Requirements elicitation, writing, analysis, and modeling by IIBA Endorsed Education Provider.
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| Book Index: The Skilled Facilitator Fieldbook : Tips, Tools, and Tested Methods for Consultants, Facilitators, Managers, Trainers, and Coaches | |||||||||
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| Index A Accountability: compassion and, 43; of group members, 273, 275, 276; joint, 10, 45; reflection questions for, 282; in roles and expectations intervention, 162, 164, 165; survey- guided organization development and, 411, 412; 360-degree feedback and, 394, 395–396, 397–398, 400 Action Design, 33n1, 63, 68 Action Science, 33n1, 59 Adsit, D. J., 400n2, 401 Advocacy: meaning of, 207; in mutual learning model, 54; as unilateral control strategy, 36, 38, 51 Advocacy combined with inquiry (ground rule six), 65, 104, 271; in diagnosis-intervention cycle, 71–72, 202; in e-mail, 182; facilitative coaching and, 470, 471; in “left-hand column” case, 223, 224; in mutual learning model, 56, 229–230; opening line for, 204; in systems thinking, 455 Agenda: agreeing on, at beginning of meeting, 123, 124; jointly designing, 119, 121–122; printing ground rules on, 192; realistic, creating, 119–124; sample, 122–124; time estimates for agenda items, generating, 119–120 “Agree on important words.” See Ground rule three; Words, agreeing on important Alban, B. T., 114 Ambiguity, comfort with, 344, 345 Analyzing and Facilitating Left- Hand Column Cases, 235 Anger, 219, 220, 289, 290, 291. See also Emotion headings Anonymous feedback: surveyguided organization development, 409–412. See also 360-Degree feedback Argyris, C., 6, 9, 13, 25–26, 33n1, 34, 35, 40, 59, 61n, 63, 65, 68, 79, 86, 118, 118n2, 343, 344, 348, 364, 365, 369, 396, 401, 411, 412, 421, 425–426, 427, 431, 431n1 Art of Focused Conversation, The, 114 Artifacts, 20 Artist’s Way, The, 284, 285, 285n4, 474, 476 Association for Psychological Type, 440 Assumptions: as contribution to problem, 256; defined, 62; of give-up-control model, 40; of mutual learning model, 41–46; strategy creation, in, 80; systems thinking, in, 79, 83, 84, 455; testing, (ground rule one), 62, 182, 203, 455, 470, 471; of unilateral control model, 36, 37, 38, 39. See also Core values Attribution, 39, 46, 49, 62. See also Assumptions; Inference(s); Inferences, highlevel; Motives, assumptions about Authentic relationships, 422 Autonomy, group, 4 B Basic facilitation, 115–118; core values and, 116; defined, 5–6, 339, 115; developmental facilitation, compared to, 115, 117, 118, 339, 340, 341; example of, 117–118; ground rules and, 116; limitations of, 116–117; planning, 116; substantive content in, 115–116; underlying values and strategies, reflecting on, 117 Bateson, M. C., 151, 157 Beckhard, R., 339, 348 Behavior: being polite, 265; core values and, 153; diagnosing, 69–73, 196; helping group members to redesign, 69, 70, 71, 203; inconsistent with expectations, 161; inferring meaning of, 69, 70, 71, 196; “left-hand column” intervention, 223–224; misinterpreting new, 287–288; observing, 69, 70, 71, 129, 196; patterns of, 239–240, 325, 326, 327, 335, 337, 344, 346, 353, 357; seeking support for changing, 288–289; systems approach and, 11, 79; unilateral control model and, 39 Behavioral ground rules, 61 Beginner’s mind, 199–200 Beginning of meeting, 125–129; agenda, agreeing on at, 123, 124; expectations, agreeing on at, 123, 124, 125, 126; facilitator role, agreeing on at, 123, 124; ground rules, agreeing on at, 123, 124; guidelines statement distributed at, 529 COPYRIGHTED MATERIAL 127–129; introductions at, 125–126, 127, 128; procedural guidelines, agreeing on at, 125, 126–128, 131–133; Skilled Facilitator principles, during, 125; time considerations for, 125, 126, 129 Beliefs: defined, 20; in group culture, 20; statement of values and beliefs, 155–156, 342. See also Assumptions; Inference( s); Theory, espoused; Theory-in-use Bell, C. H., 409, 412 Bens, I., 114 Bertalanffy, L. V., 86n1 Beyerlein, M. M., 172, 180 Beyond Teams, 180 Biases, identifying, 281 Blaming, 45, 77, 79, 85 Blind spots, 257, 259n1 Block, P., 25–26, 59, 157, 378, 381, 412 Born, D. H., 409, 412 Boundaries, system, 77, 85 Boundary management, group: description of, 19; as group process, 19, 172; in role clarification, 160 Brainstorming, 108, 109, 111, 112, 113; in roles and expectations intervention, 162, 163, 165 Briggs, K. C., 438 Brooks, L. J., 416, 418 Brushy Fork Institute, 299–303 Bryan, M., 284, 285 Built to Last, 157 Bunker, B. B., 114 C Cameron, J., 284, 285, 285n4, 474, 476 Capacity building, 22, 82 Carlson, P., 139, 143n2, 316, 361 Cartoons, 190 Causal story, creating, 326–328 Cause and effect, delay and separation between, 75–76, 79–81, 82, 336 Causes, indentifying, 82 Center for Applications of Psychological Type, 445, 445n3 Center for Collaborative Organizations, 172 Challenging situations, 247–276; difficult conversations, 261–267, 331–333, 337–338, 362; enabling group members to talk to each other, 271; exploring your contributions to problems, 255–259; interruptions, dealing with, 270; raising issues outside of facilitation group, 273–276; risky conversations, 249–254, 331–333, 337–338; silence, responding to, 269–270 Change, organizational, 307–418: optimum rate of, 76; survey-guided, 409–412 Chartering process, team, 174–180; examples of, 174–175, 176–178; for top management teams, 178–180; using ground rules in, 175, 178, 179; using Group Effectiveness Model in, 175, 178 Choice, free and informed: in basic facilitation, 118; beginning of meeting, at, 126; for committing to conversation, 103, 252; contracting and, 90, 93, 95, 97; as core value, 6–7, 42; decision-making rule and, 66–67; diagnosisintervention cycle and, 70; ethical considerations of, 377; in Facilitative Leader approach, 315, 317, 320, 321, 377–381; facilitator’s responsibility and, 122; in introduction of Skilled Facilitator approach, 299, 300, 301; in mutual learning model, 42, 45, 52, 54, 56–58; as process design criteria, 111; in unilateral control model, 51 Church, A. H., 409, 412 Client: contact, 90, 92; contracting with, 89–99; entire group as, 11, 75, 90, 96, 273, 274, 275; primary, 90–94; questions to ask, 90–92 Coach, facilitative, 457–476: celebrating results, 474–475; client’s inner work, 459, 466–467; coaching process steps, 471–473; coaching relationship, 467–469; coach’s inner work, 457, 459, 461–462; compassion of, 459, 461, 462–463, 469, 470; contracting principles used by, 98, 468, 470; creative-survival