{"id":494,"date":"2025-05-26T17:02:00","date_gmt":"2025-05-26T17:02:00","guid":{"rendered":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/?post_type=chapter&#038;p=494"},"modified":"2025-08-24T12:57:20","modified_gmt":"2025-08-24T12:57:20","slug":"facilitating-deliberative-discussions","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/chapter\/facilitating-deliberative-discussions\/","title":{"raw":"Facilitating Deliberative Discussions","rendered":"Facilitating Deliberative Discussions"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Chapter Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<p class=\"import-pf\">Students will:<\/p>\r\n\r\n<ul>\r\n \t<li>Recognize the stages of a deliberative discussion.<\/li>\r\n \t<li>Explain what it means for a deliberative discussion group to talk through an issue as opposed to talking about an issue.<\/li>\r\n \t<li>Fulfill the tasks of an effective deliberative discussion leader.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<p class=\"import-p\" style=\"text-indent: 0pt;\">The previous chapter helped you appreciate and participate in deliberative discussions. It explained the goals, historical uses, benefits, and limitations of such discussions. It also described five intellectual virtues participants should adopt to ensure productive conversations.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">But how do you <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">lead<\/em><\/span> deliberative discussions? This chapter provides detailed instructions for facilitators. The chapter will first identify the basic structure a deliberative discussion can follow. It then explores one of the most important facilitation tasks: asking effective questions. Next, we provide instructions for helping participants talk through an issue instead of talking about it. The chapter ends with additional specific tasks that discussion leaders should fulfill.<\/p>\r\n\r\n<h1 class=\"import-ah\">Deliberative Discussion Structure<\/h1>\r\n<p class=\"import-paft\">How should you begin a deliberative discussion? What should you spend the most time on? How might you conclude a discussion? Facilitators often use a template or structure for guiding participants through a deliberative discussion. We will adopt a structure inspired by the National Issues Forum (NIF). It includes five major stages: personal stakes, approach one, approach two, approach three, and reflection period. This structure can and should be adapted to suit a specific community\u2019s problems and needs, and the structure itself evolves as NIF and related scholars and practitioners develop adaptations.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.1 NIF\u2019s Five Stages of a Deliberative Discussion<\/strong>\r\n<ol>\r\n \t<li><span style=\"border: none windowtext 0pt; padding: 0;\">Personal stakes<\/span><\/li>\r\n \t<li><span style=\"border: none windowtext 0pt; padding: 0;\">Approach one<\/span><\/li>\r\n \t<li><span style=\"border: none windowtext 0pt; padding: 0;\">Approach two<\/span><\/li>\r\n \t<li><span style=\"border: none windowtext 0pt; padding: 0;\">Approach three<\/span><\/li>\r\n \t<li><span style=\"border: none windowtext 0pt; padding: 0;\">Reflection period<\/span><\/li>\r\n<\/ol>\r\n<\/div>\r\n<h2 class=\"import-bh\"><em>Personal Stakes<\/em><\/h2>\r\n<p class=\"import-paft\"><img class=\"alignright\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image220.png\" alt=\"image\" width=\"123.533333333333px\" height=\"123.533333333333px\" \/>Deliberative discussions often begin with introducing <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">personal stakes<\/em><\/span> by inviting participants to state their connection to the issue. In chapter 10, we defined personal stakes as an individual\u2019s financial, material, and\/or psychological investments that could be improved or worsened based on how an issue is addressed. In chapter 20, we explained the related concept of stakeholders, or groups and organizations that have vested interests in a wicked problem and its outcome because of the impacts on their lives. Ideally, participants in your deliberative discussion include a variety of stakeholders.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">As a facilitator, you can invite discussion participants to self-disclose their personal stakes in the issue. Ask if they are comfortable sharing their connections to the problem and even how it has impacted them or people close to them.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">This stage serves several functions. It encourages discussants to empathize with one another and gravitate toward shared concerns and interests. It also immediately moves the discussion from an abstract consideration of the topic to something more tangible and personal. Finally, this opening helps equalize participants because it avoids formal introductions that could emphasize differing degrees of societal power.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.2 Facilitation Questions About Participants\u2019 Personal Stakes<\/strong>\r\n<ul>\r\n \t<li>Why are you concerned about this issue?<\/li>\r\n \t<li>How have you witnessed or experienced the problem in our community?<\/li>\r\n \t<li>How has this issue impacted you or people you know?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2 class=\"import-bh\"><em>Approaches<\/em><\/h2>\r\n[caption id=\"attachment_267\" align=\"alignleft\" width=\"325\"]<img class=\"size-full wp-image-267\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image221.png\" alt=\"Person walking with three different paths\" width=\"325\" height=\"145\" \/> <a href=\"https:\/\/www.flickr.com\/photos\/danmoyle\/11715566974\" target=\"_blank\" rel=\"noopener\">Image<\/a> by Dan Moyle via Flickr, <a href=\"https:\/\/creativecommons.org\/licenses\/by\/2.0\/deed.en\" target=\"_blank\" rel=\"noopener\">CC BY<\/a>.[\/caption]\r\n<p class=\"import-paft\">After the personal stakes stage, a deliberative discussion group typically explores each of three or more <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">approaches<\/em><\/span>, one at a time. Recall from the previous chapters that the deliberative presentation and the deliberative discussion work hand in hand. In setting up the discussion, the deliberative presentation identifies and explains the problem and each of the approaches that participants will consider during the discussion.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Deliberative discussions explore every approach with the goal of building public knowledge. In the previous chapter, we defined public knowledge as participants\u2019 shared and improved understanding of the wicked problem and possible solutions as they offer and hear multiple points of view.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">To build such knowledge, facilitators encourage participants to share their perspectives on each approach, consider and possibly generate specific actions that fall within that approach, invite consideration of what stakeholders stand to lose or gain from the approach, and evaluate the benefits <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">and<\/em><\/span> drawbacks (i.e., trade-offs) of the approach.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Discussion leaders also ask participants to weigh approaches, specific actions, and values against one another. Such weighing requires discussants to really talk through the problem and confront tough choices rather than simply talking about each approach independently. We\u2019ll more fully explore this task in a later section about the groan zone.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.3 Facilitation Questions About Approaches<\/strong>\r\n\r\n<strong>Questions About the Benefits of an Approach or Sample Action<\/strong>\r\n<ul>\r\n \t<li>What are the benefits of this approach or action for our community?<\/li>\r\n \t<li>How might someone argue on behalf of this idea?<\/li>\r\n \t<li>Why do you find this approach or action attractive?<\/li>\r\n<\/ul>\r\n<strong>Questions About the Costs or Challenges of an Approach or Sample Action<\/strong>\r\n<ul>\r\n \t<li>What are the drawbacks to this approach or action?<\/li>\r\n \t<li>What might be an argument against that suggestion?<\/li>\r\n \t<li>What will the consequences of this approach or action likely be for our community?<\/li>\r\n<\/ul>\r\n<strong>Questions About the Value Dilemmas and Trade-Offs<\/strong>\r\n<ul>\r\n \t<li>Who are the major stakeholders, and what do they stand to lose or gain from this approach?<\/li>\r\n \t<li>What is the central trade-off between these two actions? Within this approach? Between these two approaches?<\/li>\r\n \t<li>What values conflict among the approaches?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.4 Case Study: Facilitation Questions During a Deliberative Discussion<\/strong>\r\n\r\nThe organizer of an Indiana deliberative discussion about a local watershed (introduced in the previous chapter) focused their deliberative presentation on the water quality, land use, and management of the watershed. They identified the three approaches:\r\n<ol>\r\n \t<li>Limiting river access for recreationists<\/li>\r\n \t<li>Educating stakeholders on how to improve the river and its use<\/li>\r\n \t<li>Addressing environmental contamination from farm runoff<\/li>\r\n<\/ol>\r\n<p style=\"text-indent: 36pt;\">They chose these approaches based on survey results of various groups\u2019 awareness of the issue, concerns, and openness to options.<\/p>\r\n<p style=\"text-indent: 36pt;\">During their deliberative discussion, when facilitators focused participants on the <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">third approach<\/strong><\/span>\u2014addressing environmental contamination from farm runoff\u2014they asked participants to discuss the sample action of giving farmers and landowners full authority over watershed maintenance. To prompt discussion, the facilitators <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">asked <\/strong>participants<\/span><\/p>\r\n\r\n<ul>\r\n \t<li>to consider the <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">benefits<\/strong><\/span> of this sample action,<\/li>\r\n \t<li>which <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">stakeholders<\/strong><\/span> would be privileged and which would be marginalized in that scenario (such as recreators who don\u2019t own the land but are also affected by the creek\u2019s water quality), and<\/li>\r\n \t<li>what the <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">drawbacks<\/strong><\/span> would be of such marginalization.<\/li>\r\n<\/ul>\r\n<p style=\"text-indent: 36pt;\">This set of questions helped participants consider the trade-offs of empowering any one group with addressing the water quality issue. It also encouraged them to reflect on which stakeholders would stand to gain or lose from implementing the approach.<\/p>\r\n\r\n<\/div>\r\n<h2 class=\"import-bh\"><em>Reflection Period<\/em><\/h2>\r\n<p class=\"import-paft\"><img class=\"alignright\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image222.png\" alt=\"image\" width=\"131.533333333333px\" height=\"131.533333333333px\" \/>A deliberative discussion usually ends with a <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">reflection period<\/strong><\/span>. This stage allows discussants to reflect on the conversation they just had and shifts them toward public judgment. We defined public judgment in the previous chapter as the community\u2019s thoughtful choice about its desired approach or next steps to address the problem based on the public knowledge developed during the discussion.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">As a facilitator, it is typically <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">not<\/em><\/span> helpful to use the reflection period to merely repeat what was said during the discussion. Instead, it is more useful to highlight or invite participants to name the common ground and key tensions that arose during the discussion.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.5 Facilitation Questions About Common Ground and Key Tensions<\/strong>\r\n<ul>\r\n \t<li>What can you all agree about X (the problem, a particular approach or action, etc.)?<\/li>\r\n \t<li>What trade-offs are you all willing to accept? What trade-offs do you agree are unacceptable?<\/li>\r\n \t<li>What trade-offs do you most strongly disagree about?<\/li>\r\n \t<li>What important value dilemmas emerged among you?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">By recognizing common ground <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">and<\/em><\/span> key tensions, the reflection period helps the group identify which approaches and actions they prefer and the next steps to address the issue. They should try to name actions appropriate for a wide range of actors, including ideas for community members in addition to elected or appointed officials or experts. While the group may not achieve consensus about the actions it prefers, the members should decide the next steps to take to continue their momentum.