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2. Exercises on Types of Discussions & Leadership Style
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You will recall the analytical presentation of task and group-oriented discussions in
section 1. ch. 2 and of leadership style in section 1. 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. |
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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. |
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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. |
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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?
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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.
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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.
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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.
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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.
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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.
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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.
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| 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
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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!
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