Skip to main content Accessibility help
×
Hostname: page-component-7479d7b7d-qs9v7 Total loading time: 0 Render date: 2024-07-10T06:46:15.288Z Has data issue: false hasContentIssue false

5 - Meeting Training

A Suggestion

from Meeting Setup

Published online by Cambridge University Press:  05 August 2015

Joseph A. Allen
Affiliation:
University of Nebraska, Omaha
Nale Lehmann-Willenbrock
Affiliation:
Vrije Universiteit, Amsterdam
Steven G. Rogelberg
Affiliation:
University of North Carolina, Charlotte
Get access

Summary

Abstract

Given the number of scientific publications on meetings, it seems that the time is ripe for using scientifically based training to develop the skills of meeting leaders. The purpose of this chapter is to outline such a training course developed on the basis of empirical studies, with the target group consisting of participants with managerial responsibility for leading meetings. The suggested two-day training course comprises five modules: Module 1: “Sensitization to and analysis of prevalent meeting culture,” Module 2: “Preparing meetings,” Module 3: “Communication skills for meeting leaders,” Module 4: “Techniques during the meeting,” and Module 5: “Monitoring resolutions and following up on action items.” For each module, we describe the scientific background and outline how this training component can be implemented. We also recommend adding a follow-up event to refresh participants' memory of the training to support its transfer to meeting practice.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2015