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.6 Facilitation Questions About Future Actions and Steps<\/strong>\r\n<ul>\r\n \t<li>Having discussed several approaches to solving the problem, which do you prefer? Why?<\/li>\r\n \t<li>What actions would you prioritize? Who should do them? What might ordinary community members do to address this problem?<\/li>\r\n \t<li>What way might we proceed that would address everyone\u2019s most serious concerns?<\/li>\r\n \t<li>What are the next best steps to keeping momentum moving forward on this topic?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Talking through all five stages of a deliberative discussion can be time-consuming and tiresome. Indeed, it\u2019s not always possible when time does not allow. In those cases, you may need to truncate the stages, such as by shortening the personal stakes stage or even spending time on two approaches instead of three. However you progress through the discussion, asking effective questions is critical to a productive deliberative discussion.<\/p>\r\n\r\n<h1 class=\"import-ah\">Asking Effective Questions<\/h1>\r\n<p class=\"import-paft\">Asking effective questions is crucial to facilitating a deliberative discussion. Questions drive discussions. Knowing when to narrow or broaden questions and what type of questions to ask are skills a discussion leader must learn over time.<\/p>\r\n\r\n<h2 class=\"import-bh\"><em>Use Broad and Narrow Questions During the Deliberation Stages<\/em><\/h2>\r\n<h3 class=\"import-chaft\">Starting Questions<\/h3>\r\n<p class=\"import-paft\">Early in a discussion, relatively <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">broader<\/em><\/span> questions\u2014that is, questions that are not overly narrow or specific\u2014tend to help, especially about participants\u2019 <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">personal stakes<\/em><\/span> in the issue. Box 23.2 includes examples of broad questions. You want participants to learn about one another, and such questions invite a wide array of responses.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Broader questions are also best when you start a conversation about <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">each of the approaches<\/em><\/span>. Beginning that way allows discussants, rather than facilitators, to determine what specific ideas or trade-offs they want to consider.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">If you begin a conversation about an approach with questions that are overly specific, the discussion can become mired in details and, consequently, lose participants. On the other hand, if questions are <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">too<\/em><\/span> broad or unclear to begin with, the discussion will suffer from confusion. Box 23.7 illustrates this tension with a specific example.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.7 Starting Questions That Are Too Specific or Too Broad<\/strong>\r\n\r\nLet\u2019s return to the Indiana watershed deliberative discussion. Imagine a facilitation leader started a conversation about a specific approach with the following questions:\r\n<ul>\r\n \t<li><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Too specific:<\/strong><\/span> \u201cWhich kinds of trees will best prevent pollution from flowing into the water?\u201d Notice how this question too quickly narrows the conversation to a very specific action. Only those who are drawn to this approach and know the differences among trees could meaningfully participate.<\/li>\r\n \t<li><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Too broad:<\/strong><\/span> \u201cWhat should we do?\u201d or \u201cWhat do you think?\u201d These questions are so general that respondents would not know where to start.<\/li>\r\n \t<li><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Just right:<\/strong><\/span> \u201cWhat are the advantages of this approach for our community?\u201d This question is broad enough to invite numerous responses, yet it also initially focuses participants\u2019 input on advantages.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h3 class=\"import-ch\">Midway Questions<\/h3>\r\n<p class=\"import-paft\">As discussion about each approach progresses, somewhat <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">more specific<\/em><\/span> questions work well to guide participants. For each approach, consider following this sequence of questions:<\/p>\r\n\r\n<ul>\r\n \t<li>A discussion leader can start with a <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">broad<\/em><\/span> question about an approach\u2019s benefits.\r\n<ul>\r\n \t<li>Then they can follow up with <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">somewhat<\/em><\/span> <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">more specific<\/em><\/span> questions, such as why or which stakeholders are advantaged.\r\n<ul>\r\n \t<li>Next the leader can narrow participants\u2019 attention to particular sample actions and ask <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">even<\/em><\/span> <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">more specific questions<\/em><\/span>: Which sample action does the group find most appealing? Why? For whom?<\/li>\r\n \t<li>The facilitator can do the same as they turn to the approach\u2019s trade-offs. Which trade-offs are most concerning? Why? For whom?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>The leader can end discussion of an approach by asking rather pointed questions: Do the benefits of this approach outweigh the drawbacks for our community? Why or why not? Is this approach more or less desirable than other approaches? Why or why not?<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3 class=\"import-ch\">Ending Reflection Questions<\/h3>\r\n<p class=\"import-paft\">The <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">reflection period<\/em><\/span> can be a time to return to <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">broader questions<\/em><\/span> to encourage participants to reflect on the entire issue and think ahead to the next steps. Boxes 23.5 and 23.6 provide examples of broad questions.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Whenever facilitators ask questions, they should keep in mind several considerations in addition to how broadly or narrowly to word them.<\/p>\r\n\r\n<h2 class=\"import-bh\"><em>Question Forms and Directions<\/em><\/h2>\r\n<p class=\"import-paft\">Discussion leaders should also consider both the form and the direction of their questions. Typically, you should ask open-ended and indirect questions.<\/p>\r\n\r\n<h3 class=\"import-ch\">Question Forms<\/h3>\r\n<p class=\"import-paft\">There are two major forms of questions: open and closed.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Open questions<\/strong><\/span> call for more than a one-word response, making possible a range of answers.<\/p>\r\n\r\n<ul>\r\n \t<li>\u201cWhat are your reactions to\u2026?\u201d<\/li>\r\n \t<li>\u201cFor what reasons do you believe that\u2026?\u201d<\/li>\r\n \t<li>\u201cHow do you feel about\u2026?\u201d<\/li>\r\n<\/ul>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Open questions are usually the best type of questions to generate discussion because they allow a wide variety of responses.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Closed questions<\/strong><\/span> prompt a single, one-word answer\u2014usually yes or no.<\/p>\r\n\r\n<ul>\r\n \t<li>\u201cIs this option your favorite choice?\u201d<\/li>\r\n \t<li>\u201cWould you agree that\u2026?\u201d<\/li>\r\n \t<li>\u201cCan we conclude, then, that\u2026?\u201d<\/li>\r\n<\/ul>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Closed questions <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">can<\/em><\/span> be helpful for shifting the focus of discussion, for stopping someone from going on a tangent, or for preventing someone from dominating the discussion. However, closed questions should be used sparingly because they tend to shut down conversation. You should almost always avoid \u201cDon\u2019t you think\u2026?\u201d questions because they are actually veiled arguments.<\/p>\r\n\r\n<h3 class=\"import-ch\">Question Directions<\/h3>\r\n<p class=\"import-paft\">A question can take at least four directions: indirect, direct, reverse, and relay.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Indirect questions<\/strong><\/span> target the entire group and tend to stimulate thought. They are very useful for deliberative discussions.<\/p>\r\n\r\n<ul>\r\n \t<li>\u201cWhat might be the consequences of choosing this solution?\u201d<\/li>\r\n<\/ul>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Direct questions<\/strong><\/span> target one individual and should be used sparingly to draw out timid group members.<\/p>\r\n\r\n<ul>\r\n \t<li>\u201cTim, how do you respond to what Joan just said?\u201d<\/li>\r\n<\/ul>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Reverse questions<\/strong><\/span> reflect a question back to the group and are especially helpful in preventing the discussion from turning into a question-and-answer session.<\/p>\r\n\r\n<ul>\r\n \t<li>After Tim has asked which approach the leaders like best, you could respond by asking the whole group, \u201cWell, how would you all answer Tim\u2019s question?\u201d<\/li>\r\n<\/ul>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Relay questions<\/strong><\/span> encourage group members to share experiences. This can help ground the conversation in personal examples and better understand where someone is coming from.<\/p>\r\n\r\n<ul>\r\n \t<li>\u201cNia, what experiences have informed your perspective?\u201d<\/li>\r\n<\/ul>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Ultimately, keep in mind that good discussion leading is both an art and a science. That means a good leader prepares for a discussion as much as possible. For example, develop a list of questions for each of the five stages of the discussion, anticipate how the discussion is likely to unfold given the topic and specific participants, and think through how you might respond to potential difficulties, such as members who dominate, withdraw, or try to debate.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">At the same time, the art of discussion leading lies in the following abilities: remaining present during the actual discussion, listening closely to the participants\u2019 comments, observing nonverbal communication, and guiding the discussion accordingly. The discussion may take a totally different direction than anticipated and unforeseen challenges may arise. A good discussion leader adapts to the situation as it develops. They also use questions to guide participants into the groan zone.<\/p>\r\n\r\n<h1 class=\"import-ah\">The Heart of a Deliberative Discussion: Working Through the Issue<\/h1>\r\n<p class=\"import-paft\"><img class=\"alignleft\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image223.png\" alt=\"image\" width=\"159.066666666667px\" height=\"159.066666666667px\" \/>When a discussion leader is executing their role well by asking effective questions and adapting to the group\u2019s needs, participants will raise numerous conflicting perspectives on the problem, approaches, and specific sample actions. That experience typically leads participants to encounter what Sam Kaner and associates have labeled the <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">groan zone<\/strong><\/span>. The groan zone is a stage of confusion and frustration that results from the broad representation of viewpoints, opinions, and ideas shared.[footnote]Sam Kaner, with Lenny Lind, Catherine Toldi, Sarah Fisk, and Duane Berger, <em>Facilitator\u2019s Guide to Participatory Decision Making<\/em>, 2nd ed. (San Francisco: Jossey-Bass, 2007), 18, 223.[\/footnote] Put simply, this is when participants groan and say, \u201cUgh! This problem is too complicated and hard!\u201d<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Effectively dealing with this zone requires participants to <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">work<\/em><\/span> <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">through<\/em><\/span> diverse perspectives and not simply name them. As we mentioned earlier, they must weigh options against one another, confronting tough choices\u2014and working through the conflict such confrontation brings\u2014rather than simply talking about each approach independently. That means probing more deeply to explore their conflicting reasons and values. The objective of deliberative discussions, after all, is to discover and discuss the real underlying sources of conflict so the group can ultimately move through the groan zone into shared public judgment.