„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

during the previous stage. In this way, all members of the group know “what happened.”
It is important to stick to reactions and observations at this point and not to skip ahead to
generalizing.
Processing. This step is a systematic examination of what happened, achieved by
discussing patterns and dynamics. It can be done by means of reports given by process
observers; thematic discussions; questionnaires; or other activities that help to identify
recurring topics, trends, key dimensions, and the effects of particular behaviors within
the artificial situation set up by the experiencing phase.
Generalizing. At this point the focus is taken off the initial activity and put on what
happens in the real world. The emphasis is on “what tends to happen,” not on “what
happened in this group.” The participants now are ready to take what they have learned
and generalize it to broader situations. These generalizations may include styles of
interaction and their effects, situations that evoke common behaviors, and basic “truths.”
This is the part of the activity that answers the question “So what?” It is a good idea to
have the participants create lists or other visual products to show what has been learned.
If the trainer/facilitator wants to introduce conceptual data at this point, such data must
be linked directly to the points that have been generalized by the participants.
Applying. The question in this stage is “Now what?” This is the time to plan
effective use of what was learned. The trainer/facilitator can help the participants to
apply their generalizations to actual situations in which they are involved. This increases
the chance that the learning actually will be utilized. Participants can engage in
subgroup discussions, goal setting, contracting, consulting, and practicing in order to
reinforce planned applications. This is the end of the activity, but it is not the end of
learning. Going out and “doing” something differently afterward is the experiencing step
of a new learning cycle.
Activities that ask a question about sexual values can be very useful in encouraging
the training participants to examine their own values and assumptions and to listen to
others as they communicate theirs. It is best if the situation on which the activity is
based is artificial, so that it does not threaten specific participants or relate too closely to
their particular work environment(s). In this way the discussions can be focused on
values, concepts, and feelings, rather than on past incidents or old resentments. Other
activities that can be useful include listening and communicating exercises; surveys and
questionnaires that generate discussion; structured role playing; and activities that
demonstrate different approaches to communicating, relating, problem solving, and so
on.
Although free-form role playing can be inflammatory, structured role playing can
be quite revealing to the participants, especially if each role player plays both roles in
order to experience both sides of the issue.
The trainer must be prepared to handle the questions that will arise. In many cases
this does not mean answering the questions directly, but saying, “What do you think?”
or encouraging the group members to volunteer their own answers. This is especially
434 ❘❚
The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer