Altrernatives to the Lecture Format: Group Discussion - Articles - Andrew Schwartz

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Altrernatives to the Lecture Format: Group Discussion
by Andrew E. Schwartz

How often do you use lectures as your sole training technique? Nearly always? Often? It’s not unusual for presentors to use the lecture technique exclusively. After all, this is what we have all seen and are familiar with. The format is easily mastered, and innovation may not seem necessary when the traditionally accepted technique garners no complaints. Unfortunately, while there are several conditions under which a lecture may be useful to the presentor, for several reasons it is not a very effective tool for changing behavior in trainees.

The format requires that trainees receive information passively, without reciprocal involvement. This tends to make trainees feel like children. In fact, this is the precise connotation that the word “lecture” calls up — an authority figure addressing children. The structure of the lesson is therefore instructor-centered rather than trainee-centered.

The efficacy of the lecture also suffers from its long history—lectures are expected to be boring. Very few speakers have either training in public speech or theatre, and most lecturers, no matter how hard they try, move slowly toward either monotone or singsong patterns as they settle in. Hearing is a sense that seems to demand constant change — without it, any repetitive tone dissolves into background music. Even the addition of static visual aids helps very little—the human eye is capable of seeing, recognizing, processing, and ultimately tiring of simplistic visual stimulation with surprising speed.

Unless the presentor can make his material unusually interesting, something that few of us accomplish consistently, the constant stream of words will become monotonous to trainees. When there is no room for active participation, it is very difficult for trainees to maintain an adequate attention level. Finally, just as the term “lecture” suggests, there is no room for “back talk.” In a lecture format, any trainee’s expression of a different point of view on a subject matter is simply seen as disruptive or rude. The more controversial (and therefore interesting) questions will be turned aside without adequate attention.

Under certain circumstances, of course, the lecture is the only workable format. For instance, when it is necessary to reach a large audience in a short time frame, or when the attendees have no knowledge of the subject whatsoever, there is really no choice. But whenever possible, alternative methods must be investigated. If you choose to rely solely on lectures, be aware that you do so for your own convenience and comfort, rather than for the effectiveness of the training.

Abandoning the lecture format for that of group discussion requires that the presentor step back from leadership and take up the role of facilitator — a position much closer to that of the participant. If this method of training is one that you would like to explore, it is first necessary to examine potential problems which make group discussions difficult for some presentors.

In handling a lecture, you need to get attention, maintain interest and eye contact, and watch for audience reaction. In a group discussion, on the other hand, the object is to avoid allowing your ego to impede the flow of ideas. It is hard to relinquish control of the discussion when it moves away from the points you most want to make. This is especially difficult for individuals who feel so strongly about a subject that they tend to force opinions on others. Obvious attempts to steer the discussion in one direction will be seen as manipulative, and this may lead the participants to “turn off” to the entire process.

Group discussions do take considerably more preparation and thought than lectures, because they require the development of an appropriate educative environment, specific information, specific assignments, and reporting to the large group. Any instructor who has not prepared adequately and who has attempted to conduct a group discussion can tell you “horror stories” of interactions which failed.

Purposes of Group Discussions: Starting a discussion indicates that you want to broaden the interaction between the group and yourself and share the responsibility for the learning experience. Although you lose some of the personal control over the learning situation that you exercise as the instructor, you gain overall training effectiveness by stimulating interest in the exploration of new ideas and solutions.

By engaging their emotions and interest, you encourage the trainees to personalize the ideas and concepts produced by the group. You create a situation where the experience has emotional resonance and individual memories, making it more easily and readily retained. The trainees will take the learning experience from the group into their outside employment situation. In short, you will be able to create a learning environment which is most conducive to behavior change.

Discussion Methods: There are two basic types of discussion methods; the conference method and the workshop method. The conference method involves meetings of team members, usually from the same organization, and is convened to pass on information, communicate management policies or decisions, or to solve organizational problems. These meetings are usually held for only one or two days, and generally consist of large discussion groups.

The workshop method, on the other hand, is usually utilized when there are participants from a range of companies meeting for periods of longer than two days, for the purpose of devoting their attention to a specific problem or shared interest. The discussion groups tend to be small, and techniques such as role playing, case study, critical incident are commonly used.

To conduct effective group discussions, it is critical to be able to listen carefully, intently and critically. It is also necessary to ask penetrating questions focused on key points and issues which will hopefully influence the course of the discussion by stimulating trainee response. To structure the group discussion process and help ensure that you are prepared to conduct the session effectively, the following basic guidelines need to be followed.

Planning and Preparation: Research and prepare your lesson plans beforehand, just as you would for a lecture. Identify your objectives, and check for the availability of materials and training rooms. An understanding of the trainees and their values will help you to anticipate the probable course of the discussion, and allow you to be prepared for potential problems. Most importantly, you must understand the limits of your role, and allow yourself to feel comfortable with their acceptance.
Opening the Session: A good beginning, with opening comments carefully made and discussion objectives clearly defined, will eliminate misunderstanding and lay the groundwork for the session. You need to work to put the group at ease, and develop an appropriate educative environment.
Presenting the Topic: Specifically define the purpose of the discussion. State the problem with the use of visual aids, then identify its importance for the participants.
Conducting the Discussion: During the course of the discussion, the presentor needs to try to encourage full trainee participation, and the greatest possible self-expression from each individual. It is helpful to ask pertinent, leading questions, as well as to give occasional summaries. You must listen carefully and attentively, for even a small lapse in attention may allow the conversation to move in the wrong direction. Control tactfully — don’t take sides and don’t embarrass participants. Don’t play “the expert” — that role is exactly what this kind of teaching method is aimed at avoiding.
Summarize the Discussion: At the end of the discussion, restate highlights that occurred during the course of the session. Paraphrase any conclusions. If appropriate, this is the time for you to outline a plan of action. Finish the session with an upbeat ending which will, hopefully, leave each participant feeling that he or she has been an integral part of the problem solving process.

The art of effective discussion leading can be summarized easily: Be prepared, Get off to a good start, Stick to your plan as long as it is productive, Pursue full participation, and Summarize frequently.

n the end, the only certain way to learn the art of handling discussions is to try them for yourself — see what works and what doesn’t, what seems to encourage new ideas and behavioral change and what serves only to use up your valuable time and that of trainees. The best guide for the beginner is to simply watch and listen, observe common rules of courtesy in speaking, and avoid an obviously manipulative role when you are influencing the course of the discussion. Once you have mastered the technique, you may find that you never want to use a lecture again!

Andrew E. Schwartz, CEO, A.E. Schwartz & Associates of Boston, MA a comprehensive management training and professional development organization offering over 40 skills specific programs and practical solutions to today's business challenges.

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