cycle, 460, 475; curiosity of, 459; diagnosis-intervention cycle and, 473–474, 475; foundation theories of, 460, 469; ground rules of, 470–471; guided imagery, 458, 476n1; guiding principles of, 469–470; importance of being present, 464–465; model for, 459–474; mutual learning and, 460, 461, 462, 463–464, 469, 470; purpose for, 457, 465–466; role of, 28, 30; spiral of learning, 475, 476; therapist compared, 468–469; unilateral control and, 460 Coding, 190, 192 Cofacilitation, 111, 347 Cohen, S. G., 85, 87, 169, 169n1, 179, 180 Collaborative work systems, 172, 179–180 Collectivist cultures, 414–415 Collins, J., 151–152, 157 530 | Index Collusion: in contracting process, 90, 97; examples of, 79, 274 “Combine advocacy and inquiry.” See Advocacy combined with inquiry; Ground rule six Compliance, 67 Composing a Life, 151, 157 Commitment, internal: as core value, 6–7, 42; decision-making rules and, 66–67, 232, 233–234; free choice and, 95, 103; in mutual learning model, 42, 45, 56, 58, 232, 233–234; reflection questions for, 282 Communication: as group process, 19, using e-mail for, 181–185. See also Nonverbal communication Compassion: as core value, 6–7, 42–44; curiosity and, 44, 229; inference testing and, 221, 222; in jointly designed conversations, 230–231; in mutual learning model, 42–45, 58, 231; as process design criteria, 111; reflection questions for, 282; undiscussable issues and, 66 Compensating feedback, in systems thinking, 76 Complex adaptive systems, 150–151 Confidentiality: 360-degree feedback and, 392, 393, 394–395, 396, 397, 403–406; planning meetings and, 97, procedural guidelines and, 129 Conflict: give-up-control model and, 41; moving toward, 266–267; mutual learning model and, 42, 46; reduction, 267; unilateral control model and, 36, 39, 40 Conflict management: as group process, 18–19; methods and tools for, 109 Consensus: decision-making process of, 67, 232, 234, 369; false, 323–325, 326, 327, 328, 329; reaching in roles and expectations intervention, 162, 163, 165 Consequences: of avoiding risky conversations, 249–250, 254; of false consensus, 324, 326, 327, 328; identifying through “left-hand column” case, 235, 240–241; of mutual learning model, 42, 46; of polite behavior, 265; systems approach and, 80, 81, 82, 85; time lag between actions and, 255; of unilateral control model, 36, 39–40; unintended, 58–59, 80, 81, 82, 85, 240–241, 265, 349, 386–387, 388, 389 Considering Culture in the Selection of Teaching Approaches for Adults, 418 Consistency, internal: process design, 111; of Skilled Facilitator approach, 11–12, 172–173 Consultant, facilitative: contracting principles used by, 98; facilitator as, 51, 57–58; role of, 28, 29–30 Consultative decision making, 67 “A Consumer’s Guide to Hiring and Working with a Group Facilitator” (Schwarz), 94, 99 Contact client, 90, 92 Content, group: in conversation, 103, 105; defined, 3 Content expert, facilitator as, 28–31 Context: control issues and, 22, 24–25; as factor in group effectiveness, 22, 24–25, 172; in Group Effectiveness Model, 24–26, 172; in top management teams, 178 Contract agreement: changing, 96, evaluation of, 91, 96; distribution of, 96 Contracting, 85, 89–99; agreement with entire group (stage three) in, 91, 96, 125; defined, 89; for developmental facilitation, 341; evaluation and completion (stage four) of, 91, 96; for fees and expenses, 93, 96; graphic illustration of stages, 91; information sharing, 97–98; initial contact (stage one) in, 90–94; for internal facilitators, 98–99; in other facilitative roles, 98; planning the facilitation (stage two) in, 91, 94–96; principles for, 89–90; reasons for, 89; stages in, 89, 90–96, for systems thinking analysis, 89, 449, 453–454; for theory-in-use interventions, 356–357; time concerns, discussing during, 120, 121 Conversation: dealing with interruptions in, 270; diagnosis at the speed of, 189, 195–200; difficult, 261–267, 331–333, 337–338, 362; e-mail, 181–185; feedback concerning, 191, 192; internal, 197, 199–200; jointly designing purpose and process for, 103–105, 251, 253; key words or phrases to listen for in, 197, 198; in mutual learning model, 43–45; “PPC approach” to, 103, 104; practice listening to, 191, 195–197, 283; redesigning, 191; repeating opportunities in, 197; risky, 249–254, 331–333, 337–338; silences in, 269–270; steering, 273–274; using ground rules in, 191 Core assumptions. See Assumptions Core ideology, 151 Core purpose, 151 Index | 531 Core values: agreeing on authentic, 152–153; alternate language for, 109, 229; developing shared vision with, 151–152; developmental facilitation and, 339, 341, 342; of give-up-control model, 40; introducing to workplace, 361–364; of mutual learning model, 41–45; strategy creation, in, 80; supplanting vision, 152, 157; survey-guided organizational development and, 409, 411; of unilateral control model, 36–37 Core values of Skilled Facilitator approach, 4; basic facilitation, use in, 116; ground rules and, 7; group values and, 20; in “left-hand column” case, 239; making, explicit, 6–7; process designs consistent with, 110, 111 CPP, Inc., 445, 445n1 Craik, K., 34, 59 Creative cycle of Life Learning Model, 433–435 Creative tension, 150 Cuéllar, G., 434, 435 Culture, group: artifacts of, 20; defined, 20; developmental facilitation and, 20; elements of, 20; trust as aspect of, 23–24 Cultures, different: using Skilled Facilitator approach in, 413–418 Curiosity, 10, 28, 43–45, 51–53, 58, 131–133, 136, 226, 229, 282 D Dance of Change, The, 86n2, 87, 348 Data: deciding how to respond to; 63–64; directly observable, 63; evaluation of, 63–64; explaining, 63–64; ladder of inference and, 63–64, 222, 225; observation and selection of, 63; translation and labeling, 63 Davidson, A. S., 103, 127, 316, 369, 371, 375 De Meuse, K. P., 25–26 Decision making: consensus versus directive, 232; defined, 18; directive, 232; factors in effective, 18; as group process, 18; key decision points, 325–326; methods of, 18; problem solving and, 18, slowing down process, 80–81 Decision-making rules (ground rule nine), 66–67; internal commitment levels and, 67, 232, 233–234; mutual learning model and, 232–234; opening line for, 205; types of, 67 Defensive routines, 340, 343–344, 345, 347, 352, 356, 359, 396–397 Defensiveness: basic facilitation, in, 116; in feedback loop, 78; feedback to superior causing, 335, 336, 337; give-up-control model and, 41; identifying defensiveness triggers, 281, 289, 294; intervening on, 84; mutual learning model and, 42, 44, 46; undiscussable issues