Discussion Leaders July 20, 2013

1. Discussion LeadersJuly 20, 2013 Presenter: Susan Aldridge

2. What if . . . General Secretary John Hewko called and personally asked you to select, train, and educate RI’s Discussion Leaders’ Dream Team? How would you respond?

3. Idea Exchange Model Example IDEA EXCHANGE: Discussion leaders Date: Saturday, July 20,2013 Session time: 8:45 – 9:00 Duration: 15 minutes LEARNING OBJECTIVES At the end of the session, the participants will be able to • Define the role and characteristics of an effective discussion leader in facilitating a training session for adult learners • Select training methods/techniques to facilitate multiple and diverse presentation formats. • Establish assessment measures that directly correlate to the training Resources District Training Manual (http://www.rotary.org/RIdocuments/en_pdf/246en.pdf) District Team Training Seminar Leaders’ Guide(http://www.rotary.org/RIdocuments/en_pdf/247en.zip) President–elect Training Seminar Leaders’ Guide(http://www.rotary.org/RIdocuments/en_pdf/243en.zip) District Assembly Leaders’ Guide (http://www.rotary.org/RIdocuments/en_pdf/828en.zip) District Conference Manual(http://www.rotary.org/RIdocuments/en_pdf/800en.pdf) District Leadership Seminar Leaders’ Guide(http://www.rotary.org/RIdocuments/en_pdf/248en.zip) Community Tool Box (http://ctb.ku.edu/) Real Dream Teams by Bob Fisher & Bo Thomas TIMELINE Introduction, Role and Characteristics of Discussion Leader 8:45 Training, Resources and Evaluation 8:50 Characteristics of Dream Teams, Questions and Answers 8:55

4. THE ROLE OF THE DISCUSSION LEADER 1.Initiating Get the discussion started or restarted to avoid group silence. One way group discussion leaders can do this is by posing a few specific questions about a presentation, particular reading, point or topic. 2.Facilitating participation It is very important to make sure that all members get an opportunity to participate or speak. If anyone or few dominate a group, it is the responsibility of the discussion leader to rectify; this may mean going around in-turn or calling on people. 3.Expediting and summarizing Keep the discussion on topic and moving. It is also includes summarizing what the group has said and moving on. In addition the discussion leader should be prepared to clarify information and synthesize it and on occasion draw connections between different comments or points.

5. How to phrase questions to encourage discussion • Techniques to help direct and manage discussion • Dealing with difficult participants • Nonverbal communications • Time management techniques • Interactive activities

6. I.SELECTION GOOD DISCUSSION LEADERS ARE: • Someone who is not afraid to get up in front of a group/at ease • Someone who can get people talking • Tactful • Have a friendly personality • Express themselves clearly GOOD DISCUSSION LEADERS ARE NOT: • Not quiet or shy • Not dictatorial • Not controversial • Not someone who wants to lecture • Not offensive

7. TRAINING (1). Be sure the Discussion Leader has been given all the materials the participants have as well as training materials to become familiar with well in advance of a scheduled training eventfor the leaders. (2). Discuss the various techniques/methods to be used throughout the session including workshops, table topics, panel presentations and idea exchanges among others facilitated by group discussion leaders. If you have participants who are not familiar with a particular style engage some season veterans to demonstrate; provide some role playing opportunities and critique some recorded training sessions. (3). Be specific and give them detailed guidelines. What topics are they expected to cover in each session. How much time should be allotted for each segment? Over communicate your expectations and identify where they have latitude to be spontaneous, and the leeway to deviate from the guidelines or the examples given.

8. Idea Exchange Model Example ROTARY’S PUBLIC IMAGE Date: Thursday, 17 January 2013 Session time: 10:00-11:30 Duration: 90 minutes LEARNING OBJECTIVES At the end of the session, the governors-elect will be able to • Recognize the importance of public relations and Rotary’s public image • Identify how Rotary’s brand conveys our core values • Share strategies for effective communication of Rotary’s initiatives and core values WORKBOOK Page 55 Rotary’s Public Image Page 56 Identifying Rotary’s Brand Page 57 Rotary’s Brand: Challenges and Strategies Page 58 Working with the Media Page 105 Action Plans for 2013-14 TIMELINE Introduction 10:00 Core Values and Rotary’s Brand 10:10 Working with the Media 10:35 Public Relations in Clubs and Districts 10:50 PR Grants 11:10 Review 11:20 Adjourn 11:30

9. Consider the following best practices/Tips for Discussion Leaders • Greet participants at the door. Smile and make eye contact. • Set guidelines before the session begins, such as taking turns speaking and limiting the use of mobile phones. • Tell participants they may opt out of any activity. • Summarize key points before moving on to a new subject. • Know the material. Try not to read directly from your notes. • Place a small clock nearby for reference. Avoid repeatedly checking your watch.

10. Adult learners are • Realistic. They're motivated to learn information that's immediately applicable to their situation and needs. • Practical. They learn through hands-on practice. • Experienced. They have insight and a sense of what will work. • Unique. They come from a variety of backgrounds. • Busy. They have competing interests like family and work, so they need to understand the personal benefits of training.

