The Surprising Science of Meetings
Page 14
Epilogue
Trying to Get Ahead of the Science—Using Science
Throughout this book, I have sought to apply the science of meetings to identify vexing meeting issues and possible evidence-based solutions. In this chapter, we will try to get ahead of the current science by surveying those on the front lines and gathering their ideas and recommendations to improve meetings. This chapter was cowritten with one of my terrific doctoral students, Kelcie Grenier.
What Was Done
I wanted to know what innovations meeting users had seen or experienced that they felt were successful. Using LinkedIn, an email was sent to a large number of professionals inviting them to participate in a five-minute survey on meetings. The survey had two primary questions. They were:
• “Moving away from the basics (e.g., an agenda), what are some of the most innovative things you have seen A LEADER do to make their meetings effective?”
• “What are some of the most innovative things you have seen AN ORGANIZATION do to make meetings at work more effective and better uses of time (e.g., implement certain training programs; mandate certain meeting-free time zones)?”
We had over a thousand participants complete the online survey. The respondents spanned a large variety of job types: CEO, vice president of marketing, quality assurance manager, IT professional, management consultant, nonprofit executive, reporter, kennel supervisor, and so on. The companies the participants worked for were equally diverse: they ranged from Google to Bank of America to a local construction company.
Next, we combined the responses from the two questions about meeting innovations—this yielded around a hundred pages of free-flowing ideas in the participants’ own words. As you would suspect, many of the ideas were similar. Using thematic analysis, we were able to boil down the nearly two thousand innovations into forty-eight overarching patterns of advice. These forty-eight pieces of advice could be sorted into four broad categories:
1. Recommendations for meeting preparation
2. Recommendations for how to carry out the meeting
3. Recommendations for closing the meeting
4. Recommendations for needed organizational policies and practices
For each of the four categories, respectively, we created a table to capture the types of recommendations forwarded. We also put an asterisk after an idea if it came up quite frequently. Note, an idea broached frequently does not necessarily mean it is a better recommendation. It just means it came to mind for a large number of participants.
One of our principal motivations for doing this chapter was to identify improvement ideas that the current state of research had not yet uncovered. Interestingly, it appears that the extant research is highly in touch with the success stories of meeting-goers. We were gratified to see that the innovations generated in our survey effort, from the mouths of the end users, were well aligned with what was covered in this book.
RECOMMENDATIONS FOR MEETING PREPARATION
Recommendation Example from Survey Results More Information
Only meet when truly needed.* Leaders should cancel meetings when the items have already been addressed, when the reason for the meeting can be resolved using alternative methods (e.g., email), and when the needed attendees cannot be present. Chapters 4 and 5
Invite the correct people. Invitations are only sent to those who are necessary for the meeting or whose presence would promote their own professional development. Further, trust employees to know when they will not add value. Give attendees the power to voice this and to decline meetings when they are in this position. Chapters 5 and 6
Gather input prior to the meeting.* In order to include attendees in the agenda-development process, send a call for input asking for general comments, thoughts, and what agenda items should or should not be included. Surveys are a particularly effective way of gathering this information. Chapters 5 and 6
Prioritize items in the agenda and set up time restrictions. Develop an agenda with items that are prioritized, and have a set amount of time dedicated to them. Chapters 4 and 5
Provide an agenda ahead of time.* Send the agenda to all attendees before the meeting. Include additional information such as the goals for the meeting and the purpose of each participant’s attendance. Chapter 5
Provide limited, but necessary, preparatory materials. Send any necessary reading or introduction materials before the meeting. Limit the amount of materials when possible. Chapter 9
Choose the environment with intentionality.* Plan the meeting’s environment and employ tactics such as standing or walking meetings, using spaces outside the typical boardroom, and potentially assigning seats to promote variety. Chapter 7
Note: asterisk denotes a topic mentioned frequently.
