LESSON Meeting Etiquette: What Really Happens Behind ... · Module: On the Job Lesson: Meeting Etiquette - Part 2 Copyright © 2005, Marc McCulloch and Troy Behrens for ASCL Educational

Copyright © 2005, Marc McCulloch and Troy Behrens for ASCL Educational Services, Inc.

MODULE

On the JobLESSON

MeetingEtiquette: WhatReally HappensBehind ClosedDoors - Part 2

Module: On the Job Lesson: Meeting Etiquette - Part 2

Copyright © 2005, Marc McCulloch and Troy Behrens for ASCL Educational Services, Inc. Page 2

Table of Contents

Overview......................................................................................................................... 3

Teacher Preparation ....................................................................................................... 5

Exercise 1: Anecdote of the Day..................................................................................... 6

Exercise 2: Video Vignette: “Meeting Etiquette: What Really Happens Behind Closed Doors - Part 2”........................................................................................ 8

Exercise 3: Your Role in a Business Meeting ................................................................. 9

Exercise 4: Meeting Etiquette Self-Assessment ........................................................... 11

Exercise 5: Meeting Etiquette - Part 2: Wrap-Up .......................................................... 14



Overview

Purpose

To teach students the importance of proper workplace meeting etiquette.

National Career Development Standards

Standard 1: Understanding the influence of a positive self-concept.

Standard 2: Skills to interact positively with others.

Standard 5: Understand the need for positive attitudes toward work andlearning.

National Career Development Benchmarks

Students will be able to . . .

Benchmark 1.d. Demonstrate the ability to use peer feedback.Benchmark 2.a. Demonstrate effective interpersonal skills.Benchmark 2.b. Demonstrate interpersonal skills required for working with andfor others.Benchmark 5.c. Demonstrate a positive attitude toward work.

Think and Discuss

1. List the elements of and describe a successful meeting. What role(s) shouldeach participant play while the meeting is in progress?

2. Why does meeting etiquette go hand-in-hand with corporate culture?

3. Why can poorly or well-run meetings reflect the success or failure of anorganization?



SCANS

Fundamental Skills

Basic SkillsThinking SkillsPersonal Qualities

WorkplaceCompetencies

ResourcesInterpersonalInformationSystemsTechnology

Bloom’s Taxonomy

Knowledge

ComprehensionApplicationAnalysisSynthesisEvaluation

Multiple Intelligences

Bodily/KinestheticVisual/Spatial

Logical/MathematicalVerbal/Linguistic

Musical/RhythmicalNaturalistInterpersonalIntrapersonal

Equipped for the Future (EFF)Standards

This lesson uses 12 of the 16 EFFStandards

Resolve Conflict andNegotiate

Observe Critically Listen Actively Cooperate with Others Solve Problems and Make

Decisions Take Responsibility for

learning Reflect and Evaluate Speak so Others Can

Understand Plan Advocate and Influence Learn Through Research Convey Ideas in Writing



Teacher Preparation

Class Materials

Copy the following exercises for distribution to students

Exercise 1: Anecdote of the Day

Exercise 4: Meeting Etiquette Self-Assessment

Overhead templates for teacher use



Key Words

1. Facilitator

2. Meeting Culture

3. Task Manager

4. Scribe

5. Unison

6. Epidemic

7. De-Forestation




Teacher Directions

You may want to write the anecdote on the board to focus your students’ thoughts on “Meeting Etiquette - Part 2.” Process the anecdote with your students to check for understanding. This exercise should take 5 minuteswith some discussion.

Step 1: Have selected students read the anecdote aloud. Ask all of the studentsthe following questions:

Who are the participants in a successful meeting?

What role(s) do/does each participant play in a successful meeting?

Step 2: Proceed to Exercise 2: Video Vignette: “Meeting Etiquette: What Really Happens Behind Closed Doors - Part 2.”



Anecdote

In my personal experience with participating in meetings, I have noticed thatpeople tend to gravitate into four types of role-players. When I say role-players, Imean individuals who are assigned to specific tasks in order to pull off asuccessful meeting.

For instance, every meeting should have a group leader or “FACILITATOR.” The facilitator–whether they are the boss or whether they have been assigned asthe facilitator by the group–makes sure that the meeting is conducted timely andthat the meeting does not get “off-task” (meaning that it loses focus on the objective of the agenda).

Another role-player in a meeting is the note-taker or “SCRIBE.” The scribe writes down in detail what is occurring during the meeting and writes down taskassignments. A short time after the meeting (usually no more than a day), thescribe sends out a summary to all of the participants.

A third meeting role-player is the IDEA PERSON. Every meeting typically hasindividuals who have great ideas or solutions to issues. Sometimes the ideapeople are the ones that tend to get the others off-topic, so the facilitator mustdiplomatically get the idea person back on-topic without damaging egos.

The last role-player is the TASK MANAGER. When people receive assignmentsduring the meeting, the task manager is the one that we will follow up with themand report on their progress before the next meeting. The task manager hasgood follow-through skills and personally reminds the others of what they havebeen assigned by the group and when they have to accomplish their task.

Well-run meetings have all four of these people working in unison to accomplishthe task or problem. You will act in each role at least once in your work histories.Observe and learn from successful meetings that you attend. I guarantee thatyou will notice all four of these role-players.

- Educational Administrator



Exercise 2: Video Vignette: “Meeting Etiquette: What Really Happens Behind Closed Doors - Part 2”

Teacher Directions

Play the video titled “Meeting Etiquette: What Really Happens Behind Closed Doors - Part 2.” Discussion should follow after the video vignette.This exercise should take 5 minutes to discuss.

Step 1: Review the video vignette before introducing the video to your class.

Step 2: Show the video and discuss with your class the message provided in thevideo.