11. Ways to maximize learning include: • Capture attention. Adults focus on information when it interests them. • Repeat information. Consistent repetition increases the likelihood of long-term retention. • Relate to real life. Show learners how they can apply their learning in everyday life. • Move. Encourage participants to stand up and move around. This will increase their energy and brain activity. • Best practices for presentations. As a discussion leader, your competence, credibility, and enthusiasm influence your participants' ability to retain knowledge and follow through on what they've learned. Creating a safe, inviting training environment helps participants focus on learning. • Feature a mix of activities. Allow participants to practice what they've learned and to work together. Interactive activities can reinforce key concepts.

12. Interactive activities Interactive activities allow participants to express their ideas and apply what they've learned. Consider the following activities: • Getting to know you. Ask participants to share something about themselves related to the session topic. This creates a com­fortable learning environment and promotes participation, especially if participants do not know each other. • Pair and share. Ask participants to consider a question, discuss with a partner, and if time allows, share their ideas with the group. Pairing ensures everyone has an opportunity to share their ideas. • Voting. List session topics on a flip chart and tell participants to place a mark next to the ones that interest them most. This quickly assesses participants' needs and concerns. • Small groups. Divide participants into groups of three to five to discuss a topic. Participants can be grouped randomlyor by common interest, such as a hobby. This increases dia­logue and incorporates movement into the session. • Role play. Ask participants to act out assigned roles to demonstrate an idea or situation. This strategy works best with small groups in which participants feel less inhibited. • Closing activity. At the end of the session, ask participants to name one new thing they learned and an action they will take because of it. This helps them reflect on what they've learned and plan how they will implement it.

13. Common pitfalls. Make sure to avoid the following: • Fillers. Excessively saying um, uh, and and can distract participants and reduce your authority. • Excessive movements. Using gestures for emphasis can be effective, but making too many can distract participants. Avoid leaning against a wall or podium and fidgeting with your glasses, jewelry, hair, or pen. • Sloppy editing. Misspelled words on slides or handouts can reduce your credibility. • Speaking too quickly. A fast speaker may frustrate participants who are taking notes or whose primary language isn't the same as the speaker's. • Turning away from participants. When turning to refer to a visual, remain open to participants.

14. Asking questions. Asking open questions, which have no definite answer, encourages discussion. Closed questions have definite answers and can be used to clarify a point or check for understanding. The following techniques can help you direct the discussion: • Make questions visibleby writing them on a flip chart or slide. • Pose a question raised by a participant to the rest of the group. (For example, "That's a good question. How have some of you handled this issue?") • Suggest the person posing the question give his or her answer first. Then open the question to the group for additional comments. Occasionally, you might want to answer questions yourself (for example, to save time or to prevent misinformation).

15. Managing the discussion. The following questions and statements can help focus the discussion, increase participation, and manage the pace: • To encourage sharing of personal experiences, ask, "Can anyone recall a time this strategy worked?" • To raise a new point, ask, "Based on your experience, what aspects of the problem need further discussion?" or say, "Before we continue, let's consider another aspect of the topic." • To use conflict constructively, say, "Since we can't resolve this difference now, let's move on to the next point" or "Perhaps further discussion would be useful." • To keep the discussion on topic, say, "Let's save this for the end" or "We'll cover this issue later. Let's move on." • To suggest closing the discussion, ask, "May I ask for two or three final comments before we close?" or "Since we're scheduled to finish in about five minutes, may I ask if anyone has a final comment?"

16. Dealing with difficult participants. Involving disruptive participants in the discussion can often resolve their behavior (which usually isn't intentional). Strive to maintain participants' self-esteem and a respectful environment. Consider the following solutions to coping with difficult behaviors. • Monopolizing the discussion. Tell enthusiastic participants that their comments are valuable, but you would like to hear from the rest of the group too. • Silence. Some participants may be shy. If you notice they are taking notes and maintaining eye contact, you might leave them alone or switch to a small group activity to make them feel more comfortable. • Bringing up irrelevant issues. If participants misunderstand the topic or aren't paying close attention, say, "I'm not clear how that fits into our discussion. Can you elaborate?" • Challenging your knowledge. Sometimes participants are experts on the subject and want that to be acknowledged. Ask them to comment on the topic or to help with the session.

17. You used the three basic principles of facilitation ___You have brought out the opinions and ideas of group members ___You have focused on HOW people participate in the process, not just on WHAT gets achieved ___You never take sides You encouraged participation ___You have made sure everyone feels comfortable speaking ___A structure that allows all ideas to be heard has been developed ___Members feel good about their contributions ___The ideas and decisions of the group are nominated, not leader dominated ___You have not criticized anyone for what they've said You have decided what applications you see as necessary for good facilitation skills ___Improved planning ___Sustained member involvement ___Aid in creating leadership opportunities ___Increasing the skills of group members ___Better communication ___Conflict resolution As a facilitator, you: ___understand the goals of the meeting and the organization ___keep the group and the agenda moving forward ___involve everyone in the meeting ___make sure decisions are made democratically In planning a good process, have you considered: ___climate and environment ___logistics and room arrangements You have an understanding of the three basic parts of facilitation ___Process ___Skills and tips for guiding the process ___Dealing with disrupters: preventions and interventions

20. Identify Seven Practices of Real Dream Teams • Commitment to a Clear Mission • Mutual Support and Encouragement • Clearly Defined Roles • Win-Win Cooperation • Individual Competency • Empowering Communication • Winning Attitude Resource: Real Dream Teams by Bob Fisher & Bo Thomas