Module 2

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Working Toward Solutions

Outcomes

As a result of this module, participants will be able to:

• Describe a four-step approach to decision making
  
  
• Identify a range of potential solutions
  
  
• Use consensus to reach a decision
  
  
• Establish benchmarks to evaluate decisions
  
  

Key Concepts

• Decision making as a group in Head Start is a skill that people can learn and apply in other areas of their lives.
  
  
• Although the types of decisions to be made will vary, teams can use the same process or steps to reach a decision.
  
  
• Head Start offers many occasions for parents and staff to work together toward a common goal. Even when there is a common goal,there are always many ways of approaching it.

Background Information

Decision-making teams are made of individuals who must keep in check their personal goals in order to help the group meet mutual goals. These individuals realize that the success of what they are doing depends on interdependence rather than independence. Open-mindedness and an interest in the perspectives of the whole group allow them to work toward solutions to the issues that confront them.

In this module, participants in decision-making teams will practice concrete steps to seeking effective solutions. Participants will have an opportunity to increase their knowledge of effective decision-making strategies and examine personal attitudes that contribute to an effective group process. Participants will also enhance their abilities in the areas of collective brainstorming, collaboration with others, compromise, and negotiation.


Activity 2-1: Building Bridges


Purpose: This activity introduces the concept that decision making is a process that incorporates a series of steps or skills.

Materials

Handout 8: Building Bridges; Overhead 1; overhead projector; screen; two chairs; bridge-building supplies (paper cups, straws, scissors, tape, string, paper clips, construction paper, other arts and crafts materials as needed).

Trainer Preparation Notes: Provide a wide variety of colorful and fun bridge-building materials. The more materials participants have to choose from, the more decision they will have to make.

Process

Place two chairs in the center of the room about four feet from each other. These chairs will become the foundation for each side of the bridge. Put the name of a country, Alpha or Omega, on each chair back and bridge building supplies on the seat of each chair. Each group should have identical supplies to work with in building its portion of the bridge.

Divide participants into two groups and ask them to gather around their chair. Give each of them a copy of Handout 8 and ask them to follow along as you read this story:

Alpha and Omega are two countries separated by a large river. Each country has a different language and culture. Leaders of the two countries have decided that they should trade goods and ideas. To do this, they need to find an easy way to get across the river. A ferry would not be practical because the river has a very strong current and is often covered in thick fog. So, they have decided to build a bridge. Each country has put together a planning committee. This committee will design and build the bridge from its side of the river.

Explain that the task is for each separate group to build a bridge toward the other group so that the two bridge halves meet and are as much alike as possible. Do not offer any other guidelines except to say that only the offered props may be used, the chairs must remain where they are, and the two planning teams must work independently of each other.

Explain to the group that there is a set procedure for this task:

1. Each group has ten minutes to discuss building the bridge.
   
   
2. Each group selects a representative. The representatives meet for three minutes to discuss plans.
   
   
3. Each group then has five minutes to build their portion of the bridge so that the bridge halves meet. Groups must not work together.
   
   
4. Finally, the bridge will be tested. A penny will be placed at the center of the bridge. If the bridge holds for one minute, both groups have succeeded!

Remind participants that your role is time keeper and that you will be very strict on deadlines.

Ask if there are any questions. Begin the task.

Trainer Preparation Notes: Observe carefully during the activity so that in the debriefing you may discuss specific examples.

Debriefing

When the bridge is completed, test it by putting a penny on the center. If the bridge holds for one minute, the groups have succeeded.

Use Overhead 1 and examples you observed while the groups were building their bridge to illustrate the four steps in decision making:

1. Defining the task. In this case the task (to build a bridge) was given to them. However, each group still had to define what they were
   going to do as a team.
   
   
2. Thinking of solutions. Each group had to explore ideas. Each group also had to decide how to choose an idea, and then choose one.
   
   
3. Carrying out a decision. Each group had to make a decision as to how construction would proceed. They had to divide up tasks. As the bridge was being built, each group may have had to modify its earlier decision or make new decisions.
   
   
4. Evaluating the decision. In this case, the evaluation method (using the penny) was given to them. However, if this were a real situation, each group would have to decide how to use the evaluation. That is, they would have to decide whether the evaluation proved that the bridge was safe or that they needed to fix the bridge, build a new bridge, or come up with an entirely new plan.

Ask participants if they have any observations or comments they would like to share.

Complete this activity by stating that these steps, and ways to make decisions, are explored in detail in the activities in this module.


Activity 2-2:Sticky situations


Purpose: The purpose of this activity is to identify steps in cooperative decision making and apply those steps to solving a family dilemma in such a way that everyone is comfortable with the outcome.

Materials

Handout 9: Sticky Situations; pens or pencils.

Process

Offer participants the choice of completing this activity alone or with a partner. Explain that this activity is designed to help them identify the steps that families can go through to make cooperative decisions. Give them copies of Handout 9: Sticky Situations. Explain that they can choose one or more of the stories to use when answering the questions on the discussion sheets.