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451474.CrossRefGoogle ScholarPubMed
Allen, J. A., & Rogelberg, S. G. (2013). Manager-led group meetings: A context for promoting employee engagement. Group and Organization Management, 38, 543569. doi: 10.1177/1059601113503040CrossRefGoogle Scholar
Allen, J. A., Sands, S. J., Mueller, S. L., Frear, K. A., Mudd, M., & Rogelberg, S. G. (2012). Employees' feelings about more meetings: An overt analysis and recommendations for improving meetings. Management Research Review, 35, 405418. doi:10.1108/01409171211222331CrossRefGoogle Scholar
Arthur, W. Jr., Bennett, W. Jr., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: A meta-analysis of design and evaluation features. Journal of Applied Psychology, 88, 234245. doi:10.1037/0021–9010.88.2.234CrossRefGoogle ScholarPubMed
Arthur, W. Jr., Bennett, W. Jr., Stanush, P. L., & McNelly, T. L. (1998). Factors that influence skill decay and retention: A quantitative review and analysis. Human Performance, 11, 57101. doi:10.1207/s15327043hup1101_3CrossRefGoogle Scholar
Baldwin, T. T., Ford, J. K., & Blume, D. B. (2009). Transfer of training 1988–2008: An updated review and agenda for future research. International Review of Industrial and Organizational Psychology, 24, 4170. doi:10.1002/9780470745267.ch2CrossRefGoogle Scholar
Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, 10171028. doi:10.1037/0022–3514.45.5.1017CrossRefGoogle Scholar
Bang, H., Fuglesang, S. L., Ovesen, M. R., & Eilertsen, D. E. (2010). Effectiveness in top management group meetings: The role of goal clarity, focused communication, and learning behavior. Scandinavian Journal of Psychology, 51, 253261. doi:10.1111/j.1467–9450.2009.00769.xCrossRefGoogle ScholarPubMed
Baran, B. E., Shanock, L. R., Rogelberg, S. G., & Scott, C. W. (2012). Leading group meetings: Supervisors' actions, employee behaviors, and upward perceptions. Small Group Research, 43, 330355. doi:10.1177/1046496411418252CrossRefGoogle Scholar
Beck, S. J., & Keyton, J. (2009). Perceiving strategic meeting interaction. Small Group Research, 40, 223246. doi:10.1177/1046496408330084CrossRefGoogle Scholar
Bluedorn, A. C., Turban, D. B., & Love, M. S. (1999). The effects of stand-up and sit-down meeting formats on meeting outcomes. Journal of Applied Psychology, 84, 277285. doi:10.1037/0021–9010.84.2.277CrossRefGoogle Scholar
Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2009). Transfer of training: A meta-analytic review. Journal of Management, 36, 10651105. doi:10.1177/0149206309352880CrossRefGoogle Scholar
Burke, L. A., & Baldwin, T. T. (1999). Workforce training transfer: A study of the effect of relapse prevention training and transfer climate. Human Resource Management, 227–241. doi:10.1002/(SICI)1099–050X(199923)38:3<227::AID-HRM5>3.0.CO;2-MCrossRef3.0.CO;2-M>Google Scholar
Campion, M. A., Medsker, G. J., & Higgs, A. C. (1993). Relations between work group characteristics and effectiveness: Implications for designing effective work groups. Personnel Psychology, 46, 823847. doi:10.1111/j.1744–6570.1993.tb01571.xCrossRefGoogle Scholar
Cannon, M. D., & Witherspoon, R. (2005). Actionable feedback: Unlocking the power of learning and performance improvement. Academy of Management Executive, 19, 120134. doi:10.5465/AME.2005.16965107Google Scholar
Cannon-Bowers, J. A., & Salas, E. (1998). Team performance and training in complex environments: Recent findings from applied research. Current Directions in Psychological Science, 7, 8387. doi:10.1111/1467–8721.ep10773005CrossRefGoogle Scholar
Cohen, M. A., Rogelberg, S. G., Allen, J. A., & Luong, A. (2011). Meeting design characteristics and attendee perceptions of staff/team meeting quality. Group Dynamics: Theory, Research, and Practice, 15, 90104. doi:10.1037/a0021549CrossRefGoogle Scholar
Collins, A. (2006). Cognitive apprenticeship. In Sawyer, R. K. (Ed.), The Cambridge handbook of learning sciences (pp. 4760). Cambridge, UK: Cambridge University Press.Google Scholar
Cortina, L. M., Magley, V. J., Williams, J. H., & Langhout, R. D. (2001). Incivility in the workplace: Incidence and impact. Journal of Occupational Health Psychology, 6, 6480. doi:10.1037//1076–8998.6.1.64CrossRefGoogle ScholarPubMed
Di Salvo, V., Nikkel, E., & Craig, M. (1989). Theory and practice: A field investigation and identification of group members' perception of problems facing natural work groups. Small Group Research, 20, 551567. doi:10.1177/104649648902000411Google Scholar
