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know why he was trying to lighten his work load; Hank inferred that Bob was dissatisfied with his work. Bob didn't test his assumption with Hank; Hank didn't test his inference with Bob. Consequently, neither of them could learn that they both were mistaken. Only when Hank reacted to his decision did Bob discover that his well- intentioned plan had back- fired. Testing assumptions and infer- ences enables' people to get valid information so they can make informed choices. It's important to determine whether an assumption or inference is correct. Bob could have told Hank, "I want to lighten your work load because I think you've got too much to do. I don't want you to misinterpret the reassignments. I assume you know that I think your work is excellent. Do you know that ?" Or, Hank could have told Bob, "When you started removing some of my duties, I inferred that you were dissatisfied with my performance. Am I correct ?" Share all relevant information. This rule requires that people share all of the information they have that might affect the way their group solves a problem or makes a decision. Sharing ensures that all group mem- bers have the same data, including information that doesn't support peo- ple's own positions. For example, a group is trying to decide whether to institute flexible working hours in its department. Suppose that you're a member of the group and you would like flexible working hours, though you think they may require more careful scheduling. You also think that if others knew of the potential difficul- ties, "they might not be supportive of the change. In this instance, sharing all relevant information means telling the group about the possibility of increased scheduling difficulties, even though that may make it less likely that the group will decide with you in favor of flexible hours. Group members' feelings also count as relevant information. For example, people may want to tell their supervisor, who is in their group, that his or her behavior is creating problems. But they worry that the supervisor will use their The Conversation Here is an example of a conversa- tion between two group members. It shows the information that one person is not sharing. In quotes, we see the actual conversation. In parentheses, we see Paula's unex- pressed thoughts and feelings. Paula: "How do you think your presentation to the board went last night ?" (I thought it was a disaster. So did everyone I talked with.) Ted: "I think: it went OK, except for some rough spots." Paula: "We've got some im portant reasons for doing this. Do you think board. members will fund the project now? Or do we need to give them more answers ?" (Does he really believe that the pre - sentation went OK ?, Or is he just comments against them. In this instance, sharing all relevant infor- mation means that they articulate their concern. They might say to the supervisor, "We're worried that if we tell you this, you'll use it against us. But we want to be honest with you, so we'll tell you." In that way, they share two pieces of relevant information: a con- cern about retribution and a willing- ness to risk retribution in order to solve a problem. The box called "The Conver- sation" contains a verbal exchange between two people in a work group. It shows the unexpressed thoughts and feelings — relevant information —that one of the co- workers isn't sharing. The conversa- tion is adapted from The Fifth Discipline, by . Peter - Senge, .and the Argyris and Schorr book. The words in quotes represent a conversation between Paula and Ted about their group's presentation to the company's board of directors. The italicized words in parentheses show Paula's unexpressed thoughts and feelings, which are relevant to her and Ted's task. Paula shouldn't necessarily share her thoughts and feelings exactly as they appear. That wouldn't be consistent with many of the ground rules. But she could rephrase her thoughts, using such ground rules as "testing assumptions 46 Training & Development, August 1994 trying to put a good face on it ?) Ted: "I think we're all right. Some board members can really nit- pick. But a few said. afterward that they appreciated the presentation." Paula: "Maybe, but I think we might want to give them more information." (Nitpick? You couldn't answer some basic cost questions, Ted.) Ted: "I think we should just wait and see." Paula: "I'm not sure." (I don't want to wait, while this project dies on the vine. I hope the board doesn't think I'm responsible for your not having the answers. Thy didn't you use the, information I gave you? I've got to get you to understand whatyou've_done.) and inferences" and "be specific; use examples." Focus on interests, not positions. To make decisions to which everyone can commit, a group must find a solution that meets the members' individual interests —their needs, desires, and concerns regarding a problem, issue, or task. Generally, it is people's own interests that lead them to support particular positions or solutions. At the start of problem solving or decision making, each group mem- ber should identify his or her inter- ests. Unfortunately, many groups start by talking about solutions or positions. For example, if a group is trying to decide when to meet, one member may offer a solution right off the bat: "I suggest we meet every other Monday at 7:30 a.m." Another member may respond, "I think we should meet the second day of each month." Such suggestions don't help iden- tify the real needs, desires, and con- cerns. The person who wants to meet every other Monday at 7:30 a.m. may be interested in meeting early so she won't miss calls from important customers. The person who wants to meet the second day of each month may be interested in meeting immediately after he receives a relevant report. Each per- son has taken a position and offered