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Due to the discomfort of the groan zone, deliberative discussion participants may try to skirt around it. This section will explore three common ways a group might avoid the groan zone and specific strategies you can use in each case.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.8 Working Through the Groan Zone<\/strong>\r\n<table class=\"grid\">\r\n<thead>\r\n<tr style=\"height: 19px;\">\r\n<td><strong>Ways Participants Avoid the Groan Zone<\/strong><\/td>\r\n<td><strong>Strategies to Help Participants Enter and Work through the Groan Zone<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr class=\"TableGrid-R\" style=\"height: 39px;\">\r\n<td>Participants claim they need more information.<\/td>\r\n<td>-Encourage participants to temporarily set requests for information aside and focus on the trade-offs and value dilemmas.<\/td>\r\n<\/tr>\r\n<tr class=\"TableGrid-R\" style=\"height: 95px;\">\r\n<td>Participants emphasize their differences.<\/td>\r\n<td>-Help participants identify their common ground.\r\n-Highlight controversial language and invite participants to discuss and contest its meaning and implications.<\/td>\r\n<\/tr>\r\n<tr class=\"TableGrid-R\" style=\"height: 115px;\">\r\n<td>Participants quickly claim agreement on the best solution.<\/td>\r\n<td>-Probe participants for the reasoning, values, and personal experiences that inform their conclusions.\r\n-Ask the group to consider the implications, consequences, and trade-offs of their preferred option.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<h2 class=\"import-bh\"><em>When Participants Claim They Need More Information<\/em><\/h2>\r\n<p class=\"import-paft\"><img class=\"alignleft\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image224.png\" alt=\"image\" width=\"132.444409448819px\" height=\"132.444409448819px\" \/>Some groups may <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">claim they need more information<\/em><\/span> before discussing the issue. Of course, there is some truth to this. In the previous chapter, we discussed the importance of researching and correcting misinformation and disinformation when preparing a deliberative presentation. However, wicked problems result from deep disagreements over underlying values and trade-offs rather than a lack of sufficient information.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Thus, if requests for information emerge and the discussion leader cannot easily fulfill them, then the leader should encourage discussants to temporarily set their questions aside and gear their conversation, instead, toward the larger issues involved.<\/p>\r\n\r\n<h2 class=\"import-bh\"><em>When Participants Emphasize Their Differences<\/em><\/h2>\r\n<p class=\"import-paft\">Alternatively, groups may try to avoid the groan zone by <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">solely emphasizing their differences<\/em><\/span> from one another, perhaps due to misconceptions they have about one another. To work through the issue, participants can be asked to identify their relevant <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">common ground<\/strong><\/span>. Common ground refers to any perspectives, interests, values, or concerns shared by some or all members of the discussion. Even discussants with opposing perspectives are likely to agree on important core values, fundamental aspects of the problem, or particular needs.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Sometimes participants\u2019 disagreements are reflected in their use of very different labels, phrases, or metaphors to discuss the problem or the people affected. Some of these terms may be off-putting or even offensive to other participants, driving them further apart as well as away from the groan zone.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><img class=\"alignleft\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image225.png\" alt=\"image\" width=\"133.333333333333px\" height=\"133.333333333333px\" \/>Consequently, facilitators should draw attention to such divisive or controversial rhetoric and invite participants to discuss and even contest its meaning and implications. This invitation \u201ccalls out\u201d the language while \u201ccalling in\u201d participants to share why they used or objected to it.[footnote]Renee G. Heath and Jennifer L. Borda, \u201cReclaiming Civility: Towards Discursive Opening in Dialogue and Deliberation,\u201d <em>Journal of Deliberative Democracy<\/em> 17, no. 1 (2021): 9\u201318, <a href=\"https:\/\/doi.org\/10.16997\/jdd.976\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.16997\/jdd.976<\/a>.[\/footnote] It avoids shaming or silencing participants while also enabling frank conversations around divisive language. Such direct conversations can give participants a chance to explain why certain catchphrases or metaphors are dehumanizing, are unfair, or even draw on histories of oppression. The discussion can also reveal where and why participants perceive the problem differently. A facilitator can use those insights to guide participants through the groan zone, likely after they have asked the group which phrases and labels they will agree to use or avoid.<\/p>\r\n\r\n<h2 class=\"import-bh\"><em>When Participants Quickly Agree<\/em><\/h2>\r\n<p class=\"import-paft\"><img class=\"alignright\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image226.png\" alt=\"image\" width=\"125.333333333333px\" height=\"125.333333333333px\" \/>In contrast to emphasizing differences, groups may try to avoid the groan zone by <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">too quickly agreeing<\/em><\/span>. They may, for instance, agree on the best solution before exploring its trade-offs or additional stakeholders\u2019 perspectives, or they may simply state preferences without offering reasons behind them.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">In cases like this, a discussion leader should probe participants for the reasons, values, and personal experiences that inform their conclusions. A discussion leader may also ask the group to consider the costs, challenges, and trade-offs of their preferred option to encourage the exploration of possible disagreements.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.9 Example of Strategies to Use When Participants Avoid the Groan Zone<\/strong>\r\n\r\nLet\u2019s return to the Indiana deliberative discussion about a local watershed again. In the following sections, we consider how facilitators guided participants into the groan zone rather than avoiding it.\r\n\r\n<strong>When Participants Wanted More Information<\/strong>\r\n\r\n<span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Problem<\/em><\/span>: What did leaders do when some participants got hung up on how much money the county governments had to spend on water treatment and cleanup initiatives?\r\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Strategies<\/em><\/span>: Leaders encouraged participants to identify their values and then reflect on how those values could translate into a plan of action. Spending too much time on the missing information would have narrowed their vision and distracted them from other possible options.<\/p>\r\n<strong>When the Group Emphasized Their Differences<\/strong>\r\n\r\n<span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Problem<\/em><\/span>: Participants at the Indiana watershed deliberation disagreed about the trade-offs they were willing to accept.\r\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Strategies<\/em><\/span>: Facilitators asked what participants could agree on. The group discovered that they agreed that private landowners and farmers should be part of the solution to improve water quality. This was based on a common understanding participants reached that landowners and farmers were often the ones perpetrating pollutive practices.<\/p>\r\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Problem<\/em><\/span>: Fortunately, this did not occur, but you can imagine that if some people at the Indiana watershed deliberation derided farmers as ignorant \u201cyokels\u201d or recreators as liberal \u201ctree huggers,\u201d then such language would have further emphasized differences among the group. It also would have made some (maybe many) participants feel hurt and angry.<\/p>\r\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Strategies<\/em><\/span>: In that case, discussion leaders could have drawn attention to those problematic labels and asked the group for their reactions to the language. They could have also asked what concerns or frustrations were implied through the labels and invited the group to directly discuss those experiences and perspectives.<\/p>\r\n<strong>When Participants Stressed Their Agreements<\/strong>\r\n\r\n<span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Problem<\/em><\/span>: Several groups at the Indiana watershed deliberation agreed on the second approach of educating those around the watershed on how to improve the river and its use.\r\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Strategies<\/em><\/span>: Rather than ending the conversation, facilitators pushed the group to define what they meant by \u201ceducation.\u201d Who is being educated? By whom? About what?<\/p>\r\n\r\n<\/div>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Ideally, as the discussion progresses through the groan zone using the strategies provided, participant investment increases. Discussants begin explaining their reasoning, listening to others, and weighing options. Participants shift from their individual perspective (\u201cI\u201d) to using collective terms that reflect their broader shared community (\u201cwe\u201d). Encouraging participants to talk through the groan zone requires discussion leaders to create an inclusive environment.<\/p>\r\n\r\n<h1 class=\"import-ah\">Creating an Inclusive Environment<\/h1>\r\n<p class=\"import-paft\">The discussion leader is responsible for creating an inclusive environment in which all participants can contribute. That means facilitators must seek to engage all participants, help quieter members join, excite discussants to want to participate, and allow the conversation to flow.<\/p>\r\n\r\n<h2 class=\"import-bh\"><em>Engage All Participants<\/em><\/h2>\r\n<p class=\"import-paft\">First, discussion leaders seek to engage <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">everyone<\/em><\/span> in a productive manner, no matter their ideological, political, or personal perspectives. That means facilitators should do the following:<\/p>\r\n\r\n<ul>\r\n \t<li>\r\n\r\n[caption id=\"attachment_273\" align=\"alignright\" width=\"242\"]<img class=\"size-full wp-image-273\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image227.png\" alt=\"Referee with hands up\" width=\"242\" height=\"364\" \/> <a href=\"https:\/\/pixabay.com\/photos\/referee-professional-football-1544532\/\" target=\"_blank\" rel=\"noopener\">Image<\/a> by Keith Johnston via Pixabay, <a href=\"https:\/\/pixabay.com\/service\/license-summary\/\" target=\"_blank\" rel=\"noopener\">Pixabay Content License<\/a>.[\/caption]\r\n\r\nAvoid answering questions themselves and withhold their own opinions. As discussed in chapter 20, a discussion leader may share personal experiences related to the wicked problem if\/when relevant, but you should avoid dominating the discussion or swaying opinions toward one solution.<\/li>\r\n \t<li>Function like a referee at a football game or soccer match. The leader is not focused on who wins or loses but rather on how the game is played. They should refrain from taking sides.<\/li>\r\n \t<li>Intervene if any participant is personally attacked or ridiculed.<\/li>\r\n \t<li>If a group repeatedly asks them questions, leaders should redirect the questions back to the discussants to answer.<\/li>\r\n<\/ul>\r\n<h2 class=\"import-bh\"><em>Help Quieter Members Join the Discussion<\/em><\/h2>\r\n<p class=\"import-paft\">Second, discussion leaders should also create an inclusive environment by helping <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">quieter<\/em><\/span> members get involved. For example, facilitators can try the following:<\/p>\r\n\r\n<ul>\r\n \t<li>Invite multiple participants to respond to a single question.<\/li>\r\n \t<li>Redirect the conversation outward if one or two people dominate.<\/li>\r\n \t<li>Allow silence after asking a question and even after hearing a couple of responses, since discussants need time to consider their input, and some need more time than others.<\/li>\r\n \t<li>Rephrase the question or even direct it toward a specific person if no one responds after a period of silence.