Drollinger, T., Comer, L. B., & Warrington, P. B. (2006). Development and validation of the active empathetic listening scale. Psychology & Marketing, 23, 161180. doi:10.1002/mar.20105CrossRefGoogle Scholar
Gearhart, C. C., & Bodie, G. D. (2011). Active-empathic listening as a general social skill: Evidence from bivariate and canonical correlations. Communication Reports, 24, 8698. doi:10.1080/08934215.2011.610731CrossRefGoogle Scholar
Goldstein, I. L. (1980). Training in work organizations. Annual Review of Psychology, 31, 229272. doi:10.1146/annurev.ps.31.020180.001305CrossRefGoogle Scholar
Grossman, R., & Salas, E. (2011). The transfer of training: What really matters. International Journal of Training and Development, 15, 103120. doi:10.1111/j.1468–2419.2011.00373.xCrossRefGoogle Scholar
Harvey, G., Loftus-Hills, A., Rycroft-Malone, J., Titchen, A., Kitson, A., McCormack, B., & Seers, K. (2002). Getting evidence into practice: The role and function of facilitation. Journal of Advanced Nursing, 37, 577588. doi:10.1046/j.1365–2648.2002.02126.xCrossRefGoogle ScholarPubMed
Hersey, P., & Blanchard, H. K. (1988). Management and organizational behavior. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Hewson, M. G., & Little, M. L. (1998). Giving feedback in medical education. Journal of General Internal Medicine, 13, 111116. doi:10.1046/j.1525–1497.1998.00027.xCrossRefGoogle ScholarPubMed
Hicks, W. D., & Klimoski, R. J. (1987). Entry into training programs and its effects on training outcomes: A field experiment. Academy of Management Journal, 30, 542552. doi:10.2307/256013CrossRefGoogle Scholar
Holton, E. F., Bates, R. A., & Naquin, S. S. (2000). Large-scale performance-driven training needs assessment: A case study. Public Personnel Management, 29, 249268. doi:10.1177/009102600002900207CrossRefGoogle Scholar
Judge, T. A., Piccolo, R. F., & Ilies, R. (2004). The forgotten ones? The validity of consideration and initiating structure in leadership research. Journal of Applied Psychology, 89, 3651. doi:10.1037/0021–9010.89.1.36CrossRefGoogle ScholarPubMed
Kauffeld, S. (2006). Self-directed work groups and team competence. Journal of Occupational and Organizational Psychology, 79, 121. doi:10.1348/096317905×53237CrossRefGoogle Scholar
Kauffeld, S., & Lehmann-Willenbrock, N. (2012). Meetings matter: Effects of team meetings on team and organizational success. Small Group Research, 43, 130158. doi:10.1177/1046496411429599CrossRefGoogle Scholar
Kauffeld, S., & Meyers, R. A. (2009). Complaint and solution-oriented circles: Interaction patterns in work group discussions. European Journal of Work and Organizational Psychology, 18, 267294. doi:10.1080/13594320701693209CrossRefGoogle Scholar
Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 90, 5969. doi:10.1037/0021–9010.93.1.59CrossRefGoogle Scholar
Kubany, E. S., Richard, D. C., Bauer, G. B., & Muraoka, M. Y. (1992). Impact of assertive and accusatory communication of distress and anger: A verbal component analysis. Aggressive Behavior, 18, 337347. doi:10.1002/1098–2337(1992)18:5<337::AID-AB2480180503>3.0.CO;2-K3.0.CO;2-K>CrossRefGoogle Scholar
Kubota, S., Mishima, N., & Nagata, S. (2004). A study of the effects of active listening on listening attitudes of middle managers. Journal of Occupational Health, 46, 6067. doi:org/10.1539/joh.46.60CrossRefGoogle ScholarPubMed
Leach, D. J., Rogelberg, S. G., Warr, P. B., & Burnfield, J. L. (2009). Perceived meeting effectiveness: The role of design characteristics. Journal of Business and Psychology, 24, 6576. doi:10.1007/s10869–009–9092–6CrossRefGoogle Scholar
Little, S. G., & Akin-Little, A. (2008). Classroom management. In O'Donohue, W., Fisher, J., & Hayes, S. (Eds.), Cognitive behavior therapy: Applying empirically supported techniques in your practice (2nd ed., pp. 7582). Hoboken, NJ: Wiley.Google Scholar
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705717. doi:10.1037//0003–066X.57.9.705CrossRefGoogle ScholarPubMed
Malouff, J. M., Calic, A., McGrory, C. M., Murrell, R. L., & Schutte, N. S. (2012). Evidence for a needs-based model of organizational-meeting leadership. Current Psychology, 31, 3548. doi:10.1007/s12144–012–9129–2CrossRefGoogle Scholar
Mayfield, J., & Mayfield, M. (2010). Leader-level influence on motivating language: A two-level model investigation on worker performance and job satisfaction. Competitiveness Review, 20, 407422. doi:10.1108/10595421011080788CrossRefGoogle Scholar
