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Course Syllabus for

HDDR 6352

GROUP DYNAMICS & MEETING FACILITATION SKILLS

Dr. Robert Barner

Office: Legacy Campus, Bldg. 3, Suite 118, Room 118B

Office Hours: (by appointment only) Thursdays & Fridays; 9:00 a.m. – 4:00 p.m.

Tel: 214-621-1514

E-mail: ibscribe@earthlink.net

Course Overview

A critical issue facing many organizations is how to achieve group objective through meetings. To improve performance in this area organizational leaders are increasingly relying on the skills of trained third-party meeting facilitators. This course introduces students to current research on group dynamics, including such factors as member roles, diversity, group structure, and whether the group is intact or virtual (distributed). Students are also introduced to current research on frequently used group facilitation techniques, such as brainstorming.

Within this course students discover how to determine the client’s goals for a meeting and how to quickly assess factors that directly influence meeting outcomes. They learn how to use the meeting planning session to help the client uncover and address potential roadblocks to meeting success, and how to employ process observation skills for effectively directing the meeting process. Students learn how to apply meeting facilitation skills to the management of unique meeting events, such as executive decision making sessions, strategic planning retreats, and project planning sessions.

While meeting facilitation skills can be used within any group context, this course also shows students how meeting facilitation can be applied to improve the performance of permanent work teams, and to help these teams identify recurring communication issues which may be impeding their performance. In doing so, students develop critical prerequisite process observation skills, should they wish to continue on to the second course in this two-course series, Team Building: Theory & Practice.

Course Content

Class One October 27, 2009 6 – 10:15 pm

Understanding the Nature of Groups & the Role of the Meeting Facilitator:

Pre-Reading:

The Facilitator’s Fieldbook: Pages 1-112

Article:

Facilitator Core Competencies as defined by the International Association of Facilitators

The emerging role of the meeting facilitator
Core competencies of effective facilitators
The group as an open system: permeable boundaries, representational roles and fluctuations group membership as systems characteristics that influence team performance.
Areas of specialized application for facilitation (decision making sessions, town halls, strategic retreats,)
Managing trust with clients
How to identify client’s requirement and the client’s expectations of the facilitator
Contracting for Facilitation
Organizing the group
Setting group norms
Meeting planning
The MedMania Case

Class Two November 3, 2009 6 – 10:15 pm

Group Processes that Influence Meeting Outcomes:

Pre-Reading:

Selected articles provided the week before by the instructor

Understanding group structural factors that influence group performance: group identity, group cohesion, power and status variations, coalitions.
Power and hierarchy in team structures
The development of group norms
How to assess team factors that are likely to influence meeting effectiveness, and plan ‘work-arounds’ to address those factors
Managing meeting structures & agendas, and pre/post-meeting tasks

Class Three November 4, 2009 9 – 10:15 pm

Group Observation Skills:

Pre-Reading:

Selected articles provided the week before by the instructor

Employing observations skills in meetings: behavioral tracking of tasks and processes
Theories that predict group decision outcomes:
- Social Comparison Theory (SCT)
- Persuasive Arguments Theory (PAT)
- Group Valence Model
- Minority/Majority Influence
Critique of group dynamics (video - 12 Angry Men) in terms of the four theoriesStudents will be able to describe how the outcomes of group decisions would be predicted in terms of four different group influence theories: Social Comparison Theory (SCT), Persuasive Arguments Theory (PAT), the Group Valence Model, and Minority/Majority Influence

Class Four & Five Saturday November 14, 2009 8:30 am – 5:30 pm

Group Communication

Pre-Reading:

The Facilitator’s Fieldbook: 123 - 237

Article: “Facilitation 101” Edward Ruete. Paper delivered to the 2000 Conference for the International Association of Facilitators

The Team Troubleshooter (readings & exercises to be conducted in class)

Article:

“Creativity in groups and teams” Paul Paulus, Timothy Larey, and Mary Dzindolet

“Reconsidering brainstorming” Paul Mongeau and Mary Clarie Morr

Getting started
Developing group memory systems
Building the group database
Analyzing the database
Decision modes/facilitating team decision making

Studies on the comparative performance of individual vs. group problem solving
The issues: social loafing, production loss, and evaluation effects
Managing idea generation and brainstorming
Managing decision making and problem solving

Class Six November 17, 2009 6 – 10:15 pm

Managing Group Conflict

Pre-Reading:

The Facilitator’s Fieldbook 240-287
Article: “Group Facilitation in a Networked World”
Sources of conflict in groups
The facilitator’s role in resolving conflicts
Facilitating vs. team building in conflict management
Facilitation tools for conflict management

Class Seven December 1, 2009 6 – 10:15 pm

Facilitating Virtual and Distributed Teams & Implementation

Pre-Reading:

The Facilitator’s Fieldbook: Pages 297-328; 397-441

Article:

“Advisor-client perceptions on strategy offsites”
“Off-sites that work”

Class Eight December 8, 2009 6 – 10:15 pm

Special Meeting Facilitation Techniques

Pre-Reading:

The Team Troubleshooter (readings & exercises to be conducted in class)

