Group dynamics are present when there are three or more people. This chapter focuses on what they are and how to identify them. By knowing the different types, you will be able to create exercises that fit into their particular preferences. We will look at managing challenging people and what we must do to keep the rest of the group safe by deciding on ground rules or boundaries. We will also look at 10 typical challenging behaviours and what you can do to handle them.
It is your role as trainer or facilitator to make sure that the group feel safe in their environment. Generally, you will be providing the ‘what’ of the workshop and the group will provide the ‘how’. You may have the outline, aims and objectives, but it can be useful to hear from individuals how they would like to achieve them.
Although as a facilitator we may feel nervous or anxious before we start, this can also be said of many of the participants. One of the key ways a facilitator can manage this is by helping the audience establish ground rules.
Ground rules
Ground rules are the rules of conduct or behavioural guidelines that members of the group agree on before you proceed with the workshop. They are based on an assumption of equality and fairness. The idea is that no individual is permitted to dominate a discussion or hold special privilege.
There are generally three kinds of ground rule:
- The first kind defines the behaviour of participants – for example, ‘Individuals will treat each other with respect.’
- The second kind applies to procedures to be used by the group – such as, ‘All decisions will be made by consensus.’
- The last kind of ground rule may also define the boundaries of discussions on certain issues – for example, ‘Discussion today will focus solely on the issue of using the new appraisal system, and will not go into discussions of the old systems.’
Try practising agreeing ground rules with a group. Some facilitators who have run many effective workshops know exactly the types of behaviour, procedures and boundaries needed for the day to be effective so will therefore inform the group of what is required.
The majority of the time, if you work on ground rules with a group, you will look to ‘agree’ them, rather than ‘set’ them. If the rules come from the group they are more likely to stick to them than if they come from someone else.
When going round the room and getting introductions from individuals, at the same time ask them for one ground rule each. You can write this rule on a flipchart and place it for all to see for the session. This is quicker than having a separate ‘ground rules’ exercise, which can eat into your time.
When to use
When not to use
- With a familiar group – familiar either to you or themselves.
- Just for the sake of it at every workshop.
- When you want the group to be creative.
You can refer to ground rules at any time. It doesn’t just have to be at the beginning. If you feel that you are losing the audience because of a dominant member or too much talking, then run a ground rules session to get things back on track.
Asking and answering questions
In Chapter 1 we looked at questions to ask a client to identify what is required. One skill that a facilitator needs to focus on is the asking and answering of questions in front of a group. A common fear is being able to answer questions. However, you also need to be able to ask your audience questions.
Asking for questions
How a question is phrased will depend on the reason for asking it. It might be for one of the following reasons:
Decide when you will ask for questions: during and/or after your sessions. The advantage of allowing questions during your talk is that your audience are more likely to listen to, and think about, what you are saying.
If you choose to leave questions until the end, you can stimulate a more lively questions and answers session by asking rhetorical questions during your talk.
Select an appropriate tone of voice that will encourage your audience to ask questions. Decide how you want the person who is asking the question to identify themselves. Will you ask them to stand up or would you like them to put up their hand? You can achieve the latter simply by raising your hand when you ask if anyone has a question.
Listening to questions
Identify why a question is being asked. If it is to clarify something you said earlier, look for signs from the client or other people not having understood either. This will indicate how full an answer to give. It will also give you general feedback on your audience.
Somebody may ask for more information simply to satisfy their own curiosity. Try to gauge other people’s interest too, as this will help you decide how much information to give.
Others may ask a question to prove something either to you or to others in the audience. If you can identify what they are trying to prove, it can help you answer appropriately.
Be sure that you understand the question. Avoid showing surprise at the question asked, even if it appears that the person has not been listening to what you have been saying. Also, do not laugh at the question, even if the rest of the audience do. Give your whole attention when you are asked a question.
- Listen to the question, observe what is not said and sense the emotions of the person asking the question.
- When listening to the question, remember to relax your facial expressions. Appear calm.
- You should repeat the question you have been asked so that the rest of the audience can hear it. It also gives you more time to think about it.
- Always listen to a question patiently, however lengthy it is. When asked a long question, try to identify the key question within it.
Identify the type of person who is asking the question as this will affect how you handle it. Here are a few suggestions:
- The complainer: Listen to the complaint. Explain that you are unable to do anything during the session. Move on.
- The obstinate person: Give an answer, then say that time is short but that you would be happy to discuss the point with them later.