Step 3: Transition to Exercise 3: “Your Role in a Business Meeting.”



Exercise 3: Your Role in a Business Meeting

Teacher Directions

Please review the exercise before proceeding. This exercise should take40 minutes to complete. There are TWO parts to this exercise.

PART ONE

Step 1: Separate the students into groups of 4.

Step 2: Assign one of the topics provided below to each group.

Teacher Note: The group topics provided are intentionally difficult. However, it willnot be necessary for students to go to the library to research the topics. Instructthem to use their existing knowledge and understanding, no matter how limited, tocomplete this assignment. You may want to explain briefly what some of the topicsare, but be careful not to give away any solutions.

Group Topics

Topic No. 1: Find 3 solutions for solving the AIDS epidemic in Africa.

Topic No. 2: Outline a plan for solving the world hunger problem.

Topic No. 3: Outline the pros and cons of colonizing Mars.

Topic No. 4: Defend the de-forestation of Brazilian rain forests–from theperspective of local farmers.

Topic No. 5: Outline a business plan for hosting a community carwashaimed at raising $2,000 for a local homeless shelter.

Topic No. 6: Summarize the career plans of each of your group members.

Step 3: Ask each group to have a “meeting” for 15 minutes. Do not give them any guidelines or rules to follow.

Step 4: Finally, ask each group to share the results of their meetings. Fifteenminutes is not a lot of time, so some groups might have nothing to share. Somegroups might have had trouble getting organized, etc. Discuss in detail theproblems that each group had.



PART TWO:

Step 5: Leave the same groups in tact.

Step 6: Re-assign the topics so each group has a new topic.

Step 7: Give each group member a chance to choose one of the following roles:

FACILITATOR– keeps the discussion flowing, monitorstime.

SCRIBE– takes notes and writes down actionitems and to whom assigned.

IDEA PERSON– brainstorms solutions for the group todiscuss.

TASK MANAGER– Keeps track of duties that need to bedone inside and outside of the meeting.

Step 7: Give the group another 15 minutes to meet under these new conditions.

Step 8: Discuss the difference between this and the first, poorly plannedmeetings.

Was it easier for the members to participate?

Did they get more accomplished?

Was it more organized? More interesting?

PROCESSING THE EXERCISE:

Remind students that meetings need people to hold various roles. If they attenda meeting where roles have not been assigned, they should volunteer toorganize the meeting based on what they’ve learned about Meeting Etiquette. Also, they should volunteer for appropriate roles if nobody else wants toparticipate. If the entire group works together, the outcome of the meeting will bemuch more effective. Without assigned roles, meetings are less interactive andmuch less effective.

Step 9: Transition to Exercise 4: “Meeting Etiquette Self-Assessment.”




Teacher Directions

Please review this exercise before presenting the topic to the class. Thisexercise should take 20 minutes to complete.

Step 1: Make copies of this Self-Assessment. Ask the students to ratethemselves in each category and then discuss with them the questions at the endof the exercise.

Step 2: Transition to Exercise 5: “Meeting Etiquette - Part 2: Wrap-Up.”



Meeting Etiquette Self-Assessment

I think meetings are a critical part of success on the job.

HOW CLOSELY DOES THIS DESCRIBE YOUR CURRENT SITUATION?

1 2 3 4Not at all Just a little Very close Right on!

I try to stay quiet in meetings unless I am asked to speak or unless I’m SURE that I have something important to contribute.



I believe that talking too much in a meeting is just as bad as not sayinganything at all.



I believe that an organized meeting is the best meeting to have.



I know the difference between a formal meeting and an impromptu,brainstorming meeting.





I think that if a problem can be solved without a meeting, then there should notbe a meeting!



I think having a meeting to discuss a prior meeting is a waste of time andmoney.



I believe that a meeting with many purposes is too disorganized.

Tabulate Your Score to the Meeting Etiquette Self-Assessment

TOTAL SCORE WHAT IT MIGHT MEAN WHAT YOU SHOULD DO FORFOLLOW-UP

32 You have the highest level of MEETINGSAAVY!

Make sure you learn how to bemore MEETING AWARE in thework place. There IS more tolearn!

24 to 31 MEETING AWARENESS is not a concern foryou. You seem to have high awareness levels.

Sharpen your weaker points andyou will be even better!

16 to 23 You are on the right track! Take some time to practicedeveloping your weak areas.

8 to 15 You have some concerns with meetingparticipation that should be discussed.

Spend some time with yourteacher so you can develop astrategy on building yourstrengths even further!

QUESTIONS FOR THE STUDENTS:

1. In which areas of MEETING ETIQUETTE from the Self-Assessment areyour strongest? Weakest?

2. How do you explain this?



Exercise 5: Meeting Etiquette - Part 2: Wrap-Up

Teacher Directions

Please review this exercise before introducing the subject to your class.This exercise should take 5 minutes.

Step 1: Have students answer the following questions in their journals:

1. List the elements of and describe a successful meeting. What role(s)should each participant play while the meeting is in progress?

2. Why does meeting etiquette go hand-in-hand with corporate culture?

3. Why can poorly or well-run meetings reflect the success or failure of anorganization?

Final Thoughts: Remind your students that the culture of the entire company andthe personalities of the people in attendance will affect a business meeting’s culture. Some companies hold solemn meetings in dark boardrooms with big oak tables anda boss in total control (e.g., Trump International), while others think meetings shouldbe light, free-flowing, and fun (e.g., PIXAR). The best way for the students to fit intoa culture is for them to watch and learn so they can identify the red flags as well asthe positive signs of an effective meeting environment.

Documents

LESSON Meeting Etiquette: What Really Happens Behind ... · Module: On the Job Lesson: Meeting Etiquette - Part 2 Copyright © 2005, Marc McCulloch and Troy Behrens for ASCL Educational