RECOMMENDATIONS FOR CARRYING OUT THE MEETING
Recommendation Example from Survey Results More Information
Delegate roles to attendees.* Assign responsibilities to meeting participants (including leading the meeting) and consider rotating the responsibilities on a regular basis. Chapters 3 and 5
Do what is possible to be sure attendees are on time. Prohibit disruption associated with late attendees by preventing late individuals from entering and/or speaking with these attendees individually following the meeting. Chapter 4
Leverage technology in order to include necessary employees, even when they are not physically present or colocated.* Conduct the meeting using a medium that will comfortably accommodate as many attendees as possible. By allowing virtual meetings, attendees unable to be physically present and those who would otherwise travel solely for the meeting can participate with the least amount of disruption to their work. Chapter 10
Do not allow the use of personal devices that may be a distraction.* Do not allow distracting technology to enter the meeting space. Consider checking phones at the door, placing them in a shared basket, or at the very least simply prohibiting them from being used. Chapters 7, 8, and 10
Use mindfulness techniques to create focus at the start of the meeting. Start the meeting using mindfulness techniques, even if just for a few minutes. Chapters 8 and 9
Check in on the attendees as they enter. Check in with the attendees: ask how they are doing. Show them you have an interest in their well-being. Chapter 8
Use ice breakers. Start the meeting by using simple ice breakers. Thought-provoking ice breakers such as “name the best movie and why” can encourage creativity. Chapters 5 and 8
Offer appreciation. Begin by expressing appreciation for the attendees’ work and contributions. Chapter 5
Use and display a “cost calculator” to reinforce the importance of time. Conduct and display a “financial analysis” or “cost calculator” in which the hourly wages of the attendees are used to determine how much the meeting will cost—both to ensure time restrictions are upheld and to determine how necessary the meeting is. Chapter 2
Encourage active participation. Use visuals, with the goal of active participation. However, be sure the visuals are not distracting (e.g., limit the number of slides in a PowerPoint presentation). Beyond visuals, use other active-participation techniques, such as role playing. Chapters 8 and 9. See Good Meeting Facilitation Checklist
Provide or support the use of fidget items. Recognize and support providing an environment for those who may need some ability to “fidget” in order to better focus. Offer (or at least support) pipe cleaners, modeling clay, fidget spinners, and the like. Chapter 8
Plan for breaks. Plan for, and use, short breaks for attendees to use the restroom, get drinks, and check their electronic devices. Chapters 4 and 8
Use humor. Keep the meeting lively by incorporating some lightness. Not only will this make the meeting less monotonous, but it has the potential to break tension. Chapter 8
Lead meetings with questions. Develop an agenda that consists of questions, rather than statements. Chapters 3 and 5
Use technology to allow attendees to contribute and react to others in real
time.* Use programs for screen sharing and shared documents to allow attendees to take notes and conduct work simultaneously. Chapter 6
Assign participation randomly. Assuming all attendees are able to contribute to any topic, keep attendees focused and ready to participate by randomly selecting attendees for participation. Websites and applications can be used to achieve this goal without bias. Chapter 10
Elicit input from those who may not feel comfortable or may be overshadowed by other attendees.* Be sensitive of those who may not be the loudest but have input to offer. Actively encourage their participation. Chapters 3, 5, 7, 8, and 9
Encourage attendees to offer alternative positions. Play, or encourage others to play, the devil’s advocate in some discussions. Create an environment that supports opposing opinions and creative thinking beyond the beliefs and assumptions the participants already hold. Chapters 3, 8, and 9. See Good Meeting Facilitation Checklist
Tactfully redirect conversations that are off-topic or otherwise unproductive.* Identify and use tactful techniques to redirect conversations that are contributing to the goals of the meeting. Use the “parking lot” technique, when appropriate, to come back to topics that would be better addressed at a later time or in another meeting. Chapters 3 and 4. See Good Meeting Facilitation Checklist
Stick to planned time restrictions when possible.* Follow the time guidelines defined in the agenda by starting on time and guiding attendees to a close as the end of the time approaches. Chapter 4
Recognize contributions above the leader’s own. Encourage attendees to participate, and recognize when the meeting would benefit most from their participation, rather than that of the leader. Chapter 3. See Good Meeting Facilitation Checklist
Gather input throughout the meeting. Throughout the meeting obtain feedback regarding what needs to be addressed (and how many have these questions), and vote on ideas to move forward most effectively. Doing so anonymously (using appropriate technology such as clickers) is helpful. Chapters 8 and 9. See Good Meeting Facilitation Checklist
Note: asterisk denotes an item mentioned frequently.
RECOMMENDATIONS FOR CLOSING THE MEETING
Recommendation Example from Survey Results More Information
End the meeting on time.* Using the agenda and schedule as a guide, be sure to address necessary items, but do not keep attendees beyond the time outlined in the meeting invitation. Chapter 4
End meetings that have addressed the necessary items. When meetings have tackled the agenda in full, end the meeting. Do not try to “fill” the remaining time with additional items. Chapter 4
Assign tasks to individuals such that everyone is in agreement. Keep a running list of action items (such as in a shared document) and establish consensus and clear understanding of who is responsible for items and what the expectations are (such as deadlines). Chapter 5
Summarize after the meeting to provide attendees with an opportunity to reflect and recap later. Send an email to recap the discussion and decisions and to reiterate the action items. Send this document to those present and to those whom the information applies to, even if they were not present at the meeting. Invite attendees to comment if your summary is incorrect in any way. Chapter 6
End the meeting on a positive note. Ensure that attendees leave the meeting with a positive evaluation of the process and experience. This may be achieved by offering lunch at the end of the meeting, to encourage relaxed discussion and an opportunity to connect with other participants. Chapter 8
Note: asterisk denotes an item mentioned frequently.