and, 66; unilateral control model and, 36, 39, 40 Delay and separation between cause and effect, 75–76, 79–81, 82, 336 Delegative decision making, 67 Democratic decision making, 67 DeNisi, A., 391, 401 Designing and Using Organizational Surveys, 412 Designing Team-Based Organizations: New Forms for Knowledge Work, 87, 169, 180 Developmental facilitation, 339–348: basic facilitation, challenges of, 344–346; compared to, 115, 117, 118, 339, 340, 341; continuum, 340, 344; contracting process for, 341; core values and, 339, 341, 342, 362–363; defensive routines, 340, 343–344, 345, 347, 352, 356, 359; defined, 5–6, 339; ground rules and, 362–363; group culture and, 20; group values and, 339, 340, 341, 342–343, 348, 357; process intervention and, 339; self-revelation in, 341, 348; skipping intervention steps in, 72; success factors for, 347–348; theory-in-use interventions, 349–359; time commitment for, 341–342, 345, 348; tolerating high levels of ambiguity, 344, 345 Diagnosis: diagnosis-intervention cycle, 8, 69–73, 192, 196; errors in, 141, 143; ground rules and, 41, 189–191; Group Effectiveness Model and, 135; observation of behavior and, 69, 70, 71, 196; practice, 189–191, 196–197; real–time, 189, 195–200; relationship between intervention and, 69; at the speed of conversation, 189, 195–200 Diagnosis-intervention cycle, 8, 69–73, 192, 196; beginner’s mind and, 199; with diagnostic frames, 72; diagnostic steps of, 69, 70, 71, 196; different views, testing for in intervention steps, 70–72; direct observation (step one) in, 69, 70, 71, 196; example of intervening with, 71–72; facilitative coaching, and, 532 | Index 473–474, 475; graphic illustration of, 70, 475; helping group members decide whether and how to change behavior (step six) in, 69, 70, 71, 203, 355; inferring meaning (step two) in, 69, 70, 71, 196; intervention decision making (step three) in, 69, 70, 71, 352–353; intervention steps of, 69, 70, 71, 196, 202–203; Myers-Briggs Type Indicator and, 440–441; opening lines for, 201–203; relationship between diagnostic and intervention steps in, 69; sharing inferences (step five) in, 69, 70, 71, 202, 354–355, 357; sharing observations (step four) in, 69, 70, 71, 202, 223, 353; skipping steps in, 72, 73n1; using, in ground rule intervention, 71–72; testing for different views in intervention steps of, 70–72; theory-in-use intervention and, 352–355, 357, 358. See also Intervention Diagnostic frames: diagnosisintervention cycle with, 72; Group Effectiveness Model as, 136 Diaz, A., 474, 476 Difficult Conversations, 250, 254 Difficult situations. See Challenging situations Direct approach, 261–264, 266 Direct observation. See Observation, direct Directive decision making, 232 Disagreement: joint design of ways to test (ground rule seven), 65, 204–205, 226, 230–231; assumptions about, in unilateral control model, 36, 37; compassion and, 230–231; facilitative coaching and, 470, 471; in systems thinking, 455 “Discuss undiscussable issues.” See Ground rule eight; Undiscussable issues, discussing Double-loop learning, 117, 118n2 Drama triangle, 256, 257, 421–431; avoiding, 429–431; example of dynamics of, 424; graphic illustration of, 423; helpfulness in, 421, 426, 428–429; persecutor in, 421, 422–423, 424, 427; rescuer in, 421, 422, 423, 424, 426–427, 428; victim in, 421, 422, 423, 424, 425, 427, 428 E Easing in: as give-up-control strategy, 40–41; as unilateral control strategy, 36, 38, 39, 40 Effect and cause, delay and separation between, 75–76, 79–81, 82, 336 Effectiveness, group. See Group Effectiveness Model Either-or choices, systems thinking and, 77, 83, 84 E-mail: addressing concerns with 360-degree feedback, 403–406; analyzing and editing, 184–185; using ground rules in, 181–185, 191 Embarrassment: undiscussable issues and, 66; unilateral control model and, 35, 36, 38, 39 Emotion: in mutual learning model, 44. See also Threatening situations Emotional expression: in giveup- control model, 40; suppression of negative, 36, 37, 38, 39, 49, 274 Emotional intelligence, 13 Emotional reactions, facilitator, 12–13; assumptions about, in unilateral control model, 36, 37, 38, untested inferences and, 219, 220, 289, 290 Empathy, 43. See also Compassion Empowered Manager, The, 157 Enrollment, in decision, 67 Eoyang, G. H., 151, 157, 348 Espoused theory. See Theory, espoused Evaluation: of contract, 91, 96; of data, 63–64; of facilitation, 91, 96, 98 Everyone’s Problem Solving Handbook, 194 Expectations: defined, 160; helping groups clarify roles and, 159–169; identifying, at beginning of meeting, 123, 124, 125, 126; for internal facilitators, 99; reviewing and revising, 162, 164, 165 Expertise: content, of facilitative consultant, 28, 29–30; content, of facilitative trainer, 28, 31; process, of facilitator, 29 “Explain your reasoning and intent.” See Ground rule four; Reasoning and intent, explaining one’s External structure, 83, 84 F Facilitating Organization Change: Lessons from Complexity Science, 157, 348 Facilitating with Ease, 114 Facilitation, group: contracting process as microcosm of, 89; defined, 3; describing, to client, 90–91, 93, 94, 96; evaluation of, 91, 96, 98; goal of, 89; Group Effectiveness Model, using in, 23, Index | 533 135–143; planning, 91, 94–96; process design of, 107–114; raising issues outside of, 273–276; trust in, development of, 89; using improvisation to improve, 211–216. See also Skilled Facilitator approach Facilitative Leader approach, 307–418; cofacilitators and, 347; contracting principles used by, 98; conversation with boss regarding, 332–333; daily challenges of, 309–313; developmental facilitation and, 339–348, 362; free and informed choice and, 315, 317, 320, 321, 377–381; give-up-control behavior and, 309–310; modeling, 315–321, 346, 348, 379; Myers-Briggs Type Indicator and, 443–444; role description in, 21, 28, 31–32, 345, 346, 347; and performance management, 318–319; skill level and, 347; systems thinking in, 345, 346; in team culture, 318; unilateral control behavior and, 309, 310, 311, 315, 316–317, 321; using with superiors, 331–333, 335–338; workshop instructors, 316–317 Facilitator: collusion of, 90, 97, 273, 274; contracting, 89–99; defined, 27; emotional experience of, 12–13; ground rules and, 61; group member or leader as, 4; internal work of, 13, 33, 34, 197, 199–200; main task of, 3–4; modeling mutual learning, 290–291; Myers-Briggs Type Indicator and, 443–444; own words, introducing guidelines in one’s, 131–133; raising issues outside of facilitative group, 273, 275–276; seeking