<\/li>\r\n<\/ul>\r\n<h2 class=\"import-bh\"><em>Excite Discussants to Participate<\/em><\/h2>\r\n<p class=\"import-paft\">Third, getting diverse participants engaged also means creating an atmosphere in which members <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">want<\/em><\/span> to participate. That means that as facilitators, you should do the following:<\/p>\r\n\r\n<ul>\r\n \t<li>Ask questions with enthusiasm, maintaining eye contact with group members if that is comfortable or possible for you.<\/li>\r\n \t<li>Be conscious of your facial expressions and posture. Your body may communicate messages you don\u2019t intend to send (disgust, disinterest, anger, etc.).<\/li>\r\n \t<li>Express gratitude when a participant shares something personal or vulnerable.<\/li>\r\n<\/ul>\r\n<h2 class=\"import-bh\"><em>Allow the Conversation to Flow<\/em><\/h2>\r\n[caption id=\"attachment_274\" align=\"alignleft\" width=\"375\"]<img class=\"wp-image-274\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image228.png\" alt=\"A group of men and women talking\" width=\"375\" height=\"247\" \/> <a href=\"https:\/\/freerangestock.com\/photos\/141095\/informal-business-meeting--people-at-workplace-discussing-busin.html#google_vignette\" target=\"_blank\" rel=\"noopener\">Informal Business Meeting<\/a> by Jack Moreh via Freerange Stock, <a href=\"https:\/\/www.equalicense.com\/the-license\" target=\"_blank\" rel=\"noopener\">Equalicense<\/a>.[\/caption]\r\n<p class=\"import-paft\">Finally, facilitators <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">allow the conversation to flow<\/em><\/span> if it is on topic. Sticking too strictly to a prepared list of questions may squelch discussants\u2019 interest and wrest too much control away from them. With that said, it is OK to get the discussion back on topic if a string of irrelevant tangents arises.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Remember, participants will naturally look to the leader for cues, so if you are positive and welcoming, you can succeed at drawing multiple participants into a productive and healthy conversation.<\/p>\r\n\r\n<h2 class=\"import-bh\"><em>Specific Discussion Facilitation Tasks<\/em><\/h2>\r\n<p class=\"import-paft\">In addition to creating an inclusive environment, deliberative discussion facilitation consists of several important tasks. Typically, at least two facilitators lead a deliberative discussion: a moderator, who sits with the group and asks questions through the stages of a discussion, and a recorder, who takes notes of the group\u2019s conversation. It is very difficult to guide a group\u2019s discussion and take notes simultaneously.<\/p>\r\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Further dividing facilitation tasks among a small group of discussion leaders enables each person to focus on just one or two jobs, yet it also necessitates a greater degree of cooperation among group members. However many people facilitate a discussion, the tasks listed in box 23.10 should be accomplished to help ensure its success.<\/p>\r\n\r\n<div class=\"textbox\">\r\n\r\n<strong>Box 23.10 Facilitation Tasks for Deliberative Discussions<\/strong>\r\n<table>\r\n<tbody>\r\n<tr class=\"TableGrid-R\">\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Initiate questions.<\/em><\/strong><\/span><\/p>\r\n<p class=\"import-td\">Ask questions to get a chain of conversation started.<\/p>\r\n<\/td>\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-td\">See the earlier section on asking effective questions for guidance.<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"TableGrid-R\">\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Play devil\u2019s advocate.<\/em><\/strong><\/span><\/p>\r\n<p class=\"import-td\">Help respondents dig deeper into the issues and avoid rushing to consensus. <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Do not make arguments or claims<\/em><\/span>. Instead, invite discussants to share or consider a differing viewpoint or stakeholder or require the group to address and work through trade-offs of a desired approach.<\/p>\r\n<\/td>\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<ul>\r\n \t<li>\u201cWho might disagree with you and why?\u201d<\/li>\r\n \t<li>\u201cWhat are you sacrificing with this approach?\u201d<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"TableGrid-R\">\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Clarify\/summarize.<\/em><\/strong><\/span><\/p>\r\n<p class=\"import-td\">At appropriate times, help the group uncover common ground <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">or<\/em><\/span> points of disagreement by identifying and summarizing the discussion and relevant points being made. This task requires attentive listening to make connections between respondents\u2019 comments.<\/p>\r\n<\/td>\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<ul>\r\n \t<li>\u201cIt sounds to me as if we have been talking about a few major themes\u2026\u201d<\/li>\r\n \t<li>\u201cI hear a split between\u2026\u201d<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"TableGrid-R\">\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Record.<\/em><\/strong><\/span><\/p>\r\n<p class=\"import-td\">Capture the <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">key<\/em><\/span> points of common ground, tensions, and conclusions made during the discussion. Notes may be written where participants can see them as the deliberative discussion occurs or on an individual notepad. This task works well with the job of clarifying\/summarizing.<\/p>\r\n<\/td>\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-tdul\">Possible notes for approach 1:<\/p>\r\n\r\n<ul>\r\n \t<li>\u201cMany like this approach, especially (name actions).\u201d<\/li>\r\n \t<li>\u201cBut disagreement emerged between prioritizing safety vs. freedom in (name actions).\u201d<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"TableGrid-R\">\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Observe.<\/em><\/strong><\/span><\/p>\r\n<p class=\"import-td\">Observe the process of the discussion with the goal of making it as inclusive and productive as possible. Attempts to get everyone engaged without allowing a few participants to dominate.<\/p>\r\n<p class=\"import-td\">Responsibilities include noticing when a participant wants to talk but hasn\u2019t (such as by raising a hand, making a facial expression in reaction to another respondent, or taking a breath to talk) and prompting people who have withdrawn to rejoin the discussion.<\/p>\r\n<\/td>\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<ul>\r\n \t<li>\u201cMaria, you look like you\u2019re about to say something.\u201d<\/li>\r\n \t<li>\u201cAaron, can you hold that thought for a moment while a few others respond?\u201d<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"TableGrid-R\" style=\"height: 138.5pt;\">\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Manage time \/ shift focus.<\/em><\/strong><\/span><\/p>\r\n<p class=\"import-td\">Ensure that participants address and compare\/contrast approaches within the discussion\u2019s time limits. This task requires an eye on the clock and, when needed, encouraging the group to shift focus to an aspect not yet addressed. Beware, however, of prompting the group to shift too quickly and preventing them from working through the groan zone.<\/p>\r\n<p class=\"import-td\">Alternatively, this job involves prompting a group to return to the issue should the conversation stray too far off topic. This task can work well with the job of observing.<\/p>\r\n<\/td>\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<ul>\r\n \t<li>\u201cWe\u2019ve been focusing on approaches one and two, but what about three?\u201d<\/li>\r\n \t<li>\u201cLet\u2019s return to the approach\u2019s drawbacks. What else comes to mind?\u201d<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"TableGrid-R\">\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Manage conflict.<\/em><\/strong><\/span><\/p>\r\n<p class=\"import-td\">Keep conflict focused on the issues rather than on personalities. Help participants explore their differences and defuse heated conflicts when needed. This task works well with the task of observing, since defusing conflict often requires bringing other participants into the conversation.<\/p>\r\n<\/td>\r\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\r\n<ul>\r\n \t<li>\u201cWhat seems to be at the heart of this issue?\u201d<\/li>\r\n \t<li>\u201cWhat do others think?\u201d<\/li>\r\n \t<li>\u201cWe seem to be stuck. What can we do to move forward?\u201d<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Summary<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<p class=\"import-paft\">Leading a discussion is an important task. This chapter taught you how to guide participants through the five stages of a deliberative discussion, from personal stakes through the reflection period. It encouraged you to help the group work through the groan zone along the way.<\/p>\r\n\r\n<ul>\r\n \t<li>For our purposes, a deliberative discussion consists of five stages: an offering of personal stakes, during which participants share why they attended the discussion and what concerns they have about the problem; a discussion of each of three approaches to solving the problem, one at a time, during which participants consider the benefits, challenges, and trade-offs of each approach and specific actions within them; and a reflection period, during which participants reflect on the problem and approaches, naming the preferred actions and next steps.<\/li>\r\n \t<li>The discussion leader develops questions with consideration to their direction and form and to the stage of the discussion.<\/li>\r\n \t<li>Ideally, participants in a deliberative discussion enter the groan zone, during which they may feel overwhelmed and uncomfortable as they work through multiple viewpoints and options.<\/li>\r\n \t<li>An effective deliberative discussion leader creates an inclusive environment and accomplishes many other facilitation tasks. These can be shared by two or more discussion leaders.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Terms<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nclosed question\r\ncommon ground\r\ndirect question\r\ngroan zone\r\nindirect question\r\nopen question\r\nreflection period\r\nrelay question\r\nreverse question\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Review Questions<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ol>\r\n \t<li>What are the five stages of a deliberative discussion, and what are the objectives of each?<\/li>\r\n \t<li>What kinds of questions should a discussion leader ask during different moments of the conversation?<\/li>\r\n \t<li>What are three ways groups tend to avoid the groan zone, and how can a discussion leader guide them back to the zone?<\/li>\r\n \t<li>What are some of the major tasks of a deliberative discussion leader?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Discussion Questions<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ol>\r\n \t<li>How might you prepare for or address the following common pitfalls when leading a deliberative discussion?\r\n<ol>\r\n \t<li>You ask a question but are met with silence from discussion participants.<\/li>\r\n \t<li>One or two people dominate the discussion.<\/li>\r\n \t<li>The conversation turns into a debate between two sides.<\/li>\r\n \t<li>The conversation moves to a distant tangent.<\/li>\r\n \t<li>Everyone quickly agrees on the best solution.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Who is a good discussion leader you know? What makes their discussion leading effective? How might you adopt some of their strategies?<\/li>\r\n \t<li>In which of your communities could you start practicing deliberative discussions? What problems might such discussions address? What challenges might you encounter when introducing deliberation in your community?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Chapter Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p class=\"import-pf\">Students will:<\/p>\n<ul>\n<li>Recognize the stages of a deliberative discussion.<\/li>\n<li>Explain what it means for a deliberative discussion group to talk through an issue as opposed to talking about an issue.<\/li>\n<li>Fulfill the tasks of an effective deliberative discussion leader.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p class=\"import-p\" style=\"text-indent: 0pt;\">The previous chapter helped you appreciate and participate in deliberative discussions. It explained the goals, historical uses, benefits, and limitations of such discussions. It also described five intellectual virtues participants should adopt to ensure productive conversations.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">But how do you <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">lead<\/em><\/span> deliberative discussions? This chapter provides detailed instructions for facilitators. The chapter will first identify the basic structure a deliberative discussion can follow. It then explores one of the most important facilitation tasks: asking effective questions. Next, we provide instructions for helping participants talk through an issue instead of talking about it. The chapter ends with additional specific tasks that discussion leaders should fulfill.