 |
8. Epilogue
|
|
|
|
|
|
|
|
|
|
|
|
|
|
None of our suggestions is magic. A discussion is a highly complex group exchange. Be flexible, be patient. Be as aware and observant as possible. Listen closely. Experience will help you to control and direct a discussion.
A belief in open exchange and an eagerness to learn are the most basic qualities you can bring and impart to your group. If you can demonstrate that fruitful discussion needs to be more than a debate or an occasion to defend one's views, and that learning from each other and having the ability to change one's mind is not a sign of weakness or inferiority, but rather a sign of maturity, then you have made an important contribution.
Note on Language
Your group members will express themselves using language, but language is a tool that is often used very sloppily in speaking or writing - or both. There is a tempting tendency to hide behind clich?s and vague generalities; such language reflects our thinking, too. This is something of which you should be aware and point out in a constructive manner when you hear it in your group - or bring in examples from the outside, if you wish.
A short essay by George Orwell, Politics and the English Language, has yet to be surpassed in its analysis of the role and power of language in the exchange of ideas and the creation of thought. We recommend that you read it, and keep it in mind as you listen closely to your group members express themselves. |
 |
|
Fig. 1. Discussion Movement |
| How animated was the discussion? |
|
| How did the subject affect the group? |
|
| Who decided how the discussion should be conducted? |
|
Was the discussion atmosphere cooperative
or competitive between group members? |
|
What exactly was required from
the discussion? |
|
| What was its purpose? |
|
Did the original subject or purpose
of the discussion go through any major changes? |
|
| Fig. 2 Leadership Style and Group Dynamics |
|
Positive Roles |
| Initiated |
|
| Gave examples |
|
| Asked for examples |
|
| Gave information |
|
| Asked for information |
|
| Gave positive reactions or opinions |
|
| Gave restatement of another's contribution |
|
| Gave clarification, synthesis, summary |
|
| Gave constructive comment / input on group's movement (or lack of it) |
|
| Asked for constructive comment /input on group's movement |
|
| Encouraged, acknowledged contribution |
|
| Encouraged, acknowledged contribution |
|
| Relieved group tension |
|
Please add your own ideas if you wish!
|
Negative Roles |
| Acted with aggression, hostility |
|
| Made self-confessions |
|
| Showed defensiveness |
|
| Was competitive |
|
| Pleaded for pet idea |
|
| Sought sympathy |
|
| Horsed around |
|
| Sought status, approval, popularity of group |
|
Pulling it all together - ideas for follow-through with the charts:
You can add here ideas like: "encouraged personal or inter-group conflict" (as opposed to "reconciled").
Use this last box (negative role) to identify some of the things which are happening in the group, and impacting negatively on your activities (see: discussion movement), on which you might be able to impact by applying more positive role intervention in your discussions
|
|
|
|
|
|