Debriefing

When participants have completed the task, ask them to review the decision-making process and discuss why each of the following steps are important:

1. Defining the task.
   
   
2. Thinking of solutions.
   
   
3. Carrying out a decision.
   
   
4. Evaluating the decision.

Once you have discussed these questions, ask them if there is a practical use for this process in their work in Head Start. Ask if they can think of any supports (for example, training, peer support, mentoring) that would make shared decision making a more comfortable process for them. If the answer is yes, help them to develop a personal plan of action.


Activity 2-3: What Decisions Are We Trying to Make?

Purpose: In this activity, participants will use a three-box analysis as a visual technique to help them focus on the decision they need to make.

Materials

Handout 10: Deciding Where to Begin; chart paper; markers; easel.

Process

Begin by reading the following:

Imagine what it would be like if someone said to you, "Tomorrow is your special day and you can do anything you like. Tell me, what would you like to do?" You begin to list what you would like to do. But each time you make a suggestion, there is a reason (such as not enough money or time) why you cannot do what you want. Imagine how you would feel.

Then imagine this process. Someone says to you, "Tomorrow is your special day and we can do what you would like as long as it is tomorrow afternoon. I can afford either a meal or a movie or something else that costs about the same. What would you like to do?" You make a decision and you make plans together. Imagine how you might feel in this situation.

Ask for a few participants to volunteer how they would feel in both situations. Using their ideas as examples, make the following points:

• At first glance, the first situation seems like a great deal. You have been given total control over a decision. You can do anything you want to do. But you soon find out there are constraints around your decision - things over which you have no control.
  
  
• At first glance, it may seem like you have less of a decision to make in the second situation. The constraints (in this case, time and money) limited your options for a decision.
  
  
• If you look at both situations together, which one is more respectful toward you? Which one is more likely to leave you feeling that your input is valued?

An important first step for any decision-making team is to answer the question: What decision are we trying to make? This may seem like a simple question. But often, teams do not take the time to figure out the starting point for their decision. In other words, they do not take the time to identify the constraints.

This activity uses a three-step process to decide what decisions are within a team's control. It is a way of analyzing a situation to decide where to begin.

Provide participants with copies of Handout 10. Ask them to follow along while you read the story of High Hopes Head Start. After reading the story, explain that their task is to help High Hopes decide where to begin to resolve its situation.

Trainer Preparation Notes: Create a larger version of page 2 of the handout on chart paper so participants' responses can be seen by the whole group as you record them.

Ask participants to quickly brainstorm answers to the following questions:

• What are the constraints? What is firm? What is beyond High Hope's power to change right now? What is not likely to change?
  
  
• What are the strengths? What is going well? What should High Hopes want to be continued after changes are made?
  
  
• What are the concerns? What is causing concern but is within the power of High Hopes to change? What might High Hopes want to improve?

Review the lists with participants, making sure that an idea appears on only one list. If the same idea is listed under more than one column, ask the group to decide where it fits best. Then draw an "X" through the constraints list. State that even if these items are concerns, they are beyond High Hope's control to change at this time. Eliminate them from the discussion.

Then ask the group to focus on the items listed under "concerns." Re mind participants that the areas of concerns on this list are flexible. That is, they are within the control of High Hopes Head Start to change. Because these are areas of concern that can change, this is a prime area where decision-making efforts can be focused. Ask the group to identify two or three items on the list that they would focus on first -that is, where the decision-making process should begin.

Debriefing
Conclude this activity by reminding participants that there is a third column. It contains areas of strength in the High Hopes situation. Point out that these areas could change as other concerns are addressed. Recognizing strengths can keep them from getting lost as changes are made.

Trainer Preparation Notes: You may want to extend this activity by having participants divide into small groups and focus on a real life issue. Have them begin by brainstorming all the information they know about the issue. Then have them use page 2 of the handout to organize the information and select a starting point for the team's decision-making efforts.

Activity 2-4: Identifying Solutions

Purpose: In this activity, participants will practice brainstorming a range of possible solutions to a problem and reaching a decision through consensus.

Materials

Handout 11: Identifying Solutions; pens or pencils.

Process

Begin by stating that most problems have more than one solution. The challenge for teams is to find the best solutions for their particular problems through a process that benefits everyone.

State that "consensus" is a term sometimes used to describe how a decision is reached. Simply put, consensus means general agreement. Even if everyone does not fully agree to every aspect of the decision, everyone has agreed that they can accept or live with the decision.

Another term for consensus is a "win/win" decision. "Win/win" means that agreements or solutions are mutually beneficial and mutually satisfying.'

The goal of making decisions as a team is to reach a decision that all parties can feel good about and be committed to.

Divide participants into small groups. Explain that they have the task of identifying and prioritizing a range of possible solutions to a problem. Use Handout 11 or have participants work on an actual problem that has brought them together as a team. Suggest that teams begin by brainstorming a list of potential solutions.

Have the small groups each select a group recorder.

Allow 20-25 minutes for discussion. Bring the entire group back together. Ask each group recorder to summarize the following:

• A statement of the group's problem (for example, "we used Handout 11" or "we decided to work on issue 'X'"),
  
  
• The process the group used to come to a decision, and
  
  
• The decision itself.
  