<\/p>\n<h1 class=\"import-ah\">Deliberative Discussion Structure<\/h1>\n<p class=\"import-paft\">How should you begin a deliberative discussion? What should you spend the most time on? How might you conclude a discussion? Facilitators often use a template or structure for guiding participants through a deliberative discussion. We will adopt a structure inspired by the National Issues Forum (NIF). It includes five major stages: personal stakes, approach one, approach two, approach three, and reflection period. This structure can and should be adapted to suit a specific community\u2019s problems and needs, and the structure itself evolves as NIF and related scholars and practitioners develop adaptations.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.1 NIF\u2019s Five Stages of a Deliberative Discussion<\/strong><\/p>\n<ol>\n<li><span style=\"border: none windowtext 0pt; padding: 0;\">Personal stakes<\/span><\/li>\n<li><span style=\"border: none windowtext 0pt; padding: 0;\">Approach one<\/span><\/li>\n<li><span style=\"border: none windowtext 0pt; padding: 0;\">Approach two<\/span><\/li>\n<li><span style=\"border: none windowtext 0pt; padding: 0;\">Approach three<\/span><\/li>\n<li><span style=\"border: none windowtext 0pt; padding: 0;\">Reflection period<\/span><\/li>\n<\/ol>\n<\/div>\n<h2 class=\"import-bh\"><em>Personal Stakes<\/em><\/h2>\n<p class=\"import-paft\"><img class=\"alignright\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image220.png\" alt=\"image\" width=\"123.533333333333px\" height=\"123.533333333333px\" \/>Deliberative discussions often begin with introducing <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">personal stakes<\/em><\/span> by inviting participants to state their connection to the issue. In chapter 10, we defined personal stakes as an individual\u2019s financial, material, and\/or psychological investments that could be improved or worsened based on how an issue is addressed. In chapter 20, we explained the related concept of stakeholders, or groups and organizations that have vested interests in a wicked problem and its outcome because of the impacts on their lives. Ideally, participants in your deliberative discussion include a variety of stakeholders.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">As a facilitator, you can invite discussion participants to self-disclose their personal stakes in the issue. Ask if they are comfortable sharing their connections to the problem and even how it has impacted them or people close to them.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">This stage serves several functions. It encourages discussants to empathize with one another and gravitate toward shared concerns and interests. It also immediately moves the discussion from an abstract consideration of the topic to something more tangible and personal. Finally, this opening helps equalize participants because it avoids formal introductions that could emphasize differing degrees of societal power.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.2 Facilitation Questions About Participants\u2019 Personal Stakes<\/strong><\/p>\n<ul>\n<li>Why are you concerned about this issue?<\/li>\n<li>How have you witnessed or experienced the problem in our community?<\/li>\n<li>How has this issue impacted you or people you know?<\/li>\n<\/ul>\n<\/div>\n<h2 class=\"import-bh\"><em>Approaches<\/em><\/h2>\n<figure id=\"attachment_267\" aria-describedby=\"caption-attachment-267\" style=\"width: 325px\" class=\"wp-caption alignleft\"><img class=\"size-full wp-image-267\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image221.png\" alt=\"Person walking with three different paths\" width=\"325\" height=\"145\" srcset=\"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image221.png 325w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image221-300x134.png 300w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image221-65x29.png 65w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image221-225x100.png 225w\" \/><figcaption id=\"caption-attachment-267\" class=\"wp-caption-text\"><a href=\"https:\/\/www.flickr.com\/photos\/danmoyle\/11715566974\" target=\"_blank\" rel=\"noopener\">Image<\/a> by Dan Moyle via Flickr, <a href=\"https:\/\/creativecommons.org\/licenses\/by\/2.0\/deed.en\" target=\"_blank\" rel=\"noopener\">CC BY<\/a>.<\/figcaption><\/figure>\n<p class=\"import-paft\">After the personal stakes stage, a deliberative discussion group typically explores each of three or more <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">approaches<\/em><\/span>, one at a time. Recall from the previous chapters that the deliberative presentation and the deliberative discussion work hand in hand. In setting up the discussion, the deliberative presentation identifies and explains the problem and each of the approaches that participants will consider during the discussion.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Deliberative discussions explore every approach with the goal of building public knowledge. In the previous chapter, we defined public knowledge as participants\u2019 shared and improved understanding of the wicked problem and possible solutions as they offer and hear multiple points of view.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">To build such knowledge, facilitators encourage participants to share their perspectives on each approach, consider and possibly generate specific actions that fall within that approach, invite consideration of what stakeholders stand to lose or gain from the approach, and evaluate the benefits <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">and<\/em><\/span> drawbacks (i.e., trade-offs) of the approach.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Discussion leaders also ask participants to weigh approaches, specific actions, and values against one another. Such weighing requires discussants to really talk through the problem and confront tough choices rather than simply talking about each approach independently. We\u2019ll more fully explore this task in a later section about the groan zone.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.3 Facilitation Questions About Approaches<\/strong><\/p>\n<p><strong>Questions About the Benefits of an Approach or Sample Action<\/strong><\/p>\n<ul>\n<li>What are the benefits of this approach or action for our community?<\/li>\n<li>How might someone argue on behalf of this idea?<\/li>\n<li>Why do you find this approach or action attractive?<\/li>\n<\/ul>\n<p><strong>Questions About the Costs or Challenges of an Approach or Sample Action<\/strong><\/p>\n<ul>\n<li>What are the drawbacks to this approach or action?<\/li>\n<li>What might be an argument against that suggestion?<\/li>\n<li>What will the consequences of this approach or action likely be for our community?<\/li>\n<\/ul>\n<p><strong>Questions About the Value Dilemmas and Trade-Offs<\/strong><\/p>\n<ul>\n<li>Who are the major stakeholders, and what do they stand to lose or gain from this approach?<\/li>\n<li>What is the central trade-off between these two actions? Within this approach? Between these two approaches?<\/li>\n<li>What values conflict among the approaches?<\/li>\n<\/ul>\n<\/div>\n<div class=\"textbox\">\n<p><strong>Box 23.4 Case Study: Facilitation Questions During a Deliberative Discussion<\/strong><\/p>\n<p>The organizer of an Indiana deliberative discussion about a local watershed (introduced in the previous chapter) focused their deliberative presentation on the water quality, land use, and management of the watershed. They identified the three approaches:<\/p>\n<ol>\n<li>Limiting river access for recreationists<\/li>\n<li>Educating stakeholders on how to improve the river and its use<\/li>\n<li>Addressing environmental contamination from farm runoff<\/li>\n<\/ol>\n<p style=\"text-indent: 36pt;\">They chose these approaches based on survey results of various groups\u2019 awareness of the issue, concerns, and openness to options.<\/p>\n<p style=\"text-indent: 36pt;\">During their deliberative discussion, when facilitators focused participants on the <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">third approach<\/strong><\/span>\u2014addressing environmental contamination from farm runoff\u2014they asked participants to discuss the sample action of giving farmers and landowners full authority over watershed maintenance. To prompt discussion, the facilitators <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">asked <\/strong>participants<\/span><\/p>\n<ul>\n<li>to consider the <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">benefits<\/strong><\/span> of this sample action,<\/li>\n<li>which <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">stakeholders<\/strong><\/span> would be privileged and which would be marginalized in that scenario (such as recreators who don\u2019t own the land but are also affected by the creek\u2019s water quality), and<\/li>\n<li>what the <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">drawbacks<\/strong><\/span> would be of such marginalization.<\/li>\n<\/ul>\n<p style=\"text-indent: 36pt;\">This set of questions helped participants consider the trade-offs of empowering any one group with addressing the water quality issue. It also encouraged them to reflect on which stakeholders would stand to gain or lose from implementing the approach.<\/p>\n<\/div>\n<h2 class=\"import-bh\"><em>Reflection Period<\/em><\/h2>\n<p class=\"import-paft\"><img class=\"alignright\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image222.png\" alt=\"image\" width=\"131.533333333333px\" height=\"131.533333333333px\" \/>A deliberative discussion usually ends with a <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">reflection period<\/strong><\/span>. This stage allows discussants to reflect on the conversation they just had and shifts them toward public judgment. We defined public judgment in the previous chapter as the community\u2019s thoughtful choice about its desired approach or next steps to address the problem based on the public knowledge developed during the discussion.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">As a facilitator, it is typically <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">not<\/em><\/span> helpful to use the reflection period to merely repeat what was said during the discussion. Instead, it is more useful to highlight or invite participants to name the common ground and key tensions that arose during the discussion.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.5 Facilitation Questions About Common Ground and Key Tensions<\/strong><\/p>\n<ul>\n<li>What can you all agree about X (the problem, a particular approach or action, etc.)?<\/li>\n<li>What trade-offs are you all willing to accept? What trade-offs do you agree are unacceptable?<\/li>\n<li>What trade-offs do you most strongly disagree about?<\/li>\n<li>What important value dilemmas emerged among you?<\/li>\n<\/ul>\n<\/div>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">By recognizing common ground <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">and<\/em><\/span> key tensions, the reflection period helps the group identify which approaches and actions they prefer and the next steps to address the issue. They should try to name actions appropriate for a wide range of actors, including ideas for community members in addition to elected or appointed officials or experts. While the group may not achieve consensus about the actions it prefers, the members should decide the next steps to take to continue their momentum.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.6 Facilitation Questions About Future Actions and Steps<\/strong><\/p>\n<ul>\n<li>Having discussed several approaches to solving the problem, which do you prefer? Why?<\/li>\n<li>What actions would you prioritize? Who should do them? What might ordinary community members do to address this problem?<\/li>\n<li>What way might we proceed that would address everyone\u2019s most serious concerns?<\/li>\n<li>What are the next best steps to keeping momentum moving forward on this topic?<\/li>\n<\/ul>\n<\/div>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Talking through all five stages of a deliberative discussion can be time-consuming and tiresome. Indeed, it\u2019s not always possible when time does not allow. In those cases, you may need to truncate the stages, such as by shortening the personal stakes stage or even spending time on two approaches instead of three. However you progress through the discussion, asking effective questions is critical to a productive deliberative discussion.