The Facilitator’s Fieldbook: Pages 333-393

Article:

“Off-sites that work”
“Graphic Facilitation Focuses a Group’s Thoughts”
Appreciative inquiry and the framing of meeting goals, issues and concerns
Special Techniques

- Managing participation levels & power

- Improving organization and efficiency within the meeting process

- Supporting group self-monitoring and track

- Idea evaluation and decision making

- Member commitment

Class Nine December 15, 2009 6-10:15 pm

Specialized Applications of Meeting Facilitation

Review for Final Exam

Pre-Reading:

The Facilitator’s Fieldbook: Pages 333-393

Facilitating strategic retreats
Project teams
Facilitating large-scale meetings
Facilitating communications sessions involving organizational change events
Adapting facilitation approaches to team decision making sessions
Facilitating community & family meetings

Class Ten January 5, 2010 6-10:15 pm.

FINAL EXAM

COURSE TEXTS

The Facilitator’s Fieldbook: Second Edition

Tom Justice& David Jamieson

2006 HRD Press, USA

ISBN 10:0-8144-7314-8

The Team Troubleshooter Robert Barner

Davies-Black Publishing 2001 ISBN 0-89106-151-7

Note: Students are also to complete the required readings that are referenced in the weekly course schedule.

Academic Policies of Special Importance to Students

Academic Integrity and Ethical Conduct as an SMU Student:

Students are reminded of the SMU Honor Code as referenced in the Student Handbook. Intellectual integrity and academic honesty are both the foundation and the goals for this program. Please reference and review the university policies on the responsibilities, policies, and penalties regarding academic honesty.

http://www.smu.edu/studentlife/PCL_05_HC.asp

Religious Observance.

Religiously observant students wishing to be absent on holidays that require missing class should notify their professor in writing at the beginning of the term, and should discuss with them, in advance, acceptable ways of making up any work missed because of the absence.

Disability Accommodations: Students needing academic accommodations for a disability must first contact Ms. Rebecca Marin, Coordinator, Services for Students with Disabilities (214-768-4557) to verify the disability and establish eligibility for accommodations. They should then schedule an appointment with the professor to make appropriate arrangements.

Class Decorum:

To foster a good learning environment for yourself and your fellow students we ask that you adhere to the following guidelines during class:

Please turn off (or set on vibrate) all cell phones or pagers.
Do not read newspapers, books for other classes, or other outside reading material during class.
Walking into class late is disruptive as is leaving early. If you have to leave early, make arrangements before class begins, and then, when you leave, do so quietly.
Professional respect and courtesy for your fellow students is imperative at all times.

Key Learning Objectives	Measurable Outcomes
1. Assess the potential impact of group dynamics, such as power differences among members or the formation of group coalitions, on group meeting outcomes, and identify the most effective facilitation techniques for addressing these dynamics.	Given a series of written descriptions of hypothetical group meeting situations that describe certain contextual factors related to group dynamics (power differences among members, facilitation of a meeting containing both co-located and distributed team members) be able to determine how those factor are likely to influence meeting effectiveness and outcomes.
2. Describe how the outcomes of group decisions would be predicted in terms of four different group influence theories: Social Comparison Theory (SCT), Persuasive Arguments Theory (PAT), the Group Valence Model, and Minority/Majority Influence	Working in teams, students will watch the video 12 Angry Men. Each team will be asked to evaluate the jury’s decision making process and outcomes in terms of one of these four group decision making theories.
3. Compare the relative advantages of individual versus group brainstorming, with arguments based on current research findings.	Students will be asked to generate a list of comparative advantages and disadvantages of both individual and group brainstorming techniques, based on their analysis of relevant research findings this area of study.
4. Determine the most appropriate areas of application for six different meeting facilitation techniques.	Given scenarios summarizing six different types of meeting challenges students will be asked to a) correctly match, from a list of accompanying facilitation techniques, those techniques that are most appropriate to each scenario; b) provide written summaries justifying their selections.
5. Apply meeting facilitation techniques to the facilitation of a group project.	Given a written scenario summarizing a hypothetical task for a cross-functional project team, students will take turns applying group facilitation techniques in directing their peers from the initial formulation of the project task to the successful achievement of meeting outcomes. All student facilitators will be videotaped. They will then have the opportunity to perform self-critiques on their facilitation styles, and to receive feedback on the application of facilitation techniques from their peers and the instructor

GRADING PROCESS

50% of the final grade will be based on the creation of an 8-10 page research paper. Research papers are expected to adhere to APA Style format and to include at least five references from scholarly sources. Research papers might include such topics as:

The comparative effectiveness of individual vs. group brainstorming
The comparative effectiveness of face-to-face vs. electronic group decision making
Research regarding majority/minority influence in group decisions
The impact of power and status differences among group members on group communication processes

Note that each of these topics addresses a targeted area for review. All papers should be submitted to the instructor either electronically or by hardcopy by 6 p.m., March 27, 2008. Students will receive feedback only on those papers that are submitted electronically. All electronic submissions should be in Word format.

