JLBC Establishing Group Norms
Courtesy Decision-making process
Setting priorities Enforcement of norms
JLBC Cadets, how often do we need to meet to do our work? Where and when will we meet? How long should our meetings be?
JLBC Cadets, How will we show respect for one another? JLBC Cadets, how will we make decisions and reach agreements? How do we get a consensus?
JLBC Cadets, how will we make sure that tasks are completed on time and logically? What is our plan if the norms are not being followed? Will we revise the criteria if needed? Can we add bars?
JLBC Questions to Consider
JLBC Cadets, when should we start and end JLBC meetings? JLBC Cadets, Will we start on time or wait for all JLBC members to be present? What are our expectations for attendance?
How can we ensure that the JLBC leadership team's work is being shared? JLBC Cadets, how can we help one another balance the JLBC leadership team's work with other responsibilities?
In addition to establishing and adhering to JLBC group norms, program leadership teams can structure productive meetings by preparing and distributing a JLBC meeting agenda before the meeting (see Appendices A and B);
establishing time limits for each agenda item;
ensuring that each session has a facilitator, recorder, and timekeeper (roles can rotate among members);
recording tasks, persons responsible, and due dates in the meeting notes (see Appendices C and D);
establishing a consistent way to share progress and information with all stakeholders regularly, including the principal, if they are not a JLBC member of the team and with other school-based
teams; establishing a consistent way to get feedback from faculty and other stakeholders, and periodically reflecting on the effectiveness of the group.
JLBC Effective Communication Skills
To be successful, leadership team members must also use practical communication skills. Below are some strategies adapted. The JLBC team members may use it to enhance their communication skills.
Paraphrasing. Repeat a portion of the information that another JLBC team member has relayed to you in your own words. For example, "So what you tell me is that the benchmark data show that sixth graders have difficulty with the scientific method."
Perception checking. Reflect an emotion that may have been communicated in the conversation. For example, "From what I hear you saying, it is frustrating for you not to have all the information you need."