Nelson-Gray, R., Haas, J., Romano, B., Herbert, D. J., & Herbert, D. (1989). Effects of open-ended versus close-ended questions on interviewees' problem-related statements. Perceptual and Motor Skills, 69, 903911. doi:10.2466/pms.1989.69.3.903Google Scholar
Niederman, F., & Volkema, J. R. (1999). The effects of facilitator characteristics on meeting preparation, set up, and implementation. Small Group Research, 50, 330360. doi:10.1177/104649649903000304CrossRefGoogle Scholar
Nixon, C. T., & Littlepage, G. E. (1992). Impact of meeting procedures on meeting effectiveness. Journal of Business and Psychology, 6, 361369. doi:10.1007/BF01126771CrossRefGoogle Scholar
Odermatt, I., König, C. J., Kleinmann, M., Bachmann, M., Schmitz, P., & Röder, H. (2014). Incivility in meetings: Consequences and antecedents. Unpublished manuscript, UniversitätZürich, Switzerland.Google Scholar
Olsen, J. H. Jr. (1998). The evaluation and enhancement of training transfer. International Journal of Training and Development, 2, 6175. doi:10.1111/1468–2419.00035CrossRefGoogle Scholar
Rau, W., & Heyl, S. (1990). Humanizing the college classroom, collaborative learning and social organization among students. Teaching Sociology, 141155.CrossRefGoogle Scholar
Rogelberg, S. G., Leach, D. J., Warr, P. B., & Burnfield, J. L. (2006). “Not another meeting!” Are meeting time demands related to employee well-being? Journal of Applied Psychology, 91, 8396. doi:10.1037/0021–9010.91.1.83CrossRefGoogle ScholarPubMed
Rogelberg, S., Shanock, L., & Scott, C. (2012). Wasted time and money in meetings: Increasing return on investment. Small Group Research, 43(2), 236245. doi: 10.1177/1046496411429170CrossRefGoogle Scholar
Romano, N. C., & Nunamaker, J. F. Jr. (2001). Meeting analysis: Findings from research and practice. Paper presented at the 34th Hawaii International Conference on System Science, Maui.Google Scholar
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13, 74101. doi:10.1177/1529100612436661CrossRefGoogle ScholarPubMed
Scholtes, P. R. (1988). The team handbook: How to use teams to improve quality. Madison, WI: Joiner Associates.Google Scholar
Seibold, D. R. (1979). Making meetings more successful: Plans, formats, and procedures for group problem-solving. Journal of Business Communication, 16, 320. doi:10.1177/002194367901600401CrossRefGoogle Scholar
Shannon, C. E., & Weaver, W. (1949). The mathematical theory of communication. Urbana, IL: University of Illinois Press.Google Scholar
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31(3), 351380. doi:10.1353/etc.0.0007CrossRefGoogle Scholar
Taylor, P. J., Russ-Eft, D. F., & Chan, D. W. L. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90, 692709. doi:10.1037/0021–9010.90.4.692CrossRefGoogle ScholarPubMed
Tobia, P. M., & Becker, M. C. (1990). Making the most of meeting time. Training & Development Journal, 44(8), 3438.Google Scholar
Van Tartwijk, J., den Brok, P., Veldman, I., & Wubbels, T. (2009). Teachers' practical knowledge about classroom management in multicultural classrooms. Teaching and Teacher Education, 25, 453460. doi:10.1016/j.tate.2008.09.005CrossRefGoogle Scholar
Vella, J. (1995). Training through dialogue: Promoting effective learning and change with adults. San Francisco, CA: Jossey-Bass.Google Scholar
Volkema, R. J., & Niederman, F. (1995). Organizational meetings: Formats and information requirements. Small Group Research, 26, 324. doi:10.1177/1046496495261001CrossRefGoogle Scholar
Volkema, R. J., & Niederman, F. (1996). Planning and managing organizational meetings: An empirical analysis of written and oral communications. Journal of Business Communication, 33, 275292. doi:10.1177/002194369603300304CrossRefGoogle Scholar
Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for Learning, 23, 8993. doi:10.1111/j.1467–9604.2008.00375.xCrossRefGoogle Scholar
Waterman, A. H., Blades, M., & Spencer, C. (2001). Interviewing children and adults: The effect of question format on the tendency to speculate. Applied Cognitive Psychology, 15, 521531. doi:10.1002/acp.741CrossRefGoogle Scholar
Wodak, R., Kwon, W., & Clarke, I. (2011). “Getting people on board”: Discursive leadership for consensus building in team meetings. Discourse & Society, 22, 592644. doi:10.1177/0957926511405410CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×