So what’s the problem? Part II

In our last issue we discussed framing problems that the group is trying to solve. Following is a list of guidelines to follow in framing problems.

• They are neutral
• They ignore inflammatory language
• They move the group from focusing on the past to focusing on future problem-solving
• They work with any common ground the parties might have
• They do more than just paraphrase. They actually change what the parties say from a positional statement (this is what has to happen) to a definition of a problem that reflects what is most important to them.

So to review our example from the last issue, in a strategic planning meeting of board members:

Mary says, “I am wondering if this new information changes our charge to pull together a large group that is representative of our region.”

Gary: “ Oh no, don’t start with that talk about growing the group again. I’ll tell you right now that if this group decides to expand, I’m not coming. It’s just too inefficient. I have better things to do with my time than meet with 15 or 20 people.”

Ann: “Well, that’s what we are supposed to do. Our charge is to lay the groundwork so that more people can get involved.”

Jerry: “I’m concerned that not everyone is at the table who needs to be. We will never get the input we need if we don’t have some people from other regions as part of our group.”

Gary: “Well, our meetings are crazy with 8 people, we don’t get anything done. If we expand we will just be repeating work that has already been done. You all can do it, but I won’t be here.”

Sue: “ I’m concerned about who we invite to our group. Who makes that decision anyway?”

Facilitator: “So what we are trying to figure out is how to become more efficient at the same time we stay faithful to our charge of inviting some other community members into our group. And also, it sounds like we need to clarify who makes what decisions.”

This is a future-focused, problem-solving statement that avoids inflammatory language and builds on common ground the group has. This is one of the most difficult skills of a facilitator.

Here are two additional examples to practice with if you desire. One possible frame for each of the examples is given at the end of the newsletter.

Bill: Teaching our students healthy ways to deal with conflict is the only way we can get at the roots of violence and make an impact on school based violence!

Steve: That’s fine, but that does not address the kooks out there who just want to kill people.

Bill: How do you know it won’t?

Sarah: As much as I dislike the idea, I think we need to talk about metal detectors. We know they work. They will keep guns out of the school.

Kate: And turn the school into a prison. That sure won’t help the morale of anybody.

Dan: This problem is immediate. Schools are getting bomb threats daily. We need to do something now.

Example II
At the staff meeting of a food coop.
Sue: I want to propose that we begin carrying this new line of potato chips. They are a big seller in other parts of the country and I think they would be a good investment to carry.

Gerald: How does carrying potato chips fit with our mission to carry healthy alternative foods? I don’t think we should carry any of that junk food. People can buy that stuff at the local gas station.

Beth: I agree. We need to increase our stock of healthy alternatives. That’s what people really want.

Greg: I don’t know. If we knew what people really wanted, we wouldn’t be losing money. If this is a moneymaker I think we should consider it.

Gerald: And sell out on our values. If we carry the same stuff as other stores, what sets us apart?

Toni: We are never going to agree on this one. Let’s just move on to the next agenda item.

Sue: So you think that just because we can’t agree we should continue to carry the same old products that just sit on our shelves? I am sick of our meetings never going anywhere because a few people are too stubborn to change their thinking. Who says that one person not agreeing means we don’t decide. I think we should vote.

Possible responses
School example:

Facilitator might say, “So what you are trying to figure out is how the school can insure a safe environment right now without negatively impacting the school morale or environment, and what educational strategies might also be helpful in the long-run.

Co-op example:

Facilitator might say, “So you are discussing how to increase your economic viability without compromising you mission or values and how potato chips impact each of these important areas. And secondly, it sounds as if you could use some clarity on how you make different types of decisions.”

(c) 2002 Cheshire Mediation. All rights reserved. You are free to use material from the Great Meetings Monday eZine in whole or part as long as you include complete attribution, including live web site link and e-mail link. Please notify Cheshire Mediation when and where the material will appear.