best path for, 291; skill level, 111. See also Coach, facilitative; Consultant, facilitative; Emotional reactions, facilitator; Facilitative Leader approach; Internal facilitator; Roles, facilitative; Trainer, facilitative Facilitator role, 3, 5–6, 27–32, 95; agreeing on, at beginning of meeting, 123, 124; explaining, to group, 56–58, 91, 93, 94, 96, 274–275; helping group wisely spend time, 122; multiple, serving in, 32; selecting appropriate, 27, 32. See also Internal facilitator role Facilitator’s Fieldbook, The, 114, 157 Facilitator’s Guide to Participatory Decision-Making, 114 Fear, sharing, 251, 254. See also Emotion headings; Threatening situations Feedback: on changed behavior, 288–289, 296; compensating, 76; concerning use of ground rules, 191, 192; direct, 261–264, 266; in mutual learning model, 45; negative, 230, 249; in roles and expectations intervention, 164; to superior, 335, 336–337; unilateral, 289. See also 360- Degree feedback Feedback loop, 78, 79, 80, 83, 85 Feedback That Works: How to Build and Deliver Your Message, 400n1, 401 Feelings. See Emotion headings Fifth Discipline, The, 34, 59, 68, 75–77, 86n1, 87, 150, 157, 369, 375 Fifth Discipline Fieldbook, The, 34, 59, 87, 157 Firo-B, 280, 284, 284n2 Fisher, R., 61n, 65, 68, 145, 146, 147 Flawed Advice and the Management Trap, 401 “Focus on interests, not positions.” See Ground rule five Follet, M. P., 61n, 68 A Forest of Kings: The Untold Story of the Ancient Maya, 477 Forrester, J., 86, 86n1 Free Play: The Power of Improvisation in Life and the Arts, 474, 476 Freedman, S., 172, 180 Freeing the Creative Spirit, 474, 476 Freidel, D., 475, 477 French, W. L., 409, 412 Fritz, R., 150, 157 Futtrell, D., 26 G Getting to Yes, 147 Gifts Differing, 445, 445n2, 446 Give-up-control model, 40–41; assumptions of, 40; core values of, 40; Facilitative Leader approach and, 309–310; strategies of, 40–41; unilateral control model and, 40–41 Goal achievement, through unilateral control, 36, 48–49 Goals: need for clear, 20 Goleman, D., 13 Good Will Hunting, 190, 194 Graham, P., 61n, 68 Ground rule one (test assumptions and inferences), 62, 71–72, 83–84, 182, 202, 203, 219–222, 404, 455, 470, 471. See also Assumptions; Inference(s); Inference testing Ground rule two (share all relevant information), 62, 64, 203, 223, 224, 225–226, 534 | Index 405, 470, 471. See also Information sharing Ground rule three (use specific examples), 64, 71–72, 204, 223, 454–455. See also Specific examples, sharing; Words, agreeing on important Ground rule four (explain your reasoning and intent), 64–65, 71–72, 183, 204, 223, 224, 226–227, 405, 470, 471 Ground rule five (focus on interests, not positions), 65, 83–84, 145–147, 202, 204, 227–229, 454 Ground rule six (combine advocacy and inquiry), 65, 71–72, 104, 202, 204, 223, 224, 229–230, 271, 455, 470, 471. See also Advocacy combined with inquiry Ground rule seven (jointly design next steps and ways to test disagreements), 65–66, 71, 103, 104, 119, 121–122, 125, 183, 204–205, 226, 230–231, 455–456, 470, 471, 473. See also Next steps, joint design of Ground rule eight (discuss undiscussable issues), 66, 183, 205, 231, 323–325. See also Undiscussable issues, discussing Ground rule nine (use a decision- making rule), 66–67, 205, 232–234. See also Decision-making rules Ground rule intervention(s): slowing down in, 80–81 Ground rules: agreeing on, at beginning of meeting, 123, 124; alternate language for, 209–210, 229; basic facilitation, use in, 116; behavioral, 61; concerns for non-Western cultures, 413, 414, 415, 416; contracting for, 91, 94–95, 96; core values and, 7, 153; deepening understanding of, 219–232; diagnosing with, 41, 189–191; facilitator’s modeling of, 61; group effectiveness, for, 61–67; group norms and, 22, 61; introducing to workplace, 361–364; learning to use, 189–194; in “left-hand column” case, 238; limitations of, 217–219; linking to problem-solving model, 193; listed, 8; mutual learning model and, 217–234; opening lines and, 203–205; pocket-sized card listing, 189, 194n1; poster listing, 190, 194n1; procedural, 7, 61; redesigning conversation for, 191; in Skilled Facilitator approach, 7–8, 61–67, 116, 153, 189–194; systems thinking and, 454–456; theory-in-use intervention and, 358; unilateral introduction of, 294, 297; used in e-mail, 403–406; using, 67; ways to practice, 189–194 “Ground Rules for Effective Groups” (Schwarz), 94, 99, 116, 118n1, 163, 169, 173, 191, 194, 194n2, 320 Group effectiveness: context and, 24–25; criteria for, 17, 23; diagnosing behaviors for, 69–73; examples of groups without, 137; ground rules for, 61–67; mutual learning model and, 42, 46; process and, 17–19; requesting example of, 137; structure and, 19–22; unilateral control model and, 36, 39 Group Effectiveness Model, 15–26; context in, 24–26, 172; criteria of, 17, 23, 135, 136; diagnosing with, 135; explaining purpose of, 136–137; graphic illustration of, 16, 140; intervention on, 141; introducing to groups, 136–140; limits of, 25–26; mapping problems using, 139–140; Myers-Briggs Type Indicator and, 441; non-work group contexts, use in, 26; overview of, 4–5, 23; process in, 17–19, 135, 172; structure in, 19–22, 172; for systemic thinking and acting, 78; in team chartering process, 175, 178; using, in facilitation, 23, 135–143; using to avoid misguided efforts, 142 Group facilitation. See Facilitation, group; Skilled Facilitator approach Group Facilitation Listserv, 444, 445 Groups, work: characteristics of, 15–16; chartering process for, 174–178; as clients, 11, 75, 90, 96; criteria for successful, 172; defined, 15–16, 171, 172; interdependence of, 171–172; knowledge-work teams, 85; methods for formation and development of, 108–109, self-directed teams, 173–174; size of group as process design selection criteria, 110; tools for formation and development of, 108–109; using Skilled Facilitator Approach to strengthen, 171–180. See also Members, group H Hackman, J. R., 21, 25–26 Handbook of Organizational Behavior, 26 Index | 535 Heen, S., 250, 254 Helpfulness, concept of: in drama triangle, 421, 426, 428–429 Herrmann Brain Dominance Instrument, 282, 284, 284n2 Hille, P., 299–303 Hinting strategy, 265–266 Hirsch, S. K., 439, 445, 446 History of Art, The, 477 Hohn, G., 211–216 Hot buttons, 219, 250, 267, 281, 289, 345, 347 Humor, 127, 129 I Icebreakers, 111 If You Meet the Buddha on the Road, Kill Him!, 279, 280, 285, 431 Improvisation to improve facilitation, 211–216 Indirect approach, 38, 40 Individual meetings: agreeing on purpose and process of