**Scope Workshop**

**Day 0, P2**

**Facilitator Training I -**

**Handout 2**

***Innovative Management Consulting***

***Effective Teaming, January 1999***

**[Handling Problem Situations]{.underline}**

This module teaches how to handle problem situations that you may
encounter with participants when facilitating work sessions. You will
learn three considerations in handling problem situations and have a
chance to identify and practice strategies for handling some common
problems.

OBJECTIVE: At end of this module, you will identify strategies for
handling common problem situations.

Problem situations are defined as those situations in which learning is
inhibited due to the behavior of one of more of the participants. All
facilitators, even the most skilled and experienced ones, occasionally
run into problem situations.

Productive teamwork is most likely to take place when the participants
are actively involved and participating in the process. Frequently,
however, problem situations have to do with the level of participation
of individuals or the focus of their contributions. If individuals are
[too vocal]{.underline} it may hinder the full participation of others
and you may run out of time before the activities are completed. If
individuals are [too silent]{.underline}, their valuable input is lost
from the group and you may have difficulty assessing whether they are
learning. Some people seem to go off on [tangents]{.underline} when they
get the floor while others spend their time [challenging]{.underline}
your every point. Try not to assume that these behaviors are a
reflection of their hostility toward you. Some may simply been very
enthusiastic and excited about the course material and others may just
be nervous about expressing themselves in front of the group.

THREE CONSIDERATIONS IN HANDLING PROBLEM SITUATIONS

As the facilitator, you are responsible for handling problem situations
that are negatively impacting the learning environment. Rather than give
a \"cookbook\" answer to how to handle these specific instances, we will
learn the three considerations for any strategy to be effective.

> • **[Eliminate, minimize, or re-direct the problem
> behavior.]{.underline}** You need to resolve the problem to the extent
> necessary for learning to resume unhindered.
>
> • **[Maintain the self-esteem of the participants]{.underline}**. Try
> to resolve the problem behavior in a way that does not reduce the
> self-esteem of anyone.
>
> • **[Avoid further disruption to the task]{.underline}.** Solve the
> problem in a way that preserves a productive climate that is relaxed,
> comfortable, and conducive to progress.

When you are confronted with a problem situation, it is important to
remain as emotionally neutral as possible so that you can identify the
best strategy for handling the situation.

> • It is usually helpful to begin by identifying [possible
> strategies]{.underline}.
>
> • [Evaluate the strategies]{.underline} against the three
> considerations listed above.
>
> • [Select a strategy]{.underline} to use and perhaps, a second level
> strategy.
>
> • Later, [evaluate its effectiveness]{.underline} and think through
> what else you might have done.

**COMMON TEAM PROBLEMS**

1.  **Floundering**

Teams often have trouble starting and ending. They may suffer false
starts, directionless discussions and activities.

[What to do]{.underline}:

-   Look at how the project is being run

-   Review the mission and plan

-   Understand the causes of confusion

-   Discuss what is needed to move on

2.  **Overbearing Participants**

Sometimes members with a position of authority or expertise have undue
influence in a group.

[What to do]{.underline}:

-   Reinforce the agreement that all are equal in the meeting

-   Get the agreement that everyone should understand the process or
    problem

-   Ask the "overbearing" team member for cooperation and patience

3.  **Dominating Participants**

Some members talk too much. They tell very long anecdotes and consume
the group's "air time". Other members get discouraged.

[What to do]{.underline}:

-   Structure the discussion to encourage equal participation

-   Evaluate "balance of participation" at the end of the meeting

-   Practice gate-keeping

-   Get the team to agree on limits and focus in the discussions.

4.  **Reluctant Participants**

Many groups have members who rarely speak. Team activities should
encourage the introverts to participate and encourage the extroverts to
listen.

[What to do]{.underline}:

-   Structure discussion to equalize participation

-   Divide the project tasks into individual assignments

-   Practice gate-keeping

5.  **Unquestioned Acceptance of Opinions as Fact**

Some team members express beliefs and assumptions with such confidence
that listeners assume they are hearing facts.

[What to do]{.underline}:

-   Ask questions for clarification

-   Suggest, "let's get some data to test that"

-   Give constructive feedback to team members.

*Adapted from The Team Handbook, Joiner Associates, 1988*

6.  **Rush to Accomplishment**

Some team members reach a decision about a problem and its solution
before the group has considered options.

[What to do]{.underline}:

-   Reinforce the use of the problem solving approach

-   Make sure the members aren't exerting outside pressure

-   Give constructive feedback to team members

7.  **Discounts and "Plops"**

When our values or perspectives are ignored or ridiculed, we feel
discounted and hostile.

[What to do]{.underline}:

-   Review training in listening skills and effective team member
    behaviors

-   Support the discounted person

-   Talk off-line with anyone who discounts

8.  **Wanderlust: Digression and Tangents**

Our natural tendency is to stray from the subject. Wide-ranging,
unfocused conversations are an example.

[What to do]{.underline}:

-   Use a posted agenda with time estimates

-   Redirect the conversation back to the agenda topics

9.  **Feuding Team Members**

Sometimes members continually argue with each other. Often, the issue is
not the subject but the contest itself.