- The argumentative person: Remain calm. Try to agree with something that they say. Win them round at the break.
- The opinionated person: Restate your views. There is no reason why you should have to concur or disagree, but recognise these are differences of opinion, not fact.
- The informer: Acknowledge their points and say that you will keep them in mind.
Answering questions
It is OK not to know every answer. Facilitators put themselves under so much pressure by being concerned that they will look foolish or silly if they cannot answer a question on the subject they are discussing. There will always be someone who knows something (or thinks they know something) more than us. It is a learning experience for the facilitator as well as the audience.
Manage expectations by informing the audience that you are not the expert. Explain that you do not know all the answers. Your role is to help them find their own answers. Obviously, if you are talking about a process that you have designed that you want others to follow, then you will be deemed to be the ‘expert’ and you should know what you are talking about. Be very clear about your role and the expectations of the audience.
- Take time to plan your answer.
- Keep your answer simple and concise. If a longer answer is required, defer giving it until the break.
- Make your answer relevant to the audience. It may help to add an example to illustrate your point.
- If you are pressed for an opinion, limit your risk by supporting it with facts.
- Answer in a sensitive and helpful manner. Others will be watching you to see how you handle questions before asking one themselves.
- Avoid being defensive, controversial for the sake of it or aggressive.
- If you do not know the answer to a question, say so, confidently. That way you will preserve your credibility.
- Generally, you should check whether you have answered the question. However, if you have a complainer or an argumentative person asking the question, you may do better to give a brief answer, then swiftly move on.
- Having answered a question during your talk, you may have lost your train of thought. It is even more likely that the audience has, so summarise up until the question was asked.
Creating the right ambience
Group dynamics is the study of groups, and also a general term for group processes. Because they interact and influence each other, groups develop a number of dynamic processes that separate them from a random collection of individuals. These processes include norms, roles, relations, development, need to belong, social influence and effects on behaviour.
The basic skills of a facilitator are about following good practices: timekeeping; helping people through agreed aims and objectives; and providing necessary breaks. The higher-order skills involve watching the group and its individuals in light of group process and dynamics.
A facilitator needs to be able to assist a group in accomplishing its objective by diagnosing how well the group is functioning as a problem-solving or decision-making entity and intervening, where necessary, to alter the group’s operating behaviour.
For example, a facilitator should look out for:
- patterns of communication and coordination;
- patterns of influence;
- patterns of dominance (e.g. who leads, who defers);
- the balance of task focus vs social focus;
- the level of group effectiveness;
- how conflict is handled.
The role of the facilitator is to continually draw the group’s attention to the group process and to suggest structures and practices to support and enhance the group skills.
Tuckman’s model of team development
The best-known model of groups or teams is that of Bruce Tuckman (1965), who identified four stages of team development (see Figure 9.1). Tuckman described the four distinct stages that a team or group can go through as it comes together and starts to operate and perform. This process can be subconscious, although an understanding of the stages can help groups reach effectiveness more quickly and less painfully.
There is no time allocated to any one stage. A group or team can move very quickly through the stages or can remain in one for a long time. A group may also start at any of the stages. It depends on the members and the situation attached.
As a facilitator you will face groups of individuals operating at different stages of this model, and understanding how to recognise the stage of the group will enable you to ‘flex’ your style accordingly. It is unlikely, but not impossible, that a group of people will go through each stage of the model within one brief session, but your task as a facilitator is to enable them to ‘perform’ effectively during the workshop.
- Forming: pretending to get on or get along with others.
- Storming: letting down the politeness barrier and trying to get down to the issues even if tempers flare up.
- Norming: getting used to each other and developing trust and productivity.
- Performing: working in a group to a common goal on a highly efficient and cooperative basis.
It should be noted that this model refers to the overall pattern of the group, but of course individuals within a group work in different ways. If distrust persists, a group may never even get to the norming stage.
Figure 9.1 Tuckman’s model of team development
Source: Based on data from Tuckman (1965)
The four stages
Forming stage
When a group or a team get together there are certain feelings that can be associated with each individual. These can be both positive and negative, or indifferent. These feelings must be acknowledged if you want the group to perform at its best. This is also known as the ‘identity’ stage, whereby the group needs to know why it exists and what it is there to do.