RECOMMENDATIONS FOR ORGANIZATIONAL POLICIES AND PRACTICES
Recommendation Example from Survey Results More Information
Reduce the length and frequency of meetings, when applicable.* Set and support standards for meetings that are shorter or less frequent. Allow departments to reassess what these standards should be on a regular basis (e.g., semiannually). Chapter 4
Develop a late policy that is uniformly applied. Apply a late policy at the organizational level (such as “those who are late are not able to attend”) rather than using a leader-specific policy that varies across the organization. Not discussed
Set aside specific times and days that are designed for meetings or for the absence of meetings.* Mandate times or days when meetings are not allowed, such as “meeting-free Fridays,” to give employees guaranteed, uninterrupted time. Further, set aside times or days that are dedicated solely to meetings so that it is easier to schedule meetings that all relevant individuals can attend. Chapter 4
Identify and enforce what is considered an appropriately sized meeting.* Set a standard for what size meeting is supported. Aim for meetings that are smaller and, as described earlier, only include the needed individuals. Chapter 6
Use huddles. Use short, frequent huddles to encourage focus or to facilitate interdepartmental updates. Chapters 3 and 4
Schedule “odd times” meetings (ten minutes after, etc.).* Promote a culture of meetings that provides time to travel and gives breaks. Start and end meetings outside traditional thirty- or sixty-minute increments, such as fifty-minute meetings. Chapter 4
Organization-wide policies and expectations should be available for review by all. All members of the organization should be aware of, and understand, meeting expectations. This may be executed by having “rules” posted in conference rooms or expectations visually displayed throughout the organization. Chapter 7
Provide adequate training. Provide skills training to both those in and those not in leadership roles. Consider the use of simulations, such as those available in some academic programs and online, as an opportunity to train in a more active way. Chapter 3
Provide leaders and attendees with robust meeting behavior feedback. Gather feedback with objective, outside observers, and/or attendee assessment. Collect further data by recording meetings. Use this information to inform leader- and organizational-level training and development. Chapters 3 and 8
Encourage leaders to be innovative and to try new meeting practices. Use the organization’s values and culture as a driving force in establishing and maintaining meeting expectations. Reinforce expectations daily. Encourage innovations, while also embracing the instances in which innovations did not work, and use these events as learning opportunities. Chapters 4, 9, and 11
Note: asterisk denotes an item mentioned frequently.
Tool
Meeting Quality Assessment—Calculation of a Wasted Meeting Time Index
Instructions: Reflect on your meetings. In this assessment you are asked to indicate the percentage of time that certain “negative things” happen or are present in your meetings. Rounding to the nearest 10 percent is totally fine (e.g., 10 percent, 20 percent, 30 percent). There is no need to overthink a response.
Section 1: Consider the following about the design of meetings (i.e., pre-meeting activity) and indicate the percentage of time it was true for the meetings you had over the last month.
MEETING DESIGN % of Time
This Occurred
1. Goals of the meeting were not clearly defined.
2. Attendees did not provide input for the agenda.
3. No agenda was provided to attendees in advance of the meeting.
4. Necessary materials were not distributed in advance of the meeting.
5. Not all relevant persons were invited or present at the meeting.
6. Too many individuals were invited to the meeting.
7. Persons not needed, given the meeting goals, were present at the meeting.
8. The meeting room and technology were not conducive to a quality conversation.
Total, combined percentages of these eight items %
Average percentage of these eight items (divide total by eight) %
Section 2: Provide ratings about the meeting itself from three perspectives: time dynamics, interpersonal dynamics, and discussion dynamics, and indicate the percentage of time it was true for the meetings you had o
ver the last month.
THE MEETING ITSELF: TIME DYNAMICS % of Time
This Occurred
1. The meeting started late.
2. Attendees came late to the meeting.
3. Attendees did not come to the meeting prepared.
4. The meeting leader did not come prepared.
5. The time allotted to the meeting was more time than was actually needed.
6. Time was not used effectively in the meeting.
7. The meeting felt rushed.
8. The meeting ended late.
9. The meeting was not really necessary.
Total, combined percentages of these nine items %
Average percentage of these nine items (divide total by nine) %
THE MEETING ITSELF: INTERPERSONAL DYNAMICS % of Time
This Occurred
1. The diverse perspectives of attendees were not taken into consideration.
2. Attendees did not seem to really listen to one another.
3. Some attendees dominated the meeting at the expense of others.
4. Disagreements among attendees were counterproductive.
5. Attendees did not treat each other with respect.
6. Attendees did a lot of complaining.