden messages that say:
-you can’t do this without me -look at me, I’ll show you -I’m together
DIRECT QUESTION: “Why don’t you just talk to your parents?” OPEN-ENDED QUESTIONS: “Have you considered talking to your parents?”
“You said you never laid a hand on your girlfriend” (paraphrase, summarise). “I’m wondering how that affects you?” (Question) “Blah, blah...” (Answer) “You sound pretty frustrated.” (Feedback).
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WHAT FOR: Clarification: Why is this a problem? Who, what, when, where, why, how--the specifics Ideal World - wishes, wants, needs Payoffs & costs analysis Fears of changing 1st set--a concrete plan? A failsafe? To uncover new viewpoints -- ”What’s good about it?” Is there a wish in there?
SUMMARISING
How to Summarise... * Review content and affect: What did/said/felt.
- Identify what happened. - Analyse relationships. (cause & effect) - Enumerate - List events, concerns, problems. - Isolate specific themes or main points “So first you went over to the registration to get admission forms (Identify), but they were closed and you got frustrated (analyse). Then you wrote a letter to your lawyer (identify), but he never responded and you got even more frustrated (analyse).”
“I see three (3) things you want....”
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RESPONDING TO QUESTIONS
EMPATHY Hear feelings behind question
WISHES/IDEA Hear wishes behind question
PURPOSE Check out why asking the question--- feelings? specific situation? fishing for support?
OWNING Trust your feelings If cornered or confused, own it
CONTRACTING Define your role in a personal way; help questioner to: clarify generate ideas reflect decide As facilitator, listen, probe, support
PARAPHRASE/SUMMARISE Restate all or part of person’s statement or basic idea
Add up the ideas or feelings and restate
SPECIFICITY If questioner, makes general, broad-sweeping statements, ask for examples
PATTERNS/STORIES Help questioner to draw conclusions about patters, cause and effect
ALTERNATIVES/PROBLEM-SOLVING Together explore alternative solutions; group brainstorm How do you get people to open up and talk in meetings? “It sounds like you’ve had some frustrating experiences in past meetings.”
You have a strong wish for group members to get more involved.
Sounds like you are still confused about...what do you hope the answer is? Maybe you have a specific situation in mind...Please say a little more. I’m wondering if you are asking for other suggestions or whether I think you did the right thing?
I’m feeling pressured to give you a solution to your problem, and I’d feel better about helping you come up with your own solutions.
Instead of me telling you what I’d do in your situation, I’d rather explore things that you can do...let’s kick some ideas around to see if any appeal to you...
If I understand, you question is... Your decision is...and your reasons are... The key ideas (or questions) expressed to this point are...
Which students specifically were misbehaving today? what specific behaviour would you want to work towards improving?
What time of day are these students most likely to misbehave? What is happening in the classroom at this time?
Let’s all brainstorm some alternatives to the question.
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