Try to remember when you were part of a new project team or attended a training day with people you didn’t know. How did you feel? Use some of the prompts from the table overleaf and/or add your own. Then try to remember why you had those feelings.
| My feelings/attitude | What did this tell me about myself? |
|---|---|
| Nervous | |
| Quieter than normal | |
| Guarded | |
| Wary | |
| Defensive | |
| Overcompensated to make an impact | |
| Excited |
In the forming stage, individuals seek to establish personal identities and make an impression on other members of the group. They search out each other’s attitudes and background.
People may feel a mixture of things:
- Excitement, anticipation, optimism, recognition.
- Discomfort at not knowing others or what is expected.
- Scepticism – ‘Will they really listen to me?’
- Concern – ‘What are the consequences of failing?’
When a group comes together for the first time, what skills and techniques should a facilitator demonstrate to enable the group to move to the next stage?
Get a pen and paper and make some notes on what a facilitator needs to demonstrate – the skills and approach required – to meet the group’s needs at this time. Remember how you felt in the above exercise and think about what you would have wanted from a facilitator at this time.
Storming stage
The storming stage is something that is perfectly normal in the evolution of a group. This is the ‘infighting’ stage. As a facilitator, there may be some confronting and jostling for position. Expect it. Once you expect it, you can plan for it. This is the toughest part to get through. Some groups stay forever at this stage. It can be draining and reduce morale, or it can be a place where people thrive on their competitive nature.
Can you remember being part of a team or attending a training day when there was uneasiness, infighting (overtly or covertly), people wanting to opt out, open confrontation, etc.? How did you feel? Use some of the prompts below and/or add your own. Then try to remember why you had those feelings.
| My feelings/attitude | What did this tell me about myself? |
|---|---|
| Frustrated | |
| Watching cliques form | |
| Wanted to opt out | |
| Challenged openly | |
| Became more introverted | |
| Where am I in the pecking order? | |
| See who is on my side |
In the storming stage, personal goals are revealed which can lead to hostility and conflict. It is a bargaining phase in which individuals attempt to sort out group and individual objectives.
Members feel the full range of emotions:
- Anger and frustration at not understanding or being excluded.
- Fear and concern at workloads or dominant people in the group.
- Joy at success and getting things right.
- Disagreements with the way things are going.
- Misunderstandings of what people thought was happening.
When a group is in the storming stage, what skills and techniques should a facilitator demonstrate to enable the group to move to the next stage?
Get a pen and paper and make some notes on what a facilitator needs to demonstrate – the skills and approach required – to meet the group’s needs at this time. Remember how you felt in the above exercise and think about what you would have wanted from a facilitator at this time.
Norming stage
When a team is in the norming stage, it is generally called ‘the calm after the storm’. Individuals are comfortable as to why they are part of the group and are OK with the levels of hierarchy within it. Systems and procedures are being established, people can give feedback more freely and issues are dealt with in a more positive way. The group is more ‘mature’ and individuals are open to learning new skills.
Can you remember being part of a team or attending a training day when people accepted their roles within the group, and there was a willingness to adapt and a sharing of common values, etc.? How did you feel? Use some of the prompts below and/or add your own. Then try to remember why you had those feelings.
| My feelings/attitude | What did this tell me about myself? |
|---|---|
| I could positively challenge others | |
| I could openly communicate my ideas | |
| I could give and receive feedback | |
| I was actively listening | |
| There was a sense of cohesion | |
| I was actively involved in achieving group goals | |
| I felt a sense of team spirit in the group |
The team develops ways of working in order to achieve objectives. Roles are allocated and norms of behaviour, i.e. working rules, are established. The effect is to create a framework within which team members can relate to each other.
Members feel a mixture of things:
- Task confidence is growing well.
- There is a stronger sense of team spirit.
- Confidence building is the real need.
- The group starts to feel it can achieve things without direction.
- The team looks to take on new challenges.
When a group is in the norming stage, what skills and techniques should a facilitator demonstrate to enable the group to continue to develop and move to the next stage?
Get a pen and paper and make some notes on what a facilitator needs to demonstrate – the skills and approach required – to meet the group’s needs at this time. Remember how you felt in the above exercise and think about what you would have wanted from a facilitator at this time.
Performing stage
Wow! This is where it feels good. The group has matured and is now a fully functioning unit. Everyone is settled in their roles and looking to add value. Individuals are looking to the future rather than the past. It feels good to be a part of this group. There is support and trust and a feeling of being valued for your contribution.
