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Exercises/Reflection and Learning/TGL: July 2011
Prompted Conversation ยท Reflection and Learning

TGL: July 2011

Here are a few strategies that Pam, one of the participants, thought of: Interrupt the dominator with a question directed to someone else.

Under 5 minutesTIME
Medium group (9-25), Pairs, Small group (4-8)GROUP SIZE
ActiveENERGY
In person, RemoteSETTING
High cognitive loadCOGNITIVE LOAD
Strengthens Learning Transfer This reflection and learning exercise strengthens Learning Transfer, one of the eight Gathering Effectiveness pillars.

How to run it

  1. Here are a few strategies that Pam, one of the participants, thought of:
  2. Interrupt the dominator with a question directed to someone else.
  3. Acknowledge the comment and ask someone else to respond to it.
  4. Explain to the dominator that it is important to hear from everyone else.
  5. Pam decided to use the second item as her top tip.
  6. Pam pairs up with Matt. They take turns sharing their tips. Here is the tip from Matt:
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Prompts to use +

Acknowledge the comment and ask someone else to respond to it.

Explain to the dominator that it is important to hear from everyone else.

Pam decided to use the second item as her top tip.

Pam pairs up with Matt. They take turns sharing their tips. Here is the tip from Matt:

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Adapt this exercise for my exact room. Exercise: TGL: July 2011. Readiness: Publishable Draft. Core moves: Acknowledge the comment and ask someone else to respond to it.; Explain to the dominator that it is important to hear from everyone else.; Pam decided to use the second item as her top tip.; Pam pairs up with Matt. They take turns sharing their tips. Here is the tip from Matt:. Return a concise facilitator script with timing, wording, safety notes, and remote/in-person adjustments.

Origin unverified

  • Where we observed it: The strongest current observations come from The Thiagi Group; aggregators are listed as additional observations, not origin proof. (1 source observed, including The Thiagi Group.)
  • What that means: we track where an exercise has been observed in public sources. We do not claim to know who created it, or how popular it is.
  • No efficacy claims: appearing in this library is not a claim that the exercise is proven effective. Facilitator judgment and context decide whether it works for a given room.
  • Corrections: if you have evidence of an earlier or more accurate source, read our methodology and trust boundary and tell us.

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