|
|
II.2. Exercises on Types of
Discussions & Leadership Style
|
You will recall the analytical
presentation of task and group-oriented discussions in
Section I, Ch. 2 and
of leadership style in Section
I, Ch. 5, ii.
This chapter follows on with exercises designed to make leadership
trainees aware of different types of discussions and leadership
styles by role-playing and analysing them. You can also select
some parts of the ideas for direct implementation in discussion,
as they are designed improve the group dynamics of any debate.
|
|
observation
self-expression
listening
Create three discussion groups of five members
per group.
Designate a leader for each, who
receives the model for work (see “Group Models”).
Give each group a particular problem
to be solved - or a topic to discuss.
|
|
Group A: Task-oriented, directive |
| This
group must be given a goal to achieve and a leader who continually
directs the discussion toward the final objective. |
|
Group B: Task-oriented, non-directive |
| This
group has a goal to achieve and a group leader who helps the group
to arrive at the objective, but enables them to come to the conclusion
in an independent manner. |
|
Group C: Group-oriented |
| group.
The objective here is to air views, to listen to one another,
and to clarify opinions on an issue. |
|
Select one topic for all three groups to
discuss.
For example: “Should Israel offer to negotiate with Syria
about the Golan?
Each group has ten minutes to discuss
the issue, based on their discussion model.
Discussions are carried out one at a
time in the following manner:
The group discussing sits in a circle in the middle of the room.
The other two groups form a circle round them and function as
observers.
Each member of the observing group notes the characteristics
of the discussion.
A form for observation is included
(see next page).
At the end of ten minutes the madrich/a
stops the discussion (whether or not the objectives have been
achieved) and a new group comes into the center.
After all three groups have had the chance
to be both participants and observers, a large circle is formed
and a general discussion is initiated.
|
|
Observation/Analysis Sheets |
You can analyze what you are
about to observe in one of two ways.
- You can observe the content of the game or activity; or
- You can observe the process of interaction among the participants.
You should also bear in mind what relevance
the activity has, how close it is to reality, and how it can
be used.
|
|
1. What was the actual issue being discussed?
__________________________________
2. What was the wider issue being portrayed
(e.g., prejudice; generation gap, etc.)?
____________________________________________________________________
3. Did the players keep to the point or
bring in other issues? Elaborate:
_____________________________________________________________________
_____________________________________________________________________
4. What stages of decision-making were handled?
Were the speakers acting on principle?
_________________________________
Were they being themselves? _________________________________________
Did they grasp the problem? __________________________________________
Were they consistent?_______________________________________________
Did they stick to one line of argument?
__________________________________
Did they relate to the issues?
__________________________________________
Were their arguments convincing?
______________________________________
What decisions were made and why?
___________________________________
Did they consider the consequences
of their decisions? _____________________
5. What are your opinions regarding the
lines of argument? _______________________
____________________________________________________________________
6. Other comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
|
| Fig.
#3: Process of interaction: Analysis |
II.2.1. Fig #3 Process of Interaction: Analysis
- Who were the ‘actors’ or participants? ________________________________________
- To what extent were they able to play their role? ________________________________
- What was the context in which they were interacting, and
how was this likely to affect the discussion?
- What were the status relationships between the actors? Participants?
- Who initiated the discussion – and who controlled it?
____________________________
- What defense mechanisms were used?
_________________________________________
- Who gained the upper hand and why?
_________________________________________
- What techniques of manipulation were used?
_________________________________
Review
The following guidelines are provided for
closing and reviewing the discussion.
Note: The object of this exercise is to
understand the discussion types, not necessarily to have come
to conclusions regarding the issues posed.
i) Did each of the groups succeed in engaging
in the types of discussion stipulated?
|
|
Group A: |
| What
was their task and how were they directed to their goal? |
|
Group B: |
| What
was their task and how was their attempt to arrive at their goal
different from that of Group A? |
|
Group C: |
| How
did the discussion here differ from that of Groups A and B? |
| ii) Which group seemed to have
the most productive discussion?
Which group best achieved its goals?
iv) How did the group leaders affect each of the discussions?
v) How much does each discussion type depend on the personal style
of the leader?
|
|
awareness of discussion
skills
group communication
Before the discussion,
the leader should select five group members capable of acting
out specific roles during the discussion (see “Role Sheets”
box). A sheet of paper with the role description should
be given to each, with enough time to think about the role characteristics.
The whole group is gathered together and told they will participate
in a discussion on a given topic.
The topic should be controversial, or of particular interest to
the group.
The task of the entire group is to proceed
with the discussion and to notice the behavior of all of the group
members.
After the discussion has come to an end (the
leader may designate about twenty minutes for the discussion),
each person who played a specific role should read his or her
role sheet aloud.
Discussion:
How did it feel to play this role?
How did others feel toward the character?
Did the character’s personality and behavior hinder or help discussion?
Ask the participants to think about the kind of roles they generally
assume during a discussion.
Variation:
The same group of five can be used to discuss the subject three
times with an experienced madrich preparing and leading the three
types of discussion for a period of ten minutes each time.
The observers note differences in the leader’s impact on the group
and in the direction the participants took each time.
Then they report these observations at the end.
The madrich/a then leads a general discussion
with the entire group on “types of discussion.
|
|
Aggressive
|
In this discussion you will be a loud-mouth.
Choose a point of view at the start and stick with it no matter
what others say.
You interrupt others and rarely listen
to anyone else. Your belligerent attitude gets you a lot of
attention so you continue in this manner throughout the discussion.
|
|
Withdrawn
|
You are generally quiet and listen to
what others say. You will not speak unless called on.
When you do speak, you speak quietly.
If you are interrupted you do not fight
to be heard.
|
|
Wishy-washy
|
You talk a lot, but seem to change opinions
quite often. The minute someone else says something which you
might agree with, you lose your point of view and take on theirs.
You don’t really listen to the others
– you listen just enough to be able to talk more.
|
|
Know
it all
|
No matter what anyone else says your
point of view is always right. You don’t necessarily feel you
have to back it up with fact.
You don’t listen to others.
You make fun of those who seem weak
or who have different opinions.
|
|
Democratic
thinker
|
You
have a point of view about which you feel strongly. However,
you listen to others and honestly want to hear their opinions.
You would not be opposed to changing your point of view if another
argument sounds convincing.
You
talk directly to others, maintain eye contact.
You
try to be polite, to speak clearly and directly.
|
| All types of discussion
require an exchange of ideas. Frequently, and especially while
discussing controversial issues, people disregard the ideas being
expressed by others and concentrate instead on advancing their
own points of view.
The following exercise helps people to
be aware of listening to, and understanding the views of others.
You can also try it outside the training group in a real discussion.
|
| Listening not judging
|
expression
communication
listening
|
Form small groups.
Discuss a topic of general interest.
Before you respond to another person’s comments, put his/her ideas
in your own words.
For example, say: “If I heard you correctly, you said
If they are not acceptable to him or her, try again.
Ask the group how it felt; what
this achieved:
Discussion
is slower but understanding is greater!
|
|
|