Try to remember when you have been part of a team or attended a training day when people felt that the group gelled from the start. There was a high level of positive challenge going on, together with a high level of support. You felt valued and wanted to succeed with the others around the room. Use some of the prompts below and/or add your own. Then try to remember why you had those feelings.
| My feelings/attitude | What did this tell me about myself? |
|---|---|
| I was supportive to others | |
| Others were supportive to me | |
| Morale was high | |
| Responsibility was shared | |
| I was flexible to adapt to situations | |
| There was insight and innovation | |
| Celebration of what we achieved |
The group, having resolved earlier problems and differences, can now get on with the task in hand, and work effectively and efficiently together.
Members have a number of needs:
- They require confirmation that the team is performing capably.
- They need to feel independent and that they are sharing leadership.
- They need to feel recognised for the roles they play.
Get a pen and paper and make some notes on what a facilitator needs to demonstrate – the skills and approach required – to meet the group’s needs at this time. Remember how you felt in the above exercise and think about what you would have wanted from a facilitator.
Facilitator styles for the four stages
Please remember that no two groups are the same. A group can come together and can go through the forming stage very quickly. It is situational so do not be rigid with your style and approach.
Forming
When a group is together for the first time, there will be a range of individuals with different feelings. Depending on the subject matter and your objectives for the group, at these early stages of the group getting together, your style should be a directive one. They will need to know why they are there, what are the key timings and learning objectives and what you want from them.
Storming
This stage is more prevalent in teams working in organisations for longer periods, but it can happen at workshops. Watch out for put-downs, animosity, rudeness and the quiet types. If this is occurring, the style we should use is either to be more directive (as above) to assert your authority if needed, or slightly more supportive, where you listen and empathise, and understand each person’s viewpoint to get the group back on track.
Norming
The group is working well. You do not need to be authoritative. You can step back in your style and just support the group in areas that they need. You can use a coaching style to ask lots of questions to enable them to come up with their own solutions.
Performing
When your participants are at this stage of Tuckman’s lifecyle, you can truly facilitate and nudge the group along to get them where they want to be. It is a pleasure working at this stage and the group can really benefit from the ‘enabler’ role that you take up.
In football terms, it is said that the referee has had a good game when he is hardly mentioned or noticed, and the game has flowed. There is some correlation to the role of a facilitator – the group (the teams) want to succeed and may not even notice that you have been there! You will have kept things going, having quiet words with individuals when required and monitoring group dynamics and potential barriers ahead.
Group styles
The two theories below are particularly useful when looking at effectively understanding and managing group dynamics. Although there are many others, these are my personal favourites and have been helpful in developing my skills as a facilitator.
Adaption-Innovation Inventory
Kirton (1989) identified two different styles in creativity, problem-solving and decision-making. The Adaption-Innovation Inventory and its associated psychometric instrument (KAI) can provide you with insight into how people solve problems and interact while decision-making. The Adaption-Innovation Inventory is founded on the assumption that all people solve problems and are creative. See www.kaicentre.com for more information.
- Adaptors: those who prefer to improve on existing practice.
- Innovators: those who prefer to reframe problems in a way that often confronts accepted practice.
It is important to recognise that both adaptors and innovators are required in a balanced group. Both styles are able to produce creative approaches and solutions, but the important thing to note is that they start from different places.
They both support the innovation process but just have different approaches, and it is recognition of the differences by the facilitator and the group that will help maximise the strengths of both styles. The facilitator will need to balance the two.
Adaptors
- Demonstrate precision and a methodical approach, erring on the side of prudence.
- Seek solutions using tried and well-understood methods.
- Rarely challenge the rules.
- Produce few new ideas.
Innovators
- Appear to be undisciplined and approach the problem from unusual angles.
- Query the basic assumptions around the problem – may appear abrasive and upsetting to others.
- Challenge the rules.
- Produce many ideas – some of which may appear risky.
As a facilitator, your role is to ‘balance’ these two styles if you have a mixed group of both adaptors and innovators, as well as to potentially counter-balance the styles when a group consists of mostly adaptors or mostly innovators.
Identify three techniques to recognise and respond to these different styles when facilitating group dynamics.
| Adaptors | Innovators |
|---|---|
- Split the group when problem-solving or brainstorming.
- Divide the session up into two parts, for example:
– continuous improvements to existing processes;
– brand new ideas and solutions.
- Agree up front with the group whether the meeting is about new ideas or extensions to existing practices.