  Debriefing
  
  As each recorder finishes his or her presentation, ask all the members in that team if they can accept their decision. If some team members say no, ask the group if it could have reached consensus with more time.
  
  Refer participants to page 2 of Handout 11 and review the points. Sum up the activity by stating that sometimes it may take longer to reach a win/ win decision. It helps to remember that the process of making the decision can often be as important as the product (the decision itself)
  
  
  Purpose: This workshop will highlight the need for evaluation as part of making effective decisions. Participants will practice developing bench marks, which can be used to determine whether decisions are carried out effectively.
  
  Materials
  
  Handout 12: Program Changes; pens or pencils; chart paper; markers; tape.
  
  Process
  
  Explain to the group that in any Head Start program, decisions are continually being made to ensure ongoing program quality. Two examples are presented in Handout 12. Ask participants to form two groups and assign one story from the handout to each group. Ask the groups to read the story and then discuss the questions that appear on the third page of the Handout.
  
  Allow 15 minutes for the groups to discuss the stories and create the benchmarks they would use. Have each group write its benchmarks on chart paper.
  
  Bring everyone together and ask each group to post its list of benchmarks and give a summary of its discussion. Note any similarities or differences between the benchmarks they developed.
  
  Discuss how this technique can be used in staff/parent work groups in their own program.
  
  Debriefing
  
  A well-functioning group looks back at decisions and then uses the information they gather to make new decisions.
  
  Explain that one way to establish if a decision is a good one is to define the "benchmarks" that should be reached if the decision is effective. Establishing measurable benchmarks allows the group to look back and determine if it made a good decision. For example, in Story 1 the search team might set a benchmark of maintaining or increasing participation in monthly social activities at the new site. The effectiveness of their decision can then be measured in terms of how participation is affected.
  
  
  Activity 2-6: Decision Making in Action
  Purpose: In this activity individuals or pairs of participants will observe and analyze a decision-making group that they are involved in outside of the Head Start program.
  
  
  Handout 13: Participant Observations.
  
  
  Process
  Talk with participants about their particular interests outside of the Head Start program. Let them know that in this training activity, you would like them to observe decision making as it is done in other groups with which they are acquainted. If they need prompting to think of a group they are involved in that they could observe, give some examples of the different types of groups in the community:
  
  
  • Civic minded (for example, a neighborhood watch or safety patrol)
    
    
  • Education oriented (for example, a parent-teacher committee at the local school)
    
    
  • Cultural (for example, a band or dance group or church choir)
    
    
  • Spiritual (for example, a religious outreach group)
    
    
  • Socially minded (for example, a club or adult education class)
  
  
  As you discuss the different types of groups, ask the participants to identify one group in which they are involved. After they have identified the group, distribute Handout 13: Participant Observations. Let them know that they will be both participants within the group and observers of that group's decision making process. Read the directions together and talk about when they will have an opportunity to complete the observation. Find out if there are any questions and set a date to come back together to discuss their observations.
  
  Debriefing
  Ask the participants to begin by sharing how it felt not only to participate but also to actively observe the decision-making process in a group. Ask them if they observed anything that was a surprise or if they found some thing particularly interesting.
  
  
  Activity 2-6: Decision Making in Action
  
  Purpose: This activity gives individuals an opportunity to reflect on their work within a team. Participants will evaluate both their own and their team's effectiveness.
  
  Materials
  
  Handout 14: Personal and Group Inventory; pens or pencils.
  
  Process
  Let participants know that they will be completing an inventory based on their experience as part of a decision-making team. Emphasize that this exercise is for their own personal reflection and that they will not be required to share their answers from the inventory with anyone.
  
  

  Coach Preparation Notes: If participants are willing to work in pairs, encourage them to do so. They may gain more by discussing the inventory items with a colleague.

  
  
  Explain that they will begin by examining their own personal perspectives and then reflect upon group dynamics. They will then use the results of their insights to reflect upon specific suggestions to improve team decision making.
  
  Debriefing
  
  Ask participants the following:
  
  
  • What did you learn about yourself from completing this inventory?
    
    
  • How did your partner assist you to make use of this information?
    
    
  • What suggestions do you have for improving decision making on your team?
  
  
  
  Next Steps: Ideas to Extend Practice
  
  
  
  • Now that the team has had an opportunity to work together on decisions, take the time to assess how members feel about the process. Are there hopes, expectations, anxieties, and/or concerns that people had coming into the process that have been addressed? If so, what happened to help them address their issues? If not, what does the team need to attend to?
    
    
  • Identify an issue or problem that you will be asked to make a decision about in the next month. It can be one that is related to either work or home. Use Handout 10 to analyze the problem.
    
    
  • Think of an issue that came up recently in your Head Start program where the decision reached was less than satisfactory for you. What about the decision-making process did not work? Were solutions sought from everyone concerned and was there a clear plan for implementation and follow-up? Review the steps of decision making and envision how the next decision could be made differently. What will be your role in making sure that happens?
    
    
  • Think about a decision-making group to which you belong. See if that group is willing to assess how it is functioning. Suggest that team members use the Group Process piece of Handout 14. After everyone finishes the inventory, the group can select one or two areas to work toward improving.
  
  

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