discussion in, 103; for contracting, 97–98 Individualistic cultures, 414 Industrial Dynamics, 86, 86n1 Inference testing (ground rule one), 62; anonymous feedback and, 404; awareness of inferences, 219–222; compassion and, 221, 222; diagnosis intervention cycle and, 70–72, 202; in e-mail, 182, 404; facilitative coaching and, 470, 471; ladder of inference and, 63–64, 222, 224–225; opening lines for, 202, 203; in systems thinking, 455; unilateral control model and, 38, 39, 40, 48–49, 51; warning signs of untested inferences, 219, 289, 290 Inference(s): as contribution to problem, 256; defined, 8–9, 62; in diagnosis, 69, 70, 71, 196, 202; ladder of, 63–64, 222, 224–225; observation and, 69, 70, 71, 196; sharing, with client group, 69, 70, 71, 202; theory-in-use and, 221 Inferences, high-level, 50, 263–264, 345, 353 Inferences, low–level: defined, 9; in diagnosis-intervention cycle, 72; in direct feedback, 263, 264; in Skilled Facilitator approach, 8–9 Information, valid: for committing to conversation, 103; in contracting, 90, 93; as core value, 6–7, 41–42, 44–45, 52, 58; defined, 41; for process design, 111 Information sharing (ground rule two), 62, 64: anonymous feedback and, 405; at beginning of meeting, 127, 128; in contracting process, 97–98; facilitative coaching and, 470, 471; focusing on interests and, 65; in “left-hand column” case, 223, 224; in mutual learning model, 42–45, 57, 225–226; opening lines for, 203 Information withholding: as contribution to problem, 256; in give-up-control model, 41; in unilateral control model, 39 Ingham, H., 259n1 Initial contact; agreeing on next steps after, 93; assessing one’s interest and ability during, 92–93; definition of client during, 90–92; describing facilitation approach during, 90–91, 93; diagnosis during, 90–91; fees and expenses, discussing, 93; questions to ask during, 90–92; summarizing, 93; time frame for, 93; working with contact client during, 90, 92 Inquiry: meaning, 207; into others’ reasoning, 36, 38. See also Advocacy combined with inquiry Integrity: assumption of, 42, 44, 46; of systems, 75, 77, 84–85 Intent, explaining. See Reasoning and intent Interactions, patterns of, 77–78, 240 Interdependence, of work groups, 171–172 Interests, focus on (ground rule five), 65; defined, 65, 145; helping group members to, 145–147; listing interests, 146; in mutual learning model, 53, 55, 227–229; opening lines for, 204; of organizational policies, 387, 389; solutions, instead of, 133; in systems thinking, 83–84, 454; using questions to, 146–147, 202 Internal commitment. See Commitment, internal Internal facilitator, 30; contracting of, 98–99; expectations for, 99; guidelines for, for contracting with manager, 98; planning meeting with, 98 Internal facilitator role, 30 Internal structure, 83 Internal work, facilitator’s, 13, 33, 34, 197, 199–200 Interrelatedness, in systems thinking, 75, 77, 79, 85–86 Interruptions, dealing with, 270 Intervention: to clarify mission, 151, 152; complex, 72; in diagnosis-intervention cycle, 69–73; on Group Effectiveness Model, 141; on group structure, 159–169; highestleverage, 137, 140, 141, 344; 536 | Index practicing ground rules in, 192–193; on roles and expectations, 159–169; at structural level, 83, 84; on theory-in-use, 84, 349–359 Intervention steps, 69–73, 196, 202–203. See also Diagnosisintervention cycle Introduction to Type in Organizations, 445 Introductions, 125–126, 127, 128 ithink Analyst, 451, 456 J Jago, A. G., 68, 68n1, 2 Jamieson, D. W., 114, 157 Janson, H. W., 475, 477 Jargon, reducing, 207–210, 283, 293 Jerry McGuire, 190, 194 Johari Window, 259n1 Johnson-Laird, P. N., 34, 59 Joint accountability, 10, 45 “Jointly design next steps.” See Ground rule seven; Next steps, joint design of Journal Workshop, At a, 284, 285, 285n4, 474, 476 Journal writing, 280, 283, 285n4 Judgment, suspending, 261, 266, 267, 287, 462 Jung, C. G., 438, 446 Justice, T., 114, 157 K Kahn, R., 86, 86n1 Kaner, S., 114 Karash, R., 83, 86 Karpman, S., 421, 422, 423, 431 Katz, D., 86, 86n1 Katzenbach, J. R., 16, 171, 180 Kelly, M., 193, 194 Kim, D. H., 78, 79, 83–84, 86–87 Kleiner, A., 34, 59, 86n2 Kluger, A. N., 391, 401 Knowledge for Action: A Guide to Overcoming Barriers to Organizational Change, 365 Koeze Company, 361–364, 377, 378, 379 Kopp, S. B., 279–280, 284n1, 285, 421, 422, 425, 431 Kummerow, J. M., 439, 445, 446 L Labeling of data, 63 Ladder of inference, 63–64, 222, 224–225 Lang, T., 246 Large Group Interventions, 114 Laughter, 129 Lawrence, G., 445 Leader, Facilitative. See Facilitative Leader approach Leader, group: as facilitator, 31; raising issues outside of facilitation group, 275; role definition of, 21, 91, 94, 96 Leadership and the New Science, 86n1, 87 Leadership issues in Group Effectiveness Model, 24 Leading questions, 38, 40–41, 78 Learning: combining advocacy and inquiry for, 65; creating conditions for, 65; differences as opportunities for, 44, 56; give-up-control model and reduction of, 41; mutual model of, 41–59; unilateral control model and reduction of, 36, 39. See also Mutual learning model Learning group, 288 Learning organization, 367–375 “Left-hand column” case: analyzing, 235, 236–241; behavior and individual event analysis, 238–239; behavioral intervention, 223–224; coding, 192, 238; defined, 47, 235; for deepening self-awareness, 280; difficult conversation, based on, 362; e-mail compared to, 184; introducing at workplace, 301; pattern analysis, 239–240; sample, 242–246; structure analysis, 240–241; summary, 241, 246; theory-in-use and, 47, 235, 240; thoughts in mutual learning model, 52–58; thoughts in unilateral control model, 47–51; thoughts with untested inferences, 219–220; writing, 235–236 Levels of perspective, 83–84 Leverage: identifying highleverage elements, 137, 140, 141, 344; points for change, 328; systems thinking and, 76–77, 83–84 Lewin, K., 255 Life Learning Model, 433–435 Lifeline exercise, 154, 281 LIFETypes, 445, 446 London, M., 400, 401 Low-trust environments, use of Group Effectiveness Model in, 23–24 Luft, J., 259n1 M MacArthur, P., 33n1 Managers: contracting with, of internal facilitators, 98 Manual: A Guide to the Development and Use of the Myers- Briggs Type Indicator, 445, 445n2, 446 Mathieu, J. E., 409, 412 Mayer, J. D., 13 McCaulley, M. H., 445, 445n2, 446 McGee, C., 172, 180 McKinney, S., 316, 416 McLain Smith, D., 33n1, 40, 59 McMahon, R. R., 127, 281, 361, 369, 371, 375 Index | 537 Meaning making. See Inference(s) Meetings: beginning, 125–129; practice diagnosing conversations at, 196; recording, 