The Bolton and Bolton model
The second theory is from Bolton and Bolton (1984). They identified four different social styles:
- The Driver: Task-oriented who attempt to influence by asserting themselves in a controlled way.
- The Expressive: They are assertive like the driver but use their feelings to help assert themselves.
- The Amiable: Openly show their feelings but less aggressive and assertive.
- The Analytical: Control their feelings and emotions and tend to be task-oriented, gathering and testing factual information.
Your group(s) can be broken down into the following ‘styles’ and your delivery and content adapted accordingly.
The Driver – control specialist
| Pushy | Determined | |
| Severe | Requiring | |
| Tough | Thorough | |
| Dominating | Decisive | |
| Harsh | Efficient | |
| Results-oriented |
The Expressive – social specialist
| Manipulative | Personable | |
| Excitable | Stimulating | |
| Undisciplined | Enthusiastic | |
| Reacting | Dramatic | |
| Promotional | Gregarious | |
| Applause-oriented |
The Amiable – support specialist
| Conforming | Supportive | |
| Retiring | Respectful | |
| Ingratiating | Willing | |
| Dependent | Dependable | |
| Emotional | Agreeable | |
| Attention-oriented |
The Analytical – technical specialist
| Critical | Industrious | |
| Indecisive | Persistent | |
| Stuffy | Serious | |
| Exacting | Vigilant | |
| Moralistic | Orderly | |
| Actively-oriented |
As a facilitator, just be aware that there are many different dynamics that need to be taken into consideration. Know that each group will be different. This may be obvious with the demonstration of extroverted behaviours, or it may be subtle and you will need to use your senses to pick up on all possibilities.
How to facilitate the different social behavioural styles
Driver:
- Be clear, specific, brief and to the point.
- Stick to business.
- Come prepared with all requirements, objectives and any support material in a well-organised ‘package’.
- Present the facts logically; plan your presentation efficiently.
- Ask specific (preferably ‘What?’) questions.
- Provide alternatives and choices for making their decisions.
- Provide facts and figures about the probability of success or effectiveness of options.
- Motivate and persuade by referring to objectives and results.
- Support and maintain.
- After talking business, depart gracefully.
Expressive:
- Plan interaction that supports their dreams and intuitions.
- Ensure enough time to be stimulating, fun loving, fast moving, entertaining.
- Leave time for relating, socialising.
- Talk about people and their goals and opinions that they find stimulating.
- Ask for their opinions/ideas regarding people.
- Provide ideas for implementing action.
- Provide testimonials from people that they see as important, prominent.
- Offer special, immediate and extra incentives for their willingness to take risks.
- Start (briefly) with a personal comment. Break the ice. Use time to be agreeable.
- Show sincere interest in them as people; find areas of common involvement. Be candid and open.
- Patiently draw out personal goals and work with them to help achieve these goals; listen/be responsive.
- Present your case softly, non-threateningly.
- Ask ‘How?’ questions to draw their opinions.
- Move casually/informally.
- Define clearly individual contribution.
Analytical:
- Approach them in a straightforward way; stick to business.
- Support their principles/thoughtful approach. Build your credibility by listing pros and cons to any suggestion they make.
- Make an organised contribution to their efforts, present specifics and do what you say you can do.
- Take your time but be persistent.
- Draw up a scheduled approach to implementing action with a step-by-step timetable; assure them there won’t be any surprises.
- Give the time to verify the reliability of their actions; be accurate, realistic.
Dealing with challenging individuals
As well as looking at the group dynamics, we need to have the ability to identify individuals who may be the cause of these dynamics or who have personal or political agendas, or just the individual who is very quiet and needs a different approach.
Everyone attending a workshop has either paid for it themselves, or their organisation has paid. Payment does not just have to be financial – there is also a big payment in time. Time out from the ‘day job’ means that their mind may be elsewhere. The role of the facilitator is to ensure that they can make the link between being participative and positive and how it will benefit them in the workplace.