[What to do]{.underline}:

-   Review training in managing conflict

-   Have members agree to the ground rules for managing their
    differences

-   Facilitate an off-line discussion between the feuding team members

# Adapted from The Team Handbook, Joiner Associates, 1988 

## EXERCISE

The purpose of this exercise is to give you an opportunity to practice
identifying and implementing strategies for handling a problem
situation.

Each small group will have a different problem. Each group will discuss
the assigned problem situation and:

> 1\. Identify [possible]{.underline} strategies for handling the
> problem and list them on a flipchart.
>
> 2\. Evaluate each strategy against the three conditions listed below,
> eliminating strategies that do not meet all three conditions.
>
> • Will it eliminate, minimize, or re-direct the problem behavior?
>
> • Will it maintain the self-esteem of the learner whose behavior is
> causing the problem?
>
> • Will it avoid further disruption to learning?
>
> 3\. Select a strategy that you think will work.
>
> 4\. Plan a short (2 minute) skit demonstrating the effective
> application of your selected strategy. Do not disclose the type of
> problem you are demonstrating to the rest of the class. One person in
> your group acts as the facilitator, one the learner with the problem
> behavior and the others are cooperative learners. Pick a work session
> topic that lets you illustrate the problem and resolution.
>
> 5\. After conducting your skit for the class, one person from your
> group leads a short discussion with the group:
>
> • Who was the problem? What was the problem?
>
> • How did the facilitator try to manage it? What was effective about
> the strategy?
>
> • Show your flipchart of other strategies. Discuss with the group
> which other strategies might work?

PROBLEM SITUATIONS

TEAM MEMBER 1

Bill (or any name) monopolizes the discussions and answers all the
questions before anyone else has a chance to speak. He is so
enthusiastic about the topic he doesn\'t listen to anyone else and
ignores the brainstorming guidelines.

TEAM MEMBER 2

Jill (or any other name) is constantly challenging the "experts" on the
technical details. Her information is usually correct and it shows she
has extensive experience in the subject.

TEAM MEMBER 3

John (or any other name) seems very distracted and uninterested in
contributing anything to the group work. He sits with his head and eyes
down or stares at the door or out the window.

TEAM MEMBER 4

Mary (or any other name) loves to tell war stories and gets the group
sidetracked on other topics that seem more interesting to her.

**Team Formation Guidelines**

**Parameters for Establishing Team Charter:**

+--------------+------------+----------+---------+-------------------+
| TEAM         | EXPECTED   | LE       | D       | RESULTS           |
|              |            | ADERSHIP | ECISION |                   |
| PURPOSE      | ACTION     |          |         |                   |
|              |            |          | OWNER   |                   |
+--------------+------------+----------+---------+-------------------+
| Consultation | Advise me  | Manager  | Manager | List options with |
|              | now        |          |         | pros and cons     |
|              |            |          |         | prioritized       |
+--------------+------------+----------+---------+-------------------+
| Re           | Meet and   | Team     | Manager | Give              |
| commendation | make a     | Member   |         | recommendation    |
|              |            |          |         | with supporting   |
|              | reco       |          |         | rationale and     |
|              | mmendation |          |         | possible plan of  |
|              |            |          |         | action            |
+--------------+------------+----------+---------+-------------------+
| Delegation   | You decide | Team     | Team    | Determine         |
|              | and        | Member   |         | solution with     |
|              |            |          |         | supporting plan   |
|              | you do it  |          |         | of action.        |
|              |            |          |         | Implement plan.   |
|              |            |          |         | Assess            |
|              |            |          |         | effectiveness.    |
+--------------+------------+----------+---------+-------------------+

**Factors to Consider:**

-   Clearly define project

-   Focus on process improvements for results

-   Insure project is consistent with priorities of department

**Issues for Team to Identify:**

-   Clear goals for the team project

-   The rationale for the needed improvement

-   The expected results (see above) with target completion date

-   The parts of the process to be studied, and the parts excluded from
    the study

-   The expected level of project commitment vs daily job commitment

-   The deliverable(s) expected (e.g., oral and/or written reports,
    process/system improvement, documentation of methods and
    measurements used, etc.)

-   A communication process for the frequency and type of team status
    reporting

**PROJECT TEAM START-UP**

**Step 1: Nature of the Project**

-   What process or system will the team be studying?

-   What parts of this process or system should the team not study?

-   What perceived need led to the selection of this project?

-   What data supported this choice?

-   What are the goals or desired outcomes of this project?

-   How will the process be improved by this project?

**Step 2: Team Membership and Logistics**

-   Who is the manager responsible for this team and project?

-   Who will be the team leader?

-   Who will be the facilitator?

-   Who else should be on the team?

-   What work areas or technical specialties must be represented for
    success?

-   When, where, how often, and for how long will the team meet?

-   How often will the team meet with the manager?

-   What is the date of the first meeting with the manager?

**Step 3: Boundaries and Team Support**

-   When will the project begin? End?

-   Will the team need financial resources?

-   What decision-making authority will the team have?

-   What training will the team members need?

-   What specialists may be needed for technical help?

-   How will team members' normal work get done while they are involved
    in the project?

-   Are there other resources that this team will need?