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moderator_skills_and_behaviors.docx | |
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As the moderator, you are responsible for tending to the group as a whole. You make the group function as a living, breathing entity or organism focused on a set agenda for a set period of time. ONLY you are looking at the group as a whole, handling the agenda as the structure or “bones” of the discussion, and managing the group’s process so that together you accomplish the stated purpose of your meeting
There are verbal and nonverbal skills you can develop to manage a discussion group’s process and to handle difficult participants.
NOTE: Try several, and use each one several times before you decide what works best for you. The purpose of practicing is to see which ones best fit your communication style.
Verbal skills for Moderators
The following instructions can be written into the discussion guide, and read out when you want to be careful about the language you use.
The words you choose and use as a moderator can set the tone for a discussion.
For example,
o Asking the question “why?” encourages intellectual and analytic responses; asking “what makes that so?” is likely to encourage descriptive detail.
o Probe for a more complete answer in a non-directive, non-evaluative way, using as few words as possible so that the person speaking stays in their train of thought.
- say, “tell me more about ___ (repeat a word they used)” rather than, “what did you mean by that?”
- or more simply, “say more.”
Nonverbal Skills for Moderators
Manage difficult people.
NOTE 1: a “difficult” person is anyone whose verbal and / or nonverbal behavior interferes with accomplishing the discussion’s purpose. That is, specifically,
If they are physically present for the discussion, they are by definition “participants” and have their own responsibility for contributing to the discussion.
If what they are doing (or not doing) interferes with accomplishing the discussion’s purpose, then:
NOTE 2: The purpose for managing any difficult people in a discussion is to keep the focus on those who are contributing positively to the discussion, and on their contributions.
Maintain / manage the group’s energy.
o If it’s flagging, generate it.
Go to the board or easel and as you go tell people “Let’s generate a laundry list of all the words / phrases / feelings (pick one) that we need to use to …”
o If there’s too much going on, bring it into line with the group’s purpose.
Walk through the group, and use your body and the motion of moving through the room to get people focused.
Call on people to talk, one at a time by pointing at them or gesturing in their direction. Turn your back on the group as you walk to the board or walk around the group, and call on people by name.
Symbolic Communication Devices for Moderators
FURNITURE ARRANGEMENT
Set up furniture in the room in advance.
o ROUND table – encourages open discussion
o RECTANGULAR table – encourages order (there is a “head” and “foot”)
Arrange the placement of observers, if any, so that they sit out of the direct line of sight of participants.
PLACEMENT and USE OF EASEL
Use an easel (blackboard or whiteboard) to direct participants’ attention to topics
o Generate a list of words and phrases – useful for making sure discussion is ranging broadly over the topic
o Get agreement from the group on exact wording – useful for reducing conflict. NOTE: “concensus” means SUBSTANTIAL agreement on SUBSTANTIVE issues.
o Post schedule of time, topics and breaks
There are verbal and nonverbal skills you can develop to manage a discussion group’s process and to handle difficult participants.
NOTE: Try several, and use each one several times before you decide what works best for you. The purpose of practicing is to see which ones best fit your communication style.
Verbal skills for Moderators
The following instructions can be written into the discussion guide, and read out when you want to be careful about the language you use.
- Sentence “stems” / completions (write them out in advance)
- Giving instructions for creating groups (e.g., counting off)
- Keeping order (“okay, the next three people in turn will be …”)
The words you choose and use as a moderator can set the tone for a discussion.
For example,
o Asking the question “why?” encourages intellectual and analytic responses; asking “what makes that so?” is likely to encourage descriptive detail.
o Probe for a more complete answer in a non-directive, non-evaluative way, using as few words as possible so that the person speaking stays in their train of thought.
- say, “tell me more about ___ (repeat a word they used)” rather than, “what did you mean by that?”
- or more simply, “say more.”
Nonverbal Skills for Moderators
Manage difficult people.
NOTE 1: a “difficult” person is anyone whose verbal and / or nonverbal behavior interferes with accomplishing the discussion’s purpose. That is, specifically,
- someone who dominates the discussion by talking too much; or
- someone who distracts the group’s attention by making jokes, answering their phone, or texting; or
- someone who doesn’t talk.
If they are physically present for the discussion, they are by definition “participants” and have their own responsibility for contributing to the discussion.
If what they are doing (or not doing) interferes with accomplishing the discussion’s purpose, then:
- invite them into the discussion politely – usual limit is TWICE. – or --
- pointedly or invite them to leave, or step away from the table.
NOTE 2: The purpose for managing any difficult people in a discussion is to keep the focus on those who are contributing positively to the discussion, and on their contributions.
Maintain / manage the group’s energy.
o If it’s flagging, generate it.
Go to the board or easel and as you go tell people “Let’s generate a laundry list of all the words / phrases / feelings (pick one) that we need to use to …”
o If there’s too much going on, bring it into line with the group’s purpose.
Walk through the group, and use your body and the motion of moving through the room to get people focused.
Call on people to talk, one at a time by pointing at them or gesturing in their direction. Turn your back on the group as you walk to the board or walk around the group, and call on people by name.
Symbolic Communication Devices for Moderators
FURNITURE ARRANGEMENT
Set up furniture in the room in advance.
o ROUND table – encourages open discussion
o RECTANGULAR table – encourages order (there is a “head” and “foot”)
Arrange the placement of observers, if any, so that they sit out of the direct line of sight of participants.
PLACEMENT and USE OF EASEL
Use an easel (blackboard or whiteboard) to direct participants’ attention to topics
o Generate a list of words and phrases – useful for making sure discussion is ranging broadly over the topic
o Get agreement from the group on exact wording – useful for reducing conflict. NOTE: “concensus” means SUBSTANTIAL agreement on SUBSTANTIVE issues.
o Post schedule of time, topics and breaks
- Place easel opposite to the observers, so that participants’ attention can be directed away from them.
- Lift and move the easel before you start writing on it as a way of changing participants’ focus of attention.
- Use Post-It© brand newsprint pads (sheets with adhesive on the backside which allow them to stick to the wall) to post the agenda, and any lists the groups generates in their discussion.