There are many different types of individual you may face. They can range from aggressive to passive. The table below looks at 10 types of person, their typical behaviours and what should be done to manage them effectively.
| AGGRESSIVE | |
|---|---|
| Description | Pushy and aggressive. Tries to dominate. |
| Typical behaviours | Will make specific and open attacks condemning individuals and situations. |
| Underlying question for the facilitator | What is the end, bottom line result they want? |
| Facilitator tactics | Assertively focus on results. Concentrate on discussing the realistic actions you are taking without being bullied. |
| Facilitator goals | Be treated with respect. Be valued for what you can do and be allowed to get on with it. |
| EXPLOSIVE | |
|---|---|
| Description | Frustration simmers and will explode at minor or unrelated issues. |
| Typical behaviours | Will appear to ‘go off on one’ on occasions where blame is aimed at everyone and everything. |
| Underlying question for the facilitator | What is their real issue with the situation? |
| Facilitator tactics | Don’t try to tackle the issue until they have calmed down. Ask open questions about what makes them angry. |
| Facilitator goals | Identify specific issues and bring issues out into open where they can be dealt with. |
| KNOW-IT-ALL | |
|---|---|
| Description | Knows their stuff but can only see narrow perspective. |
| Typical behaviours | Often technically very capable, they have very clear views on issues and what the right solution is. |
| Underlying question for the facilitator | How do I show value in their expertise as part of the solution? |
| Facilitator tactics | Don’t become a ‘know-it-all-better’ but know your stuff. Sincerely value their contribution and offer to share progress and ideas. Assert responsibility to look fairly at new ideas. |
| Facilitator goals | Be treated with respect but also emphasise the respect you have for them. Move to an adult conversation about possibilities. |
| THINKS-THEY-KNOW-IT-ALL | |
|---|---|
| Description | Likes attention and will talk with great conviction but little fact about an issue. |
| Typical behaviours | Will tend to try to dominate opinions with sweeping judgements or opinions. Is liberal in interpreting actual data. |
| Underlying question for the facilitator | How do I challenge their assumptions without challenging them? |
| Facilitator tactics | Thank them for their contribution and reaffirm the objectives of the discussion. Without malice, ask for specifics. Offer to share your evidence with them as a way of catching and focusing their enthusiasm. |
| Facilitator goals | Focus on facts and realities without humiliating others. |
| THE PROCRASTINATOR | |
|---|---|
| Description | Will seek to delay a decision until it has almost made itself. |
| Typical behaviours | Will not give a straight answer or will require more information or research on a variety of issues. Will often ask for more time. |
| Underlying questions for the facilitator | What is the underlying block for the person? What is stopping them moving forward? |
| Facilitator tactics | Create a comfort zone that encourages sharing of concerns. Encourage adoption of a decision-making process (which includes acknowledgement of risk). Having worked jointly to a conclusion, pass final decision back to them. Reassure confidence and ensure follow-through. |
| Facilitator goals | Gently encourage confrontation of risk and uncertainty in a supportive and structured way. |
| IT WON’T WORK! | |
|---|---|
| Description | Always looks at the negative side of the situation. Sees little point in activities and changes. |
| Typical behaviours | Will say ‘no’ at the first opportunity. Will point out faults and problems without any attempt to offer solutions. |
| Underlying question for the facilitator | How do I move from problem identification to outcome/solution? |
| Facilitator tactics | Empathise – recognise the value of truth behind their generalisation. Use them as a resource to specifically challenge ideas. Don’t rush them but allow time to consider options. Build from here. |
| Facilitator goals | Welcome the value of criticism to uncover risk and uncertainty – from which solutions can be sought. |
| HELPLESS | |
|---|---|
| Description | Will complain about situations and circumstances. Sees themselves as a victim. |
| Typical behaviours | Likes to share problems and difficulties which appear to result from someone or something else. |
| Underlying question for the facilitator | How do I move the perception of helplessness to ownership or responsibility? |
| Facilitator tactics | Listen and write down the main complaints. Get specific information on each issue. Ask what they want in each situation. Agree a plan of action given the facts of the situation. |
| Facilitator goals | Create a safe environment where issues come out into open. Firmly switch focus to a solution-based discussion. |
Which type of person is your most challenging? They may not be on the above list. Use the questions below to help you prepare for your next workshop.
Consider the following points and jot down your thoughts:
- Why do you think somebody would behave like that?
- What is it about their behaviour that would make you feel uncomfortable?
- What impact might this person/behaviour have on the rest of the group?
- How might this person best be dealt with?
- Set your ground rules – at any time.
- Remember participant names by repeating them back on introductions.
- Know which stage of Tuckman’s cycle your audience is at – and adapt accordingly.
- Create exercises for your Adaptors and Innovators, as well as for the four social styles of Bolton and Bolton.
- Deal with individuals by understanding their reasons for behaving like they do.