Chapter 2 Outline
Once you have a clear idea about why you are meeting, your next task is to identify and analyze who should attend. Consider the optional number of and the nature of the participants. Then, to analyze those participants, think about their backgrounds, cultural characteristics, emotional and interest levels, and any timing issues.
MEETING PLANNING CHECKLIST |
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1. Why meet? Define your purpose and choose your channel. |
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2. Who to include? Select and analyze the participants. |
3. What to discuss? Orchestrate the roles and set the agenda. |
4. How to record ideas? Plan for graphic facilitation. |
5. Where to meet? Plan for technology and logistics. |
Deciding on the participants for a meeting is often not easy. You need to consider the most effective number to get the job done, the kind of group, and the important people who need to be there.
As we discussed in the previous section, the tension between maximizing speed (task orientation) and maximizing input (process orientation) is tough to balance. Choices about the optimal number of participants reflect this dilemma.
Too many: One common problem is inviting too many people to attend a meeting. Although it is important to gain input from multiple perspectives, too many participants can lead to superficial discussion if you want to hear from everyone. In addition, the larger the group size, the lower the percentage of people participating; some people may simply withhold their input.
Too few: If, on the other hand, the group is too small, its problem-solving ability and group creativity may be handicapped.
Right number: The appropriate size of the group depends on what you are trying to accomplish. For problem solving, around five people can attack a problem collectively yet all make visible contributions. For voting, an odd number of people is best. For consensus building, it’s difficult to reach a consensus with more than about eight participants. For brainstorming, about ten people will be able to stir up the energy and creativity, yet all participate.
Heterogeneous vs. homogeneous: For some projects, choose a homogeneous group (people with similar backgrounds, personalities, and values). Homogeneous groups build group relationships quickly and are less likely to have a lot of conflict. However, since they are more likely to produce unimaginative results, they are best used for well-defined, straightforward tasks. For other projects, choose a heterogeneous group. Such groups take more risks, are more critical of one another’s ideas, and are generally better at novel or complex tasks; however, they often have trouble with building relationships.
Competitive vs. cooperative: Cooperative groups demonstrate more effective interpersonal communication, higher levels of involvement, and better task performance. Homogeneous groups tend to be more cooperative; heterogeneous groups tend to be more competitive. Try to get competitive groups working toward a common goal; they will perform better, and group members will be more satisfied than groups whose members are striving to fulfill individual needs or pursuing competing goals.
Task vs. process: Try to include some members who are efficiency/task-oriented and others who are effectiveness/process-oriented. (1) Task-oriented members focus on outcomes, not on other people’s feelings or attitudes; if they dominate, meetings will be efficient, but members may be less satisfied. To these members, processes such as brainstorming or hot dot voting (explained on pages 25 and 83) may seem corny or a waste of time. (2) Process-oriented members frequently interject supportive comments such as “That’s a great idea!” or “Let’s hear what Jose has to say” or “I think we’ve made a lot of progress.” If they dominate, meetings may go on too long without much getting accomplished.
People with information: Think about who needs to be there in terms of getting the task accomplished. Who has information or ideas to add? Who needs to contribute? What subgroups need to be represented?
People with power: Who needs to be there because they have power or influence over the outcome of the meeting? How can you stop them from dominating the discussion? Who needs to be there because they are opinion leaders, those with significant informal influence?
People from different hierarchical levels: What hierarchical levels will be included in the meeting participants? If you have people there from more than two levels of hierarchy, how will you avoid having people posturing and jockeying for position?
People who are indirectly involved: Who needs to be there because they will approve, hear about, or be affected by the meeting? If you don’t invite them to the meeting, how will you let them know what’s going to happen or what happened? Are there any people who might sabotage the meeting outcome? Do you want to include them or deal with them outside the meeting?
Once you have figured out who is or should attend the meeting, analyze them as carefully as possible.
First, think about each participant individually. Think about their educational level, training, age, and interests. What are their opinions, interests, expectations, and attitudes? The more you can relate to the participants and make the meeting useful for them personally, the more successful you will be at attaining your communication objective.
In addition, think about their cultural (or group) characteristics and expectations. What are their shared norms, traditions, standards, rules, and values? You may need to make adjustments based on these group or cultural norms. Think about possible adjustments, based on these cultural or group norms, such as:
Additional participants: Some cultures may expect certain people to participate in the meeting, depending on cultural expectations about rank, authority, and group definition.
Different channel or time: Different cultural groups—such as a technical department versus a marketing department, or a traditional organization versus a start-up venture—may have different norms for preferred channel and timing. These norms may range from standard face-to-face meetings held at a certain time weekly to email meetings held sporadically; or from formal, highly structured meetings to informal, free-form meetings.
Differences based on gender: Sometimes it’s useful to think about the cultural differences between men and women. Research shows, for example, that men tend to take arguments impersonally, women personally; that men seek quick authoritative decisions, whereas women use consensus building; that men use stronger language even when they’re not sure, but women use more qualified language even when they are sure; and that men use less active listening, and women use more.
What do they already know about the topic? What new information do they need to know about the topic? How much jargon will they understand?
Low information needs: If their information needs are low, don’t waste time at the meeting giving unnecessary background, definitions, or new material.
High information needs: If, to be able to discuss or decide intelligently, the participants need background information, consider including it in the agenda so they can read it in advance and be better prepared to discuss it during the meeting itself.
Mixed background needs: With a mixed group, try summarizing background information with an opening such as “just to review,” or referring people to the background information in the agenda.
Remember that the participants’ emotional level is just as important as their knowledge level. Therefore, in addition to thinking about what they know, think about what they feel. Answering the following sets of questions will give you a sense of the emotions the participants may be bringing to the meeting.
What feelings may arise from their current situation or their emotional attitude? What objections or issues might they possibly raise?
What is their current personal situation? Is there anything unusual that you should keep in mind about the individuals’ or the group’s morale, the time of day or year, or their economic situation?
What emotions might they bring to the meeting? What, if any, feelings do they have about the topics to be discussed at the meeting? For example, do they feel positive emotions such as pride, excitement, and hope? If so, how can you capitalize on these feelings? Or do they bring negative feelings, such as anxiety, fear, or jealousy. If so, how can you defuse these negative feelings—either before or during the meeting?
Is the meeting a high priority or low priority for them? How much do they care about the issue or its outcomes?
High interest level: If their interest level is high, you can start the meeting without taking much time to arouse their interest.
Low interest level: If, on the other hand, their interest level is low, you may need to arouse their interest before and during the meeting. For example, you might define a problem they don’t know exists, establish a common ground you all share, or point out the personal benefits they will derive from attending the meeting or from the outcomes of the meeting.
You will not be able to reach your desired outcome if the timing is off for the participants. In addition to finding a time when the necessary people will be able to attend, think about other timing issues before you set your meeting. At what time of day are they (or at least the key decision makers) at their best? When is the meeting least likely to be interrupted? Do the participants have enough time to prepare before the meeting? What are any especially bad times for them, because they are under special pressure or deadlines?
Sometimes, it will be in your best interest to touch base with some, or even all, of the meeting participants before the meeting. For example, you might talk with key opinion leaders if a controversial issue will be covered, chat in advance with anyone who might feel surprised or blindsided by the topic, or mentor a subordinate who is presenting at the meeting.