190, 191, 192. See also Planning meeting Members, group: accountability for, 273, 275, 276; conversing with each other, 271; as facilitators, 4, 31; growth and well-being for, 17; roles and expectations intervention, 159–169; selection criteria for, 21 Mental models, 34–35, 78, 83, 84, 153, 180, 433–435, 447–448, 452, 453, 454, 455, 456 Mind-body practices, 282–283 Mindwalk, 190, 194 Mission: defined, 149; group, 20; intervention to clarify, 151, 152 Mistrust. See Trust erosion or mistrust Misunderstanding: in give-upcontrol model, 41; intervention in, 72; in unilateral control model, 36, 39 Model I, 35, 421, 425. See also Unilateral control model Modeling: Facilitative Leader approach, 315–321, 346, 348, 379; ground rules, 61; in learning organization, 371, 372, 373; mutual learning, 290–291; Skilled Facilitator approach, 125 Mohrman, A. M. Jr., 85, 87, 169, 169n1, 179, 180 Mohrman, S. A., 85, 87, 169, 169n1, 179, 180 Monologues, 65 Moore, T., 252, 294, 297, 398 Moran, L., 172, 180 Motivation: assessment of, during initial contact period, 92; group tasks for, 21 Motives, assumptions about: in mutual learning model, 42, 44, 52; in unilateral control model, 36, 37, 39 Movie, practicing diagnosing with, 190 Multinational cultures, using Skilled Facilitator approach with, 413–418 Multi-rater feedback. See 360- Degree feedback Multivoting, 108, 109, 112, 113 Mutual learning model, 41–59: beginner’s mind and, 200; in case study, 52–58; consequences of, 46; contracting and, principles of, 89; core assumptions of, 42–45; core values of, 41–45; direct feedback and, 262–264; Facilitative Leader modeling, 315–321; graphic illustration of, 42; ground rules used with, 217–234; “help” defined for, 428–429; inference testing and, 221; “left-hand column” case, 52–58, 235; Skilled Facilitator approach and, 9, 41, 45; strategies for, 42, 44–45; writing e-mail in accordance with, 181, 184 My Dinner With André, 190, 194 Myers-Briggs Type Indicator, 280, 282, 284, 284n2; diagnosis- intervention cycle and, 440–441; dimensions of type, 438–439; Group Effectiveness Model and, 441; for leaders and facilitators, 443–444; sharing type information, usefulness of, 442–443; Skilled Facilitator approach and, 440–445 Myers, I. B., 438, 445, 445n2, 446 N Nachmanovitch, S., 474, 476 Names, using specific, 225 The Nature of Explanation, 34 Negative feelings, suppression of, 36, 37, 38, 39, 49, 274 Neutrality, substantive: in case study, 50–51; defined, 4, 28; of facilitator role, 4, 27–28, 56–58; maintaining, 28 Next steps, joint design of (ground rule seven), 65, 71, 103, 104, 119, 121–122, 125, 183; compassion and, 230–231; facilitative coaching and, 470, 471, 473; in mutual learning model, 226, 230–231; opening lines for, 204–205; in systems thinking, 455–456 Noncompliance, 67 Nonoperating functions influencing organizational policies, 383 Nonverbal communication: e-mail and, 181, 183; observing, 63 Norms, group, 22; beginning of meeting, setting at, 125; ground rules for developing, 22, 61; as structural element, 22. See also Ground rules O Observation, direct: in diagnosis, 69, 70, 71, 196; diagnostic frames for, 72; inference and, 69, 70, 71, 196; in ladder of inference, 63 Olson, E. E., 151, 157, 348 On Organizational Learning, 431, 431n1 Opportunity-oriented issues, 92 Organization Development: Behavioral Science Interventions for Organization Improvement, 412 538 | Index Organizational change. See Change, organizational Organizational Learning II, 431, 431n1 Organizational policy. See Policies, organizational Overcoming Organizational Defenses, 348, 431, 431n1 P Path of Least Resistance, The, 157 Patterns: of behavior, 239–240, 325, 326, 327, 335, 337, 344, 346, 353, 357; of interaction, 77–78, 240 Patton, B., 61n, 65, 68, 145, 146, 147, 250, 254 People Types and Tiger Stripes: A Practical Guide to Learning Styles, 445 Performance: defined, 17; as group effectiveness criterion, 17, 135 Performance evaluation, 94, 96 Performance time, 22 Personal criterion, of group effectiveness, 17, 18–19, 135 Personal growth: for group members, 17, 18–19 Perspective, levels of, 83–84 Planning meeting 91, 93; use of Group Effectiveness Model during, 136; with individuals versus group, 97–98; with internal facilitator; letter and enclosures for, 91, 94; participants in, 91, 94, 96; time frame for, 93 Planning stage, 91, 94–96; agreeing on next steps after, 96; ground rule choices in, 91, 94–95, 96; participants in, 91, 94, 96; purposes of, 94; questions in, 94, 96; review of, 96; summarizing, 96; in systems thinking, 80–81, 85 Policies, organizational: integrating Skilled Facilitator Approach with, 383–389 Polite behavior, unintended consequences of, 265 Porras, J., 151–152, 157 Positions: advocating, in unilateral control model, 36, 38; defined, 65, 145; focusing on interests, not, 65, 83–84, 145–147, 202, 204, 227–229 Posner, M. I., 59 Power of Now, The, 284, 284n3, 285 Primary client: defining, 90–92, 94; initial conversation with, 90–94. See also Client Principles, facilitation: congruence of, 11–12; core values and, 4, 6–7 Problem solving: conditions for effective, 18; decision making and, 18; for group effectiveness, 18; as group process, 18; systematic approach, 18, 76, 84–85 Problems: exploring your contributions to, 255–259; identifying, during initial contact period, 92; identifying root causes of, 82, 84–85; methods of, 108; tools for, 108 Problem-solving model(s): as diagnostic frames, 72; linking ground rules to, 193; using the Skilled Facilitator approach with, 114n1 Procedural ground rules, 7, 61, 125, 126–128, 131–133 Process checks, throughout meeting, 122 Process design, 107–114 Process expert, facilitator as, 29, 93, 95 Process improvement: methods of, 109; tools of, 109 Process methods, 107–114 Process tools, 107–114 Process(es), group, 17; of conversation, 103–105; criteria for selection of, 109–111; defined, 3, 18, 107; developmental facilitation and, 339; as effectiveness criterion, 17, 135, 172; in Group Effectiveness Model, 17–19, 135, 172; integrating the Skilled Facilitator approach with, 12, 107–114; internal consistency of, 111; intervention in, 84, 339; levels of, 107–109; macro, 107; micro, 107; relationship of, to group effectiveness, 4, 17–19; sample, 111–113; selection of design, criteria for, 109–111, transparency of, 110 Progoff, I., 284, 285, 285n4, 474, 476 Psychological Types, 438, 446 Purpose and process of conversation, 103–105, 250–251, 253 Putnam, R., 33n1, 40, 59 Q Quality of worklife: give-upcontrol model and, 41; mutual