<\/p>\n<h1 class=\"import-ah\">Asking Effective Questions<\/h1>\n<p class=\"import-paft\">Asking effective questions is crucial to facilitating a deliberative discussion. Questions drive discussions. Knowing when to narrow or broaden questions and what type of questions to ask are skills a discussion leader must learn over time.<\/p>\n<h2 class=\"import-bh\"><em>Use Broad and Narrow Questions During the Deliberation Stages<\/em><\/h2>\n<h3 class=\"import-chaft\">Starting Questions<\/h3>\n<p class=\"import-paft\">Early in a discussion, relatively <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">broader<\/em><\/span> questions\u2014that is, questions that are not overly narrow or specific\u2014tend to help, especially about participants\u2019 <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">personal stakes<\/em><\/span> in the issue. Box 23.2 includes examples of broad questions. You want participants to learn about one another, and such questions invite a wide array of responses.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Broader questions are also best when you start a conversation about <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">each of the approaches<\/em><\/span>. Beginning that way allows discussants, rather than facilitators, to determine what specific ideas or trade-offs they want to consider.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">If you begin a conversation about an approach with questions that are overly specific, the discussion can become mired in details and, consequently, lose participants. On the other hand, if questions are <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">too<\/em><\/span> broad or unclear to begin with, the discussion will suffer from confusion. Box 23.7 illustrates this tension with a specific example.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.7 Starting Questions That Are Too Specific or Too Broad<\/strong><\/p>\n<p>Let\u2019s return to the Indiana watershed deliberative discussion. Imagine a facilitation leader started a conversation about a specific approach with the following questions:<\/p>\n<ul>\n<li><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Too specific:<\/strong><\/span> \u201cWhich kinds of trees will best prevent pollution from flowing into the water?\u201d Notice how this question too quickly narrows the conversation to a very specific action. Only those who are drawn to this approach and know the differences among trees could meaningfully participate.<\/li>\n<li><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Too broad:<\/strong><\/span> \u201cWhat should we do?\u201d or \u201cWhat do you think?\u201d These questions are so general that respondents would not know where to start.<\/li>\n<li><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Just right:<\/strong><\/span> \u201cWhat are the advantages of this approach for our community?\u201d This question is broad enough to invite numerous responses, yet it also initially focuses participants\u2019 input on advantages.<\/li>\n<\/ul>\n<\/div>\n<h3 class=\"import-ch\">Midway Questions<\/h3>\n<p class=\"import-paft\">As discussion about each approach progresses, somewhat <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">more specific<\/em><\/span> questions work well to guide participants. For each approach, consider following this sequence of questions:<\/p>\n<ul>\n<li>A discussion leader can start with a <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">broad<\/em><\/span> question about an approach\u2019s benefits.\n<ul>\n<li>Then they can follow up with <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">somewhat<\/em><\/span> <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">more specific<\/em><\/span> questions, such as why or which stakeholders are advantaged.\n<ul>\n<li>Next the leader can narrow participants\u2019 attention to particular sample actions and ask <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">even<\/em><\/span> <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">more specific questions<\/em><\/span>: Which sample action does the group find most appealing? Why? For whom?<\/li>\n<li>The facilitator can do the same as they turn to the approach\u2019s trade-offs. Which trade-offs are most concerning? Why? For whom?<\/li>\n<\/ul>\n<\/li>\n<li>The leader can end discussion of an approach by asking rather pointed questions: Do the benefits of this approach outweigh the drawbacks for our community? Why or why not? Is this approach more or less desirable than other approaches? Why or why not?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3 class=\"import-ch\">Ending Reflection Questions<\/h3>\n<p class=\"import-paft\">The <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">reflection period<\/em><\/span> can be a time to return to <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">broader questions<\/em><\/span> to encourage participants to reflect on the entire issue and think ahead to the next steps. Boxes 23.5 and 23.6 provide examples of broad questions.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Whenever facilitators ask questions, they should keep in mind several considerations in addition to how broadly or narrowly to word them.<\/p>\n<h2 class=\"import-bh\"><em>Question Forms and Directions<\/em><\/h2>\n<p class=\"import-paft\">Discussion leaders should also consider both the form and the direction of their questions. Typically, you should ask open-ended and indirect questions.<\/p>\n<h3 class=\"import-ch\">Question Forms<\/h3>\n<p class=\"import-paft\">There are two major forms of questions: open and closed.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Open questions<\/strong><\/span> call for more than a one-word response, making possible a range of answers.<\/p>\n<ul>\n<li>\u201cWhat are your reactions to\u2026?\u201d<\/li>\n<li>\u201cFor what reasons do you believe that\u2026?\u201d<\/li>\n<li>\u201cHow do you feel about\u2026?\u201d<\/li>\n<\/ul>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Open questions are usually the best type of questions to generate discussion because they allow a wide variety of responses.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Closed questions<\/strong><\/span> prompt a single, one-word answer\u2014usually yes or no.<\/p>\n<ul>\n<li>\u201cIs this option your favorite choice?\u201d<\/li>\n<li>\u201cWould you agree that\u2026?\u201d<\/li>\n<li>\u201cCan we conclude, then, that\u2026?\u201d<\/li>\n<\/ul>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Closed questions <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">can<\/em><\/span> be helpful for shifting the focus of discussion, for stopping someone from going on a tangent, or for preventing someone from dominating the discussion. However, closed questions should be used sparingly because they tend to shut down conversation. You should almost always avoid \u201cDon\u2019t you think\u2026?\u201d questions because they are actually veiled arguments.<\/p>\n<h3 class=\"import-ch\">Question Directions<\/h3>\n<p class=\"import-paft\">A question can take at least four directions: indirect, direct, reverse, and relay.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Indirect questions<\/strong><\/span> target the entire group and tend to stimulate thought. They are very useful for deliberative discussions.<\/p>\n<ul>\n<li>\u201cWhat might be the consequences of choosing this solution?\u201d<\/li>\n<\/ul>\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Direct questions<\/strong><\/span> target one individual and should be used sparingly to draw out timid group members.<\/p>\n<ul>\n<li>\u201cTim, how do you respond to what Joan just said?\u201d<\/li>\n<\/ul>\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Reverse questions<\/strong><\/span> reflect a question back to the group and are especially helpful in preventing the discussion from turning into a question-and-answer session.<\/p>\n<ul>\n<li>After Tim has asked which approach the leaders like best, you could respond by asking the whole group, \u201cWell, how would you all answer Tim\u2019s question?\u201d<\/li>\n<\/ul>\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">Relay questions<\/strong><\/span> encourage group members to share experiences. This can help ground the conversation in personal examples and better understand where someone is coming from.<\/p>\n<ul>\n<li>\u201cNia, what experiences have informed your perspective?\u201d<\/li>\n<\/ul>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Ultimately, keep in mind that good discussion leading is both an art and a science. That means a good leader prepares for a discussion as much as possible. For example, develop a list of questions for each of the five stages of the discussion, anticipate how the discussion is likely to unfold given the topic and specific participants, and think through how you might respond to potential difficulties, such as members who dominate, withdraw, or try to debate.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">At the same time, the art of discussion leading lies in the following abilities: remaining present during the actual discussion, listening closely to the participants\u2019 comments, observing nonverbal communication, and guiding the discussion accordingly. The discussion may take a totally different direction than anticipated and unforeseen challenges may arise. A good discussion leader adapts to the situation as it develops. They also use questions to guide participants into the groan zone.<\/p>\n<h1 class=\"import-ah\">The Heart of a Deliberative Discussion: Working Through the Issue<\/h1>\n<p class=\"import-paft\"><img class=\"alignleft\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image223.png\" alt=\"image\" width=\"159.066666666667px\" height=\"159.066666666667px\" \/>When a discussion leader is executing their role well by asking effective questions and adapting to the group\u2019s needs, participants will raise numerous conflicting perspectives on the problem, approaches, and specific sample actions. That experience typically leads participants to encounter what Sam Kaner and associates have labeled the <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">groan zone<\/strong><\/span>. The groan zone is a stage of confusion and frustration that results from the broad representation of viewpoints, opinions, and ideas shared.<a class=\"footnote\" title=\"Sam Kaner, with Lenny Lind, Catherine Toldi, Sarah Fisk, and Duane Berger, Facilitator\u2019s Guide to Participatory Decision Making, 2nd ed. (San Francisco: Jossey-Bass, 2007), 18, 223.\" id=\"return-footnote-494-1\" href=\"#footnote-494-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> Put simply, this is when participants groan and say, \u201cUgh! This problem is too complicated and hard!\u201d<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Effectively dealing with this zone requires participants to <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">work<\/em><\/span> <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">through<\/em><\/span> diverse perspectives and not simply name them. As we mentioned earlier, they must weigh options against one another, confronting tough choices\u2014and working through the conflict such confrontation brings\u2014rather than simply talking about each approach independently. That means probing more deeply to explore their conflicting reasons and values. The objective of deliberative discussions, after all, is to discover and discuss the real underlying sources of conflict so the group can ultimately move through the groan zone into shared public judgment.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Due to the discomfort of the groan zone, deliberative discussion participants may try to skirt around it. This section will explore three common ways a group might avoid the groan zone and specific strategies you can use in each case.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.8 Working Through the Groan Zone<\/strong><\/p>\n<table class=\"grid\">\n<thead>\n<tr style=\"height: 19px;\">\n<td><strong>Ways Participants Avoid the Groan Zone<\/strong><\/td>\n<td><strong>Strategies to Help Participants Enter and Work through the Groan Zone<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr class=\"TableGrid-R\" style=\"height: 39px;\">\n<td>Participants claim they need more information.<\/td>\n<td>-Encourage participants to temporarily set requests for information aside and focus on the trade-offs and value dilemmas.<\/td>\n<\/tr>\n<tr class=\"TableGrid-R\" style=\"height: 95px;\">\n<td>Participants emphasize their differences.<\/td>\n<td>-Help participants identify their common ground.<br \/>\n-Highlight controversial language and invite participants to discuss and contest its meaning and implications.<\/td>\n<\/tr>\n<tr class=\"TableGrid-R\" style=\"height: 115px;\">\n<td>Participants quickly claim agreement on the best solution.