50% of the student’s grade will be based on a final exam that includes both multiple-choice and short-essay format. The final exam will be a comprehensive, closed-book test that includes both multiple-choice and short-essay questions. The grading scale for papers, exams, and cases is as follows:

94 – 100 = A 84 – 86 = B

90 – 93 = A- 80 – 83 = B-

87 – 89 = B+ 77 – 79 = C+

Special Note to Students: To develop competency within the area of team facilitation it is important to practice and receive feedback on the facilitation skills and techniques that will be introduced in this course. As a result, at certain points in the program you will be asked to take part in a team facilitation exercise that will be videotaped. While you won’t be graded on your performance in these exercises, you will be expected to participate.

Grading Rubric – Final Exam
Question Type: Multiple Choice 2 points each
Cognitive Domain	Objectives		Evaluation 0-2 Points
Knowledge	Recognize key vocabulary terms Recall components and sequence of theories		2 points earned per correct question
Comprehension	Identify connections between vocabulary terms and theories Select common and disparate themes among theories		2 points earned per correct question
Application	Apply vocabulary terms and theory tenets to novel scenarios Interpret presented case and predict appropriate connection or outcome		2 points earned per correct question
Question Type: Short Answer/Essay 4 points each
Cognitive Domain	Objectives	Evaluation 0-4 Points
Analysis Synthesis Evaluation	Compare/contrast presented topics Formulate/organize a “next-step” or plan of action given a scenario Argue/support a perspective using empirically supported evidence	4 – Demonstrates mastery of concepts Student correctly utilizes applicable terms and generates a thoughtful response with logical organization and accurate conclusion(s). 3 – Demonstrates understanding of concepts Student utilizes most applicable terms and generates a thoughtful response with mostly accurate conclusion(s). 2 – Demonstrates some knowledge of concepts Student utilizes some terms and generates a response having nearly accurate conclusion(s). 1 – Demonstrates marginal knowledge of concepts Student does not utilize appropriate terms but does respond with a nearly accurate conclusion(s). 0 – Does not demonstrate knowledge of concepts Student does not utilize appropriate terms and either leaves the question blank, or does not respond with an accurate conclusion(s).

Grading Rubric – Research Paper
Style & Format	1-3 Points	4 -7 Points	8 -10 Points
This section counts as 10% of the total grade for this assignment.	The paper contains several spelling and grammatical errors and is sloppily formatted. (Missing from the title page are the date, course title, instructor’s name, or student’s name.)	The paper contains a few spelling or grammatical errors and is properly formatted.	The paper contains no spelling and grammatical errors and is properly formatted.
Objectivity	1-7 Points	8 -14 Points	15 -20 Points
This section counts as 20% of the total grade for this assignment.	The student engages in rampant editorializing. Examples: “I personally believe that…” “ Based on my thirty years of experience I would recommend that…”	The student occasionally blends in editorial commentary with arguments derived from the facts of the case.	The student provides a fact-driven analysis that omits editorial commentary. Example: “The executive team’s dysfunction can be seen in the ineffective manner in which they attempted to orchestrate their efforts for the customer presentation to Beta Company.”
Research Focus	1-10 Points	11 -20 Points	21 -30 Points
This section counts as 30% of the total grade for this assignment.	Paper draws upon no research or 1-2 scholarly references. References may be dated (now published within the past 10 years). Sources do not include research studies; merely the views of the author.	Paper draws upon 3-4 scholarly references, all of which have been published within the past 10 years At least 3 sources are research studies.	Paper draws upon 5 or more scholarly references, some of which have been published within the past 5 years. At least 4 sources are research studies.
Analysis	1-7 Points	8 -14 Points	15 -20 Points
This section counts as 20% of the total grade for this assignment.	Paper merely incorporates quotes by the researchers Example: “Smith says that…, but Jones says…” Student does not attempt to analyze the findings.	Paper goes beyond quotes to analyze findings.	Paper attempts to not only analyze findings but also to discuss the potential implications of those findings and synthesize the findings into a set of coherent conclusions
Focus	1-7 Points	8 -14 Points	15 -20 Points
This section counts as 20% of the total grade for this assignment.	The paper topic is very general and attempts to cover content which is too broad in scope. The topic is be tangentially related to the course subject. Example: “Gender and communication in the work place”	The paper is more clearly focused and more tightly related to the course subject. Example: “Gender and the facilitation of meetings in the work place.”	The paper is very clearly focused and is highly related to the course subject. Example: “The role that gender plays in how facilitators choose to manage conflicts in meetings”

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SMU Fall 2009 Emergency Preparedness Syllabus Insert:

As part of the federal government response to the H1N1 (Swine Flu) virus, the Department of Health and Human Services issued a nationwide public health emergency preparedness declaration on April 26^th, 2009. The declaration was renewed on July 23, 2009 and is currently in force. For the semester ahead, there is concern that the level and intensity of flu cases could increase substantially.

1) For updates on the campus-wide status of flu conditions at SMU, please visit http://www.smu.edu.

2) If flu conditions require cancellation of a class session or other changes for this course, an email will be sent to all class members.

3) In the event of a major campus emergency at SMU, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control.