learning model and, 42, 46; unilateral control model and, 36, 39 Questions: contracting process, during, 90–92, 94, 96; leading, 38, 40–41, 78 R Rational action, as unilateral control model core value, 36, 37 Reasoning, inquiring into others’, 36, 38 Reasoning, suppressing, 40, 48, 49, 51 Index | 539 Reasoning and intent, explaining one’s (ground rule four), 64–65, 132, 133; anonymous feedback and, 405; in diagnostic- intervention cycle, 69, 70, 71, 72, 202; in e-mail, 183, 405; facilitative coaching and, 470, 471; in “left-hand column” case, 223, 224; in mutual learning model, 41, 44, 54, 226–227; opening lines for, 204; unilateral control model and, 36, 38, 39 Reflective practices, 280, 281–284 Reframing thinking, 83, 257–258 Resistance: to changed behavior, 288, 294, 297; to a decision, 67 Resources: assessment of, during initial contact period, 92 Responsibility: collective, 171, 172; of group members, 273, 275 Responsibility charting, 164, 166, 169 Richmond, B., 449, 456 Roberts, C., 86n2 Role definition: boundary management as factor in, 160; group member, 21, 91, 94, 96; group membership as factor in, 160; helping groups clarify, 159–169; reviewing and revising, 162, 164, 165 Role relationships, 422 Role-play, 192, 299 Roles, facilitative, 27–32; contracting in, 98; defined, in Skilled Facilitator approach, 5–6; multiple, serving in, 32; need for clearly defined, 5–6; selection of, 27, 32; types of, 6, 27–32. See also Facilitative Leader approach Roles and expectations intervention, 159–169; agree to accountability process, 162, 164, 165; agreement on purpose of group, 162–163, 165; brainstorming in, 162, 163, 165; definitions, 160; feedback for mutual learning, 164; graphic illustration of steps in, 162; ground rules in, 163; participants in, 161–162, 165; questions for, 165; reaching consensus in, 162, 163, 165; responsibility charting, 164, 166, 169; sample roles and expectations from, 167–168; scenario development, 168–169; steps of, 161–164 Room arrangements, 126, 146 Root cause identification tools, 82, 84–85 Russia, Skilled Facilitator approach used in, 414–416 S Salovey, P., 13 Saving face: as cultural issue, 413, 414, 417; difficult feedback and, 265–266; undiscussable issues and, 66; unilateral control model and, 36, 48, 274, 275, 276, 351, 352, 354 Schele, L., 475, 477 Schön, D. A., 6, 9, 13, 33n1, 34, 35, 59, 61n, 65, 68, 431, 431n1 Schwarz, R. M., 69, 75, 94, 99, 163, 169, 194n1, 211–215, 235, 294, 312, 316, 317, 339, 361–363, 369, 377, 379, 381, 400n3, 403, 404, 413 Schwarz, Roger, and Associates, Web site, 94, 99, 118n1, 169, 194, 194n1–2, 301, 365n1 Seating arrangements, 126, 146 Self-awareness, facilitator’s, 12–13; deeper, 279–280 Self-censoring, 40 Self-directed teams, 173–174 Self-fulfilling processes, 24, 36, 39, 42, 46, 241, 344, 427 Self-sealing processes, 24, 36, 39, 42, 46, 241, 336, 344, 427 Senge, P. M., 34, 59, 68, 68n2, 75–77, 83, 86n1–2, 87, 150, 151, 157, 348, 348n1, 369, 375 Separation and delay between cause and effect, 75–76, 79–81, 82, 336 “Share all relevant information.” See Ground rule two; Information sharing Silberman, M., 99 Silence, responding to, 269–270 Single-loop learning, 118n2 Skilled Facilitator, The, 98, 114n1, 139, 143n1, 143n2, 149, 171, 172, 297n1, 321n1, 339, 349, 379, 400n3, 418 Skilled Facilitator approach: alternate language for, 209–210, 229, 279, 280, 283, 284; applying, 101–185; basis of, 3; beginning of meeting, modeling during, 125; contracting in, 85, 89–99; core values of, 4, 6–7, 110, 111, 116, 239; in cultures outside the United States, 413–418; diagnosis–intervention cycle in, 8, 69–73, 192; elements of, listed, 5; facilitator–group relationship in, 10; facilitator roles in, 5–6; finding your voice in, 201, 207–210, 229, 279–285; ground rules in, 7–8, 61–67, 116, 153, 189–194, 540 | Index 217–234; Group Effectiveness Model of, 4–5, 15–26; integrating, with organizational policies and procedures, 383–389; integrating, with other processes, 12; internal consistency of, 11–12, 172–173; internal work in, 13; introducing at work, 293–297, 299–303, 305–306; jargon reduction in, 207–210, 283, 293; learning journey of, 277–306; learning organization using, 367–375; low-level inferences in, 8–9; mutual learning model and, 9, 41, 45, 217–234; Myers- Briggs Type Indicator and, 440–445; overview of, 3–13; problem-solving model, using with, 114n1; process designs combined with, 107–114; self-awareness in, 12–13; specific behaviors associated with, 173, 179; to strengthen work groups and teams, 171–180; successful workplace introduction of, 294–296, 297; systems approach and, 11–12, 75–86, 447–456; in team chartering process, 175, 178, 179; 360- degree feedback and, 391–400, 403–407; unsuccessful workplace introduction of, 293–294, 297; using, with other processes, 12. See also Facilitation, group Skills, facilitative: as criteria for selecting process design, 111; refining, 187–188 Skinner, B., 403–407 Slowing down, 76, 80–81, 99, 125, 185, 250, 342 Small groups: introductions in, 126 Smith, D. K., 16, 171, 180 Smither, J. W., 396, 400n2, 401 The Social Psychology of Organizations, 86, 86n1 Social system, group as, 11 Solutions: focusing on interests or needs, not, 133; in systems thinking, 76, 82 Specific examples, sharing (ground rule three), 64; in diagnosis-intervention cycle, 71–72; in “left-hand column” case, 223; in mutual learning model, 225–226; opening lines for, 204; in systems thinking, 454–455 Speeding implementaion, graphic illustration of, 80 Stanfield, B., 114 Stewardship: Choosing Service over Self-Interest, 25, 26, 59, 381, 412 Stone, D., 250, 254 Strategic planning, 108 Strategies: in basic facilitation, reflecting on, 117; in mutual control model, 42, 44–45; in systems thinking, 80; in unilateral control model, 36, 38–39 Structural tension, 150 Structure, group, 19–22; defined, 3, 19–20; facilitation for improvement of, 4; as factor in effectiveness, 19–22, 172; in Group Effectiveness Model, 19–22, 172 Structure, system, 75, 83–84, 85 Substantively neutral. See Neutrality Sundstrom, E., 25–26 Survey-guided organization development, 409–412 Survival cycle of Life Learning Model, 433–435 Suzuki, S., 200, 200n1 System, defined, 77 Systems approach: behavior and, 11, 79; behavior-over-time graph, 450; capacity building in, 22, 82; compensating feedback in, 76; contracting and, 89, 449, 453–454; Facilitative Leader approach and, 345, 346; graphic illustration of, 448; ground rules of effective groups and, 454–456; Group Effectiveness Model and, 