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a solution that meets his or her own interests. The problem with focusing on solutions first is that they can be conflicting, even when people's interests .are compatible. People tend to offer are after they've con- sidered their own interests but before they've considered the inter- ests of others. In the example, the two group members rejected each other's solutions because they failed to meet the members' own interests. If they'd been aware of each other's interests, they might have been able to offer a solution that satisfied them both. Sometimes, someone just has to point out that a person's suggestion is really a position, to help keep group members focused on inter- ests —which help shape their criteria for accepting and committing to a solution. For example, a group is planning to buy a car. One member suggests a six - passenger vehicle to hold all of the group members. Another sug- gests a fuel- efficient car. A third emphasizes a good repair record. Another says, "I want to buy a Chevy." Others in the group should identify the latter as a position and then ask, "What interests do you have that lead you to favor that posi- tion?" Once all group members have verbalized their individual interests, they can begin to generate positions and solutions. When someone does offer a solution, he or she should point out how it meets the interests the group has agreed on. That way, the group increases the likelihood of consensus. Be specific; use examples. Specific examples use directly observable behaviors to describe people, places, things, and events. Such examples generate valid information because they enable group members to deter- mine independently whether the data are reliable. For example, if Vera makes a gen- eral statement such as, "I think some of us aren't doing their share of the work," other group members can't determine whether her statement is valid. They can't identify "some of us.1 And they can't observe people not doing their share of the work. Suppose Vera were more specific and said, "Selina and Joe, you didn't complete and distribute your section of the report." The others could determine the validity of the state- ment by directly observing whether Selina and Joe's section of the report had been completed and distributed. Agree on the meanings of important words. This ground rule is an exten- sion of "be specific; use examples." Whether group members agree or disagree, the same word can mean different things to them. For example, one of the ground rules requires that a group make decisions by consensus. To some members, consensus means that a majority agrees. To others, it means unanimous agreement. The first time the group makes a decision that gets majority, but not unanimous, sup THE SAME WORD CAN MEAN DIFFERENT THINGS TO DIFFERENT GROUP MEMBERS because it will give me a better idea of the ways in which flexible work- ing hours might affect employee tar- diness and absenteeism." Explaining the reasons behind your question helps people interpret your behavior correctly and reduces the risk that they'll make incorrect assumptions or inferences. Without an explanation, people might infer that you're con- sidering punitive actions for tardy employees. Disagree openly with group mem- bers. Open disagreement is consis- tent with the core value of valid information. But the composition of a group may make it difficult for some members to disagree. People whose supervisors are also members of their groups may find it difficult to contradict their bosses. Groups also can consist of sub- groups whose members may be reluctant to cross swords. For exam- ple, managers may not want to dis- agree with each other in front of lower -level employees. By observing nonverbal_ avoidance behaviors, it's possible to tell when people are reluctant to disagree. Just remember that such cues are infer- ences that should be tested. Make statements; invite questions and comments. In other words, peo- ple should express their points of view, explain their reasons, and then port, it will learn quickly that mem- ask others to respond and say bers hadn't agreed on the meaning whether they agree or disagree. of consensus. For example, a group member One way to determine whether all might say, "I think department heads group members think a word means should have their own budgets to the same thing is to ask them about make their accountability commensu- the word the first time someone uses rate with their responsibility. But it. For example, someone can say, some of you may not agree. I'd like "You used the word `consensus.' To to hear what each of you thinks, pro me, consensus mearns_.unanirnous or con." agreement. Is that what-= consensus Inviting others to comment means to you ?" When you describe a encourages them to challenge ideas. word's meaning, you should also It also turns discussions from mono - describe what it doesn't mean. logues into dialogues. It may seem Explain the reasons behind state- counterproductive to encourage dis- ments, questions, and actions. This agreement, but group members must rule means that people should tell identify and resolve their disagree - others why they're doing what ments in order to reach a decision to . they're doing —as part of sharing all which all can commit. relevant information and identifying Jointly design ways of testing dis- personal interests. agreements and solutions. Imagine For example, suppose that you that a group is discussing whether want to ask a group how often peo- the organization responds quickly ple are late to work. You might say, enough to customer complaints. "I'm asking for this information Diane believes that customers are Training & Development, August 1994 49