Leadership Skills
(Harvill, R., Masson, R. & Jacobs,
E. (1983). Systemic group leader training: A skills approach. Journalists for Specialists in Group Work, 8,
226-232.)
CUTTING OFF:
“Cutting-off is a skill used by the group leader to stop members when they continue to speak at a boring rate or to help members be more concise and to the point. The group leader trainee’s goal is to learn to halt the counterproductive group member’s behavior without attacking the member’s personal worth.”
Masson
and Jacobs (1980) stated: “Cutting-off skills sometimes require that you
verbally intercept a member’s flow of words in a nonpunitive way, explain what
you are doing and why, and take some action that will further the purpose of
the group” (Cited in Harvill et al, 1983, p. 227.)
Example: Let
me stop you here for a minute. The reason that I’m jumping in here is
that
I think you are requesting help with this matter but your message is
getting
lost in your words and repeats. In a short phrase, tell the group how
you would
like to be helped (p. 228).
Other options include:
Hold
that thought for a moment; we may come back to it.
Let
me jump in here.
Let
me interrupt before you continue.
I’d
like to stop you at this point.
DRAWING OUT:
“This
is a skill whereby the leader evokes the verbalizations from one or more of the
group members. Sometimes there will be shy or quiet members who will only speak
if recognized or gently prompted to add
to the discussion at hand. In addition, helping first-time members feel
comfortable in the midst of strange surroundings can cause them to open up to
others.” (p. 228).
Example: I’ve
noticed that you have been silent for the most part. I’m not sure if any of
this relates to you, but please feel
free to comment at any point that you like (p. 228).
Other options include:
Would
you feel comfortable talking about this?
You
seemed to be reacting a moment ago. Will you share your reactions?
If
you have anything to add to the group, please feel free to do so.
HOLDING THE FOCUS:
“This
is a skill whereby the leader purposely causes the members to focus their
attention and conversation on a specific topic or person. There are usually
instances during any kind of group in which there is a lack of continuity and
the flow of conversation becomes piecemeal. When this happens, little can be
accomplished either in completing a task or helping a particular member.” (p. 229).
Example: Hold
on everyone. Jill seemed to be in pain over the news of her father. We skipped
over her
comments and reactions. I would like to go back to her an see if we can be of
some help.
Jill, what can we do to be of help to you? (p. 229).
Other options include:
Let’s
stay with that for a while longer.
I would like
to concentrate on this for the next few minutes.
Stay
with that.
What
do the rest of you think about this same issue?
Have
others of you experienced these same things.
SHIFTING THE FOCUS:
“This
is a skill used by a leader to move to a different topic or person. This skill
might be used when (a) members are ‘beating a dead horse,’ (b) group energy
becomes low, and (c) members have finished working on heavy emotional issues.”
(p. 229).
Example: Let’s
shift the focus for minute. The reason that I’m doing this is that we have
spent
quite a bit
of time on this issue, and it may have lost some interest (p. 229).
Other options include:
Let’s
move on to new areas of discussion.
We
seem to be getting bogged down with this issue. Let’s move on.
TYING THINGS TOGETHER (Linking):
“This
is a skill whereby the leader connects members in terms of their similarities.
Similar phrases, feeling, thoughts and experiences may be pointed out to
produce a sense of “we-ness” and cohesiveness among individuals in the group.”
(p. 230).
Example: Dan,
it seems that you and Betty have experienced many of the same things in being
stepparents,
especially disappointments over the resentments the kids exhibit toward
you (p.
230).
Other linking responses include:
There
seems to be a consensus among all of you in the group.
The
two of you have had similar experiences.
You
are saying the same thing he or she is.
Other skills important to group work include:
Clarifying
Questioning
Confronting
Summarizing
Restating
Interpreting
Diana Hulse-Killacky, 2000