<\/td>\n<td>-Probe participants for the reasoning, values, and personal experiences that inform their conclusions.<br \/>\n-Ask the group to consider the implications, consequences, and trade-offs of their preferred option.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<h2 class=\"import-bh\"><em>When Participants Claim They Need More Information<\/em><\/h2>\n<p class=\"import-paft\"><img class=\"alignleft\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image224.png\" alt=\"image\" width=\"132.444409448819px\" height=\"132.444409448819px\" \/>Some groups may <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">claim they need more information<\/em><\/span> before discussing the issue. Of course, there is some truth to this. In the previous chapter, we discussed the importance of researching and correcting misinformation and disinformation when preparing a deliberative presentation. However, wicked problems result from deep disagreements over underlying values and trade-offs rather than a lack of sufficient information.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Thus, if requests for information emerge and the discussion leader cannot easily fulfill them, then the leader should encourage discussants to temporarily set their questions aside and gear their conversation, instead, toward the larger issues involved.<\/p>\n<h2 class=\"import-bh\"><em>When Participants Emphasize Their Differences<\/em><\/h2>\n<p class=\"import-paft\">Alternatively, groups may try to avoid the groan zone by <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">solely emphasizing their differences<\/em><\/span> from one another, perhaps due to misconceptions they have about one another. To work through the issue, participants can be asked to identify their relevant <span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-b\">common ground<\/strong><\/span>. Common ground refers to any perspectives, interests, values, or concerns shared by some or all members of the discussion. Even discussants with opposing perspectives are likely to agree on important core values, fundamental aspects of the problem, or particular needs.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Sometimes participants\u2019 disagreements are reflected in their use of very different labels, phrases, or metaphors to discuss the problem or the people affected. Some of these terms may be off-putting or even offensive to other participants, driving them further apart as well as away from the groan zone.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\"><img class=\"alignleft\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image225.png\" alt=\"image\" width=\"133.333333333333px\" height=\"133.333333333333px\" \/>Consequently, facilitators should draw attention to such divisive or controversial rhetoric and invite participants to discuss and even contest its meaning and implications. This invitation \u201ccalls out\u201d the language while \u201ccalling in\u201d participants to share why they used or objected to it.<a class=\"footnote\" title=\"Renee G. Heath and Jennifer L. Borda, \u201cReclaiming Civility: Towards Discursive Opening in Dialogue and Deliberation,\u201d Journal of Deliberative Democracy 17, no. 1 (2021): 9\u201318, https:\/\/doi.org\/10.16997\/jdd.976.\" id=\"return-footnote-494-2\" href=\"#footnote-494-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> It avoids shaming or silencing participants while also enabling frank conversations around divisive language. Such direct conversations can give participants a chance to explain why certain catchphrases or metaphors are dehumanizing, are unfair, or even draw on histories of oppression. The discussion can also reveal where and why participants perceive the problem differently. A facilitator can use those insights to guide participants through the groan zone, likely after they have asked the group which phrases and labels they will agree to use or avoid.<\/p>\n<h2 class=\"import-bh\"><em>When Participants Quickly Agree<\/em><\/h2>\n<p class=\"import-paft\"><img class=\"alignright\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image226.png\" alt=\"image\" width=\"125.333333333333px\" height=\"125.333333333333px\" \/>In contrast to emphasizing differences, groups may try to avoid the groan zone by <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">too quickly agreeing<\/em><\/span>. They may, for instance, agree on the best solution before exploring its trade-offs or additional stakeholders\u2019 perspectives, or they may simply state preferences without offering reasons behind them.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">In cases like this, a discussion leader should probe participants for the reasons, values, and personal experiences that inform their conclusions. A discussion leader may also ask the group to consider the costs, challenges, and trade-offs of their preferred option to encourage the exploration of possible disagreements.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.9 Example of Strategies to Use When Participants Avoid the Groan Zone<\/strong><\/p>\n<p>Let\u2019s return to the Indiana deliberative discussion about a local watershed again. In the following sections, we consider how facilitators guided participants into the groan zone rather than avoiding it.<\/p>\n<p><strong>When Participants Wanted More Information<\/strong><\/p>\n<p><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Problem<\/em><\/span>: What did leaders do when some participants got hung up on how much money the county governments had to spend on water treatment and cleanup initiatives?<\/p>\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Strategies<\/em><\/span>: Leaders encouraged participants to identify their values and then reflect on how those values could translate into a plan of action. Spending too much time on the missing information would have narrowed their vision and distracted them from other possible options.<\/p>\n<p><strong>When the Group Emphasized Their Differences<\/strong><\/p>\n<p><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Problem<\/em><\/span>: Participants at the Indiana watershed deliberation disagreed about the trade-offs they were willing to accept.<\/p>\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Strategies<\/em><\/span>: Facilitators asked what participants could agree on. The group discovered that they agreed that private landowners and farmers should be part of the solution to improve water quality. This was based on a common understanding participants reached that landowners and farmers were often the ones perpetrating pollutive practices.<\/p>\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Problem<\/em><\/span>: Fortunately, this did not occur, but you can imagine that if some people at the Indiana watershed deliberation derided farmers as ignorant \u201cyokels\u201d or recreators as liberal \u201ctree huggers,\u201d then such language would have further emphasized differences among the group. It also would have made some (maybe many) participants feel hurt and angry.<\/p>\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Strategies<\/em><\/span>: In that case, discussion leaders could have drawn attention to those problematic labels and asked the group for their reactions to the language. They could have also asked what concerns or frustrations were implied through the labels and invited the group to directly discuss those experiences and perspectives.<\/p>\n<p><strong>When Participants Stressed Their Agreements<\/strong><\/p>\n<p><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Problem<\/em><\/span>: Several groups at the Indiana watershed deliberation agreed on the second approach of educating those around the watershed on how to improve the river and its use.<\/p>\n<p style=\"text-indent: 36pt;\"><span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Strategies<\/em><\/span>: Rather than ending the conversation, facilitators pushed the group to define what they meant by \u201ceducation.\u201d Who is being educated? By whom? About what?<\/p>\n<\/div>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Ideally, as the discussion progresses through the groan zone using the strategies provided, participant investment increases. Discussants begin explaining their reasoning, listening to others, and weighing options. Participants shift from their individual perspective (\u201cI\u201d) to using collective terms that reflect their broader shared community (\u201cwe\u201d). Encouraging participants to talk through the groan zone requires discussion leaders to create an inclusive environment.<\/p>\n<h1 class=\"import-ah\">Creating an Inclusive Environment<\/h1>\n<p class=\"import-paft\">The discussion leader is responsible for creating an inclusive environment in which all participants can contribute. That means facilitators must seek to engage all participants, help quieter members join, excite discussants to want to participate, and allow the conversation to flow.<\/p>\n<h2 class=\"import-bh\"><em>Engage All Participants<\/em><\/h2>\n<p class=\"import-paft\">First, discussion leaders seek to engage <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">everyone<\/em><\/span> in a productive manner, no matter their ideological, political, or personal perspectives. That means facilitators should do the following:<\/p>\n<ul>\n<li>\n<figure id=\"attachment_273\" aria-describedby=\"caption-attachment-273\" style=\"width: 242px\" class=\"wp-caption alignright\"><img class=\"size-full wp-image-273\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image227.png\" alt=\"Referee with hands up\" width=\"242\" height=\"364\" srcset=\"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image227.png 242w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image227-199x300.png 199w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image227-65x98.png 65w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image227-225x338.png 225w\" \/><figcaption id=\"caption-attachment-273\" class=\"wp-caption-text\"><a href=\"https:\/\/pixabay.com\/photos\/referee-professional-football-1544532\/\" target=\"_blank\" rel=\"noopener\">Image<\/a> by Keith Johnston via Pixabay, <a href=\"https:\/\/pixabay.com\/service\/license-summary\/\" target=\"_blank\" rel=\"noopener\">Pixabay Content License<\/a>.<\/figcaption><\/figure>\n<p>Avoid answering questions themselves and withhold their own opinions. As discussed in chapter 20, a discussion leader may share personal experiences related to the wicked problem if\/when relevant, but you should avoid dominating the discussion or swaying opinions toward one solution.<\/li>\n<li>Function like a referee at a football game or soccer match. The leader is not focused on who wins or loses but rather on how the game is played. They should refrain from taking sides.<\/li>\n<li>Intervene if any participant is personally attacked or ridiculed.<\/li>\n<li>If a group repeatedly asks them questions, leaders should redirect the questions back to the discussants to answer.<\/li>\n<\/ul>\n<h2 class=\"import-bh\"><em>Help Quieter Members Join the Discussion<\/em><\/h2>\n<p class=\"import-paft\">Second, discussion leaders should also create an inclusive environment by helping <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">quieter<\/em><\/span> members get involved. For example, facilitators can try the following:<\/p>\n<ul>\n<li>Invite multiple participants to respond to a single question.<\/li>\n<li>Redirect the conversation outward if one or two people dominate.<\/li>\n<li>Allow silence after asking a question and even after hearing a couple of responses, since discussants need time to consider their input, and some need more time than others.<\/li>\n<li>Rephrase the question or even direct it toward a specific person if no one responds after a period of silence.<\/li>\n<\/ul>\n<h2 class=\"import-bh\"><em>Excite Discussants to Participate<\/em><\/h2>\n<p class=\"import-paft\">Third, getting diverse participants engaged also means creating an atmosphere in which members <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">want<\/em><\/span> to participate. That means that as facilitators, you should do the following:<\/p>\n<ul>\n<li>Ask questions with enthusiasm, maintaining eye contact with group members if that is comfortable or possible for you.<\/li>\n<li>Be conscious of your facial expressions and posture. Your body may communicate messages you don\u2019t intend to send (disgust, disinterest, anger, etc.).<\/li>\n<li>Express gratitude when a participant shares something personal or vulnerable.