78; implications of, for facilitation, 11–12; “laws” of systems thinking, 75–86; mapping and modeling, 449, 451, 452, 453, 455; mental models and, 447–448, 452, 453, 454, 455, 456; in mutual learning model, 43, 45; principles of, 75–86; problem solving, 18, 76, 84–85; reinforcing loop, 452, 454, 455; Skilled Facilitator approach and, 11–12, 75–86, 447–456; stock and flow structure, 451–452, 455; structure and, 83–84; system defined, 77. Systems structure, 75, 83–84, 85 Systems Thinker, 86, 87 Systems Thinking Tools: A User’s Reference Guide, 86 T Tape-recording meetings, 190, 191, 192, 284 Tasks, group: conditions for motivational, 21; defined, 20; as element of structure, 20 Team, 16, 171, 172. See also Group, work, Top management teams Tension, creative, 150 “Test assumptions and inferences.” See Assumptions; Ground rule one; Inference testing Index | 541 Theories of action, 33–36 Theory, espoused, 34–35: defined, 33, identifying through “left-hand column” case, 235, 237 Theory-in-use, 34–36; contracting for intervention, 356–357; defined, 35; diagnosis- intervention cycle and, 352–355, 357, 358; elements of, 35; examples, 350–355; ground rules and, 358; identifying, 35, 47; and inference testing, 221; intervention on, 84, 349–359; “left-hand column” case, identifying with, 47, 235, 240, unintended consequences and, 349. See also Give-up-control model; Mutual learning model; Unilateral control model Therapy, facilitation versus, 345, 347 Thinking: changing, 9–10 “Thinking” in Systems Thinking, The, 449, 456 Third party: facilitative consultant as, 29; facilitator as, 28–29 Threatening situations: survival cycle and, 433, 434; theoryin- use in, 35; unilateral control model used in, 35–36, 383–384. See also Challenging situations; Emotion headings 360-Degree feedback, 391–400, 403–407; accountability and, 394, 395–396, 397–398, 400; anonymity of, 392, 393, 394–395, 396, 397, 403–406; e-mail expressing concerns with, 403–406; mixed messages in, 394, 396–397; primary objective of, 391; redesigning through Skilled Facilitator approach, 398–400; unilateral control aspects of, 391, 392, 394, 395 Time: contracting process, for, 91, 93, 94, 96, 99; delay and separation between cause and effect, 75–76, 79–81, 82, 336; developmental facilitation, 341–342, 345, 348; estimates for agenda items, realistic, 119–124; group requirements for, 22, introductions at beginning of meeting, timeframe for, 126; lag between action and consequence, 255; for learning organization decisions, 374; for planning meeting, 93; process design selection criteria, as, 110; slowing down, 76, 80–81, 99, 125, 185, 250, 342 Tolle, E., 284, 284n3, 285 Top management teams, 171, 172, chartering process for, 178–180; developmental facilitation in, 342–343 “Touchy-feely,” dealing with emotions viewed as, 150 Town of Carrboro, North Carolina, 166, 169, 176–178 Trainer, facilitative: contracting principles used by, 98; facilitator title for, 31; role of, 28, 31 Transactors Improv Co., 211, 216 Translation of data, on ladder of inference, 63, 222 Transparency, 10, 38, 44–45, 65, 69, 104, 110, 111, 136, 273, 274, 284n1; in contracting process, 90, 97, in direct feedback, 264; reflection questions for, 282; in risky conversations, 250, 253; seating design, in, 126. See also Reasoning and intent, explaining one’s Trust: relationship to Group Effectiveness Model, 23–24, 78 Trust building: in contracting process, 89 Trust erosion or mistrust: Group Effectiveness Model and, 23–24; 78; unilateral control model and, 36, 39 Twelve Angry Men, 190, 194 The 2004 Team and Organization Development Sourcebook, 99 U Understanding: in mutual learning model, 41–42, 44, 46, 55; in unilateral control model, 36, 37, 39, 40 Undiscussable issues, discussing (ground rule eight), 66, 183, 205, 231, 323–325 542 | Index Unilateral control model, 35; advocating change through, 294, 297; in case study, 47–51; consequences of, 36, 39–40; core assumptions of, 36, 37; core values of, 36–37; dilemmas of, 40; drama triangle and, 256, 257, 421–431; as factor in facilitator ineffectiveness, 35–40; give-upcontrol model and, 40–41; graphic illustration of, 36; Facilitative Leader approach and, 309, 310, 311, 315, 316–317, 321; inference testing and, 221; learning, 40; “left-hand column” case, 47–51, 235; saving face and, 36, 48, 274, 275, 276, 351, 352, 354; strategies of, 36, 37–38; threatening situations and, 35–36, 383–384; 360- degree feedback and, 391, 392, 394, 395 Ury, W., 61n, 65, 68, 145, 146, 147 “Use a decision-making rule.” See Decision-making rules; Ground rule nine “Use specific examples.” See Ground rule three; specific examples, sharing; Words, agreeing on important V Valid information. See Information, valid Values, core. See Core values Values, group: in basic facilitation, reflecting on, 117; behavior, inconsistencies in, 153; clarifying, 152–153, core values and, 20, 339; defined, 20, 149; developing, 149–157; developmental facilitation and, 339, 340, 341, 342–343, 348, 357; in group culture, 20; importance in shared vision effort, 151–152; statement of values and beliefs, 155–156, 342; theoryin- use interventions and, 357; in top management teams, 179, 180, 342–343 Vision, personal, 151, 153–154, 155 Vision, shared: complex adaptive systems compared to, 150–151; core purpose and values for; 151–152; creative tension from, 150; defined, 149; developing, 149–157; group, 20; group visioning scenarios, 155; importance of values or guiding principles in, 151–152; ineffective visioning, 149–150; realization of, 150 Vision, values, mission process, 108, 149, 380 Vision statements, 149–150, 153 Visioning exercise, 109, 111–112, 155, 157 Vroom, V. H., 68, 68n 1, 2 Vulnerability: avoiding, in unilateral control model, 38 W Waclawski, J., 409, 412 Walker, A. G., 396, 401 Walking in This World, 474, 476 Weitzel, S. R., 400n1, 401 Wheatley, M. J., 86n1, 87 Winning: in give-up-control model, 40; in unilateral control model, 36, 37, 39 Wisdom of Teams, The, 171, 180 Withholding information. See Information withholding Words, agreeing on important (ground rule three), 64, 159, 225–226, 405 Work groups. See Groups, work Worklife, quality of: give-upcontrol model and, 41; mutual control model and, 42, 46; unilateral control model and, 36, 39 www.schwarzassociates.com, 94, 99, 118n1, 169, 194, 194n1–2, 301, 365n1 Y Yetton, P.W. 68, 68n1 Young, G., 295–297 Z Ziegahn, L., 414, 418 Zen Mind, Beginner’s Mind, 200, 200n1 Zolonowski, G., 320, 321 Index | 543 |
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