<\/li>\n<\/ul>\n<h2 class=\"import-bh\"><em>Allow the Conversation to Flow<\/em><\/h2>\n<figure id=\"attachment_274\" aria-describedby=\"caption-attachment-274\" style=\"width: 375px\" class=\"wp-caption alignleft\"><img class=\"wp-image-274\" src=\"http:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image228.png\" alt=\"A group of men and women talking\" width=\"375\" height=\"247\" srcset=\"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image228.png 640w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image228-300x198.png 300w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image228-65x43.png 65w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image228-225x148.png 225w, https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-content\/uploads\/sites\/77\/2025\/05\/image228-350x231.png 350w\" \/><figcaption id=\"caption-attachment-274\" class=\"wp-caption-text\"><a href=\"https:\/\/freerangestock.com\/photos\/141095\/informal-business-meeting--people-at-workplace-discussing-busin.html#google_vignette\" target=\"_blank\" rel=\"noopener\">Informal Business Meeting<\/a> by Jack Moreh via Freerange Stock, <a href=\"https:\/\/www.equalicense.com\/the-license\" target=\"_blank\" rel=\"noopener\">Equalicense<\/a>.<\/figcaption><\/figure>\n<p class=\"import-paft\">Finally, facilitators <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">allow the conversation to flow<\/em><\/span> if it is on topic. Sticking too strictly to a prepared list of questions may squelch discussants\u2019 interest and wrest too much control away from them. With that said, it is OK to get the discussion back on topic if a string of irrelevant tangents arises.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Remember, participants will naturally look to the leader for cues, so if you are positive and welcoming, you can succeed at drawing multiple participants into a productive and healthy conversation.<\/p>\n<h2 class=\"import-bh\"><em>Specific Discussion Facilitation Tasks<\/em><\/h2>\n<p class=\"import-paft\">In addition to creating an inclusive environment, deliberative discussion facilitation consists of several important tasks. Typically, at least two facilitators lead a deliberative discussion: a moderator, who sits with the group and asks questions through the stages of a discussion, and a recorder, who takes notes of the group\u2019s conversation. It is very difficult to guide a group\u2019s discussion and take notes simultaneously.<\/p>\n<p class=\"import-p\" style=\"text-indent: 36pt;\">Further dividing facilitation tasks among a small group of discussion leaders enables each person to focus on just one or two jobs, yet it also necessitates a greater degree of cooperation among group members. However many people facilitate a discussion, the tasks listed in box 23.10 should be accomplished to help ensure its success.<\/p>\n<div class=\"textbox\">\n<p><strong>Box 23.10 Facilitation Tasks for Deliberative Discussions<\/strong><\/p>\n<table>\n<tbody>\n<tr class=\"TableGrid-R\">\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Initiate questions.<\/em><\/strong><\/span><\/p>\n<p class=\"import-td\">Ask questions to get a chain of conversation started.<\/p>\n<\/td>\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-td\">See the earlier section on asking effective questions for guidance.<\/p>\n<\/td>\n<\/tr>\n<tr class=\"TableGrid-R\">\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Play devil\u2019s advocate.<\/em><\/strong><\/span><\/p>\n<p class=\"import-td\">Help respondents dig deeper into the issues and avoid rushing to consensus. <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">Do not make arguments or claims<\/em><\/span>. Instead, invite discussants to share or consider a differing viewpoint or stakeholder or require the group to address and work through trade-offs of a desired approach.<\/p>\n<\/td>\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<ul>\n<li>\u201cWho might disagree with you and why?\u201d<\/li>\n<li>\u201cWhat are you sacrificing with this approach?\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"TableGrid-R\">\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Clarify\/summarize.<\/em><\/strong><\/span><\/p>\n<p class=\"import-td\">At appropriate times, help the group uncover common ground <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">or<\/em><\/span> points of disagreement by identifying and summarizing the discussion and relevant points being made. This task requires attentive listening to make connections between respondents\u2019 comments.<\/p>\n<\/td>\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<ul>\n<li>\u201cIt sounds to me as if we have been talking about a few major themes\u2026\u201d<\/li>\n<li>\u201cI hear a split between\u2026\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"TableGrid-R\">\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Record.<\/em><\/strong><\/span><\/p>\n<p class=\"import-td\">Capture the <span style=\"border: none windowtext 0pt; padding: 0;\"><em class=\"import-i\">key<\/em><\/span> points of common ground, tensions, and conclusions made during the discussion. Notes may be written where participants can see them as the deliberative discussion occurs or on an individual notepad. This task works well with the job of clarifying\/summarizing.<\/p>\n<\/td>\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-tdul\">Possible notes for approach 1:<\/p>\n<ul>\n<li>\u201cMany like this approach, especially (name actions).\u201d<\/li>\n<li>\u201cBut disagreement emerged between prioritizing safety vs. freedom in (name actions).\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"TableGrid-R\">\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Observe.<\/em><\/strong><\/span><\/p>\n<p class=\"import-td\">Observe the process of the discussion with the goal of making it as inclusive and productive as possible. Attempts to get everyone engaged without allowing a few participants to dominate.<\/p>\n<p class=\"import-td\">Responsibilities include noticing when a participant wants to talk but hasn\u2019t (such as by raising a hand, making a facial expression in reaction to another respondent, or taking a breath to talk) and prompting people who have withdrawn to rejoin the discussion.<\/p>\n<\/td>\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<ul>\n<li>\u201cMaria, you look like you\u2019re about to say something.\u201d<\/li>\n<li>\u201cAaron, can you hold that thought for a moment while a few others respond?\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"TableGrid-R\" style=\"height: 138.5pt;\">\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Manage time \/ shift focus.<\/em><\/strong><\/span><\/p>\n<p class=\"import-td\">Ensure that participants address and compare\/contrast approaches within the discussion\u2019s time limits. This task requires an eye on the clock and, when needed, encouraging the group to shift focus to an aspect not yet addressed. Beware, however, of prompting the group to shift too quickly and preventing them from working through the groan zone.<\/p>\n<p class=\"import-td\">Alternatively, this job involves prompting a group to return to the issue should the conversation stray too far off topic. This task can work well with the job of observing.<\/p>\n<\/td>\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<ul>\n<li>\u201cWe\u2019ve been focusing on approaches one and two, but what about three?\u201d<\/li>\n<li>\u201cLet\u2019s return to the approach\u2019s drawbacks. What else comes to mind?\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"TableGrid-R\">\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<p class=\"import-td\"><span style=\"border: none windowtext 0pt; padding: 0;\"><strong class=\"import-bi\"><em>Manage conflict.<\/em><\/strong><\/span><\/p>\n<p class=\"import-td\">Keep conflict focused on the issues rather than on personalities. Help participants explore their differences and defuse heated conflicts when needed. This task works well with the task of observing, since defusing conflict often requires bringing other participants into the conversation.<\/p>\n<\/td>\n<td class=\"TableGrid-C\" style=\"border: solid windowtext 0.5pt;\">\n<ul>\n<li>\u201cWhat seems to be at the heart of this issue?\u201d<\/li>\n<li>\u201cWhat do others think?\u201d<\/li>\n<li>\u201cWe seem to be stuck. What can we do to move forward?\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Summary<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p class=\"import-paft\">Leading a discussion is an important task. This chapter taught you how to guide participants through the five stages of a deliberative discussion, from personal stakes through the reflection period. It encouraged you to help the group work through the groan zone along the way.<\/p>\n<ul>\n<li>For our purposes, a deliberative discussion consists of five stages: an offering of personal stakes, during which participants share why they attended the discussion and what concerns they have about the problem; a discussion of each of three approaches to solving the problem, one at a time, during which participants consider the benefits, challenges, and trade-offs of each approach and specific actions within them; and a reflection period, during which participants reflect on the problem and approaches, naming the preferred actions and next steps.<\/li>\n<li>The discussion leader develops questions with consideration to their direction and form and to the stage of the discussion.<\/li>\n<li>Ideally, participants in a deliberative discussion enter the groan zone, during which they may feel overwhelmed and uncomfortable as they work through multiple viewpoints and options.<\/li>\n<li>An effective deliberative discussion leader creates an inclusive environment and accomplishes many other facilitation tasks. These can be shared by two or more discussion leaders.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Terms<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>closed question<br \/>\ncommon ground<br \/>\ndirect question<br \/>\ngroan zone<br \/>\nindirect question<br \/>\nopen question<br \/>\nreflection period<br \/>\nrelay question<br \/>\nreverse question<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Review Questions<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li>What are the five stages of a deliberative discussion, and what are the objectives of each?<\/li>\n<li>What kinds of questions should a discussion leader ask during different moments of the conversation?<\/li>\n<li>What are three ways groups tend to avoid the groan zone, and how can a discussion leader guide them back to the zone?<\/li>\n<li>What are some of the major tasks of a deliberative discussion leader?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Discussion Questions<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li>How might you prepare for or address the following common pitfalls when leading a deliberative discussion?\n<ol>\n<li>You ask a question but are met with silence from discussion participants.<\/li>\n<li>One or two people dominate the discussion.<\/li>\n<li>The conversation turns into a debate between two sides.<\/li>\n<li>The conversation moves to a distant tangent.<\/li>\n<li>Everyone quickly agrees on the best solution.<\/li>\n<\/ol>\n<\/li>\n<li>Who is a good discussion leader you know? What makes their discussion leading effective? How might you adopt some of their strategies?<\/li>\n<li>In which of your communities could you start practicing deliberative discussions? What problems might such discussions address? What challenges might you encounter when introducing deliberation in your community?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-494-1\">Sam Kaner, with Lenny Lind, Catherine Toldi, Sarah Fisk, and Duane Berger, <em>Facilitator\u2019s Guide to Participatory Decision Making<\/em>, 2nd ed. (San Francisco: Jossey-Bass, 2007), 18, 223. <a href=\"#return-footnote-494-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-494-2\">Renee G. Heath and Jennifer L. Borda, \u201cReclaiming Civility: Towards Discursive Opening in Dialogue and Deliberation,\u201d <em>Journal of Deliberative Democracy<\/em> 17, no. 1 (2021): 9\u201318, <a href=\"https:\/\/doi.org\/10.16997\/jdd.976\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.16997\/jdd.976<\/a>. <a href=\"#return-footnote-494-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":3,"menu_order":23,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/pressbooks\/v2\/chapters\/494"}],"collection":[{"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":34,"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/pressbooks\/v2\/chapters\/494\/revisions"}],"predecessor-version":[{"id":3051,"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/pressbooks\/v2\/chapters\/494\/revisions\/3051"}],"part":[{"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/pressbooks\/v2\/chapters\/494\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/wp\/v2\/media?parent=494"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/pressbooks\/v2\/chapter-type?post=494"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/wp\/v2\/contributor?post=494"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palni.org\/publicspeakinganddemocraticparticipation\/wp-json\/wp\/v2\/license?post=494"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}